ПОНАШАЊЕ ПОСМАТРАЧА У СЛУЧАЈЕВИМА ВРШЊАЧКОГ НАСИЉА: СТУДИЈА ПРЕСЕКА У БЕОГРАДСКИМ СРЕДЊИМ ШКОЛАМА
Ključne reči:
вршњачко насиље, понашање посматрача, средње школе
Sažetak
У овом раду су представљени резултати студије пресека о понашању посматрача у случајевима вршњачког насиља која је спроведена у школској 2020/2021. години анкетирањем 1.526 ученика од 2. до 4. разреда у 19 средњих школа у Београду. Студија је обухватила врсте понашања посматрача, њихову дистрибуцију у популацији посматрача и повезаност са полом и разредом посматрача. Резултати показују да је нешто више од једне трећине ученика приметило случај вршњачког насиља у својој школи. Притом, приближно једнак број посматрача је испољио пасивно и одбрамбено понашање, а у свакој од ових група се нашло нешто мање од половине укупног броја посматрача. Унутар ових група је утврђена неравномерна дистрибуција конкретних реакција. Готово 90% посматрача који су испољили пасивно понашање нису учинили ништа јер су сматрали да их се случај не тиче. Међу посматрачима који су испољили одбрамбено понашање, само око 40% је пријавило случај наставнику или неком другом, док је преосталих 60% покушало да помогне на други начин. Утврђена је повезаност између понашања посматрача и њиховог пола – дечаци су чешће испољавали пасивно понашање и подржавали насилника, док су девојчице чешће показивале одбрамбено понашање, посебно када је реч о пријављивању случаја наставнику. Повезаност између понашања посматрача и њиховог разреда није утврђена.
Reference
Álvarez-García, D., Thornberg, R., & Suárez-García, Z. (2021). Validation of a scale for assessing bystander responses in bullying. Psicothema, 33(4), 623–630. https://doi.org/10.7334/psicothema2021.140
Arslan, G. (2022). School bullying and youth internalizing and externalizing behaviors: Do school belonging and school achievement matter? International Journal of Mental Health and Addiction, 20, 2460–2477. https://doi.org/10.1007/s11469-021-00526-x
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman and Company.
Bjereld, Y. (2018). The challenging process of disclosing bullying victimization: A grounded theory study from the victim’s point of view. Journal of Health Psychology, 23(8), 1110–1118. https://doi.org/10.1177/13591 05316 64497 3
Blomqvist, K., Saarento-Zaprudin, S., & Salmivalli, C. (2019). Telling adults about one’s plight as a victim of bullying: Student- and context-related factors predicting disclosure. Scandinavian Journal of Psychology, 61(1), 151–159. https://doi.org/10.1111/sjop.12521.
Brown, B. B. (1990). Peer groups and peer cultures. In S. S. Feldman & G. R. Elliott (Eds.): At the threshold: The developing adolescent (pp. 171–196). Harvard University Press.
Campbell, M., Hand, K., Shaw, T., Runions, K., Burns, S., Lester, L., & Cross, D. (2020). Adolescent proactive bystanding versus passive bystanding responses to school bullying: the role of peer and moral predictors. International Journal of Bullying Prevention, 5, 296–305. https://doi.org/10.1007/s42380-020-00075-2
Craig, W. M., & Pepler, D. J. (1997). Observations of inter-group aggression in the schoolyard. Canadian Journal of School Psychology, 2, 41– 60.
Craig, W. M., Pepler, D. J., & Atlas, R. (2000). Observations of bullying in the playground and in the classroom. School Psychology International, 21(1), 22–36. https://doi.org/10.1177/0143034300211002
Cui, K., & To, S-M. (2020). School climate, bystanders’ responses, and bullying perpetration in the context of rural-to-urban migration in China. Deviant Behavior, 42(1), 1–20. https://doi.org/10.1080/01639625.2020.1752601
Dovidio, J. F., Piliavin, J. A., Schroeder, D. A., & Penner, L. A. (2006). The social psychology of prosocial behavior. Mahwah, NJ: Lawrence Erlbaum.
