Examining the impact of correcting for norm misperception on bullying and bystander behavioral intentions

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dc.contributor Barth, Joan M.
dc.contributor Hart, William P.
dc.contributor McDonald, Kristina L.
dc.contributor Salekin, Randall T.
dc.contributor.advisor Lochman, John E.
dc.contributor.author Dillon, Casey
dc.date.accessioned 2018-06-04T14:57:17Z
dc.date.available 2018-06-04T14:57:17Z
dc.date.issued 2017
dc.identifier.other u0015_0000001_0002825
dc.identifier.other Dillon_alatus_0004D_12977
dc.identifier.uri http://ir.ua.edu/handle/123456789/3501
dc.description Electronic Thesis or Dissertation
dc.description.abstract Research has documented that upwards of 85% of students across the preschool through high school levels have some involvement in bullying incidents, whether as bully, victim, or bystander. Recent evidence has emphasized the influential role of bystanders, in particular, with passive behavior reinforcing those who bully, and defending behavior—though infrequent—successfully ending bullying episodes quickly and effectively. To that end, the current study investigated whether personalized normative feedback could operate as a mechanism by which to reduce norm misperception of attitudes toward bullying, and thus, create positive change in bystander behavior. While this type of intervention has shown promising effects in a variety of contexts, no study to date has examined its utility in the specific context of bullying. Baseline participants included 188 seventh grade students, 175 of which were randomized into four study groups for follow-up data collection. Children in the experimental condition received personalized normative feedback on attitudes toward bullying. Control conditions were the following: general normative feedback on attitudes toward bullying, the absence of normative feedback, and personalized normative feedback on attitudes toward drug use. Findings indicated that normative feedback, both personalized and general, led to significant perceived peer attitude change in the direction of the group norm. No intervention effects emerged on either personal attitude change or bystander behavioral intentions. Looking to build upon the present findings, future directions consider methodology modifications and the examination of additional, relevant constructs. Implications highlight the positive clinical outcomes that could result from reduced norm misperception and increased engagement in prosocial bystander behavior.
dc.format.extent 100 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Psychology
dc.title Examining the impact of correcting for norm misperception on bullying and bystander behavioral intentions
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Psychology
etdms.degree.discipline Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.

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