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ir irp,rrtancc .f t5c hclpful hlstantlcr rotc can protnote a peaceful school ' learn'
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uhcn faced sith conrplcx problents l ikc youth violcnce' and how they may
Adt l ress for :corresp,r .dence: Sruarr \ t r . Trrenr lorv. Nl .D. . Professsor of Psychiatry ' Ba1' lor Col-
lege of Nledic ine. Nlennrnger Deplr tn lent of Psvchiatrv and Behiv ioral Sciences' and Medical
D i r ec to r . HOPE L In i t . The I r i enn inge r C l i n i c : 30 t Ce ' * sne r D r i ve ' Ho t t s t on ' TX 77180 ' Vo i ce :
7 l -1-275--5- l -16: fax: 7 I 3-275-5]8t i .s t* ent los @' tnenni n gt ' r .c 'du
216 ANNALS NEW YORK ACADEI\ IY OF SCIENCI 'S
At evL,ry cluarterh e.\'d,,tindtio,t a gold ncdul wasgiven to th.' best vriter. When rhc J'irst medal wa.t
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-RoRsnr Conlrr rN, Polr t rcrr t . lNerr tnrrs ( I792)
INTRODUCTION
Clearly bul lying hns heen a l lxrure in schools tbr a long r inrc.. The. epigrirph abovc.d t l c t t t t ten ts schoo l bu l l y i r l - ! I in a way tha t h ls par t i cu l i t r rL ' l c ' vancc to th is puper : a l -though Coranr h igh l igh ts the des t ruc t ive in te r i t c t ion bc twccn boys who wcrc bosontl ' r ic 'ncls and hccitnlL" 'conls'nt ious r ivals," thc problc.rrr scclus to rc. latc to thc lpplr-ently innocuous c' f lort by the school to pr()nrotc excc' l le 'nce by ol ' l 'er in-t1 a nrcdul forr " ' r i t ing . Though charac ter is t i c o t ' the bys t lndr ' r ro le l s ( l c l lnc ( l in th is papc . r , thc -schoo l ' s e f ' tb r t c loes no t in rp ly anv c lc l ibc r l t c o r rna l i c ious in tc 'n t on the par t o l ' t cach-ers anc l o ther n l r ' tubcrs o l ' thc - conrnrun i ty to p ronro te t ru l l y ing . a l though so luc t i l l l csthe bys tanders ' i l c t ions i l re se l f -serv ing lnd dc l ibc ra tc . Thc . po in t i s thn t thc po ten t ia lncgative soci i . t l i tnplct of crelt ing hcalthy conrp!.t i t ion basecl on intcrpcrsorr l l rc. la-t i<tnships should have been considerccl fronr the outsct by thc- teachers ancl an AwilrL.-ncss o l ' th is p rob lenr shou ld bc 'he ld by a l l schoo l ac ln r in is t ra t ions to th is d i l y .
Thc purposc 'o f th is paper i s to invc 's t ig l t c ' bys tander ro les o l ' ten occup iec l o r as-sunlecl by teachc'rs and students thut create a social architecturL- l i rr school bul ly, inganc l v io lcncr 'no t t t sua l l y ac ld ressec l by t rad i t iona l schoo l an t i -b r . r l l y ing lnd ln t i -v io -lence progranrs. \ \ 'e also rvi l l delrne the role of thc. bystancls'r frorn both a psychocly-narl ic and behavioral perspective. reviL.w the scant l i terature on the rolc of thebys tunc le r in schoo l bu l l y ing and v io lcnce an( l then present da ta an t l v ignet tes to i l -Iustrate the pre'u' l lence of bul lying of students by teachers as perceived by othertc 'achers , inc lud ing a case descr ib ing the po ten t ia l l y avo idab le n rurder o l 'a teacherby a student. The tai lure of pol icy nrakers ro adequately deal with this problem pro-pe ls then l in to an abd ica t ing . bys tander ro le , wh ich we propose h ls an in rpor tun t ro lein the e t io logy o f schoo l v io lence. Wi w i l l then summar ize the rc 'su l ts o f an in rer -vent ion in e lc 'n ten tary schoo ls to rec luce ph tho log ica l bys tand ing as a lne thoc l to tes tthe hypothc'sis that t l le act ion of bystanders can prornote or rcduce violence inschools. We rvi l l i lnish with a sunln)ary of potential arL.as tbr future research, includ-ing innovat ive approuches to comnrun i ty v io lence suggested by th is work .
RNDEFINING BTILLYING FRO.I\I THE BYSTANDER PERSPECTIVE
In Webster ' s encyc lopec l i c unabr idgec l d ic t ionar l ' ( 1996) . the bys tander i s de l lnedas "a person present but not involvecl; an onlooker." Synonyms inclr"rde ..viewer.""observer," "witnc-ss," and "passerby." The hypothesis of this paper is that the social
T\\ ' l i l \ l l .O\\ 'dr d/. : ROLE Ot"t 'HE BYSTANDTiR IN lrULt,yING 2r7
c0ntcx t - roo ted in thc I -u t in word . ( t t t t1 ' . y1 , , . r , . . ' . j o in ing togethcr ' ._s i tua tcs the by-strn(lL'r in an unuvoit l lbly, act ive rolc crcatL.( l . in the case oi school violc.ncc, by thev ic t in r / r ' i c t in t i zer in te rac t ion i i t lo l lows thar bc ' ing pass ive is no t poss ib le f rom th isperspcc t iVe . Fronr th is pc- rspec t ive , the v ic t in r . v ic t i rn izer . nnc l bys t rnder ro les a reconsidered to bL'cc)-cre0ted ancl dialectal ly defined. ancl in these roies, nreltul i : ing-thi l t is. sc' l t ' -arvltrc'nc-ss. selt ' -agcncv. ref ' lc-ct iveness. arrcl accurate assessnrent of thenr ( 'n tx l s t : l tes o f sc . l l ' und o ther pcop le i s in rp i l i red . l Fonagy.s concept o f menta l i z ingtnkc-s ln Hc'gc' l i l rrr pL'rspectivL- thi l t points out that the incl iviclual clel lnes hinrselfthroLlgh soci i l l l 'ect lblck t ' r 'ont intc'r ' rct iorrs $, irh othL-rs. Thus over t inle the l 'nOiuiOu-n l ' s " th t 'o r ) ' o f thc ' n r ind" o l ' se l l ' rnc . l o thers i s con t inuous ly rnoc t i l i ed by f 'eedbackf ro r t t in le r l t c t ion r . ' i th o th r ' rs . In th t ' case o l ' thc in t i rn t , tb r e , ramplc . i f th r . care takergives t i ' t ' t l t ) l lck irr an c'nlpathic. constructive, ancl uccurit tL" lnAnner. thc. chi lcl clevelopsi l thr--ory of nrind ol 'othc'rs t l tat c:tn process real i ty in a healthy and adaptive l i rshion.It 'pl tholo-l icl l t i -et lhack is rcceivc'd. the nrincl of: the chi lcl nray clc.velop in distortedrvul 's. nrarr i tc 'stc( l in o\ ' ! .r t lncl covert psychopathology in adtLlt l i f 'e. whc.n an indi_vit l t t l t l is not r! 'cognizr ' t l in the nrincl of the othe.r, thc.rc is a loss t ' r l 'nrL.nt i l l izut ion. andrv i tho t t t i l sL 'nsL 'o l ' connc 'c t ion to the o th r ' r . a po tc .n t ia l c ruc ib lc . l i ) r . r ' i o lc r rcs cn)er -gc .s :thc 'o t l t t ' r bcco t t tc ' s d r 'h t rn t l tn izer l i tn t l c rn thus hc . hur t rv i th g rc l tc r in rpun i r l , .
I t l s t l t l t t t l l t t l wc ' t l c ' l i nc th r 'h ) ' s t ln ( lL . l ' ro lc us ln l c t i vc ro le . rv i th l r yur ic l l ,p l ' r r1 rn-i l i ' s t i l l i ons . in * 'h ich l r r i r t t l i v idu l l o r g roup i r r t l i l cc t l l , l r r t l rcpc i r tcc l l ) pur t i c ip l t r ' s inl r v ic t i r t r i z l t i t rn p r ( )ccss as l n t t - 'n rhcr o l ' thc soc i l l s ) ,s t ! . r .n . Bys tand in-U i r r l y c . i ther f i t_c i l i t l t c t r r r t t t t c l io r t r tc ' v ic t i r t t i za t io r r . Thc hvs t ln t l c r i s p r . rp . . i lu .d i r r to jhc ro lc - by c l in to l l t i s o r hcr in t t ' r l te t ion rv i th thc v ic t i r r r l r r t l v ic t i rn izc r . lnc l t l r c ensu i lg in tc r i t c t io .cur r hc uc t ivu t t t l i r r u hc lp l i r l o r har rn l i r l c l i r cc t ion .
