Understanding bystanders’ willingness to Intervene in traditional and cyberbullying scenarios.

Bullying incidents in traditional and online settings are a cause for concern to many parties. The goal of the current study was to explore the extent to which a bystander would intervene in a bullying incident and the degree to which this behavior is influenced by group size (the number of other witnesses), the setting (traditional or cyberbullying), and gender of the victim. Using an online survey method, participants were presented with eight bullying scenarios, each of which involved verbal bullying of a victim. Participants (N = 82) were asked to report how likely they would be to intervene in each of these scenarios. Results showed that female victims were more likely to be helped than male victims. Furthermore, female participants were more willing to intervene than the male participants in the cyberbullying scenarios. Altruism was a positive predictor of participants’ willingness to intervene. The present findings suggest that certain gender differences in helping behavior may depend on the context in which bullying is observed (traditional or cyberbullying).

Witnessing reconciliation reduces arousal of bystanders in a baboon group (Papio hamadryas hamadryas)

Reconciliation is the occurrence of friendly behaviour between opponents shortly after an aggressive conflict. In primate groups, reconciliation reduces aggression and post-conflict arousal. Aggression within a group can also increase arousal of bystanders (e.g. increase bystanders’ rates of self-directed behaviour). Since reconciliation reduces aggression between opponents, we tested whether it also reduces self-directed behaviour in bystanders. Following aggression in a captive group of hamadryas baboons, one observer conducted a focal sample on one of the combatants to document reconciliation and a second observer simultaneously conducted a focal sample on a randomly selected bystander. Matched control observations were then collected on the same individuals in a nonaggressive context to obtain baseline levels of behaviour. The self-directed behaviour of bystanders was elevated after witnessing a fight compared to baseline levels. If combatants reconciled aggression, bystander rates of self-directed behaviour significantly decreased. If combatants did not reconcile aggression, bystander rates of self-directed behaviour remained at elevated levels, significantly higher than after reconciliation. If combatants affiliated with partners other than their original opponent, bystander rates of self-directed behaviour did not decrease. The rate of bystander self-directed behaviour after a combatant affiliated with its opponent was significantly lower than the rate after a combatant affiliated with other animals. Witnessing aggression increased arousal in bystanders, and reconciliation between the combatants was accompanied by reduced bystander arousal. The reduction was specific to contexts in which former opponents interacted. We suggest that bystanders recognized the functional significance of this conflict resolution mechanism when it occurred in their group.

Witnessing reconciliation reduces arousal of bystanders in a baboon group (Papio hamadryas hamadryas)

Reconciliation is the occurrence of friendly behaviour between opponents shortly after an aggressive conflict. In primate groups, reconciliation reduces aggression and postconflict arousal. Aggression within a group can also increase arousal of bystanders (e.g. increase bystanders' rates of self-directed behaviour). Since reconciliation reduces aggression between opponents, we tested whether it also reduces self-directed behaviour in bystanders. Following aggression in a captive group of hamadryas baboons, one observer conducted a focal sample on one of the combatants to document reconciliation and a second observer simultaneously conducted a focal sample on a randomly selected bystander. Matched control observations were then collected on the same individuals in a nonaggressive context to obtain baseline levels of behaviour. The self-directed behaviour of bystanders was elevated after witnessing a fight compared to baseline levels. If combatants reconciled aggression, bystander rates of self-directed behaviour significantly decreased. If combatants did not reconcile aggression, bystander rates of self-directed behaviour remained at elevated levels, significantly higher than after reconciliation. If combatants affiliated with partners other than their original opponent, bystander rates of self-directed behaviour did not decrease. The rate of bystander self-directed behaviour after a combatant affiliated with its opponent was significantly lower than the rate after a combatant affiliated with other animals. Witnessing aggression increased arousal in bystanders, and reconciliation between the combatants was accompanied by reduced bystander arousal. The reduction was specific to contexts in which former opponents interacted. We suggest that bystanders recognized the functional significance of this conflict-resolution mechanism when it occurred in their group. (c) 2013 The Association for the Study of Animal Behaviour. Published by Elsevier Ltd. All rights reserved.

Panel 8: Perpetrators and “Bystanders” of the Holocaust

Panel 8: Perpetrators and “Bystanders” of the Holocaust Rachel Century, University of London, United Kingdom: "Secretaries, Secrets and Genocide: Evidence from the Post-war Investigations of the Female Secretaries of the RSHA” Download paper (login required) Istvan Pal Adam, Bristol University, United Kingdom: "Bystanders to Genocide? The Role of Building Managers in the Hungarian Holocaust" Download paper (login required) Antonio Munoz, St. John's University: “Murderers in Field Grey: Crimes of the Wehrmacht in the Region of the Army Group South, 1941-1942” Download paper (login required) David Deutsch, Ben-Gurion University, Israel: "Goebbels Close Enemies: Intimacy as an Analytic Tool for the Understanding of Genocidal Rhetoric in Goebbels Diaries" Download paper (login required) Chair:Stefan Ionescu and Hannah Schmidt Hollaender, Clark University Comment: Thomas Kühne, Clark University

Ethics and social responsibility - do HR professionals have the ‘courage to challenge’ or are they set to be permanent ‘bystanders'?

