Bullying in school: An overview of types, effects, family characteristics, and intervention strategies.

By P. Smokowski, Kelly Holland Kopasz. 2005

597 citations recorded by the source corpus.

Subfields: Clinical Psychology, Plant Science, Social Psychology

View Paper: https://www.semanticscholar.org/paper/294e53711a7487f086f78d473dba4fe9df76c49f

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In Clinical Psychology

In Plant Science

In Social Psychology

Citations in the corpus

Examining Variation in Attitudes toward Aggressive Retaliation and Perceptions of Safety among Bullies, Victims, and Bully/Victims (2008, background): “…its prevalence, bullying has traditionally been considered “a fact of life” by many adults; however, a growing number of studies are documenting significant negative short- and long-term effects associated with involvement in bullying (Gladstone, Parker, & Malhi, 2006; Smokowski & Kopasz, 2005).”
Relations Between Students' Perceptions of School Connectedness and Peer Victimization (2010, background): “Victims of bullying are more likely to lack appropriate social skills (Smokowski & Kopasz, 2005) and consequently may even provoke negative interactions with their peers (Juvonen et al., 2003).”
Consequences of Being Bullied (2009, background): “One of the most widely studied correlates of bullying is sex; the majority of studies find that boys experience higher rates of involvement in bullying incidents than do girls (Baldry & Farrington, 1999; Olweus, 1993; Smokowski & Kopasz, 2005; Rigby & Slee, 1991).”
A review of research on bullying and peer victimization in school: An ecological system analysis☆ (2012, background): “Concerns over ‘bully-cide’ (i.e., suicide attributed to peer victimization) and school violence (e.g., school shootings) have led to an examination of risk factors associated with bullying and its impact on students (Smokowski & Kopasz, 2005).”
Teachers Matter: An Examination of Student-Teacher Relationships, Attitudes Toward Bullying, and Bullying Behavior (2015, background): “…that involvement in bullying is related to many psychosocial difficulties, including academic difficulties, depressive symptoms, anxiety, low self-esteem, and suicidal ideation (Card & Hodges, 2008; Haynie et al., 2001; Lacey & Cornell, 2013; Smokowski & Kopasz, 2005; Thijs & Verkuyten, 2008).”
Middle School Students’ Preferences for Anti-Bullying Interventions (2006, background): “Finally, researchers have found that childhood bullies are often severely punitive with their own children, who are subsequently more likely to be aggressive with peers (Eron et al., 1987; Smokowski and Kopasz, 2005).”
Effects of Self-Esteem and Narcissism on Bullying and Victimization During Early Adolescence (2015, background): “Bully-victims have been referred to as reactive or provocative victims because they tend to respond aggressively to being victimized (Camodeca, Goossens, Terwogt, & Schuengel, 2002; Salmivalli & Nieminen, 2002; Smokowski & Kopasz, 2005).”
Forgiveness as a Coping Strategy to Allow School Students to Deal With the Effects of Being Bullied: Theoretical and Empirical Discussion (2009, background): “Indeed, as Smokowski and Kopasz (2005) have pointed out, interventions should focus not only on eliminating bullying, but on addressing the emotional needs of bullied students, who have often experienced substantial emotional hurt.”
Coping strategies and perceived effectiveness in fourth through eighth grade victims of bullying (2011, background): “While victimization impacts millions of schoolchildren worldwide (Nansel et al., 2001; Smokowski & Kopasz, 2005), adults are often unaware of the scope of the problem and children may not receive help because they are fearful of telling someone about their victimization (Hunter et al., 2004; Naylor…”