Overcoming limitations in peer-victimization research that impede successful intervention : challenges and new directions
Journal article
Marsh, Herbert Warren, Reeve, Johnmarshall, Guo, Jiesi, Pekrun, Reinhard Herrmann, Parada, Roberto, Parker, Philip David, Basarkod, Geetanjali, Craven, Rhonda Gai, Jang, Hye-Ryen, Dicke, Theresa, Ciarrochi, Joseph, Sahdra, Baljinder Kaur, Devine, Emma and Cheon, Sung Hyeon. (2023). Overcoming limitations in peer-victimization research that impede successful intervention : challenges and new directions. Perspectives on Psychological Science. 18(4), pp. 812-828. https://doi.org/10.1177/17456916221112919
Authors | Marsh, Herbert Warren, Reeve, Johnmarshall, Guo, Jiesi, Pekrun, Reinhard Herrmann, Parada, Roberto, Parker, Philip David, Basarkod, Geetanjali, Craven, Rhonda Gai, Jang, Hye-Ryen, Dicke, Theresa, Ciarrochi, Joseph, Sahdra, Baljinder Kaur, Devine, Emma and Cheon, Sung Hyeon |
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Abstract | Peer victimization at school is a worldwide problem with profound implications for victims, bullies, and whole-school communities. Yet the 50-year quest to solve the problem has produced mostly disappointing results. A critical examination of current research reveals both pivotal limitations and potential solutions. Solutions include introducing psychometrically sound measures to assess the parallel components of bullying and victimization, analyzing cross-national data sets, and embracing a social-ecological perspective emphasizing the motivation of bullies, importance of bystanders, pro-defending and antibullying attitudes, classroom climate, and a multilevel perspective. These solutions have been integrated into a series of recent interventions. Teachers can be professionally trained to create a highly supportive climate that allows student-bystanders to overcome their otherwise normative tendency to reinforce bullies. Once established, this intervention-enabled classroom climate impedes bully-victim episodes. The take-home message is to work with teachers on how to develop an interpersonally supportive classroom climate at the beginning of the school year to catalyze student-bystanders’ volitional internalization of pro-defending and antibullying attitudes and social norms. Recommendations for future research include studying bullying and victimization simultaneously, testing multilevel models, targeting classroom climate and bystander roles as critical intervention outcomes, and integrating school-wide and individual student interventions only after improving social norms and the school climate. |
Keywords | antibullying attitudes and bystander effects; multilevel intervention; multiple components of bullying and victimization; social-ecological and self-determination perspectives |
Year | 01 Jan 2023 |
Journal | Perspectives on Psychological Science |
Journal citation | 18 (4), pp. 812-828 |
Publisher | Sage Publications Inc. |
ISSN | 1745-6916 |
Digital Object Identifier (DOI) | https://doi.org/10.1177/17456916221112919 |
Web address (URL) | https://journals.sagepub.com/doi/full/10.1177/17456916221112919 |
Open access | Published as ‘gold’ (paid) open access |
Research or scholarly | Research |
Page range | 812-828 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | Jul 2023 |
Publication process dates | |
Deposited | 09 May 2024 |
Additional information | © The Author(s) 2022 |
DOI does not connect | |
Place of publication | United States |
https://acuresearchbank.acu.edu.au/item/905xw/overcoming-limitations-in-peer-victimization-research-that-impede-successful-intervention-challenges-and-new-directions
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Publisher's version
OA_Marsh_2022_Overcoming_limitations_in_peer_victimization_research.pdf | |
License: CC BY-NC 4.0 | |
File access level: Open |
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