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Article: Bystander position taking in school bullying: The role of positive identity, self-efficacy, and self-determination

TitleBystander position taking in school bullying: The role of positive identity, self-efficacy, and self-determination
Authors
Issue Date2011
PublisherHindawi Publishing Corporation. The Journal's web site is located at http://www.hindawi.com/journals/tswj/
Citation
Thescientificworldjournal, 2011, v. 11, p. 2278-2286 How to Cite?
AbstractSchool bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts that bystanders actually play pivotal roles in deciding whether the bullying process and dynamics are benign or adversarial. Bystanders' own abilities and characteristics often influence how they respond to victims and bullies. P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme (P.A.T.H.S. = Positive Adolescent Training through Holistic Social Programmes) is an evidence-based positive youth development program which shows that primary intervention programs have constructive impacts on junior secondary school students' beliefs and behavior. This paper asserts that intrapsychic qualities, namely identity, self-efficacy, and self-determination, greatly influence how bystanders react in school bullying situations. The paper also explains how classroom-based educational programs based on the P.A.T.H.S. model have been designed to help junior secondary school students strengthen these characteristics, so that they can be constructive bystanders when they encounter school bullying. © 2011 Sandra K. M. Tsang et al.
Persistent Identifierhttp://hdl.handle.net/10722/175507
ISSN
2013 Impact Factor: 1.219
2015 SCImago Journal Rankings: 0.315
PubMed Central ID
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTsang, SKMen_US
dc.contributor.authorHui, EKPen_US
dc.contributor.authorLaw, BCMen_US
dc.date.accessioned2012-11-26T08:59:00Z-
dc.date.available2012-11-26T08:59:00Z-
dc.date.issued2011en_US
dc.identifier.citationThescientificworldjournal, 2011, v. 11, p. 2278-2286en_US
dc.identifier.issn1537-744Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/175507-
dc.description.abstractSchool bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts that bystanders actually play pivotal roles in deciding whether the bullying process and dynamics are benign or adversarial. Bystanders' own abilities and characteristics often influence how they respond to victims and bullies. P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme (P.A.T.H.S. = Positive Adolescent Training through Holistic Social Programmes) is an evidence-based positive youth development program which shows that primary intervention programs have constructive impacts on junior secondary school students' beliefs and behavior. This paper asserts that intrapsychic qualities, namely identity, self-efficacy, and self-determination, greatly influence how bystanders react in school bullying situations. The paper also explains how classroom-based educational programs based on the P.A.T.H.S. model have been designed to help junior secondary school students strengthen these characteristics, so that they can be constructive bystanders when they encounter school bullying. © 2011 Sandra K. M. Tsang et al.en_US
dc.languageengen_US
dc.publisherHindawi Publishing Corporation. The Journal's web site is located at http://www.hindawi.com/journals/tswj/en_US
dc.relation.ispartofTheScientificWorldJournalen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.meshAdolescenten_US
dc.subject.meshAdolescent Behavior - Psychologyen_US
dc.subject.meshAdolescent Developmenten_US
dc.subject.meshAggression - Psychologyen_US
dc.subject.meshBullying - Psychologyen_US
dc.subject.meshChilden_US
dc.subject.meshCurriculumen_US
dc.subject.meshHong Kongen_US
dc.subject.meshHumansen_US
dc.subject.meshMental Competency - Psychologyen_US
dc.subject.meshPersonal Autonomyen_US
dc.subject.meshReinforcement (Psychology)en_US
dc.subject.meshSchools - Organization & Administrationen_US
dc.subject.meshSelf Efficacyen_US
dc.subject.meshSocial Supporten_US
dc.subject.meshStudents - Psychologyen_US
dc.titleBystander position taking in school bullying: The role of positive identity, self-efficacy, and self-determinationen_US
dc.typeArticleen_US
dc.identifier.emailTsang, SKM: hokitman@hkucc.hku.hken_US
dc.identifier.emailHui, EKP: eadaoin@hkucc.hku.hken_US
dc.identifier.authorityTsang, SKM=rp00594en_US
dc.identifier.authorityHui, EKP=rp00906en_US
dc.description.naturepublished_or_final_versionen_US
dc.identifier.doi10.1100/2011/531474en_US
dc.identifier.pmid22194663-
dc.identifier.pmcidPMC3236387-
dc.identifier.scopuseid_2-s2.0-84855171598en_US
dc.identifier.hkuros210907-
dc.identifier.hkuros210908-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84855171598&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume11en_US
dc.identifier.spage2278en_US
dc.identifier.epage2286en_US
dc.identifier.eissn1537-744X-
dc.identifier.isiWOS:000297513400030-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridTsang, SKM=34467955600en_US
dc.identifier.scopusauthoridHui, EKP=34467611100en_US
dc.identifier.scopusauthoridLaw, BCM=36164368900en_US

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