{"id":58,"date":"2020-02-06T21:01:58","date_gmt":"2020-02-06T20:01:58","guid":{"rendered":"http:\/\/blogs.exeter.ac.uk\/diplab\/?page_id=58"},"modified":"2025-01-20T12:10:04","modified_gmt":"2025-01-20T12:10:04","slug":"bystander-project","status":"publish","type":"page","link":"https:\/\/sites.exeter.ac.uk\/diplab\/projects\/bystander-project\/","title":{"rendered":"Bystander Project"},"content":{"rendered":"<h2><strong>ESRC-funded \u201cBystander Project\u201d<\/strong><\/h2>\n<p>&nbsp;<\/p>\n<h4>Core research team: <em><a href=\"https:\/\/psychology.exeter.ac.uk\/staff\/profile\/index.php?web_id=Adam_Rutland\" target=\"_blank\" rel=\"noopener\">Adam Rutland<\/a>,\u00a0<strong> Ay\u015fe \u015eule Y\u00fcksel, Tracey Anne Warren,<\/strong>\u00a0<\/em><em><strong>Se\u00e7il G\u00f6n\u00fclta\u015f,\u00a0<\/strong><\/em><em><a href=\"https:\/\/psychology.exeter.ac.uk\/staff\/profile\/index.php?web_id=Sally_Palmer\" target=\"_blank\" rel=\"noopener\">Sally Palmer<\/a>, <a href=\"https:\/\/psychology.exeter.ac.uk\/staff\/profile\/index.php?web_id=Eirini_Argyri\" target=\"_blank\" rel=\"noopener\">Eirini Ketzitzidou Argyri<\/a>, <a href=\"http:\/\/psychology.exeter.ac.uk\/staff\/profile\/index.php?web_id=Luke_McGuire\" target=\"_blank\" rel=\"noopener\">Luke McGuire<\/a>, <a href=\"https:\/\/education.umd.edu\/directory\/melanie-killen\" target=\"_blank\" rel=\"noopener\">Melanie Killen (University of Maryland)<\/a><\/em><\/h4>\n<p>&nbsp;<\/p>\n<p>This four year project examines <strong>children\u2019s and adolescents\u2019 bystander responses to hypothetical scenarios of social exclusion of immigrants<\/strong>.<\/p>\n<p>&nbsp;<\/p>\n<p>The project draws from <em>developmental intergroup theory<\/em> (e.g., social reasoning development theory) to examine whether the following intergroup factors influence participants\u2019 evaluations of the social exclusion from childhood into adolescence:<\/p>\n<p>&nbsp;<\/p>\n<p>Study 1 examines\u00a0<strong>identity<\/strong>, by varying the nationality of the immigrant peer (e.g., Australian vs. Turkish) and measuring participants\u2019 own national identity.<\/p>\n<p>&nbsp;<\/p>\n<p>Study 2 examines\u00a0<strong>norms,\u00a0<\/strong>by varying groups\u2019 expectations around attitudes towards others (e.g., are they \u201cinclusive\u201d or \u201cexclusive\u201d).<\/p>\n<p>&nbsp;<\/p>\n<p><span class=\"TextRun SCXW200611500 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW200611500 BCX0\">Study 3 examines\u202f<\/span><\/span><strong><span class=\"TextRun MacChromeBold SCXW200611500 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW200611500 BCX0\">the role of shared knowledge and\u00a0<\/span><span class=\"NormalTextRun SCXW200611500 BCX0\">stereotypes<\/span><\/span><\/strong><span class=\"TextRun SCXW200611500 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW200611500 BCX0\">\u202fabout immigrants<\/span><span class=\"NormalTextRun SCXW200611500 BCX0\">. I<\/span><span class=\"NormalTextRun SCXW200611500 BCX0\">t aims to understand how shared knowledge about certain peer activities and stereotypical<\/span><span class=\"NormalTextRun SCXW200611500 BCX0\">\u00a0<\/span><span class=\"NormalTextRun SCXW200611500 BCX0\">generalization about immigrant related children\u2019s and adolescents\u2019 evaluations and their<\/span><span class=\"NormalTextRun SCXW200611500 BCX0\">\u00a0<\/span><span class=\"NormalTextRun SCXW200611500 BCX0\">bystander responses to social exclusion.<\/span><\/span><span class=\"EOP SCXW200611500 BCX0\">\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>Study 4 is a <strong>qualitative study<\/strong> that aims to identify the decision-making process in more detail: what the children and adolescents really want to do as a bystander, giving them the opportunity to provide the researchers with alternative ways to support a victim when they witness bullying.<\/p>\n<p>&nbsp;<\/p>\n<p>Study 5 examines how <strong>descriptive peer group norms<\/strong> about bystander challenging (i.e., the peer group helping or doing nothing to help the excluded peer) influence children\u2019s and adolescents\u2019 bystander reactions to the social exclusion of immigrant\/refugee peers.<\/p>\n<p>&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-649 aligncenter\" src=\"https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2022\/06\/ESRC.jpg\" alt=\"\" width=\"226\" height=\"210\" \/><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-127 aligncenter\" src=\"https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2020\/02\/University-of-Exeter-logo-1000x600-1-300x180.png\" alt=\"\" width=\"267\" height=\"160\" srcset=\"https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2020\/02\/University-of-Exeter-logo-1000x600-1-300x180.png 300w, https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2020\/02\/University-of-Exeter-logo-1000x600-1-768x461.png 768w, https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2020\/02\/University-of-Exeter-logo-1000x600-1.png 1000w\" sizes=\"(max-width: 267px) 100vw, 267px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-128 aligncenter\" src=\"https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2020\/02\/university-of-maryland-logo-png-transparent-300x300.png\" alt=\"\" width=\"161\" height=\"161\" srcset=\"https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2020\/02\/university-of-maryland-logo-png-transparent-300x300.png 300w, https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2020\/02\/university-of-maryland-logo-png-transparent-1024x1024.png 1024w, https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2020\/02\/university-of-maryland-logo-png-transparent-150x150.png 150w, https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2020\/02\/university-of-maryland-logo-png-transparent-768x768.png 768w, https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2020\/02\/university-of-maryland-logo-png-transparent-1536x1536.png 1536w, https:\/\/sites.exeter.ac.uk\/diplab\/wp-content\/uploads\/sites\/581\/2020\/02\/university-of-maryland-logo-png-transparent-2048x2048.png 2048w\" sizes=\"(max-width: 161px) 100vw, 161px\" \/><\/p>\n","protected":false},"excerpt":{"rendered":"<p>ESRC-funded \u201cBystander Project\u201d &nbsp; Core research team: Adam Rutland,\u00a0 Ay\u015fe \u015eule Y\u00fcksel, Tracey Anne Warren,\u00a0Se\u00e7il G\u00f6n\u00fclta\u015f,\u00a0Sally Palmer, Eirini Ketzitzidou Argyri, Luke McGuire, Melanie Killen (University of Maryland) &nbsp; This four year project examines children\u2019s and adolescents\u2019 bystander responses to hypothetical scenarios of social exclusion of immigrants. &nbsp; The project draws from developmental intergroup theory (e.g., [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":41,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-sidebar-boxed-feature-img.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[],"tags":[],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Bystander Project - Developmental Intergroup Processes (DIP) lab<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.exeter.ac.uk\/diplab\/projects\/bystander-project\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Bystander Project - Developmental Intergroup Processes (DIP) lab\" \/>\n<meta property=\"og:description\" content=\"ESRC-funded \u201cBystander Project\u201d &nbsp; 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