Bullying at school

By K. Kumpulainen. 2000

236 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2c67642ad17df390153b73084c7bee26a2740f83

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Citations in the corpus

Bullying and Being Bullied: To What Extent Are Bullies Also Victims? (2001, background): “against bullying (Barone, 1997). Existing research mostly focuses on the effect of school context on bullying in school. For example, Olweus (1991a, 1993, 1994) and Whitney and Smith (1993) found that school size (or class size) is not related with bullying.”
Cyberbullying Among Adolescents: A General Strain Theory Perspective (2018, background): “The items are consistent with the defined forms of traditional bullying (i.e., physical, verbal, and social; Farrington & Ttofi, 2009a, 2009b; Limber, 2011; Olweus, 1978, 1991, 1993; Popp, 2012a, 2012b; Ttofi & Farrington, 2008).”
Who bullies whom? Social status asymmetries by victim gender (2008, background): “Male–female bullying does not contradict Olweus’ (1993) power imbalance criterion (boys are presumably more physically powerful than the girls whom they harass), but what exactly this criterion entails is now an open question for future investigation.”
Walking the Talk in Bullying Prevention: Teacher Implementation Variables Related to Initial Impact of the Steps to Respect Program (2007, background): “This line of reasoning suggests that providing school personnel with empirical findings about bullying at their school may be a useful initial step in data-based prevention and intervention planning (Olweus, 1993b).”
Telling is compelling: the impact of student reports of bullying on teacher intervention (2010, background): “Critical in most school-based programmes is facilitating the understanding of bullying among all members of the community so that ‘bystanders’, be they peers or adults, can play a role in decreasing the frequency and intensity of bullying (Olweus, 1993; Rodkin & Hodges, 2003).”
Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff (2007, methodology): “Based on prior research by Olweus (1993) and Nansel et al. (2001), bullying was defined as occurring “when a person or group of people repeatedly say or do mean or hurtful things to someone on purpose.”
Affective and cognitive empathy as mediators of gender differences in cyber and traditional bullying (2012, background): “affective empathy, cognitive empathy, cyberbullying, gender, multiple mediators, traditional bullying School bullying has been one of the most common problems among school age children across countries as international research has reported; studies from Australia (Rigby, 2005), Canada (Chan, 2006),”
Bullying Participant Behaviors Questionnaire (BPBQ): Establishing a Reliable and Valid Measure (2016, background): “Bystanders’ Roles in Bullying Situations Olweus (1993) discussed a “circle of bullying” that includes not only the bully and the victim, but followers of the bully, supporters of the bully, disengaged onlookers, possible defenders of the target, and defenders.”
Middle School Students’ Preferences for Anti-Bullying Interventions (2006, background): “Because it has long been a commonplace human experience, bullying is considered by many to be one of the rites of childhood passage, and is frequently neglected as an example of school violence (Barone, 1995; Hazler et al., 1992).”
Bullies Move Beyond the Schoolyard (2006, unknown): “These include, but are not limited to, popularity, physical strength or stature, social competence, quick wit, extroversion, confidence, intelligence, age, sex, race, ethnicity, and socioeconomic status (Olweus, 1978, 1993, 1999; Rigby & Slee, 1993; Roland, 1980; Slee & Rigby, 1993).”
A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior (2012, background): “These bullying incidents have lasting negative effects on the bully, victim, and bystanders (Olweus, 2002; Swearer, Espelage, Villancourt, & Hymel, 2010; Sweeting, Young, West, & Der, 2006; Stevens, Oost, & Bourdeaudhuij, 2004).”
Bullying: Are researchers and children/youth talking about the same thing? (2008, methodology): “For example, according to the Whitney and Smith (1993) definition used in the present study (see also Olweus, 1993), bullying includes such behaviors as being mean to a person (general harassing behavior), calling people names (verbal aggression), spreading nasty rumors about someone or purposely…”
Early Adolescents’ Participation in Bullying: Is ToM Involved? (2010, background): “Bullying is characterized as goal-oriented, proactive aggression (Camodeca & Goossens, 2005; Salmivalli & Peets, 2008), in which a stronger or more powerful child attacks a weaker or less powerful one, often without any provocation from the victim (Olweus, 1993, 1994).”
Race/Ethnicity and Social Adjustment of Adolescents: How (Not if) School Diversity Matters (2018, methodology): “We based this hypothesis on the definition of peer victimization as conflict that involves an imbalance of power between perpetrator and victim (Olweus, 1993).”