Eijigu, T.D., & Teketel, S.Z. (2021). Bullying in schools: prevalence, bystanders’ reaction and associations with sex and relationships. BMC Psychology, 9, Article 183. https://doi.org/10.1186/s40359-021-00685-5
Eliot, M., Cornell, D., Gregory, A., & Fan, X. (2010). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of School Psychology, 48(6), 533–553. https://doi.org/10.1016/j.jsp.2010.07.001
Espelage, D., Green, H., & Polanin, J. (2012). Willingness to intervene in bullying episodes among middle school students: Individual and peer-group influences. The Journal of Early Adolescence, 32(6), 776–801. https://doi.org/10.1177/0272431611423017
Gresham, F. M., Elliott, S. N., Vance, M. J., & Cook, C. R. (2011). Comparability of the social skills rating system to the social skills improvement system: Content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly, 26, 27–44. https://doi.org/10.1037/a0022662
Autor. (2023a). Characteristics of bullying in Belgrade high schools. Sociološki pregled, 57(2), 1305–1331. https://doi.org/ 10.5937/socpreg57-45733
Autor. (2023b). Načini reagovanja žrtava u slučajevima vršnjačkog nasilja u beogradskim srednjim školama. Norma, 28(2), 141–154. https://doi.org/10.5937/norma2302141g
Autor. (2023c). Opinions of the members of teams for protection in secondary schools on the quality of in-service training programmes in relation to bullying prevention and intervention. Zbornik Instituta za pedagoska istrazivanja, 55(2), 351–374. https://doi.org/10.2298/ZIPI2302351G
Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10(4), 512–527. https://doi.org/10.1111/1467-9507.00178
Hysing, M., Askeland, K. G., La Greca, A. M., Solberg, M. E., Breivik, K., & Sivertsen, B. (2021). Bullying involvement in adolescence: Implications for sleep, mental health, and academic outcomes. Journal of Interpersonal Violence, 36(17-18), Article NP8992-NP9014. https://doi.org/10.1177/0886260519853409
Jenkins, L. N., & Nickerson, A. B. (2016). Bullying participant roles and gender as predictors of bystander intervention. Aggressive Behavior, 43(3), 281–290. https://doi.org/10.1002/ab.21688
Jenkins, L. N., & Nickerson, A. B. (2019). Bystander intervention in bullying: Role of social skills and gender. The Journal of Early Adolescence, 39(2), 141–166. https://doi.org/10.1177/0272431617735652
Jenkins, L. N., Demaray, M. K., Fredrick, S. S., & Summers, K. H. (2014). Associations among middle school students’ bullying roles and social skills. Journal of School Violence, 15, 259–278. https://doi.org/10.1080/15388220.2014.986675
Jungert, T., B. Piroddi, & R. Thornberg. (2016). Early adolescents’ motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self-determination theory approach. Journal of Adolescence, 53, 75–90. https://doi.org/10.1016/j.adolescence.2016.09.001
Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65(1), 159–185. https://doi.org/10.1146/annurev-psych-010213-115030
Kisić-Tepavčević, D., Gazibara, T., Štrbački, M., Kisić, V., & Pekmezović, T. (2020). Bullying victimization in primary school: A cross-sectional study in one municipality in Belgrade. Central European Journal of Paediatrics, 16(1), 39–45. https://doi.org/10.5457/p2005-114.255
Konishi, C., Hymel, S., Wong, T. K. Y., & Waterhouse, T. (2021). School climate and bystander responses to bullying. Psychology in the Schools, 58(8), 1557–1574. https://doi.org/10.1002/pits.22512
Kubiszewski, V., Auzoult, L., Potard, C., & Lheureux, F. (2018). Witnessing school bullying: to react or not to react? An insight into perceived social norms regulating self-predicted defending and passive behaviours,. Educational Psychology, 39(9), 1174–1193. https://doi.org/10.1080/01443410.2018.1530735
Lindstrom Johnson, S., Waasdorp, T. E., Debnam, K., & Bradshaw, C. P. (2013). The role of bystander perceptions and school climate in influencing victims’ responses to bullying: To retaliate or seek support? Journal of Criminology, 10, Article 780460. https://doi.org/10.1155/2013/780460.
Ma, T., Meter, D. J., Chen, W., & Lee, Y. (2019). Defending behavior of peer victimization in school and cyber context during childhood and adolescence: a meta-analytic review of individual and peerrelational characteristics. Psychological Bulletin, 145(9), 891–928. https://doi.org/10.1037/bul0000205
Matuschka, L. K., Scott, J. G., Campbell, M. A., Lawrence, D., Zubrick, S. R., Bartlett, J., & Thomas, H. J. (2021). Correlates of help-seeking behaviour in adolescents who experience bullying victimisation. International Journal of Bullying Prevention, 4(8), 1–16. https:// doi.org/10.1007/s42380-021-00090-x.
