Rivers Ian
School of Sport and Education, Brunel University, Uxbridge, UK.
Int J Adolesc Med Health. 2011 Nov 4;24(1):11-6. doi: 10.1515/ijamh.2012.003.
The role of the bystander is not one that is easily understood in the anti-bullying literature. Roles within the unofficial hierarchy of the school-yard and playground overlap considerably, and each role has its own social dynamic that brings with it a shifting behavioral landscape that affects every student. In this article, the mental health correlates of three categories of bystander are explored: the co-victim, the isolate, and the confederate. Each category of bystander has its own characterizations and mental health correlates. Reports of post-traumatic stress, internalized hostility, substance use, and suicide ideation are discussed with reference to studies involving witnesses of family abuse, community and school violence as well as bullying. It is argued that bystanders are the key to challenging bullying in schools, and their mental health and well-being is pivotal to the effectiveness of anti-bullying interventions.
旁观者的角色在反欺凌文献中并非轻易就能理解。校园和操场的非官方等级制度中的角色有相当大的重叠，而且每个角色都有其自身的社会动态，这带来了不断变化的行为情境，影响着每一位学生。在本文中，探讨了三类旁观者与心理健康的关联：共同受害者、孤立者和同盟者。每类旁观者都有其自身的特点以及与心理健康的关联。文中结合涉及家庭虐待、社区及校园暴力以及欺凌的目击者的研究，讨论了创伤后应激、内化敌意、物质使用和自杀意念的相关报告。本文认为，旁观者是在学校应对欺凌行为的关键，他们的心理健康和幸福对于反欺凌干预措施的有效性至关重要。
