<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Barhight, Lydia R</style></author><author><style face="normal" font="default" size="100%">Hubbard, Julie A</style></author><author><style face="normal" font="default" size="100%">Hyde, Christopher T</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Children's physiological and emotional reactions to witnessing bullying predict bystander intervention.</style></title><secondary-title><style face="normal" font="default" size="100%">Child Dev</style></secondary-title><alt-title><style face="normal" font="default" size="100%">Child Dev</style></alt-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Bullying</style></keyword><keyword><style  face="normal" font="default" size="100%">Child</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Behavior</style></keyword><keyword><style  face="normal" font="default" size="100%">Crime Victims</style></keyword><keyword><style  face="normal" font="default" size="100%">Emotions</style></keyword><keyword><style  face="normal" font="default" size="100%">Empathy</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">Heart Rate</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Interpersonal Relations</style></keyword><keyword><style  face="normal" font="default" size="100%">Male</style></keyword><keyword><style  face="normal" font="default" size="100%">Peer Group</style></keyword><keyword><style  face="normal" font="default" size="100%">Schools</style></keyword><keyword><style  face="normal" font="default" size="100%">Self Report</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2013 Jan-Feb</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">375-90</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Study goals were to explore whether children clustered into groups based on reactions to witnessing bullying and to examine whether these reactions predicted bullying intervention. Seventy-nine children (M = 10.80 years) watched bullying videos in the laboratory while their heart rate (HR) was measured, and they self-reported on negative emotion after each video. Bullying intervention was assessed by school peers. Two groups emerged based on reactions to the bullying videos: The Emotional group (43% of children) displayed HR acceleration and reported high negative emotion, whereas the Unemotional group (57% of children) showed HR deceleration and reported low negative emotion. Group membership predicted bullying intervention, with peers reporting that Emotional children were more likely to stop a bully than Unemotional children.&lt;/p&gt;
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