a Department of Psychological and Brain Sciences , University of Delaware.
b Pain Clinic , Children's National Medical Center.
J Clin Child Adolesc Psychol. 2018;47(sup1):S329-S340. doi: 10.1080/15374416.2017.1295381. Epub 2017 Mar 20.
Many bullying prevention programs take a bystander approach, which encourages children to intervene when they are bystanders to bullying incidents. Little is known about how caregivers' advice to children might promote or undermine the positive bystander behaviors targeted by these programs. Accordingly, the aim of the current study was to investigate relations between caregivers' advice and children's bystander behavior during bullying situations. Participants were 106 racially/ethnically diverse 4th- and 5th-grade students (M age = 10.5 years, SD = .71 years), their classmates, and their caregivers. During classroom visits, peers reported on children's bystander behaviors. During home visits, caregivers and children completed a coded interaction task in which caregivers advised children about how to respond to bullying situations at school. Results suggested that (a) bystander intervention was positively predicted by caregivers' advice to help/comfort the victim, (b) bystander passivity was positively predicted by caregivers' advice to not intervene and negatively predicted by caregivers' advice to help/comfort the victim, and (c) bystander reinforcement/assistance of the bully was positively predicted by caregivers' advice not to intervene and not to tell adults. Results support a link between caregivers' advice at home and children's corresponding behavior when they are bystanders to bullying situations at school. These results emphasize the importance of collaboration between families and schools to reduce school bullying. Implications and directions for future research are discussed.
许多欺凌预防计划采取旁观者方法，鼓励儿童在目睹欺凌事件时进行干预。然而，关于照顾者向儿童提供的建议如何促进或破坏这些计划所针对的积极旁观者行为，我们知之甚少。因此，本研究旨在调查照顾者的建议与儿童在欺凌情境下的旁观者行为之间的关系。参与者为 106 名种族/民族多样化的 4 年级和 5 年级学生（M 年龄= 10.5 岁，SD=.71 岁）、他们的同学和他们的照顾者。在课堂访问中，同龄人报告了儿童的旁观者行为。在家庭访问中，照顾者和儿童完成了一项编码互动任务，在任务中，照顾者向儿童提供了有关如何应对学校欺凌情况的建议。结果表明：（a）旁观者干预行为正向预测于照顾者帮助/安慰受害者的建议，（b）旁观者消极行为正向预测于照顾者不干预的建议，负向预测于照顾者帮助/安慰受害者的建议，（c）旁观者对欺凌者的支持/协助行为正向预测于照顾者不干预和不告知成人的建议。研究结果支持家庭中照顾者的建议与儿童在学校目睹欺凌事件时的相应行为之间的联系。这些结果强调了家庭和学校之间合作的重要性，以减少校园欺凌。讨论了对未来研究的影响和方向。