I I t o thcr $ork . l rvc h l tvc p roposc( l th l t l "po \ \ ,c r d l , ru r r r r i c " l i r c ls thc v ic t in r -
V ic t i r t t i z t ' r -hvs t t t t tdc r i t t t c 'n tc t io r t . t l i s rup t i r r r r l cnru l i za t i r ln th rough thc i r lp i rc t o ic t l t i sc iu r rs ; rnd r r r rco l rsc i t ) r . t s coL- rc i ( )n o r r in t l i v i c lu l l s unr l g roups . Thc ro les n t . t ,u t ty .v ic t i r r r . t rn t l hvs t lu r t l c r .c l rn bc sccr r l ' r .o r r r th is pcrspc ,c t iua , , , I .apr . ran t ing a ( l i ssoc ia t_in ! p rocc 'ss : thc v ic t i r t r i s t l i ssoc ia tcd lh r r r r the . sc l roo l cor r r r lun i t . v as . . r i l r r rs " by thc-h t r l l v o r r hc l r l l l o l ' th r l rvs tan t l inu conr r r run i ty . Thc . cor r rn run i ty bys t i ln r l c r ro lc cou l t ll r c dcscr ibc 'c l as l tn ah t l i ca t in - { onc . Abc l i ca t ion then is avo idanc .e o t ' l cknowlcc lce-n lL 'n t ( ) l ' thc ro le i r r thc ' bLr l l v ing proccss by thc . abc l i ca t ing bys tanc le r . rvho pro jc .c ts iheh l i t t l l t ' on to o thcrs . l : ro l l l t l t i s van ta- r l c 'po in t . in te rvent io r ts in a sch69 l se t t rng mustt irc115 un tht ' tr i tnstbrl l lat ion of ' thc- bystander into a conrnri t tecl conlnsnitv nrL.nrber/n ' i tness . our in te rvc .n t ions 11 'g1 'e a in rec l a t p ronro t ing recogn i t ion rv i rh in the la rgesch.o l -u r .up o f ' the d issoc ia tc -d e lenren t ( represented by the ' i c t in r ) . as a par t o fthL-n lsL ' lVr ' s ab t lu t rvh ich thc-y a re anx ious anc l the recogn i t ion o f the d issoc iu t ing pro-cc 'ss ( represente t l b1 ' the bu l l v ) as a de f 'ens ive ac t ion lb r rvh ich the bys tanc l 'e rs i r ie inport rr 'sponsihlc. A peaceftr l school learnin-r environnrc.nt is thus r. .st,rret l when thc-I ' r l tgntc'nt i t t t eft 'cct of thc t l issociat ion process is interruptc-d by l , i rst unclerstandingth i l t the d issoc ia t ing process is a la rge ly unconsc ious e f ' to r t to c lea l rv i th the anx ie tyt 'e l t bv a l l in response to a dys func t iona l , coerc ive , and d isconnected soc ia r sys tem.Ind . iV idun ls thus c 'n l i -sh tc -nec l t r tus t then rc t w i th the suppor t o f l l l to chnn-qc 'how co-erc i 'e por 'e r dvn ln r ics a re managec l in the svs tem as a who le . D issoc ia t ion is a v io_len t p rocess . there fore , and the goa l o fany in te rvent ion is the t rans fbrnru t ion o fb ru tep . *s1 ip lp pass i .na te s ta tement and respec t fu l conrnrun ic . t ion . Th is requ i r .es a c rearconceptua l i za t ion o f the group 's task f ronr a perspec t ivc tha t does no , p . r rn i t ,anpa_gor t ing . enrpo \ \ 'e rs b l ' s tanders in to a he lp iu l a l t ru is t i c ro le . and does no t overempha-
2 1 8
TABLL l. Bystanding roles
ANNAI,S NEIV YORK ACADENIY OF SCIENCES
Type lv lental izat ion Subject ive State Role in the System
Bul ly (aggressive)hystander
Puppet-master var iantof bully bystandey'l
Vict inr (passive)bystrnder
Avoidrnt bystander
Abdicat ing bystander
Shiunbystander
Helpt'ul(a l t ru ist ic)bystander
Colhpse of mental-izat ion
Authent ic enlpathyand rel lect ivenesscoll:.rpses; capableol ' logical p lanninglund non-feel ingempilthy
Col lapse of nrental -izat ion
Iv lentnl izat ionpreserved bydenial
Mentul izat ionpreserved byprojection andprojectiveident i f icat ion
Nlcnt l l izat ionpreserl'c.d
Ivtentnlizationenhanced
Excitement, oftensadomasochistic
Arrogant grandiosesense of porverful-ness
Fenrlll, apathetic,help less
Defbnsive euphor ia;an indiv idur l rct ion
Outr:lgc'd at the "poor"
perlbrmunce ol'others: on ngencyor group action
Uses consciouslargely verbulnranipLr lat ion:dt ' l iberate and calm
Cornpassionilte,sonletimes outragedat harm to others:not a "do-gooder"
Establishes a way to setup v ict imizat ionrvithin the schoolcornr l lunl ty
Comnri t ted to v io lentor.rlcomes. achievedby consciousnranipulat ion
Ptssivc-lv and t'earfullydrawn into the v ict inr-ization process
Frci l i tates v ict imiza( ionby denialof personl lresponsibi l i ty
Abdicatt's responsibilityby sc:rpc.gorting
Nei ther v ict im nor v ic-t inr izer ro le is authen-tic. hut is adoptetl forp!.rsonrl political rea-sons.
lr'l;rture and etl'ective useof indiv idual andgroup psychologyto promote selt'-awareness anddevelop ski l ls to resistv ict inr izar ion
" ln one of the recent school shoot ings a boy set up a shoot ine that occurred at a school dance.taking ferv pains to h ide the plan and recrui t ing a resent fu l v ic t im bysrander inro rhe ro le ofk i l ler . The puppet-master bystander d id not at tend the dance, but came larer to observe the mur-ders at the prearranged t ime. -16
size therapeut ic ef for ts wi th the v ict im or v ict imizer. Symptomat ic behavior , such asviolence and bullying within such a system, is. from this perspective, a consultation-in-action to the authority structure of the adrninistrative system. That is. the symp-tom is not merely a problem to solve but a dysfunctional solution or adaptation,$'hich keeps a larger more painful and more meaningful problem unseen. The abdi-cating bystander projects blame on the victim and victimizer as sufficient cause ofthe problem of school violence and bullying. Several bystander roles are summa-rized in Te s Lr I .
I
,
TIVEIIILOIV et al.: ROLE OF THE BI'STI\NDER IN IIULLYING
Appro lches to schoo l lnd comnrun i ty v io lence wh ich p lace so le u t ten t ion on cor -rec t ing pa tho log ica l bys tand ing ro les and/orbu l l y and v ic t i rn ro les , ignore what webe l ieve is an in rpor tnn t . i f no t c r i t i cn l p . l r t o f the so lu t ion : to ac t i va te the he lp fu l andof ten a l t ru is t i c bys t lnder ro le .
Who arc' helpful bystanders? Any indiviclul l in the school environment nlay oc-cr. lpy the role: teirchc'rs, students, support stalT, volunteers, parents, etc. They are of '-ten nltural leadc'rs bc' ing helpful in a rvay that is not self-centc.recl. Helpfulbys tanders do no t sc 'ek the l ime l igh t . bu t ins teac l ga in p leasure in the ac t o l 'be inghe lp t 'u l . Thc-1 'o i ten r rs ' idc 'a l i s t i c . in a rea l i s t i c . Iess dr iven sense. In schoo ls andcomnrun i t ies thc 'y ra rc ' l y occup) ' t rad i t iona l e lec ted leadersh ip ro les , such as c lasspres ic len t o r cornr r r i t tec 'cha i rnun; they nray doubt the i r own leadersh ip sk i l l s andnc'ed encour:rgenrent to erl lcrge. Others often turn to such individuals when they haveprob lenrs - ins tc 'ad o l 'd i rec t ing and ldv is ing . they tend to I i s ten anc l n ren t l l i ze . Sh i r -l c ' y Pat tc rsor r ' s r uork rv i th n l t tunr l hc ' lpc rs in cornr r run i ty se t t ings sunr r r ra r izc 's sonreol ' thc' t ! 'aturc's t l f this role. Sec' l ig and Rosolq hlve identi t ler l sevr'rul pathologicalvur iun ts o l ' : r l t ru isnr in rvh ich the nro t iva t ion tb r such he lp fu lncss nury bc- psychot icgrund ios i ty . s i tdont tsoch isn t . und nr i l t l c r lo rn rs o f neuro t ic c i ln l ' l i c t . In schoo ls andcornrnun i t i cs . p i l th ( ) log ic l l rno t ivu t i t lns t rc - o f tc 'n sc l l -c ' l i rn inu t ing ovcr t i r r rc s incc thc 's t rL 'ssL 's o l 'bc ' inc cont inuous l ) 'he lp l 'u l o l ' ten lc t i v r . r tc t l r c undcr ly i r rg p r tho lo - t l y . Tc)our kno" r ' le t lgc thL ' rc a rc no e l ' idence-hased n l r ' th (x ls hy rvh ich suc l r l l t ru is t i c by-s tun t lc rs c ln bc i t l c ' r r t i l i cc l . bu t in n schoo l sc t t ing . uw 'urc s tu l ' l ' . cspc 'c i l r l l y cou l rsc lo rsln r l soc ia l w 'o rkers . can use c l in ica l sk i l l s to hc lp . Pc tc r O lsson, l t4 .D. in u pcrsonu lcornnrun icu t ion i ' r t ' n tcd a c l in ica l chur i rc tc r iz l t ion o l 'pu t l r t l l og icu l unr l hc l l thy ch l -r i s rnu . w 'h ich rve h lve lbund very hc lp t l l in asscss ing a l t ru is t i c hc lp l i r lncss ; th is i ss l ro rvn in T . rn t -n 2 .