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, Health & Medicine, 22(1), 240–253. https://doi.org/10.1080/13548506.2017.1279740
Meter, D. J., & Card, N. A. (2015). Defenders of victims of peer aggression: Interdependence theory and an exploration of individual, interpersonal, and contextual effects on the defender participant role. Developmental Review, 38, 222–240. https://doi.org/10.1016/j.dr.2015.08.001
Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., Runions, K. C. (2014). Bullying prevalence across contexts: a meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 5(5), 602–611. https://doi.org/10.1016/j.jadohealth.2014.06.007
Mulvey, K. L., Gönültaş, S., Goff, E., Irdam, G., Carlson, R., DiStefano, C., & Irvin, M. J. (2018). School and family factors predicting adolescent cognition regarding bystander intervention in response to bullying and victim retaliation. Journal of Youth and Adolescence, 48, 581–596 https://doi.org/10.1007/s10964-018-0941-3
Nickerson, A. B., Aloe, A. M., & Werth, J. M. (2015). The relation of empathy and defending in bullying: A meta-analytic investigation. School Psychology Review, 44(4), 372–390. https://doi.org/10.17105/spr-15-0035.1
Nickerson, A. B., Mele, D., & Princiotta, D. (2008). Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions. Journal of School Psychology, 46, 687–703. https://doi.org/10.1016/j.jsp.2008.06.002
Nocentini, A., Menesini, E., & Salmivalli, C. (2013). Level and change of bullying behavior during high school: A multilevel growth curve analysis. Journal of Adolescence, 36, 495–505. https://doi.org/10.1016/j. adolescence.2013.02.004
O’Connell, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22, 437–452. https://doi.org/10.1006/jado.1999.0238
Oh, I., & Hazler, R.J. (2009). Contributions of personal and situational factors to bystanders’ reactions to school bullying. School Psychology International, 30(3), 291–310. https://doi.org/10.1177/0143034309106499
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.
Olweus, D., Limber, S., & Mihalic, S. F. (1999). Blueprints for violence prevention. Book nine: Bullying prevention program. Boulder, CO: Center for the Study and. Prevention of Violence.
Padgett, S., & Notar, C. E. (2013). Bystanders are the Key to Stopping Bullying. Universal Journal of Educational Research, 1(2), 33–41.
Pejovic Milovancevic, M., Ispanovic Radojkovic, V., & Popovic Deusic, S. (2007). Bullying in Serbia elementary schools - facts and future ideas. European Psychiatry, 22(1), 330–330. https://doi.org/10.1016/j.eurpsy.2007.01.1100
Petrović, J., & Bazić, B. (2012). Vršnjačko nasilje u osnovnim školama Kosova i Metohije. U: B. Jovanović & U. Šuvaković (Eds.): Kosovo and Metohija 1912-2012: Thematic Collection of Papers of Internationl Significance (pp. 581–603). Priština: Filozofski fakultet, Univerzitet u Prištini.
Polanin, J. R., Espelage, D. R., & Pigott, T. D. (2012). A Meta-Analysis of school-based bullying prevention programs' effects on bystander intervention behavior. School Psychology Review, 41(1), 47–65. https://doi.org/10.1080/02796015.2012.12087375
Popadić, D., Plut, D., & Pavlović, Z. (2014). Nasilje u školama Srbije: Analiza stanja od 2006 do 2013. Beograd: Institut za psihologiju.
Popović-Ćitić, B., Djurić, S., & Cvetković, V. (2011). The prevalence of cyberbullying among adolescents: A case study of middle schools in Serbia. School Psychology International, 32(4), 412–424. https://doi.org/10.1177/0143034311401700
Pöyhönen, V., Juvonen, J., & Salmivalli, C. (2012). Standing up for the victim, siding with the bully or standing by? Bystander responses in bullying situations. Social Development, 21, 722–741.
Pozzoli, T., & Gini, G. (2010). Active defending and passive bystanding behavior in bullying: The role of personal characteristics and perceived peer pressure. Journal of Abnormal Child Psychology, 38, 815–827. https://doi.org/10.1007/s10802-010-9399-9
Pozzoli, T., Gini, G., & Vieno, A. (2012). The role of individual correlates and class norms in defending and passive bystanding behavior in bullying: A multilevel analysis. Child Development, 83(6), 1917–1931. https://doi.org/10.1111/j.1467-8624.2012.01831.x
Ripamonti, E. (2018). Risk factors for dropping out of high school: A review of contemporary, international empirical eesearch. Adolescent Research Review, 3, 321–338. https://doi.org/10.1007/s40894-017-0075-y
Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32, 384–400. https://doi.org/10.1080/02796015.2003.12086207
Salmivalli, C. (1999). Participant role approach to school bullying: implications for interventions. Journal of Adolescence, 22(4), 453–459. https://doi.org/10.1006/jado.1999.0239
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112–120. https://doi.org/10.1016/j.avb.2009.08.007
Salmivalli, C., Lagerspetz, K., Bjorkqvist, K., Osterman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1–15.
Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40(5), 668–676. https://doi.org/10.1080/15374416.2011.597090
Serafini, G., Aguglia, A., Amerio, A., Canepa, G., Adavastro, G., Conigliaro, C., & Amore, M. (2023). The relationship between bullying victimization and perpetration and non-suicidal self-injury: A systematic review. Child Psychiatry & Human Development, 54 (1), 154–175. https://doi.org/10.1007/s10578-021-01231-5
Silva, G.R.R., Lima, M.L.C., Acioli, R.M.L., & Barreira, A.K. (2020). Prevalence and factors associated with bullying: differences between the roles of bullies and victims of bullying. Jornal de pediatria, 96 (6), 693–701. https://doi.org/10.1016/j.jped.2019.09.005
Sjögren, B., Thornberg, R., Wänström, L., & Gini. G. (2021). Bystander behaviour in peer victimisation: moral disengagement, defender self-efficacy and student-teacher relationship quality. Research Papers in Education, 36(5), 588–610. https://doi.org/10.1080/02671522.2020.1723679
Stankovic, S., Santric-Milicevic, M., Nikolic, D., Bjelica, N., Babic, U., Rakic, L., Terzic- Supic, Z., & Todorovic, J. (2022). The association between participation in fights and bullying and the perception of school, teachers, and peers among school-age children in Serbia. Children-Basel, 9(1), 116. https://doi.org/10.3390/children9010116
Stojančev, J.M., & Starčević, J. (2020). Učenici mlađeg osnovnoškolskog uzrasta u ulozi svedoka vršnjačkog nasilja. Uzdanica, 27(1), 237–246. https://doi.org/10.18485/uzdanica.2020.17.1.14
Sulkowski, M. L., Bauman, S. A., Dinner, S., Nixon, C., & Davis, S. (2014). An investigation into how students respond to being victimized by peer aggression. Journal of School Violence, 13(4), 339–358. https://doi.org/10.1080/15388 220.2013.85734 4
Tang, W., Chen, M., Wang, N., Deng, R., Tang, H., Xu, W., & Xu, J. (2023). Bullying victimization and internalizing and externalizing problems in school-aged children: The mediating role of sleep disturbance and the moderating role of parental attachment. Child Abuse and Neglect, 138, Article 106064. https://doi.org/10.1016/j.chiabu.2023.106064
Thomas, H. J., Connor, J. P., Lawrence, D. M., Hafekost, J. M., Zubrick, S. R., & Scott, J. G. (2017). Prevalence and correlates of bullying victimisation and perpetration in a nationally representative sample of Australian youth. Australian and New Zealand Journal of Psychiatry, 51(9), 909–920. https ://doi.org/10.1177/0004867417 707819.
Thornberg, R., & T. Jungert. (2013). Bystander behavior in bullying situations: basic moral sensitivity, moral disengagement and defender self-efficacy. Journal of Adolescence, 36(3), 475–483. https://doi.org/10.1016/j.adolescence.2013.02.003
Thornberg, R., & Wänström, L. (2018). Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: A multilevel analaysis. Social Psychology of Education, 21, 1133–1151. https://doi.org/10.1007/ s11218-018-9457-7
Thornberg, R., Wänström, L., Hong, J. S., & Espelage, D. L. (2017). Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis. Journal of School Psychology, 63, 49–62. https://doi.org/10.1016/j.jsp.2017.03.002
Trach, J., Hymel, S., Waterhouse, T., & Neale, K. (2010). Bystander responses to school bullying: A cross-sectional investigation of grade and sex differences. Canadian Journal of School Psychology, 25(1), 114–130. https://doi.org/10.1177/ 0829573509357553
Twemlow, S. W., & Sacco, F. C. (2013). How & why does bystanding have such a startling impact on the architecture of school bullying and violence? International Journal of Applied Psychoanalytic Studies, 10(3), 289–306. https://doi.org/10.1002/aps.1372
U.S. Department of Education, National Center for Education Statistics. (2021). Report on Indicators of School Crime and Safety: 2020 (NCES NCES 2021-092), Bullying at School and Electronic Bullying. Rettrived Retriеved May 21, 2024 from https://nces.ed.gov/fastfacts/display.asp?id=719
United Nations Educational Scientific and Cultural Organization (UNESCO). (2019). Behind the numbers: Ending school violence and bullying. Retriеved March 31, 2024 from https://www.unicef.org/documents/behind-numbers-ending-school-violence-and-bullying
Van der Graaff, J., Branje, S., De Wied, M., Hawk, S., Van Lier, P., & Meeus, W. (2013). Perspective taking and empathic concern in adolescence: Gender differences in developmental changes. Developmental Psychology, 50, 881–888. https://doi.org/10.1037/a0034325
Waasdorp, T. E., & Bradshaw, C. P. (2018). Examining Variation in Adolescent Bystanders’ Responses to Bullying. School Psychology Review, 47(1), 18–33. https://doi.org/10.17105/spr-2017-0081.v47-1
Waasdorp, T.E., Fu, R., Clary, L.K., & Bradshaw, C.P. (2022). School climate and bullying bystander responses in middle and high school. Journal of Applied Developmental Psychology, 80, Article101412. https://doi.org/10.1016/j.appdev.2022.101412
Wachs, S., Bilz, L., Niproschke, S., & Schubarth, W. (2019). Bullying intervention in schools: A multilevel analysis of teachers’ success in handling bullying from the students’ perspective. The Journal of Early Adolescence, 39(5), 642–668. https://doi.org/10.1177/0272431618780423
Werth, J. M., Nickerson, A. B., Aloe, A. M., & Swearer, S. M. (2015). Bullying victimization and the social and emotional maladjustment of bystanders: A propensity score analysis. Journal of School Psychology, 53, 295–308. https://doi.org/10.1016/j. jsp.2015.05.004
Ybarra, M.L., & Kimberly, M. J. (2004). Online aggressor/targets, aggressors, and targets: a comparison of associated youth characteristics. Journal of Child Psychology and Psychiatry, 45(7), 1308–1316.
