Peer-led intervention campaign against school bullying: who considered it useful, who benefited?

By Christina Salmivalli. 2001

94 citations recorded by the source corpus.

Subfields: Ecology, Evolution, Behavior and Systematics, Health, Toxicology and Mutagenesis, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2adba134b298b961ed5867c00d9d254e0d9eb61d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Ecology, Evolution, Behavior and Systematics

1. Bruce Johnson
2. K. Rigby

In Health, Toxicology and Mutagenesis

1. Bruce Johnson
2. K. Rigby
3. Franz Xaver Bogner
4. Jeffrey P. Dorman
5. Dominik Petko

In Social Psychology

1. Bruce Johnson
2. Eleni Didaskalou
3. A. Vlachou
4. Donna Cross
5. Helen Monks
6. E. Andreou
7. T. Shaw
8. K. Rigby

Citations in the corpus

• Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour (2011, background): “However, while peer nominated bullying behaviour would have improved the validity of this study, Salmivalli (2001) found that self-report bullying behaviour is more responsive to intervention than peer nomination, due to reputational bias (Hymel et al., 1990).”
• Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied (2006, background): “As Cairns and Cairns (1994) and Salmivalli (2001) among others have shown, children who bully tend to belong to networks of children who bully and can be expected to assist rather than discourage the bullying behaviour of their associates.”
• Why Do Some Children Bully at School? (2005, background): “…is raised (Hawkins et al., 2001) there are grounds for believing that by facilitating student discussions and drawing attention to the potential effectiveness of bystander interventions, teachers can less directly influence students to take action to counter bullying (see Salmivalli, 1999; 2001).”
• The Roles of Self-Efficacy, Peer Interactions and Attitudes in Bully-Victim Incidents (2005, background): “Even though the available information on peers’ pro-social behaviour and the outcomes of peer intervention is still too limited to draw firm conclusions, it is indisputable that peer interactions play a vital role in school bully-victim problems (Salmivalli, 2001).”