This paper considers the role of HR in ethics and social responsibility and questions why, despite an acceptance of a role in ethical stewardship, the HR profession appears to be reluctant to embrace its responsibilities in this area. The study explores how HR professionals see their role in relation to ethical stewardship of the organisation, and the factors that inhibit its execution. A survey of 113 UK-based HR professionals, working in both domestic and multinational corporations, was conducted to explore their perceptions of the role of HR in maintaining ethical and socially responsible action in their organisations, and to identify features of the organisational environment which might help or hinder this role being effectively carried out. The findings indicate that although there is a clear understanding of the expectations of ethical stewardship, HR professionals often face difficulties in fulfilling this role because of competing tensions and perceptions of their role within their organisations. A way forward is proposed, which draws on the positive individual factors highlighted in this research to explore how approaches to organisational development (through positive deviance) may reduce these tensions to enable the better fulfilment of ethical responsibilities within organisations. The involvement and active modelling of ethical behaviour by senior management, coupled with an open approach to surfacing organisational values and building HR procedures, which support socially responsible action, are crucial to achieving socially responsible organisations. Finally, this paper challenges the HR profession, through professional and academic institutions internationally, to embrace their role in achieving this. © 2013 Taylor & Francis.

Memory conformity: Actors and bystanders

This dissertation explored memory conformity effects on people who interacted with a confederate and of bystanders to that interaction. Two studies were carried out. Study 1 was conducted in the field. A male confederate approached a group of people at the beach and had a brief interaction. About a minute later a research assistant approached the group and administered a target-absent lineup to each person in the group. Analyses revealed that memory conformity occurred during the lineup task. Bystanders were twice as likely to conform as those who interacted with the confederate. Study 2 was carried out in a laboratory under controlled conditions. Participants were exposed to two events during their time in the laboratory. In one event, participants were shown a brief video with no determinate roles assigned. In the other event participants were randomly assigned to interact with a confederate (actor condition) or to witness that interaction (bystander condition). Participants were given memory tests on both events to understand the effects of participant role (actor vs. bystander) on memory conformity. Participants answered second to all questions, following a confederate acting as a participant, who disseminated misinformation on critical questions. Analyses revealed no significant differences in memory conformity between actors and bystanders during the movie memory task. However, differences were found for the interaction memory task such that bystanders conformed more than actors on two of four critical questions. Bystanders also conformed more than actors during a lineup identification task. The results of these studies suggest that the role a person plays in an interaction affects how susceptible they are to information from a co-witness. Theoretical and applied implications are discussed. First, the results are explained through the use of two models of memory. Second, recommendations are made for forensic investigators.

Mental harm, rescuers and the Civil Liability Act 2002 (NSW)

At common law, a duty of care may be owed to a claimant who suffers nervous shock or pure mental harm due to witnessing, or hearing about, physical injury caused to another due to a defendant’s negligence. “Pure mental harm” is the ‘impairment of a person’s mental condition’ that is not suffered as a consequence of any other kind of personal injury to them. However, as many accidents have the potential to create a wide circle of mental suffering to bystanders, family members or others not physically injured themselves, it has traditionally been ‘thought impolitic that everybody so affected should be able to recover damages from the tortfeasor.’ ‘To allow such extended recovery would stretch liability too far.’ Nevertheless, whilst adopting a restrictive approach to liability, the common law courts have recognised that a defendant might owe a duty in relation to the pure mental harm suffered by one who foreseeably attends an accident scene to rescue another from a situation created by the defendant’s negligence.

Encourage, support, act : bystander approaches to sexual harassment in the workplace

Sexual harassment in the workplace is a persistent and pervasive problem in Australia and elsewhere, demanding new and creative responses.1 One significant area that may inform prevention and response strategies is the area of ‘bystander approaches’. In examining the potential for bystander approaches to prevent and respond to workplace sexual harassment, this paper draws upon a range of theoretical and empirical research.

Early adolescents’ helping behaviours when a friend is injured in a fight : the role of an extended Theory of Planned Behavior

This paper examines the role of first aid training in increasing adolescent helping behaviours when taught in a school-based injury prevention program, Skills for Preventing Injury in Youth (SPIY). The research involved the development and application of an extended Theory of Planned Behaviour (TPB), including “behavioural willingness in a fight situation,” “first aid knowledge” and “perceptions of injury seriousness”, to predict the relationship between participation in SPIY and helping behaviours when a friend is injured in a fight. From 35 Queensland high schools, 2500 Year 9 students (mean age = 13.5, 40% male) completed surveys measuring their attitudes, perceived behavioural control, subjective norms and behavioural intention, from the TPB, and added measures of behavioural willingness in a fight situation, perceptions of injury seriousness and first aid knowledge, to predict helping behaviours when a friend is injured in a fight. It is expected that the TPB will significantly contribute to understanding the relationship between participation in SPIY and helping behaviours when a friend is injured in a fight. Further analyses will determine whether the extension of the model significantly increases the variance explained in helping behaviours. The findings of this research will provide insight into the critical factors that may increase adolescent bystanders’ actions in injury situations.