Yun, H. (2019). New spproaches to defender and outsider roles in school bullying. Child Development, 91(4), 814–842. https://doi.org/10.1111/cdev.13312
Arslan, G. (2022). School bullying and youth internalizing and externalizing behaviors: Do school belonging and school achievement matter? International Journal of Mental Health and Addiction, 20, 2460–2477. https://doi.org/10.1007/s11469-021-00526-x
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman and Company.
Bjereld, Y. (2018). The challenging process of disclosing bullying victimization: A grounded theory study from the victim’s point of view. Journal of Health Psychology, 23(8), 1110–1118. https://doi.org/10.1177/13591 05316 64497 3
Blomqvist, K., Saarento-Zaprudin, S., & Salmivalli, C. (2019). Telling adults about one’s plight as a victim of bullying: Student- and context-related factors predicting disclosure. Scandinavian Journal of Psychology, 61(1), 151–159. https://doi.org/10.1111/sjop.12521.
Brown, B. B. (1990). Peer groups and peer cultures. In S. S. Feldman & G. R. Elliott (Eds.): At the threshold: The developing adolescent (pp. 171–196). Harvard University Press.
Campbell, M., Hand, K., Shaw, T., Runions, K., Burns, S., Lester, L., & Cross, D. (2020). Adolescent proactive bystanding versus passive bystanding responses to school bullying: the role of peer and moral predictors. International Journal of Bullying Prevention, 5, 296–305. https://doi.org/10.1007/s42380-020-00075-2
Craig, W. M., & Pepler, D. J. (1997). Observations of inter-group aggression in the schoolyard. Canadian Journal of School Psychology, 2, 41– 60.
Craig, W. M., Pepler, D. J., & Atlas, R. (2000). Observations of bullying in the playground and in the classroom. School Psychology International, 21(1), 22–36. https://doi.org/10.1177/0143034300211002
Cui, K., & To, S-M. (2020). School climate, bystanders’ responses, and bullying perpetration in the context of rural-to-urban migration in China. Deviant Behavior, 42(1), 1–20. https://doi.org/10.1080/01639625.2020.1752601
Dovidio, J. F., Piliavin, J. A., Schroeder, D. A., & Penner, L. A. (2006). The social psychology of prosocial behavior. Mahwah, NJ: Lawrence Erlbaum.
Eijigu, T.D., & Teketel, S.Z. (2021). Bullying in schools: prevalence, bystanders’ reaction and associations with sex and relationships. BMC Psychology, 9, Article 183. https://doi.org/10.1186/s40359-021-00685-5
Eliot, M., Cornell, D., Gregory, A., & Fan, X. (2010). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of School Psychology, 48(6), 533–553. https://doi.org/10.1016/j.jsp.2010.07.001
Espelage, D., Green, H., & Polanin, J. (2012). Willingness to intervene in bullying episodes among middle school students: Individual and peer-group influences. The Journal of Early Adolescence, 32(6), 776–801. https://doi.org/10.1177/0272431611423017
Gresham, F. M., Elliott, S. N., Vance, M. J., & Cook, C. R. (2011). Comparability of the social skills rating system to the social skills improvement system: Content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly, 26, 27–44. https://doi.org/10.1037/a0022662
Autor. (2023a). Characteristics of bullying in Belgrade high schools. Sociološki pregled, 57(2), 1305–1331. https://doi.org/ 10.5937/socpreg57-45733
Autor. (2023b). Načini reagovanja žrtava u slučajevima vršnjačkog nasilja u beogradskim srednjim školama. Norma, 28(2), 141–154. https://doi.org/10.5937/norma2302141g
Autor. (2023c). Opinions of the members of teams for protection in secondary schools on the quality of in-service training programmes in relation to bullying prevention and intervention. Zbornik Instituta za pedagoska istrazivanja, 55(2), 351–374. https://doi.org/10.2298/ZIPI2302351G
Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10(4), 512–527. https://doi.org/10.1111/1467-9507.00178
Hysing, M., Askeland, K. G., La Greca, A. M., Solberg, M. E., Breivik, K., & Sivertsen, B. (2021). Bullying involvement in adolescence: Implications for sleep, mental health, and academic outcomes. Journal of Interpersonal Violence, 36(17-18), Article NP8992-NP9014. https://doi.org/10.1177/0886260519853409
Jenkins, L. N., & Nickerson, A. B. (2016). Bullying participant roles and gender as predictors of bystander intervention. Aggressive Behavior, 43(3), 281–290. https://doi.org/10.1002/ab.21688
