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Bystanding or standing by: Gender issues in coping with bullying in English schools
Author(s) -
Cowie Helen
Publication year - 2000
Publication title -
aggressive behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.223
H-Index - 92
eISSN - 1098-2337
pISSN - 0096-140X
DOI - 10.1002/(sici)1098-2337(2000)26:1<85::aid-ab7>3.0.co;2-5
Subject(s) - psychology , supporter , peer support , peer group , peer victimization , coping (psychology) , peer review , human factors and ergonomics , suicide prevention , peer relations , poison control , social psychology , applied psychology , medical education , developmental psychology , clinical psychology , medicine , political science , environmental health , psychiatry , archaeology , law , history
The effect of peer support systems on users, peer supporters, the whole school, and teachers is discussed in light of an interview study on the experience of being a peer supporter and further analysis of the data collected in a survey on peer support from a range of perspectives. Overall, it is concluded that peer support has benefits for victims of bullying and for the school climate; the peer supporters also benefit from the experience. However, there remain some concerns, notably around gender issues, with boys being significantly underrepresented as peer supporters, and with a substantial number of male victims failing to report the bullying to anyone. The implications of these findings are discussed in light of existing literature in the field. Aggr. Behav. 26:85–97, 2000. © 2000 Wiley‐Liss, Inc.