Bullying is a pervasive problem in schools, with disastrous effects on victims. Many interventions promote peer defending (standing up against bullies, consoling victims) in the hope that it stops bullying and improves victims' psychological adjustment. Recently, a few studies examined whether victims actually benefit from being defended, and alarming findings emerged: being defended was ineffective or even provoked more bullying and worsened victims' psychosocial adjustment. How can this be the case? In this project, I propose that the effectiveness of defending can be explained by victims' social cognitions (e.g., learned helplessness), and depend upon defender- and victim characteristics (popularity of defenders, victims' self-confidence), and classroom norms. Combining advanced social network analyses with a daily diary design, I will advance a theoretical model of the effects of defending on victims, which will be translated into practical guidelines for anti-bullying programs.

2022

2025