Jenkins, L. N., & Nickerson, A. B. (2019). Bystander intervention in bullying: Role of social skills and gender. The Journal of Early Adolescence, 39(2), 141–166. https://doi.org/10.1177/0272431617735652
Jenkins, L. N., Demaray, M. K., Fredrick, S. S., & Summers, K. H. (2014). Associations among middle school students’ bullying roles and social skills. Journal of School Violence, 15, 259–278. https://doi.org/10.1080/15388220.2014.986675
Jungert, T., B. Piroddi, & R. Thornberg. (2016). Early adolescents’ motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self-determination theory approach. Journal of Adolescence, 53, 75–90. https://doi.org/10.1016/j.adolescence.2016.09.001
Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65(1), 159–185. https://doi.org/10.1146/annurev-psych-010213-115030
Kisić-Tepavčević, D., Gazibara, T., Štrbački, M., Kisić, V., & Pekmezović, T. (2020). Bullying victimization in primary school: A cross-sectional study in one municipality in Belgrade. Central European Journal of Paediatrics, 16(1), 39–45. https://doi.org/10.5457/p2005-114.255
Konishi, C., Hymel, S., Wong, T. K. Y., & Waterhouse, T. (2021). School climate and bystander responses to bullying. Psychology in the Schools, 58(8), 1557–1574. https://doi.org/10.1002/pits.22512
Kubiszewski, V., Auzoult, L., Potard, C., & Lheureux, F. (2018). Witnessing school bullying: to react or not to react? An insight into perceived social norms regulating self-predicted defending and passive behaviours,. Educational Psychology, 39(9), 1174–1193. https://doi.org/10.1080/01443410.2018.1530735
Lindstrom Johnson, S., Waasdorp, T. E., Debnam, K., & Bradshaw, C. P. (2013). The role of bystander perceptions and school climate in influencing victims’ responses to bullying: To retaliate or seek support? Journal of Criminology, 10, Article 780460. https://doi.org/10.1155/2013/780460.
Ma, T., Meter, D. J., Chen, W., & Lee, Y. (2019). Defending behavior of peer victimization in school and cyber context during childhood and adolescence: a meta-analytic review of individual and peerrelational characteristics. Psychological Bulletin, 145(9), 891–928. https://doi.org/10.1037/bul0000205
Matuschka, L. K., Scott, J. G., Campbell, M. A., Lawrence, D., Zubrick, S. R., Bartlett, J., & Thomas, H. J. (2021). Correlates of help-seeking behaviour in adolescents who experience bullying victimisation. International Journal of Bullying Prevention, 4(8), 1–16. https:// doi.org/10.1007/s42380-021-00090-x.
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, Health & Medicine, 22(1), 240–253. https://doi.org/10.1080/13548506.2017.1279740
Meter, D. J., & Card, N. A. (2015). Defenders of victims of peer aggression: Interdependence theory and an exploration of individual, interpersonal, and contextual effects on the defender participant role. Developmental Review, 38, 222–240. https://doi.org/10.1016/j.dr.2015.08.001
Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., Runions, K. C. (2014). Bullying prevalence across contexts: a meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 5(5), 602–611. https://doi.org/10.1016/j.jadohealth.2014.06.007
Mulvey, K. L., Gönültaş, S., Goff, E., Irdam, G., Carlson, R., DiStefano, C., & Irvin, M. J. (2018). School and family factors predicting adolescent cognition regarding bystander intervention in response to bullying and victim retaliation. Journal of Youth and Adolescence, 48, 581–596 https://doi.org/10.1007/s10964-018-0941-3
Nickerson, A. B., Aloe, A. M., & Werth, J. M. (2015). The relation of empathy and defending in bullying: A meta-analytic investigation. School Psychology Review, 44(4), 372–390. https://doi.org/10.17105/spr-15-0035.1
Nickerson, A. B., Mele, D., & Princiotta, D. (2008). Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions. Journal of School Psychology, 46, 687–703. https://doi.org/10.1016/j.jsp.2008.06.002
Nocentini, A., Menesini, E., & Salmivalli, C. (2013). Level and change of bullying behavior during high school: A multilevel growth curve analysis. Journal of Adolescence, 36, 495–505. https://doi.org/10.1016/j. adolescence.2013.02.004
O’Connell, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22, 437–452. https://doi.org/10.1006/jado.1999.0238
Oh, I., & Hazler, R.J. (2009). Contributions of personal and situational factors to bystanders’ reactions to school bullying. School Psychology International, 30(3), 291–310. https://doi.org/10.1177/0143034309106499
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.