A l though th is i s nc l t t l re lb ru rn tb rdc ' tu i le - t l cons i t l cnr t io r t o l ' t l r c ' rcscarch l i t c ra tu ret ln a l t ru is r r r . therc i s conv inc i r rg ev idcncc- th l t l l t ru is rn i s a l ' unc lunrcn ta l c l r i vc o r i rn -pu lsc in l r r rn l rn unc l se- r 'e ra l o ther spcc ics ) no t n rc rc l l l r l c r i va t i vc . l r t t t can thus po-tcn t i l l l y hc hurncssec l i r r the scrv icc o l 'a r r rc l io ra t ins v io lc r rcc . . Suc l r p ruur r r l t i c l i r rn rso l 'a l t ru isnr . a l though luck ing th r ' t t t t ' s t i c is r r r and sc l l ' l r ' ssncss o l ' rve I l -kno" " 'n l i l r rns o [ 'i t in re l ig ious anc l sp i r i tuo l l caders , l i r cus on bcnc l r t t ( ) thc conmlun i ty l s a who lc - ,no t a thc 'o ry , i c lea l . o r dc ' i t y . Thc- qua l i t y o f ' conrnr i tn ren t to thc cornnrun i ty as u rvho leo l ' t cn servcs as ar r insp i r ing nrode l lb r o thcrs , o l ' t cn ca ta lyz ing unexpcc tcc l anc l c l ra -mi l t i c chnnge in thc 'svs tem as a who le . a l though l i t t l c s ! ' s tc - rna t ic rc 'scnrch has beenrk lnc on c l t l l l z ing rnu jo r chrngc ' in soc i l l sys tcn ls rv i th snra l l in tc rvcn t i ( )ns . S( )n rervorkcrs havc. col lectc-t l anecdotes and clc'r ivecl a theor) ' . such as thc t ippin-l phc.nonr-cnon c lescr ibcd by C lad* 'e l l .7 In our exper ience in a v io lc 'n t seconc lu ry schoo l in Ja-nraicl. l rerni lrkable systenl-wide restoration of orcler bcgan as a sort of epiclemic ofhe lp fu l bys t lnc l ing seeming ly c reu ted by a p lay fu l char r t . thc b ra in ch i l c l o f a po l i ceol ' l lcc'r helping in thc l l truist ic bystander rolc. In irn eff 'ort to get boys to be nrore t idy.a chant o f " tuck your sh i r t in " was ernp loyed. rvh ich rap id ly insp i red songs . joke .
even a nrini-craze to be t idy. In the space of a f 'ew days there was hardly an untidych i ld in the schoo l and, inc identa l l y , f ' ewer inc idents o f v io lence too !
Thus a he lp fu l a l t ru is t i c bys tander migh t embody the fo l low ing charac ter is t i cs welbund in a rnostly unl ikely pluce: a highlv corrupt pol ice tbrce in Jarnaica. where anunusual group of senior pol ice off-rcers (nrore than l0 years in the pol ice force) r 'ol-tunteered for training as an add-on to their usual pol ice work. These pol ice off icersworked tbr pol 'erty- level wages under condit ions that t-e$ United States pol ice ott lc-
219
220 ANNALS NEW YORK ACADEIVIY OF SCIENCES
TAIILE 2. Discerning healthy charismao
Churac ter is t i cs o f l l ca l thy Chr r isn ta Character is t ics of Unheal thy Char isnt i t
Cut t ing, sarcast ic , cold-aloof humor that
puts-down or v ict int izes Peers
Enrpathy that largc ' ly pronrotes the sel f
above others and cvent t r l l ly at their
expense or ht t r r t l
Crert iv i ty th i l t pronlotes c lestr t rct ive sub-
groups th l t cat tse isol l t ion or t t l ienat ion
front the largcr grouP
Char isnr l t ic leader 's pcrsonal nc 'ecls or ps1' -
chopathology is c leepenecl by ef tbr ts to
donr inr te the pecr grouP
Th i s t ypc o l ' l ca t l e r b t r l l i c s o r pu t s -downy()ut t ! :er l tspi r inr : lc : t t l t ' rs so as to n l i l i t l -
ta in h is o l hcr l ' ie fdom
Non-cu t t i ng sense o f humor t h i t t connec t s
and ernpathizes rv i th peers to encour l tge
thc ' i r autonotr ty ant l part ic ipar ion
Sangu ine ab i l i t y t o en )p t t h i ze w i t h pee rs i n
ru wuy that helps sel f uncl others
Crca t i v i t y app l i cd t o l cac l c r sh ip t ha t p ro -
n ro ( cs c rL ' l r v i t y i n g roup p rdec t s and i n
i ncl iv idual { roup nrc 'nrhcrs
Chur isrnl t ic leacler 's pc ' rsonr l needs l l rc '
n)et by benevoL'nt re i lching-otr t to c l t r l -
lc 'nge the peer group to connect wi th their
conrnruni ly v i l helpfu l proj r 'c ts and
oc t i v i t i r ' s
This lc lder rc 'nches out to lbster rnd ntentor
posi t ivc lenders in yot tngcr gracle lcvel
chi lc l ren nrodel inc future le:rdcrs
"This chrrt devised by Peter A. Olsson. M.I).
ers woulcl tolcri ltc'. Thc projc'ct is c' laboratccl in Tcnlelow and Sacco,6 ltnd the person-
al qualit ies ol these altruistic pcilcemakers are srlmnlarized below. They are:
( l ) r no rc a l t r u i s t i c t han ego i s t i c ;(2) awarc of . and t tk ing responsib i l i ty for , conrnruni ty problerns i(3) wil l ing to take physical risks tbr peace' and arenot easily t i ightened;(4) re lat ionship-or iented and hurnanist ic ;(5) self-motivated and a ntotivator of others:(6) alert, strong, and positive;(7) seli-rewarding with low need tbr pruise;(8) personal ly wel l organized;(9) advocating for and protecting the vtrlnerable and disempowered:(10) able to see potent ia l in a l l peoplet and( I l ) lorv in sadism
Vierved from the perspective of the bystancler. contemporary detinit ions o^f bully-ing neecl rev is ion. Leaders of research in to school bul ly ing l ike PeterSmith6 in En-gland ancl Dan olweuse in Norway define bullying in dyadic ternls. Thus definedbullying is repetit ive. harmiul, procluces gain tbr the bully, and involves an inrbal-
ance of stren-cth, where the bully is dominant and the victim experiences trouble de-
fending him- or herself. Physical harm is usually of less concern than the insults,ostracizing. teasin,s. social isoltt ion. and humiliation that cause mttch of the harm.
In contrast. we suggest that bullying be nervly detlned in triadic terms, as an interac-
tive eft 'ect between bully, victint, and bystander, in which the responses of each di-
rectly eft 'ect the harmfulness of the outcone. The bully does not act as an individual'
f
T\l l i iVlt ,O\l ' e, rr/ . : ROLE OIr TIIE BYSTANDER IN ITUI.LYINC 221
as t ( ) rexa. lprc in a pr ivatc vr .ndct ta, but beconre-s, rnrar t , an agent of the b) ,s tandingaudiencc'. rvhich fuers the firc'. so ro speak, and perhaps.".; i;;.;r i;es rhe harm.Frotn ottr c.l inicnl experic-n.-el0 rve have founcl thai t,utties usualtf r*..rir. about theinrpact r r rc i r .cr ions rv i l r .huve on the bysrander. even i r tn . uyr tnrJ ing aro ience i ,not physic l i ly present , r long rv i th s tares of n l lno suggestrng pronr inent grandiose,saclotnasochist ic . r tnc l voyctr r is t ic e lc 'nrc-nts. To recontextr ra l ize t radi t ional del rn i t ionsin t I i l ld ic ternrs ' b t r l ly ing is . the repc 'atc ' r l exposure of an inc l iv ic lual to negat ive in ter-i lc t ions d i rc 'c t l -v or ind i rc-ct l l , in f l ic t t - ' t l b1,onc or rnore c lonr inant per .sons. The harnrnr , \ ' he crusecr rhrorgh d i rc 'c t physic l i or psychorogical means anJio, ina i rect tythr.trgh ! 'ncour,ge'rr '.t of thc- prccess u, ouoidrn.. bythe bystander. Horv is this by_stun( [ . r ro lc 9p, , . , . . r . t A v ignc, t te wi l l i l lust rate.
