Bullying and victimization: prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression.

By D. Seals, Jerry Young. Adolescence, 2003

776 citations recorded by the source corpus.

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Citations in the corpus

Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects (2006, background): “…in England and in grade 8 in Germany, socioeconomic status and ethnicity were only weakly associated with bullying behavior (Wolke et al., 2001), and Seals and Young (2003), in a U.S. study of students in grades 7 and 8, found no signifi cant differences in involvement in bullying based on…”
Cyberbullying: An Exploratory Analysis of Factors Related to Offending and Victimization (2008, background): “Traditional bullying research, though, has found mixed results regarding the impact of race and ethnicity (Devoe et al. 2002; Seals and Young 2003).”
Bullying, depression, and suicidality in adolescents. (2007, background): “Our findings are consistent with reports that bullies, not just victims, are at higher risk of depression, ideation, and attempts (Forero et al., 1999; KaltialaHeino et al., 1999; Kaltiala-Heino et al., 2000; Kumpulainen et al., 2000; Roland, 2002; Seals and Young, 2003; Wolke et al., 2001).”
Bullying, Cyberbullying, and Suicide (2010, background): “After considering the extant research on bullying and suicidal ideation, it can be said with confidence that a strong relationship exists (Baldry & Winkel, 2003; Kim, Koh, & Leventhal, 2005; Mills, Guerin, Lynch et al., 2004; Roland, 2002; Seals & Young, 2003).”
Bullies, Victims and Bully-Victims (2008, background): “Many children who are involved in peer violence, either as bullies or as victims, face psychological difficulties later in life (Headley, 2004; Roland, 2002; Seals and Young, 2003).”
Parenting at home and bullying at school (2013, background): “Bullying at school is recognized as a global phenomenon (Andreou 2000; Karatzias et al. 2002; Tanaka 2001) affecting a significant minority of children and adolescents (Seals and Young 2003).”
Cyberbullying in Germany - an exploration of prevalence, overlapping with real life bullying and coping strategies (2009, background): “We know from traditional bullying, that victims often feel angry, sad or hurt after an incident of bullying (Seals & Young, 2004).”
Bullying Participant Behaviors Questionnaire (BPBQ): Establishing a Reliable and Valid Measure (2016, background): “…of the social-emotional indicators including more negative attitudes towards teachers and school, lower interpersonal relations, poor parental relationships, higher levels of depression and anxiety, and lower self-esteem (Cunningham, 2007; Rigby, 1993; Seals & Young, 2003; Swearer et al., 2001).”
Correlates and Consequences of Peer Victimization: Gender Differences in Direct and Indirect Forms of Bullying (2010, background): “Some studies find that rates of violent victimization in school do not differ by race or ethnicity (e.g., Nansel et al., 2001; Seals & Young, 2003; Snyder & Sickmund, 2006), yet others suggest that students of color are less likely to report being victims of bullying than White students (e.g.,…”
Offline Consequences of Online Victimization (2007, background): “Other studies have found that victims often feel vengeful, angry, frustrated, or depressed (Borg, 1998; Ericson, 2001; Rigby, 2003; Roland, 2002; Seals & Young, 2003).”
Reducing Bullying: Application of Social Cognitive Theory (2014, unknown): “…Stueve, & Coulter, 2012; Perkins, Craig, & Perkins, 2011); 1% to 11.5% report both bullying others and being bullied (i.e., bully-victims; Dulmus, Sowers, & Theriot, 2006; Nansel et al., 2001); and 5% to 13% report bullying others (Perkins et al., 2011; Seals & Young, 2003; Solberg & Olweus, 2003).”
A review of research on bullying and peer victimization in school: An ecological system analysis☆ (2012, background): “A limited number of recent studies also investigated the association between race/ethnicity and bullying behavior in school (Hanish & Guerra, 2000; Mouttapa, Valente, Gallaher, Rohrbach, & Unger, 2004; Qin, Way, & Rana, 2008; Seals & Young, 2003).”
Linking Callous-Unemotional Traits to Instrumental and Non-Instrumental Forms of Aggression (2009, background): “Boys tend to engage in more bullying behaviors and more proactive and reactive aggression compared to girls, although no gender differences in the prevalence rates of victimization have been reported (Mayberry and Espelage 2007; Schwartz et al. 2001; Seals and Young 2003; Solberg et al. 2007).”
The Impact of Bullying Victimization on School Avoidance (2012, background): “…2008; Juvonen et al., 2000; Kochenderfer & Ladd, 1996a, 1996b; Mahady Wilton et al., 2000; Meyer-Adams & Conner, 2008; Parault et al., 2007; Rapp-Paglicci et al., 2004; Seals & Young, 2003; Slee, 1994; Storch & Esposito, 2003; Storch et al., 2003; Townsend et al., 2008; Whitney & Smith, 1993).”
Cyberbullying in Schools (2006, background): “Abundant research studies (Borg, 1999; Boulton and Underwood, 1992; Olweus, 1991; Seals and Young, 2003) found that gender plays an important role in traditional forms of bullying.”