Bystanders to bullying: Fourth- to seventh-grade students' perspectives on their reactions
2014 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 29, no 5, 557-576 p.Article in journal (Refereed) Published
The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim’s contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students. Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend (‘none of my business’), protecting the friendship with the bully, and blaming the victim.
Place, publisher, year, edition, pages
Routledge, 2014. Vol. 29, no 5, 557-576 p.
bullying, bystander, defending, moral disengagement, moral distress, definition of situation, symbolic interactionism, grounded theory, constructivist grounded theory
mobbning, åskådare, moraliskt disengagemang, moralisk stress, moraliskt distress, definition av situationen, symbolisk interaktionism, grundad teori, konstruktivistisk grundad teori
Pedagogy Social Psychology Psychology
IdentifiersURN: urn:nbn:se:liu:diva-105641DOI: 10.1080/02671522.2013.878375ISI: 000341272800003OAI: oai:DiVA.org:liu-105641DiVA: diva2:709200