Cr\St i ,St ' 'D ' I : pATI IOI ,OGICAL BYSTANDER ROLES
Chi ldrcn 's sc. lc 'c t ion o l ' l l . ic .nds, l t l l ic .s . ancl c .orn lbr t ! roup5 nr i r ror thc. organiza_t i t l r ru l u ' t l cu l tur . r sr ' t t in !s of thc ' i r scho.rs. nc. ighborhoocrs. and nr . j t - r r c( ) r ln lunr tyltr()ups. ls thr. clsc to bc dc.scribc.d grirphically i l lustnrtcs.,/1 ' l lc sc l t t l . l l t t l t l t t t t l $ ' l ts t t largc 'K-8 icho. l th i l t .scrvc( l l vcrv p(x)r nr i r r t l r r r ,v neig6-l rot l toot l i t t l t r t F j l ts t cor ts t c i tv . rv i th cr i r r r i r ru l act iv i ty nc-ur thc sc l rool . t rash on school
l ) l ( ) l )cr t ) ' ' t r l ' tc t t in t l tc l i r l r t l o f t l iscarr lcr l ncc. t l lcs, ancl pct lophi l . ' r . ru i r ing thc pc,r inr -t ' tcr. \\ 'c $crc askctr [. lssc'ss trrc schoo|s nccd l irr a vi,rr..ncc pr"n"nri, i,., program.' f l rc s t t r t lcr r ts h i ld spcrr t u rong Vv ' in tcr csscnt i . . i ly shur in thc sc ihool bui rc t ings. Theschool P1i11r ' ip i l l r r : rd i rssurct l us th l t thc school h lcr re, rv hrr l ry . ing pr . r t , tc , r* Iv t . r 'entsI t l ' tc r c t t tcr i t tg t l tc l t tnchroorrr onc ho1' knockcd out anothcr in the culnr inut ion of al ( ) l lg l ) r ( )ccss o l ' r 'c rh l t l l tb t tsc of thc ht l r "s nrother . Al ' tcr thc pr inc ipal t r , , * r l ty ,e t t teoth is l l l i l l tc f ' l t sch. . l c . t tnsc l r r r rushccl uP in ragc l t ' tcr a s t r rdenr nao f " r taa her in thecl lcst rv i t l t l i r l l r r r i lk c i l | t ( )ns. Thc pr inc ipal ,u . r ' .n uu,r , .nc l in- ,1 indiv idual \ \ . i th idc,a l -is t ic cor lccpts l i l r l t t ' r school unr l rvork. ' , l unclc ' r vcry r l i t ' l lc t r l t condi t ions. Thc,se in-c luc lcr l i ln atnrosPhcrc o l 'p116 j5 l11n.-nr anrr thrcr t in ihe form of a schoor p. r ic . l , thatpcr t i l l izc 'd school l tdr t l in is t r l t tors lbr poor s tuc lent acactemic pcr formance.n4 d isc i -p l in . r l ' pr .h lcr r rs . Thc av ' idant bystancier rore of the pr inc ipar i , no i 'o t* ry , , t ,nr .oolt t lcnilt l irr thc strict sc'nsc..brtl a nc-ed fi lr sell--preservatron atrcnclecl by the u,isttulhrpc ' r ' . r noth ins tcr r ib lc- * . i l l happen i t 'one ta ies a posi t i 'e at t i tude. Ernphasis onthc. posi t ive is a cornnron technique used by teacners.
In thr- ' inc ident th l r l i l l row'ecr several crays rat . , r , dur ing the f r rs t outs idc, re,cc.ss ofthc'sprin,u. rr ', 'o sixrrr--lracre studenrs tacecr otrat a tigrrt in'front oi. I i i ' f . lrr.*,no rn_terl.ckt'd arnrs and chee-recl on the fight. tVhen one of the fiehters rvas knocked tothc 'grouncl ' l0 s t t r t lcnts cont inuecl punching thr- c lo,uvnecl v ic t im. Thc- v ic t inr sut . t -eredser i .us f i rc- ia l c lar 'age r - ronr a r ing *orn bv-one of the studenrs bLr l ly in-r h im, a. .d i r tyt r ick" s inr i l . r ro rhose seen on the woircr wrest l ing Federat ion te iev is ion show,proudly announced by one of the bul l ies.TeachL'rs *'ere unablc- to intervene in the fight fbr more than 90 seconds becauseof thc- rightness of the audience of bystander .i i lor.n whose arms were interrockedar.und the cornbatants. Al though stuc lenrs had been ta lk in-c about the upconr ing
' / [ ) i l t i l f i r r th is cr lse re l iet l on thc ' t l rs t -hand t lescr ipr ions by the school counselor in rh is school .
ANNAI,S NE\\ ' TORK ACADENIY OF' SCIEI{CES
f ight throughotlt the da)' ' teachers were not aw'are of the brew'ing problem' The rvhole
peer grtrde became in".. i.J in one sicle or another and excirenrent built up throtrgh-
out the day.Bys tande rswereac t i ve in fann ing the f l a r r reso f thev io len tac t , beg inn ingw i th
t h e r i d e i n t h e s c h o o l b u s . T h e t r v o k i d s r v e r e m a t c h e d u p b y r u n t o r a n d i n n u e n d o ,notact t ra lpersonalconf l ic t_that is , th is f ightrvasstagedbythel r r . .s , r r l t r lersthrougha peer group fantasy enacted in the l ight'
SELECTED LITERATURE REVIEW Ots THE ROLE OF THE
IIYSTANDER IN SCHOOL CONFLICT
Therecen tspa teo fschoo l shoo t i ngshasp lace i l bys tanc le rssq . t ra re l l i n thepub l i c.y.,i i *i,t arri; les highiigli i ;g the iriaction'or aborted acrions of studc'nts. teachers.
and parents $,ho rvere or*".r. oi tellorv student threilts but did not act out of denial
(avoidant bystanding) o, r.",, that they rr,otrld be targetecl fbr tattl ing on peers (the
consp i racyo fs i l ence ) . I nson reCa l i f . o rn iaschoo l sb l , s tande rsu ,hod idno t repo r tas l rooter .spre l , io t rs threutsrvereconsideredinneedofprotect ionfrot r r t l re fnnr i l iesofthe victinrs.,, On ̂ n.,or. 'pori, it* no,., several high sc-hools c'ncotrri lge bystanders ttr
help prevent or stop )fgF;:; by provicling cont' iclential or irnon)'nlt)t 'rs online and
phone- l ine rePort ing ' I r ' ' t
Un t i l r ecen t l y ,bys tande rbeh i r v i o rhas la rge l l , be t ' no \ , e r l ooked in the l i t c ' r a tu reonvictinriz;rt ion, although the role of the bystandc'r $'e suggest is an irt lptlrtant determl-
nan to | ch ron i cu i . t l , n i , . t i on .Bys tande rs in theschoc l l en r , i r onn ren ta re thosewholv i t nessbu l l y i ngan -c io the ro . t , o I v i o l encebu ta reno t then ]se l \ ' esac t i ng in the ro leof bul ly or v ic i inr . r ) Bystandc ' r behaviors moy perpct l l t l te bul ly- r ' ic t im pat terns ' For
exarnple. * ,hen passivety at tow ing,uul ly in- l to o. . i ' t . o , encour i rg ing bul l f ing b1 ' en-
couraging the exclus ion 'ot 'o therr l l6 Uenry . r a / .17 sho*ed (hct teachers rvho openly
d i scou raged theuseo ragg re . s i onhads t t r c l e .n t s r r ' ho r r , e re less l i ke l y toshowtheus t t -al de'elopmental incre-a--l-l 's in aggressive behir' ior o'er t inle' Sleels sho"r'ed that
teachers *,ho clid no, ,,ri.rr,.n. i; l-uuttyiug often had sr'dents who would not help
victims. The efttcti l ,en.r. or progranl.\ aimecl at pronroting helpful bystanding is
clearly dependent on te^cher modeling' o'ou' J"n resetirch hus sho'uun'19 One
studyzO of the abil ity oi,.o.t,.r, and c-ounselors to ditTerentiate betrveen bullying
ando the r tb rmso f .on f l i . . no ted tha tbo thhada ra the rpoo runde rs tand ingo lbu l l y -ins. Teachers on.n .or.J oil physical contl ict as bullying and underrated verbal. so-
;; i.;;;;;;;;; i ^b"... Kupersmidrj, looked at whJher reachers could identitv
bu l l i esandv i c t imsand tbund tha t theyweremore . l i ke l y toacc t i r a te l ydoso ine le .mentary rather than middle school. Haundaumadi.2l in a study of Greek children' re-
ported that teachers ond ,rud.nt, t 'elt that teachers rarely tnlked about bullyin-e' and
ch i l d ren tended tospeakmore to the i rpa ren tsabou tsuchp rob lems 'Th i s i nd i ca tedthat in Greece. as in tn. United States, if a child cannot hanclle the problenl on their
o r v n . h e o r s h e m a y b e p e r c e i v e c l a s a w i m p . a n d t h e r e f o r e b u l l i e d . I n t e r v e n t t o n s .thus. must address ,n. ,*iot climate. particularly the complicated peer-group rnter-
actions, in order to et'tectively deal rvith the proilem These factors are int' luenced
by teachertrainin,t onJiht n'uo"nt" of children's psychological needs and subjec-
tive states.rr fn o einni.ft-.tudy2] of se'eral hundred children by'stander rtl les rvere
catecorized into ,.u.roi groups: defenders of the victim. b1'standers from ottr per-
1
TWEMLOIV e, n/.: ROLE OF THE BYSTANDER IN BULLYING
spective, assistant to the bully, reinforcer of the bully. and outsider. Boys were foundto be more closely associated with the role of bully, reinforcer, and assistant and girlswith the roles of defender and outsider. In other studies passive bystanders werefound to reinforce the bully by providing a consenting audience, which sent the im-plicit message that aggression is acceptabl.. I6'25 66116 bystanders are often effectivein trying to stop bullying.16'26 Bysranders have been found to be less l ikely to helpwhen they observe others doing nothing (the norm of nonintervention).z7 Whenadults intervene in response to-bullying, lower levels of aggressive bystanding werefound in^elementary schools.23 Although this was not found in junior high school,Zerger,29 reporting that adolescents who believed that one should intervene in bul-lying, did predict bystander helping and that the opposite f 'eeling that one should notintervere and that aggression is legitimate were related to joining in bullying.Cowieru studied gender diff 'erences, suggesting that part of the diff rculty in targetingboys into helpful roles results fiom the fact that they are more l ikely to drop out ofthese interventions because of their macho values, especially as the social-modeledconcept of masculinity develops.
