Classroom Ecologies That Support or Discourage Bullying.

By B. Doll, Samuel Y. Song, E. Siemers. 2004

139 citations recorded by the source corpus.

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Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. (2015, background): “…and victimization have been linked to inappropriate teacher responses (e.g., Bauman & Del Rio, 2006), poor teacher–student relationships (Bacchini et al., 2009; Doll et al., 2004; Richard et al., 2011), lack of teacher support, and lack of engagement in school activities (Barboza et al., 2009).”
Update on bullying at school: Science forgotten? (2007, background): “Their only evident vulnerability is that they are less attached to their teachers and schools than most children, a generality found in Japan and Korea where academics are prized as well in Europe and North America (Ando, Asakura, & Simons-Morton, 2005; Doll et al., 2004; Schwartz et al., 2002).”
Knowledge and Beliefs about Bullying in Schools (2005, background): “The evidence is strong that, despite their claims to the contrary, teachers do not intervene effectively when students inform them of bullying problems (Doll et al., 2004).”
Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers (2008, background): “Doll, Song, and Siemers (2004) analyzed the relationship between self-determination and found that that self-determination was related to less peer aggression.”