Olweus, D., Limber, S., & Mihalic, S. F. (1999). Blueprints for violence prevention. Book nine: Bullying prevention program. Boulder, CO: Center for the Study and. Prevention of Violence.
Padgett, S., & Notar, C. E. (2013). Bystanders are the Key to Stopping Bullying. Universal Journal of Educational Research, 1(2), 33–41.
Pejovic Milovancevic, M., Ispanovic Radojkovic, V., & Popovic Deusic, S. (2007). Bullying in Serbia elementary schools - facts and future ideas. European Psychiatry, 22(1), 330–330. https://doi.org/10.1016/j.eurpsy.2007.01.1100
Petrović, J., & Bazić, B. (2012). Vršnjačko nasilje u osnovnim školama Kosova i Metohije. U: B. Jovanović & U. Šuvaković (Eds.): Kosovo and Metohija 1912-2012: Thematic Collection of Papers of Internationl Significance (pp. 581–603). Priština: Filozofski fakultet, Univerzitet u Prištini.
Polanin, J. R., Espelage, D. R., & Pigott, T. D. (2012). A Meta-Analysis of school-based bullying prevention programs' effects on bystander intervention behavior. School Psychology Review, 41(1), 47–65. https://doi.org/10.1080/02796015.2012.12087375
Popadić, D., Plut, D., & Pavlović, Z. (2014). Nasilje u školama Srbije: Analiza stanja od 2006 do 2013. Beograd: Institut za psihologiju.
Popović-Ćitić, B., Djurić, S., & Cvetković, V. (2011). The prevalence of cyberbullying among adolescents: A case study of middle schools in Serbia. School Psychology International, 32(4), 412–424. https://doi.org/10.1177/0143034311401700
Pöyhönen, V., Juvonen, J., & Salmivalli, C. (2012). Standing up for the victim, siding with the bully or standing by? Bystander responses in bullying situations. Social Development, 21, 722–741.
Pozzoli, T., & Gini, G. (2010). Active defending and passive bystanding behavior in bullying: The role of personal characteristics and perceived peer pressure. Journal of Abnormal Child Psychology, 38, 815–827. https://doi.org/10.1007/s10802-010-9399-9
Pozzoli, T., Gini, G., & Vieno, A. (2012). The role of individual correlates and class norms in defending and passive bystanding behavior in bullying: A multilevel analysis. Child Development, 83(6), 1917–1931. https://doi.org/10.1111/j.1467-8624.2012.01831.x
Ripamonti, E. (2018). Risk factors for dropping out of high school: A review of contemporary, international empirical eesearch. Adolescent Research Review, 3, 321–338. https://doi.org/10.1007/s40894-017-0075-y
Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32, 384–400. https://doi.org/10.1080/02796015.2003.12086207
Salmivalli, C. (1999). Participant role approach to school bullying: implications for interventions. Journal of Adolescence, 22(4), 453–459. https://doi.org/10.1006/jado.1999.0239
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112–120. https://doi.org/10.1016/j.avb.2009.08.007
Salmivalli, C., Lagerspetz, K., Bjorkqvist, K., Osterman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1–15.
Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40(5), 668–676. https://doi.org/10.1080/15374416.2011.597090
Serafini, G., Aguglia, A., Amerio, A., Canepa, G., Adavastro, G., Conigliaro, C., & Amore, M. (2023). The relationship between bullying victimization and perpetration and non-suicidal self-injury: A systematic review. Child Psychiatry & Human Development, 54 (1), 154–175. https://doi.org/10.1007/s10578-021-01231-5
Silva, G.R.R., Lima, M.L.C., Acioli, R.M.L., & Barreira, A.K. (2020). Prevalence and factors associated with bullying: differences between the roles of bullies and victims of bullying. Jornal de pediatria, 96 (6), 693–701. https://doi.org/10.1016/j.jped.2019.09.005
Sjögren, B., Thornberg, R., Wänström, L., & Gini. G. (2021). Bystander behaviour in peer victimisation: moral disengagement, defender self-efficacy and student-teacher relationship quality. Research Papers in Education, 36(5), 588–610. https://doi.org/10.1080/02671522.2020.1723679
Stankovic, S., Santric-Milicevic, M., Nikolic, D., Bjelica, N., Babic, U., Rakic, L., Terzic- Supic, Z., & Todorovic, J. (2022). The association between participation in fights and bullying and the perception of school, teachers, and peers among school-age children in Serbia. Children-Basel, 9(1), 116. https://doi.org/10.3390/children9010116
Stojančev, J.M., & Starčević, J. (2020). Učenici mlađeg osnovnoškolskog uzrasta u ulozi svedoka vršnjačkog nasilja. Uzdanica, 27(1), 237–246. https://doi.org/10.18485/uzdanica.2020.17.1.14
Sulkowski, M. L., Bauman, S. A., Dinner, S., Nixon, C., & Davis, S. (2014). An investigation into how students respond to being victimized by peer aggression. Journal of School Violence, 13(4), 339–358. https://doi.org/10.1080/15388 220.2013.85734 4
Tang, W., Chen, M., Wang, N., Deng, R., Tang, H., Xu, W., & Xu, J. (2023). Bullying victimization and internalizing and externalizing problems in school-aged children: The mediating role of sleep disturbance and the moderating role of parental attachment. Child Abuse and Neglect, 138, Article 106064. https://doi.org/10.1016/j.chiabu.2023.106064
Thomas, H. J., Connor, J. P., Lawrence, D. M., Hafekost, J. M., Zubrick, S. R., & Scott, J. G. (2017). Prevalence and correlates of bullying victimisation and perpetration in a nationally representative sample of Australian youth. Australian and New Zealand Journal of Psychiatry, 51(9), 909–920. https ://doi.org/10.1177/0004867417 707819.