TEACHERS'PERCEPTIONS OF OTHER TEACHERS WHOBULI,Y STUDIiNTS
Our research has identif ied yet another piece of this complicated bystanding puz-zle: in a study of teachers' perceptions of other teachers who bully students,-]1 we re-ported on I l6 teaclters from seven elementary schools who cornpleted an anonynrousquestionnaire retlecting their f 'eelings and perceptions about their own experiencesof bullying and how they perceived their colleagues over the years. Forty-five percentof our convenience sanrple of teachers admitted to having bull ied a student and manyrecognized that the roles of bully, victinr, and bystander are roles and not nroral in-dictments or diagnoses and usually become damaging only if repeated l 'requently andif the roles become trxed. In our study. teachers' openness to seeing and admittingbullying suggests that eflbrts to prevent bullying by training teachers to recognizeand deal with it both in themselves and in students and colleagues may be quite help-ful. Our study showed that few if any teachers perceived a current school policy ortraining experience that might help them handle a particular problem. Teachers whodisplayed a tendency to bully students also reported having been bull ied when theywere students in school, and were far more l ikely to report seeing other students bul-l ied by teachers. They also reported having been bull ied by students inside and out-side the classroom. Lack of administrative support, lack of training in disciplinetechniques. overcrowded classrooms, and being envious of smarter students werefound to be elements that were part of the pattern of these bullying teachers. A prin-cipal component factor analysis was performed on the data and rotated using a vari-max procedure. The resulting screen plot showed two factors that together accountedfor 52Vo of the variance. Factor one accounted tor 34Vo of the variance (sadistic bullyfactor), and factor two accounting for l87o (bully-victim factor). Sadistic teacherstended to humiliate students, act spitefully, and seemed to enjoy hurting students't 'eelings. The bully-victim teacher is frequently absent, fails to set l imits, lets otherpeople handle their problems, and tends to see lack of training in discipline tech-niques as the primary cause of theirbehavior, acting in many ways as an abdicating
ANNALS NEW YORK ACADEIVIY OF SCIENCES
bystander by blaming others for their problems. Such teachers often explode in a rage
nna , .o . . i nabu l l y i ng fash ion rvhen theyhave . . reached the i r l im i t . ' 'This research addresses a very sensitive area that we feel compotlnds the problem
of bullying ancl violence in schools ancl pulls the school and surrounding community
into auoic-ating bystander roles. It is our experience that many principal's are aware
of teachers who have a tendency to bully stidents and, while they often do not place
certain stuclents with certain teachers, they are nevertheless reluctant to discuss the
problern for fear of aggravating teachers' unions and having dift iculty in recruiting
good teachers. Thus aJnrinistritors 0nd school policy makers.have been slow to di-
iectly acldress the issue. Children can see teachers as bystanclers when another teach-
er bull ies a student ancl the problem is not addressed. Bullying teachers "lbrce"
loyirlty in their colleagttes, who may personally abhor their actions, btrt teachers who
comp la ina reo f tenshunnedasbe ingan t i . l abo r .Fewpos i t i vea l t e rna t i vesex i s t f o rateacher who wants to stop another tleacher frorn bullying a stuclent. and fr.nkly t 'erv
alrernarives exisr for prr.ntr, who are often scapegoated and often:*p"lt l significant
sunts of money on attorneys in pursuit of protection for their children' The nratter ts
further conrplicated Uy the increase in the h'l lying of teachers by pnrents trndcr thc'
guise of proiecting their children. Terchs'rs' unions ntay actually /rrrrl t5e larger body
of teachers it represents by protecting the t 'ew who bully. while ignoring the impact
those teachers have on oiher teachers antl on their students. This loyalty conll ict
forces the non-bullying teacher into the passive (victinr bystander) role' and role suc-
tion propels the schooiaclministration into an abdicilt ing bystancler role.' Facing these
prnti.ni, in an effbrt to deal with thenr may encourage berrer-trained teachers and
nlore crL'ative and peaceful school learning environments'
CASE STUDY II : TIIE ABDICATING I}YSTANDER ROI,E OF THE
SCHOOL AND COIVINIUNITY IN TTIE IVTURDER OF A
SCHOOL TEACHER
on December 5,2001, an At i ican Amer ican fami ly l i f -e counselor and min is ter
rvas stabbed to death by a l7-year-old student in front oi two teachers and eight stu-
dents, the t ' irst recordei case of the murder of a teacher by a student in Massachu-
setts.e The student is now serving a l itt sentence for second-degree murder' with the
possibil i ty of parole after 1_5 yeirs. The murder took place in an alrernative school
designed fbr adolescents with behavior disorders'
The murderer was a young man who had been shuttled between living with his
n.lother, grandfather, ani *lttr fr iends, transient situations resulting fiom a conflict
wirh his mother. At the time of the murder. he hacl been on probation for stabbing his
mother. Reports indicate that he felt overburdened and devalued by his tamily. spe-
cif ically by his duty to care for his two younger siblings. He was also resentful and
nngry ut what he experienced as a devaluation of his social status by his mother by
rvhat he felr was her publicly shaming him by call ing his ti iends to apprise them of
what she saw as his manipuiations. I i this incident. which was eerily similar to his
"Data for th is ctse were taken f rom pol ice reports of the eyerv i tnesses to the murder as wel l as
the c l in ical case record of the student convicted ol murder '
TIVEIIILOIV e/ d/. : ROLE OF THE BYSTANDFIR IN BULLYING
stabbin-c of the reacher, he 'sed a smail blade to Iash out against his mother: l i feevents seemed to create a pattern of fear-based response against perceived shame andhunr i l ia t ion in th is boy , a - rcsponse ca i led . , in jus t i ce co l lec t ion , . in the recent schoo lhonricide I i terature (see. lor exanrple, Twenrlo,,r, et al. l t \
Reports arso indicate that the boy workecr wirh counsering services in order to tryto repair his rc' lar i .nship rvith his nrother. He arso part icipatJd in indivicluar psycho_therapy as well as case nlonagement effbrts by state aeencies, probation personner,and pri 'ate-sector therapists to nrot ivate o proaa$ to reconnect him to a more posi_t i ve re la t ionsh ip w i rh h is n ro ther . In lac t , t i re n rurc rerecr teacher was t ry ing to f ind ap lace tb r h im to s tay bc-cause o f these con l l i c ts .
Thc lethal interaction [rc'-ean after the boy entered the crassroom. J'st prior. in thehallrvay, the vict inr hi ld lskecl the boy to r.n.rou. his hood. The boy renrarkc.cl to twoothc.r students that he rvas sick of ' . the same old thing every clay.,.one of rhc- studc'nrs clescribc.t l the lethal incident: . .we iuere going to sit down att lur clesks rvhen I heard the stuclent and the teacher arguing tr/ tneie,,crrer 's clesk,wh ich is near thc ' h r r l l r va l ' c loor . I hear the teacher ask th . - s tucent ag l in i l ' hc rvou lc l' just t i lkc thc- hoocl ol ' l ' . 'Thc student told the tc.achc.r thnt hc. rvlntc' t l to bc. lel-t al.nc..
