Emotional regulation and display in classroom victims of bullying: Characteristic expressions of affect, coping styles and relevant contextual factors.

By Melissa M. Mahady Wilton, Wendy Craig, Debra Pepler. 2000

338 citations recorded by the source corpus.

How researchers see this paper

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Responding to Bullying (2007, background): “The research has found that the strategies primarily supported and endorsed by boys as effective are not – in fact they make the bullying problems more severe and prolong (Mahady-Wilton et al., 2000).”
Developmental Trajectories of Victimization (2003, background): “Responding to bullying with aggression is not an effective strategy (Mahady-Wilton et al., 2000), even though it is the most frequent response.”
The Role of Social-Emotional Learning In Bullying Prevention Efforts (2013, background): “Assertiveness training can help victimized students learn to respond more effectively to bullying, such as by talking with others to find a solution or asking others for help (Mahady-Wilton et al., 2000).”
Coping with Cyberbullying: Differences Between Victims, Bully‐victims and Children not Involved in Bullying (2013, positive): “Although they may halt bullying for a while, they do not solve the problem (Wilton et al., 2000).”
The Impact of Bullying Victimization on School Avoidance (2012, background): “…behavioral problems that affect victimized adolescents (Attwood & Croll, 2006; Glew et al., 2005; Juvonen, Nishina, & Graham, 2000; Kochenderfer & Ladd, 1996a, 1996b; Mahady Wilton et al., 2000; MeyerAdams & Conner, 2008; Nansel et al., 2001; Slee, 1994; Storch et al., 2003; Townsend et al., 2008).”