Attachment and Empathy as Predictors of Roles as Defenders or Outsiders in Bullying Interactions

Autor/inn/en	Nickerson, Amanda B.; Mele, Danielle; Princiotta, Dana
Titel	Attachment and Empathy as Predictors of Roles as Defenders or Outsiders in Bullying Interactions
Quelle	In: Journal of School Psychology, 46 (2008) 6, S.687-703 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2008.06.002
Schlagwörter	Bullying; Mothers; Prevention; Accounting; School Personnel; Empathy; Fathers; Predictor Variables; Student Role; Middle School Students; Student Behavior; Gender Differences; Parent Child Relationship + Suchen Sie Ihr Suchwort? Mobbing; Mother; Mutter; Prävention; Vorbeugung; Abrechnung; Buchführung; Buchhaltung; Schulpersonal; Empathie; Prädiktor; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Bullying almost always occurs in the presence of peers, most of whom do not intervene to stop it. This study examined the role of attachment, empathy, and gender in predicting the behavior of 105 middle school students who reported being either (a) defenders who actively intervened to stop bullying, or (b) outsiders who were either not involved or stood by passively. It was hypothesized that gender, attachment to mother, attachment to father, and empathy would predict whether children nominated themselves as defenders in bullying situations. A hierarchical logistic regression analysis indicated that these variables together significantly predicted whether children nominated themselves as defenders or outsiders. Gender was not a unique significant predictor. Attachment to mother contributed significant unique variance to the model, but attachment to father did not after accounting for gender and attachment to mother. Empathy contributed significant unique variance to the model even after accounting for all other variables. Results suggest that middle school personnel should openly discuss with students their roles in bullying interactions. In addition, teaching empathy towards others and involving parents may be critical components in comprehensive prevention programs. (Contains 3 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10