I 'hc tclrchc'r t l toVr'd i ts i l 'he rvas about to touch the stuclcnt ancl thc. sturlent tolcl himnot to . The tc -achersa ic r sonre th ing r i ke 'what i s tha t go ing to s . r ' ,e o rc r . , . ) .Thc . s tu -dcn t then su ic l i l g i l in , 'don ' t touch me. 'The te lc l rc r thc ,n s l id sonre th ing tha t Icou l r ln ' t hcar . I then heard the s tuc lc .n ts say , ,you
r in . t go ing to l c .avc . n rc a lonc , nhot r ti t . ' T l rc s t t t c le 'n t lhe n took o lTh is coat th r t hac l thc 'hood unc lc ' rneat l r . When the s tudentttxlk his coit t ol ' f i t looked l ike he wantecl to f l-shr thc. (c-uchcr. The tcacher Iooked l ikehc' rvas sqtlarinr: ol ' f ' too. The stuclent then shlrtrggc.cl his shoulclc.rs a f i .r ,v t inres andbrought his hands trp in l ' ront. The tc-acher then nrlclc a l i rkc- lc.t ' t *t thc str.rcL-nt. Hec i ln rL- c lose bu t d idn ' t h i t th r . s t rc l . 'n t . A t th is t in rc ' . thc .y bo th s ta r ted go ing a t i t . Theyu'c-rc' .both throrving pLrnches. punches rvcre randed by both of theirr. ' . ihe t. .acherrv r ts l i l ta l l y s tahbcd in the abdornen in b lows thar looked to thc auc l i c .ncc l i ke punch-es ' and in i t ia l l v . thc ' tc -achcr scenrec l ,naware tha t he har l bc ,c -n scr ious ly in ju red . Hele l i thc c lussr . . r . anc l var ious peop le askec l h in r i f he * ,as oK. to wt r i c t r ne rep l iedthat he rv'as, unti l f rnal l-v the school nurse notcd hc. was "coverc'cl
in bloocl f ' rom hissh i r t to h is shoes . " CpR r i r i led , and he rvas c rcad.n ar r i var a t a r .car hosp i ra l .. _ ln
th is t ra - r i c exarnpre , the murcre 'ed teacher had been pu t in a cor 'p ' r i ca ted , un-de f inc 'd ro le , a ro le the s tuc len ts d i t l no t fu l l y un< lers tanc l . They ca l l c -d h i rn a . .secur i tyguard or counse lor . "
This boy h'cl rcpeatcd and prolongecl absentc.eisnr, was cl isconnectecl from anypos i t i ve env i ronnrent in the sc 'hoo l , o*1 . *pr " r r . , r a feer ing o fbe ing p icked on andrc-gularly provoked by his teachers and peer-s. His past histoiy of p*yJhiatr ic disorcrerrva-s rc' lat ively insigni l icant. although there was a sin-cle experi. .pce of trnu{na dre tok idnapp ing when he was about seven. wh ich resr . r r ted in the deveropment o r n igh t te r -ro rs H is fh ther w 'as func t iona l l y absent . a s r ree t c r in r ina l and v is ib le to h im in tha trolc f iom t ime to t ime. His mother wns a hard-u,orking and o'erburdenecl social ser_' ice rvorker. He experienced her as an exhausted vict im of the system and there wereregular f ights * ' i th his srepfarher. He was often unkempt andiad poor bodiry hy-giene. whic'h was the reirson he gave for rvearing his hood, concerned about how oth_ers wou ld see h im. He no ted to h is therap is t on one occas ion tha t he . .had to f rgh t inorder not to bc' seem as weak by other kids." He spoke re-eularly of the vict inr. whomhe fe l t was accus ing h im o f th ings he d id no t do .
226 ANNAI,S NE1V YORK ACADENIY OF SCIENCES
The school aclrninistration, school board. ancl people in the community the schoolserved collectively assigned a very confusing role to the teacher. and in doing sofuncticlned as an abdicating bystander. The teacher rvas olimposing stature ancl hadbeen recruitecl to rnonitor behavior problerns as well as to counsel and teach stu-cients. It is often assunred that a big strong individual rvith the authority ofa teacherrrray know how to hanclle these conrplicated and contradictory roles, bttt he was nottrained tbr the dangers of such a situation and especially in how to activate a helpfulbystancl ing ro le for h imsel f .
INTI iRVENING IN SCHOOI ,S TO REDUCE PATHOI ,OGICAI ,BYSTANDING
The Peaceful Schools Projecr/ began as an attempt to test a psychodynamical ly
in t luenced soc in l sys tenrs approach to bu l l y ing anc l v io lcncc ' in e len tcn t i t ry schoo l
se t t ings . Thc . theory d r iv ing the in te rvent ion was an evo lv ing one and the expcr in ren-
tal modcl is abductive; that is, insteacl of a lbrmal proposal of hypothesis with test ing
of that hypotlresis, the project evolvecl as a tr ial ol ' ideas. The intervention rvas thus
nrotl i f ied as various lrspects oi ideas ' ,vorkc'cl or did not ivork. Betrvc'cn 199-1 and 1996
a p i lo t s tudy was launched in th ree e lenren tary schoo ls in a Midwcstc rn c i ty ' - l lThe
inte.rvention was largely driven by the teachers who inrplenrentecl i t ; thc'sc- teachers
rverc . a lso invo lved in der iv ing concepts and c rea t ing the in tc rvent ions and were no t
reluctanr bystander part iciprnts fbrced into the research by adnrinistrat ive f iat. High
buy-in by those involvetl has been shown to be an irnportant indici l tor of strccess in
nny conrp l i ca ted soc ia l sys tcn ls in te rvcn t ion where the goa l i s to ch tnge ' the rvay the
systr.nl opcratc.s. Thc trvo schools involved in the lornral tr i i t l rvere rnatched tbr dc-
nrographic chlracterist ics and a third school was chosen and compare(l since i t was
in a nrore aff luent part of town. The intervention school hld a very high ottt- of-
schoo l suspens ion ra te , a h igh ra te o f v io len t inc idents , and a recorc l o l ' very poor ac-
adenr ic i rch ieve lnent . The cont ro l schoo l n rn tched denrograph ica l l y . was bu i l t in an
alnrost identical rvay, and rvas also in the sanre socioeconomical ly deprived area. The
control school recc.ived only tbrrnal psychiatr ic consultat ion, as has been tradit ional
in school psychiatry fbr many decades. Data were col lected largely by teachers in-
vested in the project and the cost of the overal l project was minimal. The project did
not pathologize psychiatr ic groups or at-r isk chi ldren and thus cl id not invoke expen-sive referrals to medical care and otherexperts. Since the project was addressed to a
current need that was f 'el t as urgent and was designed by those who experienced the
need, the buy-in problem was minimal and schools were wil l ing to tolerate longer-
terur, nrore-dit f lcult solut ions rather than quick t ixes designed to placate a possibly
inrpatient school board or electorate.\\ 'e tbund that instead of overloading teachers and students with massive init ial
training, ongoing supervision based on a psychoanalyt ic/psychodynamic model was
more practical to troubleshoot problems as they emerged.
