Description
We have conducted an implementation and evaluation of a bullying prevention program in Delaware schools, while simultaneously investigating why children do and do not intervene when they are bystanders to bullying episodes. Sub-projects include: a) assessing factors that increase teacher implementation of the program, and b) investigating factors impacting children’s bystander intervention, including empathy, conversations with parents about bullying, and group norms for intervention.
Publications
Grassetti, S.N., Hubbard, J.A., Docimo, M.A., Bookhout, M.K., Swift, L.E., & Gawrysiak, M.J. (2020). Parental advice about how bystander children should intervene during bullying situations differs by form of bullying. Social Development, 29, 290-302. PDF
Grassetti, S.N., Hubbard, J.A., Smith, M.A., Bookhout, M.K., Swift, L.E., & Gawrysiak, M.J. (2018). Caregivers’ advice and children’s bystander behaviors during bullying incidents. Journal of Clinical Child and Adolescent Psychology, 47, S329-S340. PDF
Barhight, L. R., Hubbard, J. A., Grassetti, S., & Morrow, M. T. (2017). Relations between actual group norms, perceived peer behavior, and bystander children’s intervention to bullying. Journal of Clinical Child and Adolescent Psychology, 46, 394-400. PDF
Swift, L.E., Hubbard, J.A., Bookhout, M.K., Grassetti, S.N., Smith, M.A., & Morrow, M.T. (2017). Teacher factors contributing to dosage of the KiVa Anti-Bullying Program. Journal of School Psychology, 65, 102-115. PDF
Barhight, L. R., Hubbard, J. A., & Hyde, C. T. (2013). Children’s physiological and emotional reactions to witnessing bullying predict bystander intervention. Child Development, 84, 375-390. PDF
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