Naturalistic Observations of Peer Interventions in Bullying

By D. Hawkins, Debra Pepler, Wendy Craig. 2001

717 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Plant Science, Social Psychology

View Paper: https://www.semanticscholar.org/paper/52561f5f5c26e646f3968e2b65000373fd2f2921

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In Developmental and Educational Psychology

In Plant Science

In Social Psychology

Citations in the corpus

Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied (2006, background): “According to Hawkins, Pepler, and Craig (2001) the majority of interventions (57”
Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School (2009, neutral): “Although some children, usually girls, come to the aid of the victimized child, many youth appear to respond in ways that are aimed at protecting their status in the social structure including currying favor with dominant bullies (Adler and Adler 1995; Hawkins and Pepler 2001).”
Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects (2006, background): “In addition, just as peers can enable bullies, they can also intervene successfully (Hawkins et al., 2001).”
Bully/Victim Problems Among Preschool Children: a Review of Current Research Evidence (2011, background): “In a more recent study, Hawkins et al. (2001) have shown that the 51% of the interventions by boys were aggressive and 49% were nonaggressive compared with 38% aggressive and 62% nonaggressive for girls.”
Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms (2011, background): “According to their findings, peers provided support for the victims in a minority (19%) of the episodes, but in as many as 57% of these cases they were effective at putting an end to bullying within 10 s (Hawkins et al., 2001).”
Bullying and the peer group: A review (2010, background): “, Hawkins et al., 2001; O'Connell, Pepler, & Craig, 1999; Salmivalli et al., 1996). Salmivalli et al. (1996) used a peer-nomination procedure to identify four participant roles that children may have in the bullying process, in addition to being bullies or victims: assistants of bullies, reinforcers”
So you want to study bullying? Recommendations to enhance the validity, transparency, and compatibility of bullying research (2017, neutral): “By using video cameras and remote microphones they were able to observe incidents of bullying, revealing new insights about its’ forms, frequency, and social structures (Craig & Pepler, 1999; Craig, Pepler, & Atlas, 2000; Hawkins et al., 2001; O’Connell, Pepler, & Craig 1999; Pepler & Craig, 1994).”
Peer Experience as Predictors of Adjustment Across the Middle School Transition (2007, background): “A comprehensive, school-wide approach to reduce bullying and victimization of low accepted children may also be warranted, including providing consistent consequences for this behavior and teaching children conflict mediation skills that they can use to intervene when they see children being teased ”
‘It's just drama’: teen perspectives on conflict and aggression in a networked era (2014, background): “Some scholars argue that the bully-victim dyad does not reflect the realities of peer participation in bullying (Hawkins, Pepler, and Craig 2001), while others have criticized this binarism (Davies 1998; Farrell 1999).”