@article{FischerWachsBilz2021,
  author    = {Fischer, Saskia M. and Wachs, Sebastian and Bilz, Ludwig},
  title     = {Teachers' empathy and likelihood of intervention in hypothetical relational and retrospectively reported bullying situations},
  series = {European journal of developmental psychology},
  volume    = {18},
  journal   = {European journal of developmental psychology},
  number    = {6},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {London [u.a.]},
  issn      = {1740-5629},
  doi       = {10.1080/17405629.2020.1869538},
  pages     = {896 -- 911},
  year      = {2021},
  abstract  = {Prior research suggests that teachers with higher levels of empathy are more willing to intervene in bullying among students. However, these findings are based on hypothetical bullying situations and teachers' self-reports. In this study with 2,071 German students and their 556 teachers, we analysed reactions to hypothetical relational bullying situations as well as retrospectively reported bullying situations both from the teachers' as well as the students' perspectives. Results showed that teachers with higher levels of empathy reported stronger intentions to intervene in hypothetical relational bullying situations but were not more likely to intervene in retrospectively reported bullying situations. From the students' perspective, teachers' empathy was neither connected to the teachers' intention to intervene nor to the likelihood of intervention in the retrospectively reported situations. These different results could be taken as an opportunity to investigate whether existing findings could be influenced by methodological aspects such as teachers' self-reports. Implications for future research are discussed.},
  language  = {en}
}
@article{BondueRothmundGollwitzer2016,
  author    = {Bond{\"u}, Rebecca and Rothmund, Tobias and Gollwitzer, Mario},
  title     = {Mutual long-term effects of school bullying, victimization, and justice sensitivity in adolescents},
  series = {Journal of adolescence},
  volume    = {48},
  journal   = {Journal of adolescence},
  publisher = {Elsevier},
  address   = {London},
  issn      = {0140-1971},
  doi       = {10.1016/j.adolescence.2016.01.007},
  pages     = {62 -- 72},
  year      = {2016},
  abstract  = {In the present study, we investigate long-term relations between experiences of aggression at school and the development of justice sensitivity as a personality disposition in adolescents. We assessed justice sensitivity (from the victim, observer, and perpetrator perspective), bullying, and victimization among 565 German 12- to 18-year-olds in a one-year longitudinal study with two measurement points. Latent path analyses revealed gender differences in long-term effects of bullying and victimization on observer sensitivity and victim sensitivity. Experiences of victimization at T1 predicted an increase in victim sensitivity among girls and a decrease in victim sensitivity among boys. Bullying behavior at T1 predicted an increase in victim sensitivity among boys and a decrease in observer sensitivity among girls. We did not find long-term effects of justice sensitivity on bullying and victimization. Our findings indicate that experiences of bullying and victimization have gender-specific influences on the development of moral personality dispositions in adolescents. (C) 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.},
  language  = {en}
}
@article{BilzStegerFischeretal.2016,
  author    = {Bilz, Ludwig and Steger, Jette and Fischer, Saskia M. and Schubarth, Wilfried and Kunze, Ulrike},
  title     = {Is this already Violence? On the Importance of the Violence of Teachers on how to Deal with Bullying and the Actions of Pupils},
  series = {Zeitschrift f{\~A}¼r P{\~A}\idagogik},
  volume    = {62},
  journal   = {Zeitschrift f{\~A}¼r P{\~A}\idagogik},
  publisher = {Beltz},
  address   = {Weinheim},
  issn      = {0044-3247},
  pages     = {841 -- 860},
  year      = {2016},
  language  = {de}
}