Thornberg, R., & T. Jungert. (2013). Bystander behavior in bullying situations: basic moral sensitivity, moral disengagement and defender self-efficacy. Journal of Adolescence, 36(3), 475–483. https://doi.org/10.1016/j.adolescence.2013.02.003
Thornberg, R., & Wänström, L. (2018). Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: A multilevel analaysis. Social Psychology of Education, 21, 1133–1151. https://doi.org/10.1007/ s11218-018-9457-7
Thornberg, R., Wänström, L., Hong, J. S., & Espelage, D. L. (2017). Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis. Journal of School Psychology, 63, 49–62. https://doi.org/10.1016/j.jsp.2017.03.002
Trach, J., Hymel, S., Waterhouse, T., & Neale, K. (2010). Bystander responses to school bullying: A cross-sectional investigation of grade and sex differences. Canadian Journal of School Psychology, 25(1), 114–130. https://doi.org/10.1177/ 0829573509357553
Twemlow, S. W., & Sacco, F. C. (2013). How & why does bystanding have such a startling impact on the architecture of school bullying and violence? International Journal of Applied Psychoanalytic Studies, 10(3), 289–306. https://doi.org/10.1002/aps.1372
U.S. Department of Education, National Center for Education Statistics. (2021). Report on Indicators of School Crime and Safety: 2020 (NCES NCES 2021-092), Bullying at School and Electronic Bullying. Rettrived Retriеved May 21, 2024 from https://nces.ed.gov/fastfacts/display.asp?id=719
United Nations Educational Scientific and Cultural Organization (UNESCO). (2019). Behind the numbers: Ending school violence and bullying. Retriеved March 31, 2024 from https://www.unicef.org/documents/behind-numbers-ending-school-violence-and-bullying
Van der Graaff, J., Branje, S., De Wied, M., Hawk, S., Van Lier, P., & Meeus, W. (2013). Perspective taking and empathic concern in adolescence: Gender differences in developmental changes. Developmental Psychology, 50, 881–888. https://doi.org/10.1037/a0034325
Waasdorp, T. E., & Bradshaw, C. P. (2018). Examining Variation in Adolescent Bystanders’ Responses to Bullying. School Psychology Review, 47(1), 18–33. https://doi.org/10.17105/spr-2017-0081.v47-1
Waasdorp, T.E., Fu, R., Clary, L.K., & Bradshaw, C.P. (2022). School climate and bullying bystander responses in middle and high school. Journal of Applied Developmental Psychology, 80, Article101412. https://doi.org/10.1016/j.appdev.2022.101412
Wachs, S., Bilz, L., Niproschke, S., & Schubarth, W. (2019). Bullying intervention in schools: A multilevel analysis of teachers’ success in handling bullying from the students’ perspective. The Journal of Early Adolescence, 39(5), 642–668. https://doi.org/10.1177/0272431618780423
Werth, J. M., Nickerson, A. B., Aloe, A. M., & Swearer, S. M. (2015). Bullying victimization and the social and emotional maladjustment of bystanders: A propensity score analysis. Journal of School Psychology, 53, 295–308. https://doi.org/10.1016/j. jsp.2015.05.004
Ybarra, M.L., & Kimberly, M. J. (2004). Online aggressor/targets, aggressors, and targets: a comparison of associated youth characteristics. Journal of Child Psychology and Psychiatry, 45(7), 1308–1316.
Yun, H. (2019). New spproaches to defender and outsider roles in school bullying. Child Development, 91(4), 814–842. https://doi.org/10.1111/cdev.13312
Objavljeno
2025/09/10
Rubrika
Članci