ffhe Peaceful School Project. Co-Principal Investi-eators: Peter Fonagy Ph.D.l Eric Vernberg,Ph.D.: and Stuart W. Twemlorv. M.D.. Research Departnrent. The Menninger Department of Psy-chiatry, Baylor Colle-ee of Medicine. Houston. Teras
T\\ 'El \ t l ,O\ \ 'et a/ . : ROI,E OF'1 ' l IE BYSTT\NDER IN BUI,LYING
The prograrl ] ut i l ized tbur prinrary componentsl f i rst, a Posit ive cl imate cam'
pnign. * 'hich incluclecl rel ' lect ive classroonr discussion, cotlnselor- led sessions, and
postc'rs. ntagnets. bookntarks, etc. !o encottrage a shif t in language and thinking of
ir l l stu(L. l t ts on(l p!-rsonnL-1. in rel ir t ion to the coerciv^e- power dynamics that were as-
sunred to c lonr in r te thc ' r , io len t schoo l env i ronn len t .3 l In s t rch a n tode l ch i ld ren he lp
each othcr resolve issues rvithottt adult part icipation. This helpful bystanding mode
is ( lL'ntonstratecl lry cxantples st lch as sharing playground equipment peaceful ly and
not push ing anc l jos t l ing in the lunch l ine . A C lassroom Management I ' l nn ass is ts
l t . 'acher's cl iscipl ine ski l ls to foctts on understanding and correcting the root prob-
l ! .n t ra thcr than pLrn ish ing anc l c r i t i c i z ing behav io r and ernphas izes the in lPor tan t ro le
lbr chi l t l rc 'n. nrth!.r thon only tcachcrs. in rest 'r lving these problerns' For example, a
bchl,, , ioral problc.nt in a single chi l t l is conccptr.ral ized as a problem for the whole
c luss . tuch in t l i v i t l t r l t l occ t rpy ing bu l l y . l ' i c t i rn . o r bys tander ro les . .Sc 'apegof l t ing a
s ing lc cS i l t l i s th r rs rcc lucc . r l ln t l ins igh t in to thc mean ing o i the behav io r anc l the per -
sor r l � l r . ' sp . ,ns ih i l i11 , o l 'a l l bys tanc le rs beconres paramount . A Phys ica l l iducat ion
Irrogranr \ \ ' i ls ( lcsignr'( l l ' ronr a combini l t ion of role-playing, relaKation, and self-
t l c . lL .nsc tcchn i tq t rcs t l c r i vcd l ' ro rn the n lu r t i i l l a r ts . S t rc l r sk i l l s he lp ch i l r l r cn hand le
v ic t i r r r i zu t io r t u t tc l l ' r1 's ta t tc l ing bch l tv io r by fos te r ing an unders t i lnd ing o f them
rSr6ug l t ro lc ' -p la f ing ur t t l in thc ' ins t r t t c t ion o f phys ica l and psycho log ica l techn iques
t r r l l y rc l l c such v ic t i rn iza t ion . Thc progra t l l he lps ch i l c l rcn pro tec t thernse lves and
pt l rc r .s ry i t l r nor r -uggrcss ivc phys ic i r l an t l cogn i t i l ' e s t r t l tL 'g ics ; t i r l ex i tn tp lc cn i l c t ing
bu l ly -v ic r i r r r -hys t : rn t l ing [ ( ) lL 's p rov idcs s tu ( len ts w i th a l te rna t ivc resp( )nses to t igh t -
ing . l . c i r r r r i r tg \ \ ' i t ! ' s to phys ic t l l y t le lL 'n t l onc 's sc l l ' ( c .g . . rvhcn gr lbbed. pushcd. o r
pt ir tchctl t ' , ' , , r ' . ; . , ' t rplct l u' i t l l cl l tssrotrt t t discttssitrn cnrphusizing personlt l sclf-control '
t l c i ' r rp . r r t , ,ncc o l 'hc lp ing o(hcrs to rcspond c - t ' l ' ec t i vc ly (he lp l i r l bys tandcr ro le ) ' and
, " rp" . r l i r r o t l r r . r 'pcop l r . i tnd thc cnv i ronr t tc 'n t . I : in l l l y sch tx l l s p t l t in t ( ) p lac t 'one o f
6r,, , *, ,1r1.,, ,r t pr,,g,:r,r ,r , I)ecr Ntentorship or i \dult I \ lcntorship. Thcse rcl l t ionships
pr .6 r ' i t l c udr l i t io lu l con t i r inn lcn t and r r toc lc l ing to t rss is t ch i l c l rcn in n t l t s t t ' r ing the
sk i l l s a r r t l lunsuugc to t l cu l rv i th powcr s t t .ugg lcs . I ;o r cxa t t tp lc . t l l en to rs rc fc reed
gu l lcs . l rc . l l l c t l rcso lvc p l l l ,g rour r t l ( l i spu tcs . anc l t t t : t in t r t incd an en tphas is on the in t -
p()rt lr tcL' ol ' hcl l t i ng ot lrcrs.
l j rorrr 199(r to l(X)0 t lrc progr0nr rv:.rs cxpundcd tt t l ' ivc schools in the cl istr ict '
g hcrc uc i r t l c r r r i c pcr l i r r rnuncc \ \ , i l s invcs t iga tc -d us ing a rnu l t ip lc - b lse l inc dcs ign . la
Onc thor rsur r r l onc-hunc l rc t l s ix s tu r lcn ts wcrc n ron i to red be lb re and a l i c r thc 'p rogranr
Ircr6ss thc sch6ol { istr ict t 'or acaclentic attainlrcnt according to standardized Metro-
po l i t ln Ach ic . r ' cn tcn t Tes t Scorc 's . An equ iva len t con t ro l san lp le o f 1 .100 ch i ld ren
l lrrnr school t l istr icts rvho l t tcncled schools that did not join the progranr was com-
pirrc-cl. Prograrn part icipution was associatc'd * ' i th pronottnced inrprovement in the
studcnt 's i lchiL'venlc'nt test scores. rvi th notable reductions in the scores of students
uho lc l ' t schoo ls rv i th rc t i ve p rogran ls . In a la te r evo lu t ion o f th is p ro jec t n ine
schr)ols antl 3.600 stuclents were involVed in a randomized control led tr ial .of the in-
tr.rvention bc-twr.en 2000 ancl 2003. The experinlental intcrvention was compared to
rhrec. orhcr schools rhar receivecl a trai l i t ional chi ld psychiatry consultat ion for a half
clav a w,ec.k. involvin,c i lssessment of chi ldren and observation of classroom behavior '
a rn6clel thirt has bec-n usecl in school psychiatr ic consr"r l tat ion tor several decades.
Finl l ly. three schools received no intervention, but rvere promised the nlost eff 'ect ive
of ' the other t ,"vr.r interr"entions after n two-year period, i f they desired i t . This was an
lttL.nlpt tp prpvit lc l t l l lot ivi t ted control group r:rt l rer t l ran a pure no-treatment grot lp'
228 ANNAI,S NI 'W YORK ACADENIY OF SCIENCES
Al though the t ' i na l resu l ts o l ' th is t r ia l a re no t ava i lab le a t th is t in re and rv i l l be repor t -
ecl q,hen the clata are ful ly analyzecl. prel iminnry t indings point in the cl irect ions ex-
pectecl: in the intervention schools there rvas a nrarkecl clecrease in vict imiz-at ion of
.t ' , i l , t r .n by selt ' -report ancl peer nominaticln, with an increase in helpltr l bystander
behavior torvards each other. representing an increase in ref lect iveness and mental-
izat ion anri an enhancetrrent of the helpful bystancler role in ameliorat ing the bul ly-
ing process. Telchers in experinrental schools observed that they have less to clo
dJring recess since chi lclre.n dl ' ten resolve their own conl l icts using the l i rn-uuage and
techniques rhey hlve learned. Principals often have less to do since tc'achers do not
nrake regular and frequent ret 'errals to thenr lbr discipl ine and the school ns a rvhole
beconres nrore perlbrmance-oriented.
As expected, teacher buy-in to the program was closely relatecl to i ts el ' t 'ect ive-
ness. Big_esl9 conclucted a study of teacher t idel i ty and horv that nlay hitve inf luencecl
helpful t ,ystander or negative bystander interactions. Students' bul ly-vict inr-by-
stancler interactions rvere assessed using peer reports on two scts ol 'behi lvi t l r nonti-
nation i tenls. One set conrpriseti a helpf ir l bystander scale wlr ich incltrcled thrce
i ren ts assess i lg s tudents ' reputa t ions lb r he lp ing v ic t ims rvhen lhey arc b t ' in -c bu l l i c ' c l
(e .g . . " t r ies to .s top i t rvhen they see a k ic l ge t t ing bu l l iec l o r p ickcc l on" ) . The second
set co lnpr isec l the aggrc -ss ive (bu l l y ) bys t lnder sca le inc luc l i r lg th rcc i t c tns assess tng
s tude.n t i ' reput i l t iop lb r cncourag ing and jo in ing in t ln c lassn l l t cs th l t t a re b t r l l y i r rg
o thers (e .g . . ' j o ins in o r cheers rvhen they 'see a k id ge t t ing bu l l ied or p icked on" ) .
For each i iem. part icipants werc presente(l w' i th u classroonl roster ancl askc'd to iden-
t i t 'y any int l i l iJuals who f l t thc clc.script ions. Fincl ings strggcstcd thlt t stt tdcnts rvht 'rse
te, ichci. rc.portc-cl i l grei l ter f idel i ty hacl greatc'r enrplthy (clcl ' inecl i ls rt student's
i .r \ \ ' i l rcl . tr .ss 11f the n. 'gutive et ' f t :cts of vict inr iz-at ion of ot l ter stt t t lcnts) over t inlc than
stuclc.nts 1,h6sr- tr 'achers reportecl less frdel i ty. Overal l the stucly stt tgested that the
natura l c l ! . \ ,e lopnten t i l l "harc len ing" o f s tudc-n ts ' a t t i tudes to o ther s tu ( lL 'n ts ' bu l l y ing
wns anrel ioratc'cl by this progranl l that is. thc clecrcasc' in enrpathy wits less in those
in exper i r len tn l p rogranrs t l ran in cont ro l cond i t ions . The resu l ts a lso sue-ues ted tha t
stuclents vu,hose tcachc-rs reportecl greater f idel i ty rvere viewecl by peers to shorv less
aggressive (bul ly) bystanding than dicl students whosc teachers reportecl less l idel i ty.
Orcr the second and thircl years of the program. helpful bystanding behavior r ' , 'as sig-
nif icantl l ' relatecl to the l lclherence of teachers to the elenrents oi the program and
awitreness of i ts usefulnL.ss. Stuclents whose teachers reported greater t idel i ty were
viervecl by peers to show nrore helpful bystanding over t inte than did students whose
teachers reported less frclel i ty.
This pro-tram was inst i tuted in elementary schools on the basis of the empir ical
hypothes is tha t beg inn ing an in te rvent ion ear l ie r in l i t ' e i s more l i ke ly to have a l l s t -
ing ettect than beginning later. Young chi ldrt 'n thoroughly enjoyed bc' ing more re-
sponsible for their own helpful act ions towirrcls each other. including cont ' l ict
r e s o l u t i o n , t h a n i f t h e y h a c l t o a s k t b r t h e h e l p o f a d u l t s . A s m i g h t b c ' a n t i c i p a t c ' c l t h i s
is part of the growth expr-cted irs they beconle nrore biological ly and psychological ly
con lpe ten t . The learn ing curve fb r ch i ld ren is espec in l l y in f luenced in the young by
.o .p l . . * psychotog ica l tac to rs inc lud ing ident i t rca t ion w i th teachers as ro le mode ls .
