Bullying Prevention: Creating a Positive School Climate and Developing Social Competence

By P. Orpinas, A. Horne. 2005

341 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0e133bb460433d688c60f0498b63e053f6d6bb3f

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Citations in the corpus

Bully/Victim Problems Among Preschool Children: a Review of Current Research Evidence (2011, neutral): “peers (Orpinas and Horne 2006).”
Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools (2014, methodology): “This subscale has a possible range of 0 to 15. Because the response options for the Anger subscale are dissimilar across items, individual item scores are converted to z scores and summing across z scores. High scores indicate more bullying behavior and anger. References Bosworth, K., Espelage, D. L”
Revisiting the whole-school approach to bullying: Really looking at the whole school (2012, background): “Just as people with jovial temperaments energize those around them, a positive, cheerful environment has a positive impact on the people who live and work in it (Orpinas & Horne, 2006).”
Hidden Forms of Victimization in Elementary Students Involved in Bullying (2007, methodology): “There are also books available that guide schools through the assessment and program selection process (Orpinas & Horne, 2006).”
A review of research on bullying and peer victimization in school: An ecological system analysis☆ (2012, background): “Peguero (2009) also found from a sample of Hispanic/Latino and Asian immigrant students that first-generation immigrant students and Hispanic/Latino third-plus generation immigrant students are frequently victimized by their peers at school, which may be explained by segmented assimilation theory.”
Perceptions of Bullying and Associated Trauma during Adolescence. (2008, methodology): “School counselors also can use various problemsolving strategies such as the STOPP problem-solving model (Orpinas & Horne, 2006), problembased learning (Hall, 2006), or “Promoting Issues in Common” (PIC; Hazler, 1996).”
Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children. Report from the Social and Character Development Research Program. NCER 2011-2001. (2010, background): “Researchers have theorized that the development of a warm, caring community within a school might reduce student problem behaviors, such as aggression and bullying (Battistich et al. 1997; McEvoy and Welker 2000; Orpinas and Horne 2006); however, research directly testing this hypothesis is limited.”
School shootings: Making sense of the senseless (2009, background): “…programs, such as Making Choices, have demonstrated positive effects on social aggression in elementaryschool students (Fraser et al., 2005), and bullying preventions programs appear to produce positive effects on social aggression in middle- and high-school students (Orpinas & Horne, 2006).”
Reducing Bullying: Application of Social Cognitive Theory (2014, background): “This triadic interaction (i.e., social environment, internal stimuli, and behaviors) is referred to as reciprocal determinism (Bussey & Bandura, 1999; Orpinas & Horne, 2006).”
School bullying by one or more ways: Does it matter and how do students cope? (2011, background): “…not to be blamed for being bullied, children who appear to be vulnerable, socially withdrawn, anxious, or submissive, or who respond by fighting back in an ineffectual manner (i.e. angry and emotionally charged responses) tend to reinforce victimization (Orpinas & Horne, 2006; Perry et al., 2001).”