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- PMID: 22194663
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Article: Bystander position taking in school bullying: The role of positive identity, self-efficacy, and self-determination
Title | Bystander position taking in school bullying: The role of positive identity, self-efficacy, and self-determination |
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Authors | |
Keywords | Bullying bystander positive identity positive youth development self-determination self-efficacy |
Issue Date | 2011 |
Publisher | Hindawi 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? |
Abstract | School 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 Identifier | http://hdl.handle.net/10722/175507 |
ISSN | 2013 Impact Factor: 1.219 2023 SCImago Journal Rankings: 0.526 |
PubMed Central ID | |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
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dc.contributor.author | Tsang, SKM | en_US |
dc.contributor.author | Hui, EKP | en_US |
dc.contributor.author | Law, BCM | en_US |
dc.date.accessioned | 2012-11-26T08:59:00Z | - |
dc.date.available | 2012-11-26T08:59:00Z | - |
dc.date.issued | 2011 | en_US |
dc.identifier.citation | Thescientificworldjournal, 2011, v. 11, p. 2278-2286 | en_US |
dc.identifier.issn | 1537-744X | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/175507 | - |
dc.description.abstract | School 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.language | eng | en_US |
dc.publisher | Hindawi Publishing Corporation. The Journal's web site is located at http://www.hindawi.com/journals/tswj/ | en_US |
dc.relation.ispartof | TheScientificWorldJournal | en_US |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Bullying | - |
dc.subject | bystander | - |
dc.subject | positive identity | - |
dc.subject | positive youth development | - |
dc.subject | self-determination | - |
dc.subject | self-efficacy | - |
dc.subject.mesh | Adolescent | en_US |
dc.subject.mesh | Adolescent Behavior - Psychology | en_US |
dc.subject.mesh | Adolescent Development | en_US |
dc.subject.mesh | Aggression - Psychology | en_US |
dc.subject.mesh | Bullying - Psychology | en_US |
dc.subject.mesh | Child | en_US |
dc.subject.mesh | Curriculum | en_US |
dc.subject.mesh | Hong Kong | en_US |
dc.subject.mesh | Humans | en_US |
dc.subject.mesh | Mental Competency - Psychology | en_US |
dc.subject.mesh | Personal Autonomy | en_US |
dc.subject.mesh | Reinforcement (Psychology) | en_US |
dc.subject.mesh | Schools - Organization & Administration | en_US |
dc.subject.mesh | Self Efficacy | en_US |
dc.subject.mesh | Social Support | en_US |
dc.subject.mesh | Students - Psychology | en_US |
dc.title | Bystander position taking in school bullying: The role of positive identity, self-efficacy, and self-determination | en_US |
dc.type | Article | en_US |
dc.identifier.email | Tsang, SKM: hokitman@hkucc.hku.hk | en_US |
dc.identifier.email | Hui, EKP: eadaoin@hkucc.hku.hk | en_US |
dc.identifier.authority | Tsang, SKM=rp00594 | en_US |
dc.identifier.authority | Hui, EKP=rp00906 | en_US |
dc.description.nature | published_or_final_version | en_US |
dc.identifier.doi | 10.1100/2011/531474 | en_US |
dc.identifier.pmid | 22194663 | - |
dc.identifier.pmcid | PMC3236387 | - |
dc.identifier.scopus | eid_2-s2.0-84855171598 | en_US |
dc.identifier.hkuros | 210907 | - |
dc.identifier.hkuros | 210908 | - |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-84855171598&selection=ref&src=s&origin=recordpage | en_US |
dc.identifier.volume | 11 | en_US |
dc.identifier.spage | 2278 | en_US |
dc.identifier.epage | 2286 | en_US |
dc.identifier.eissn | 1537-744X | - |
dc.identifier.isi | WOS:000297513400030 | - |
dc.publisher.place | United Kingdom | en_US |
dc.identifier.scopusauthorid | Tsang, SKM=34467955600 | en_US |
dc.identifier.scopusauthorid | Hui, EKP=34467611100 | en_US |
dc.identifier.scopusauthorid | Law, BCM=36164368900 | en_US |
dc.identifier.issnl | 1537-744X | - |