School-based first aid training and the implications for traffic injury prevention : a randomised controlled trial

Adolescent injury remains a significant public health concern and is often the result of at-risk transport related behaviours. When a person is injured actions taken by bystanders are of crucial importance and timely first aid appears to reduce the severity of some injuries (Hussain & Redmond, 1994). Accordingly, researchers have suggested that first aid training should be more widely available as a potential strategy to reduce injury (Lynch et al., 2006). Further research has identified schools as an ideal setting for learning first aid skills as a means of injury prevention (Maitra, 1997). The current research examines the implications of school based first aid training for young adolescents on injury prevention, particularly relating to transport injuries. First aid training was integrated with peer protection and school connectedness within the Skills for Preventing Injury in Youth (SPIY) program (Buckley & Sheehan, 2009) and evaluated to determine if there was a reduction in the likelihood of transport related injuries at six months post-intervention. In Queensland, Australia, 35 high schools were recruited and randomly assigned to intervention and control conditions in early April 2012. A total of 2,000 Year nine students (mean age 13.5 years, 39% male) completed surveys six months post-intervention in November 2012. Analyses will compare the intervention students with control group students who self-reported i) first aid training with a teacher, professional or other adult and ii) no first aid in the preceding six months. Using the Extended Adolescent Injury Checklist (E-AIC) (Chapman, Buckley & Sheehan, 2011) the transport related injury experiences included being injured while “riding as a passenger in a car”, “driving a car off road” and “riding a bicycle”. It is expected that students taught first aid within SPIY will report significantly fewer transport related injuries in the previous three months, compared to the control groups described above. Analyses will be conducted separately for sex and socio-economic class of schools. Findings from this study will provide insight into the value of first aid in adolescent injury prevention and provide evidence as to whether teaching first aid skills within a school based health education curriculum has traffic safety implications.

Unpacking user relations in an emerging ubiquitous computing environment : introducing the bystander

The move towards technological ubiquity is allowing a more idiosyncratic and dynamic working environment to emerge that may result in the restructuring of information communication technologies, and changes in their use through different user groups' actions. Taking a ‘practice’ lens to human agency, we explore the evolving roles of, and relationships between these user groups and their appropriation of emergent technologies by drawing upon Lamb and Kling's social actor framework. To illustrate our argument, we draw upon a study of a UK Fire Brigade that has introduced a variety of technologies in an attempt to move towards embracing mobile and ubiquitous computing. Our analysis of the enactment of such technologies reveals that Bystanders, a group yet to be taken as the central unit of analysis in information systems research, or considered in practice, are emerging as important actors. The research implications of our work relate to the need to further consider Bystanders in deployments other than those that are mobile and ubiquitous. For practice, we suggest that Bystanders require consideration in the systems development life cycle, particularly in terms of design and education in processes of use.

Should Cyberbullying Be Criminalized?

Society’s attitudes towards all forms of bullying have changed in the last thirty years from considering it to be a normal part of childhood, a rite of passage and character building to regarding bullying as a behaviour to be prevented and condemned (Rigby, 2008; Žižek, 2008). This has been brought about by the research into the consequences of bullying during this time, revealing bullying to be detrimental not only to students who have been victimized but also to students who perpetrate the bullying and the bystanders who witness such behaviour. These consequences include increased levels of depression, anxiety and psychosomatic symptoms (Fekkes, Pijpers, Frediks, Vogels, & Verloove-Vanhorrick, 2006; Kim, Leventhal, Koh, Hubbard, & Boyce, 2006; Reijntjs, Kamphuis, Prinzie, & Telch, 2010) for those students who have been victimized. Different detrimental associations have been found for girls and boys who had been bullied in one longitudinal study (Carbone-Lopez, Esbensen, & Bick 2010); girls who had been indirectly bullied increased their drug use whereas boys did not, and while victimized girls showed lower self-esteem, this did not occur for boys.

On standby? A comparison of online and offline witnesses to bullying and their bystander behaviour

Given their ubiquitous presence as witnesses to school-yard bullying, the role of the ‘bystander’ has been studied extensively. The prevalence and behaviour of bystanders to cyberbullying, however, is less understood. In an anonymous, school-based questionnaire, 716 secondary school students from South-East Queensland reported whether they had witnessed traditional and/or cyberbullying, and how they responded to each type. Overlap in bystander roles between online and offline environments was examined, as was their relationship to age and gender. Students who witnessed traditional bullying were more likely to have witnessed cyberbullying. Bystanders’ behaviour was sometimes similar in both contexts of traditional and cyberbullying, mainly if they were outsiders but half of the 256 students who reported witnessing both traditional and cyberbullying, acted in different roles across the two environments. The implications of the findings are discussed in the context of previous research on cyberbullying and traditional-bystanders. Future research should further explore the role of bystanders online, including examining whether known predictors of traditional-bystander behaviour similarly predict cyber-bystander behaviour.