Orre-eclucntor cogently noted that eclucati trn is the ctrre to the e\tent thit t i -sttorance
is the disease. By overemphasizing intel lectual and instruct ionir l approaches to prob-
lerns in the learnin-e environment, teachers. curr iculum, and pol icy planners inad-
vertentlv occLtpy avoidant and abdicatin-s bystander roles, tht ls undermining the
T\\ 'EN!l,OlV er af. : ROt. l i O["I 'HE ttYSTI\Nt)t iR tN ITULL\' tNG
potent ia l va l r te o l ' the i r funct ion as a ro le rno( le l lbr ch i l i l ren and exemplar .of thesecr i t ica l psychological t i rc tors which t i rc i l i ra te ' in te l lectual , soc ia l , and emot ionallearn ing.
A l tho t rch i t i s b t ' ) 'ond thc scopc o f th is papc ' r to cxp lo rc in dc ' tu i l the conrp l i ca tedpr t l t r l c 'n t o f v io lencc ' in th ! - con tnrun i ty a t l l r -ue , s tud ies o f ' v io lence in schc . ro ls p rov ideI t po tcn t i l r l l y use l i t l t l t i c rocos t t t lb r unc lc rs tanc l ing sur rounc l ing conr r r run i ty v io lence.Schools hrlvc'ol ' tc ' t l t i r i lecl to real ize thut c.clucation also cl.-p!ncls on the soci.r l andc ' r i lo t iona l c l in r . r tc ' sur rounc l ing lc -a rn ing , l s ev i ( | . ' nccd by the la rge l l , behav io ra lt r i r in ing o f ' schoo l tc i t c l t c rs in e r luca t ionn ipsycho l rxy . rv i th i i t t t . *n1p i l " r ' i s 6n nor r la lanc l pa tho lou ica l dcv t ' lopr t tc t r t , un lcss thc tcuchcr c lec ts spc .c ia l i zcc l t ra in ing . C iventh is n l t r ro " l ' l i r c t ts t tn in tc l l cc tua l t r l in ing . i t i s no t surpr is i r rg tha t coe . rc ivc 'porverdy-n l ln l t cs t l rc l lo t g iv t 'n s t r f ' l i c ien t i l t ten t ion . Onc. r ' cs r r l t o l ' th is l in r i t c r l l i r cus is th i l t corn-r t ru r r i t r ' l r - ' l rdc rs c i . ln sc i rpego i r t thosr 'ugc .nc ic .s tha t h lve bce .n c le leg : r tc .c l thercspor ts ih i l i t y to e t luc l l t r - ' ch i ld rc r r lnc l to p rov idc a su l i . l r . l rn ing c 'n l , i r t lnnren t , suchi l s tc i l chL ' rs l t l l d l l tw 'cn lb rcc 'n tcn t o l ' l ' i cc rs . Wi t l rou t soph is t i ca tc r l u \ \ . l rL .ncss o l 'pa tho-I t r r : i c1 l [ y51u, rd ins ro les . p r t lb lcnr ch i l c l ren c ln t rc . unnt ' ccssur i l l , "cvacu i l t cd" in to thenrc t l i c ' l r l o rc r i r t t ina l j t l s t i ce sys tc t r l anr l spr ' c i l l c lussroorns ln t l schoo ls as ahr . r r i ln t o rs ick Such an ac t ion causes cons ic le rab lc c -xpc-nsc t i l r thc . cur r r rnun i tY ln r r c roes no tI td t l rcss t l t c t rn iVcrsa l respons i t r i l i t y o l ' cvc ' ryonc ' in thc cornnrur r i t y l i r r h6rv sc l roo lsl i r r rc t io r t ' l rn abd ica t ing bys tan t le r ro lL 'as $ ' r : have i l c l rnc t l i t . c l r rn r l t i ca l l y i l l us t rn tedi t t thc casc o l ' thc ' tn t t rc lc r o f the tc 'achcr . Ec luca t ion is no t jus t n r i s l r t o r a serv ice-i t i s . i l dc l ln in r : nccess i ty l i r r a hea l th l ' soc ic ' t y . ac lc l ress ing thc soc la l lnc l enro t iona lr tccds o l ch i l t l r cn l t s i tn i tnpcra t ivc o l 'evcn gre i l t c r in rp r l r ta i rcc th ln a t tcn t ion to s t ruc-t t t r l t l i ss t tcs i r r thc schoo l c l i r t t i t te (suc l r as thc usL 'o f inc re i ts in -u sc .cur i t y s r . r rve i l lanceancl incrcasc'cl prcsc-rrce ol ' lurv c.nfbrcerrrent). The rvork of Sanrpson nno otr, .r .- i iont l t c co l l cc t i vc c l l i cacy o l ' cor t t r run i t i c ' s in thc- Ch icago area is a he lp fu l n roc le l . Co l -l c ' c t iVe e l l rcacy is t l c t ' i nc - t l as soc i r t l cohes ion an tong ne i -ghbors combinec l rv i th a w i l l -l r lgncss to in tc rvene 'o r t bcha l l 'o l ' the conrnron good. The i r la rge sca le s tud ies showedv! 'ry strong eviclencc'of a l ink betrvecn that fhctor and rc.ducecl violence in more than-1()0 Ch icago nc.ishborhoo(ls.
Ft<;trRr' I is a sttnrntarl ' t t todc' l lor the soci i l l nnd psychological factors that we f-eela re in a d i : r l t ' c t i ca l . co-c rcarc 'c l rc la t ionsh ip w ' i th each o ther . He lp fu l (a l t ru is t i c ) by-sL i tnc l ing l l ' i l l p ro rno tc I t t cn ta l i za t ion , anc l v ice versa . In such a comnrun i ty , soc ia l a t ' -f l l i r t ion and the neccls of the. group ns a rvhole are of donrinant concern--that is, anind iv idua l sees pr ' rson ' l needs as in te r t lepenc len t w i th the needs o f o thers . ThePe.uceftr l Schools Project clescriherl in this paper adriresses these two elements in apr in rary and seconc la ry p revent ion approachto schoo l ' i o lence. Coerc ive and humi l -iat ing porver dynlnrics (det ' inecl as the conscious and unconscious use of fbrce andhurn i l ia t ion b .v - ind iv idua ls anr l s roups uga ins t o thc ' r ind iv ic juu ls rnc l g roups) and so_cial cl isconnectiot l ( thc t 'cc' l i rrg of bc' ing actively sc.purated f ' ronr a soc' lal group in thecommttnity) are two other f i lctors thi l t thc- research of Sanrpson ancl otheis.. includingFelton Earls' in soci l t l sciences research have relatecl to violence ancl othei tbrms ofconrntunity disruption. Strch tr.rctors create a social crucible of at-r isk gror.rps of in-
210 ANNAI,S NElV YORK ACADEI\IY OF SCIENCES
FIELPFUL (A[ ,TRUISTIC) BYSTANDING
PrirlaryPrcvention
Secondaryprevcnt ion
COI]RCIVEI. IUMII - IA1' INCPOWERDYNAMICS
'l 'ertiary
Prevention
J IIVlENTAI,IZNTION
J Ivlot_ENCri
-_-) soctAl<- DISCONNECTION
GroupNeedsDominate
tt \\
l nd i v idua lNcedsDonrinate
l ' lGURFl l . A socio-psychodynanric nrot lc ' l of conrnrunity health
div iduals who may be v io lence prone, inv i t ins i l sccondary prevent ion approach tosuch problems. These communi t ies consisr of ind iv iduals or srnal l groups f ight ingtbr their orvn survival ancl the needs of the larger conrrnunity are ofien ignored or tbr-gotten. When coercive power dynitrnics and social disconnection become a fixedmodus operandi ofa socia l group. outbreaks of le thal v io lence occur , such has beenhypothesized in the adolescent homicide perpetrators in the spate of murders inschools in the '90s. Treat ing such chi ldren ancl thei r v ic t ims is a ter t iary prevent iveaction to address a collapsing and fiagmented comnrunity.
This research suggests a testable model fbr proclucing social harmony in our conr-nrunities and for inrproving the learning environment in schools, hy connecting allstakeholders as passionate and committed rnerirbers of the community rather than re-maining bystanders in fragmented. self '-centered subgroups. From this perspectivethen, connected and mentalizin_e people make satbr conrmunities.
ACKNOIVLEDGIVIENTS
Research tbr this work was supported by the lvlenninger Department ol Psychia-try. Baylor Colle,le of Medicine. Houston. Texas. and foundation grants for thePeacetu l Schools and Conrnruni t ies Project of the chi ld and Farni ly Prosram.Mennin,ger Cl inic. Houston. Te\as.
TIvENtLO\V e/ a/. : ROLFT Ot- TIr l . t BI.STANDER IN BU|_LYIn-G231
R I,tFtit{r,tNcE.S
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