Children's opinions on effective strategies to cope with bullying: the importance of bullying role and perspective

By M. Camodeca, F. Goossens. 2005

189 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/381c9aa2405d41813321581c0ba7c69a6d95ced5

How researchers see this paper

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

In Developmental and Educational Psychology

1. Debra Pepler
2. Sheri Bauman
3. Wendy Craig
4. K. Varjas
5. Insoo Oh
6. Leandra Parris
7. J. Meyers
8. Richard J. Hazler

In Education

1. K. Varjas
2. Insoo Oh
3. C. MacKinnon-Lewis
4. Wendy Craig
5. Sheri Bauman
6. Julie Blais
7. Debra Pepler
8. J. Meyers

In Social Psychology

1. Sheri Bauman
2. Debra Pepler
3. Wendy Craig
4. K. Varjas
5. Insoo Oh
6. Leandra Parris
7. J. Meyers
8. Michael T. Hartley

Citations in the corpus

• Bullying and Victimization Among Boys and Girls in Middle School (2009, background): “…with bullying (Nansel et al., 2001, 2004; Olweus, Limber, & Mihalic, 1999), while a number of socioemotional problems, including depression, loneliness, and anxiety as well as anger, are associated with peer victimization (Camodeca & Goossens, 2005; Hanish et al., 2004; Haynie et al., 2001).”
• Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied (2011, unknown): “After the first Finnish studies, numerous other researchers from various countries (Andreou & Metallidou, 2004; Camodeca & Goossens, 2005; Goossens, Olthof, & Dekker, 2006; Menesini, Codecasa, Benelli, & Cowie, 2003; Schäfer & Korn, 2004; Sutton & Smith, 1999) have utilized the same methodology,…”
• Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms (2011, unknown): “After the first Finnish studies, numerous other researchers from various countries (Andreou & Metallidou, 2004; Camodeca & Goossens, 2005; Goossens, Olthof, & Dekker, 2006; Menesini, Codecasa, Benelli, & Cowie, 2003; Schäfer & Korn, 2004; Sutton & Smith, 1999) have utilized the same conceptual…”
• Contributions of Personal and Situational Factors to Bystanders' Reactions to School Bullying (2009, methodology): “Cronbach’s alphas of the PRS and its modified forms were reported as 0.79 to 0.93 for the defender subscale, 0.88 to 0.93 for the outsider subscale, 0.90 to 0.91 for the reinforcer subscale and 0.81 to 0.95 for the assistant subscale (Camodeca and Goossens, 2005; Salmivalli et al., 2005).”
• Coping strategies and perceived effectiveness in fourth through eighth grade victims of bullying (2011, background): “While there is limited research available that investigates the perceived effectiveness of victims’ selected coping strategies (Camodeca & Goossens, 2005), the present study found that participants frequently reported their coping strategies to be ineffective in solving problems and reducing…”
• Comparative Study of Bullying Victimization Among Students in General and Special Education (2015, background): “Factors related to successful coping for students with disabilities are likely to be similar to factors for nondisabled students, including problem solving, distancing, and telling an adult (Camodeca & Goossens, 2005; Shelley & Craig, 2010).”
• Responding to Bullying (2007, background): “Camodeca and Goossens (2005) found that younger children preferred nonchalance more than older children, who were more likely to choose retaliation.”