Cyberbullying on the internet often are witnessed by bystanders and their response can have an effect on whether these acts will amplify. Therefore, it is important to understand factors related to bystanders' actions. The aim of the study was to examine the bystanders’ proximity to perpetrator effect on their responses and whether the level of person’s present-fatalistic time perspective (PFTP; perceived lack of control of their life), will moderate the response. This research has received funding from the Research Council of Lithuania (LMTLT), agreement No.S-LL-21-1.

Methods. 221 participants (aged 19-25; 57,5% women) participated in an online experiment. Participants’ PFTP was measured with short version of the Zimbardo Time Perspective Inventory (Zimbardo & Boyd, 1999). After they were randomly assigned to one of three groups, instructed to imagine the perpetrator as: a close friend, an acquaintance, or a stranger. They then read 10 offensive comments presented in a format resembling a social media platform. Afterward, participants indicated the actions they would take in response to such a scenario. Linear regression models were fitted for each outcome variable, with PFTP, experimental group, and their interaction as predictors.

Results. The interaction between PFTP and group membership was significant for several behavioral reactions. A higher PFTP reduced the perceived likelihood of reacting when the perpetrator was a close friend. For instance, participants with a higher PFTP were less likely to write a personal message to the perpetrator if he/she was a close friend. However, this effect did not emerge when the perpetrator was presented as an acquaintance or a stranger.

Discussion. Study findings reveal that the impact of a perpetrator proximity to the bystander varies depending on the bystander’s PFTP. Bystanders might be less likely to interfere with their friend committing cyberbullying if they believe that their actions have little influence over the future.

Objective: Bullying perpetration is shaped by both individual traits and classroom environment, but traditional linear models struggle to capture its non-linear nature. This study applies the cusp catastrophe model, which incorporates asymmetry and bifurcation control parameters. Method: Data from 1421 adolescents (119 classrooms, grades 6–8) were analyzed across two time points (three-month interval). All variables were measured using self-reported scales and composite average scores were employed in the analyses. We tested whether (1) higher moral disengagement, externalizing, and victimization at wave 1 predict higher bullying perpetration at wave 2 (asymmetry), and (2) higher perceived non-inclusive norms in the classroom, individual social self-efficacy, and perceived teacher support influence sudden bullying increases (bifurcation). Sensitivity analyses included alternative models (exploratively omitting effects 1-by-1), replacing individual norms and teacher support with classroom-averaged values, and replacing perpetration at wave 2 with wave 1 values. Model fit was compared using AIC, BIC, and (pseudo) R². Results: The models with multiple bifurcation predictors did not converge. In classrooms with strong non-inclusive norms, small increases in asymmetry parameters led to a sudden bullying surge, whereas inclusive classrooms showed a more gradual/linear relationship. The cusp model (44% variance explained; BIC = 2652) outperformed the linear model (15%; BIC = 3832). Implications: Schools should foster inclusive norms to prevent abrupt bullying escalations and reduce asymmetry parameters in individual students to shift classrooms away from stable high perpetration. In high-bullying environments or students, small interventions may be insufficient—stronger efforts might be needed to break out the high-bullying states.

Even though a great deal of the literature on school bullying has focused on how students internalize the socially constructed victim-image, little is known about how some students overcome the position of victim. The aim of this study was to investigate how victimized students, perceive their bullying experiences and overcome the victim position, taking into consideration significant others’ role. Eight adolescents (7 girls, 1 boy), aged 15.85 years (SD=0.54), took part in an in-person semi-structured interview. These students experienced one to three forms of bullying, often, for a minimum of 2 to a maximum of 10 years, by one or multiple perpetrators. Qualitative data have been subsequently analyzed through thematic analysis with a phenomenological orientation. The results showed that the specific students experienced the following bullying victimization process: Initially, they wondered whether the negative labels given to them by peers were valid and felt undesirable in the peer group. Gradually, they adopted the socially constructed negative image of themselves created by their perpetrators and their supporters. At the same time significant others did not provide sufficient support, in a way that ended up reinforcing the negative self-image. Ιn most cases, social/family support seemed to elicit victims’ assertive behavior, which gradually led to the cessation of bullying. In other cases, external factors, such as change of school class or the victim's family moving to a new home, were linked to former victims’ opportunity to become worthy members of the new school class. Finally, participants mentioned several positive changes following school bullying (e.g. personal strength, new life paths/goals) coexisted with negative consequences (e.g. stress, flashbacks, interpersonal difficulties). The fact that the victim position can be modified through assertiveness and support gained in social contexts could be employed in intervention programs at school community level.

Objective: Exploring adolescents' perspectives on the onset and critical events of the bullying process is essential for understanding how bullying develops and is experienced within classroom contexts. This qualitative meta-analysis aims to identify events that trigger and shape the bullying process from an adolescent's perspective.

Method: The qualitative meta-analysis will systematically examine qualitative studies focusing on adolescents' experiences with the onset, progression, and de-escalation of bullying. A systematic search will be conducted across major academic databases (WoS CC, EBSCO, Scopus). We will analyze the eligible studies according to the inclusion criteria using qualitative meta-synthesis (e.g., Levitt, 2018; Timulak & Creaner, 2023) to develop and categorize recurring themes related to key bullying onset, progression, and de-escalation events.

Expected results: We aim to extract the following adolescent perspectives on the bullying process: (1) events at the bullying onset, focusing on events triggering the bullying process; (2) escalation events (e.g., humiliation events); (3) positive turning point events, i.e., events leading to de-escalation or cessation of bullying. In addition to synthesizing critical bullying-related events, we will generate an overarching conceptual model of bullying progression grounded in qualitative empirical data. We will cover bullying progression in the dyadic, peer-group, and also whole-classroom relationship structures.

Conclusion: By identifying key events in the onset, maintenance, and cessation of bullying, we will offer insights for designing targeted interventions and future research testing the new conceptual framework using quantitative methodology. This study underscores the importance of centring adolescents' perspectives on informing effective anti-bullying policies and practices.

School bullying is an unfair and unethical event in social interactions, involving not only the bullies and victims but also bystanders. Notably, some of them actively intervene as defenders, effectively halting the bullying. Furthermore, individuals aware of the bullying yet not involved in it are classified as third parties. This study focused on the emotional, cognitive, and neural mechanisms of third-party behaviors (i.e., punishments of bully, compensations of victim, and rewards of defender) after school bullying. Critically, the study examined how these behaviors and their neural patterns develop across different age groups, with further consideration of the influence of gender.

Employing event-related potential (ERP) technology, the study adapted a third-party behavior paradigm based on independently developed image materials. The sample consisted of 63 participants, including 29 adolescents (M_age ± SD = 13.24 ± 0.74, 15 males, 14 females) and 34 adults (M_age ± SD = 21.12 ± 1.63, 16 males, 18 females). Results revealed that: (1) The emotions elicited by different roles in bullying (i.e., anger toward the bully, sympathy for the victim, and happiness for the defender) predicted third-party behaviors. (2) Different third-party behaviors shared similar neural bases, all of which induced significant N1, P2, and LPP components, but punishment induced a larger P2 amplitude than compensation, suggesting that compensation may be more intuitive than punishment. (3)Age differences were observed in the early stages of attention and processing (N1, P2). Adults are generally more proficient at focusing on key details of bullying. However, due to the lack of social experience, adolescents are more susceptible to peer pressure and emotional factors, resulting in lower processing efficiency.(4)No significant gender differences were found in either the behavioral or neural measures, likely because third-party behaviors are driven more by socio-moral responsibility and situational assessment than gender.