the problem of school bullying

By Peter K. Smith, S. Sharp. 2002

138 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/4dd48554b37bacba5ce54a61adb55e84b43fa6cd

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Citations in the corpus

US teachers' and school counsellors' strategies for handling school bullying incidents (2008, background): “Much has been written about the importance of a whole‐school approach to countering bullying in schools (see Olweus, 1993 ; Ross, 1996 ; Smith & Sharp, 1994 ; Sullivan, 2000 ).”
Unique and Interactive Effects of Moral Emotions and Moral Disengagement on Bullying and Defending among School Children (2015, background): “Smith and Sharp (1994) define bullying as “systematic abuse of power” (p. 2).”
A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school (2002, background): “…which is more frequent among boys than girls, is characterized by youngsters purposefully ‘victimizing’ their peers by repeatedly using negative actions, such as physical, verbal, or indirect aggression (Boulton & Smith, 1994; Olweus, 1993a; Schwartz, Dodge, & Coie, 1993; Smith & Sharp, 1994).”
Relationships with peers and use of the school environment of mainstream secondary school pupils with Asperger Syndrome (high-functioning autism): a case-control study (2008, background): “We take bullying to be “the systematic (repeated) abuse of power” (Smith & Sharp, 1994) and to include physical and verbal abuse, and acts of indirect aggression (Björkqvist, Lagerspetz, & Kaukiainen, 1992) characterised by gossiping, spreading malicious rumours and social exclusion (deliberately…”
School bullying as a creator of pupil peer pressure (2008, background): “Smith and Sharp ( 1995 , 2), for their part, define bullying as a systematic abuse of power.”
Dominance in Early Adolescent Boys: Affiliative and Aggressive Dimensions and Possible Functions (2001, background): “It was probably the case that aggression was minimally accessible to adult observers because youngsters generally do not exhibit aggression in places where observations occurred or in the presence of adults (Smith & Sharp, 1994).”
Peer victimization in multicultural schools in Spain and England (2008, result): “This finding is in accord with those reported by numerous other studies (eg, Smith & Sharp, 1994 ).”
Examining the relationship between low empathy and bullying (2006, background): “Likely because of the overwhelming difference in the proportions of males and females involved in bullying, little research has been directed at female perpetrators [Smith and Sharp, 1994; for an exception see Roland, 1989].”
Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers (2008, background): “…with teachers and school environment Although several researchers have suggested classroom or school-wide preventive interventions (e.g. Olweus, 1993; Smith & Sharp, 1994), there have been relatively few studies of how relationships with teachers and the school environment affect bullying.”
Bullying in Elementary Schools: Its Causes and Effects on Students. (2015, background): “Social aggression sometimes reinforced by peer approval and feelings of possession, and aggressive persons often gain a higher public status of leadership (Rigby, 1997;Smith & Sharp, 1994).”