Bullying, Victimization, and Sexual Harassment During the Transition to Middle School

By Anthony D. Pellegrini. 2002

375 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/538c6ea1f25fa71f25255e0ac3291e30f7a800ef

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Current Perspectives on Linking School Bullying Research to Effective Prevention Strategies (2008, background): “Observational methods provide invaluable data about how students interact; however, observations need to be conducted across a long period and in a variety of settings (e.g., gym, lunchtime, different classrooms) to assess the situational and contextual variables that contribute to bullying ( Pelleg”
Risk Factors of Sexual Harassment by Peers: A Longitudinal Investigation of African American and European American Adolescents (2007, neutral): “During early adolescence, pubertal development and the social transitions of increased sexual interest and secondary school entrance facilitate an increase in peer sexual harassment (e.g., Craig & Pepler, 2003; McMaster, Connolly, Pepler, & Craig, 2002; Pellegrini, 2002).”
Teacher–student interactions in fifth grade classrooms: Relations with children's peer behavior (2011, background): “Later elementary classrooms are an important context for peer interaction skills in that teachers in these classroomshaveanopportunity to help children develop and refine these skills before they encounter the shifting of the peer context that typically occurswhen children transition to middle schoo”
Empowering Students Against Bullying and Cyberbullying: Evaluation of an Italian Peer-led Model (2012, background): “We know that bullies are usually motivated to gain dominance within the group (Pellegrini 2002; Salmivalli and Peets 2008), but we do not know why they are not stopped by the rest of the class.”
Urban Middle School Students' Perceptions of Bullying, Cyberbullying, and School Safety (2009, background): “Recently, researchers investigating bullying have raised concerns about the frequent reliance on self-report measures (e.g., Cornell, Sheras, & Cole, 2006; Pellegrini, 2002).”
Bullying and the peer group: A review (2010, background): “other words, the transition to middle/secondary school might enhance the importance of peer acceptance, popularity, and “fitting in” in the new social environment (Juvonen & Ho, 2009; Pellegrini, 2002) and consequently, bullying behavior.”
Relationships between Machiavellianism, emotional intelligence and theory of mind in children (2010, background): “This strategy for managing relationships is characteristic of boys more than girls (Pellegrini, 2002); so, we investigate whether the direction of association between EI and Mach is different across gender.”
A review of research on bullying and peer victimization in school: An ecological system analysis☆ (2012, background): “…Daniel Olweus, a pioneering researcher on bullying and peer victimization in Norway and has been borrowed by many American researchers (Atlas & Pepler, 2001; Ballard, Argus, & Remley, 1999; Juvonen, Graham, & Shuster, 2003; Nansel et al., 2001; Pellegrini, 2002; Twemlow, Sacco, & Williams, 1996).”
Exploring the Relation Between Bullying and Homophobic Verbal Content: The Homophobic Content Agent Target (HCAT) Scale (2005, background): “…middle school students Although significant progress has been made in bullying and victimization research,it has remained relatively isolated from other areas of study that could provide fur-ther insight into explaining its occurrence (Espelage, Holt, & Henkel, 2003; Pellegrini, 2002).”
Bullies and Victims in the Peer Ecology: Four Questions for Psychologists and School Professionals (2003, background): “…of status that includes likeability (plus the absence of dislikeability) and excludes other constructs, such as influence, dominance, and control over others, with which status and power are typically associated (e.g., Hawker & Boulton, 2001; Hawley, 1999; Pellegrini, 2002; Rodkin et al., 2003).”
The roles of aggressive and affiliative behaviors in resource control: A behavioral ecological perspective (2008, background): “During adolescence antisocial and aggressive behavior are more acceptable to youngsters, thus there is more likely to be a positive relation between uses of aggression and social standing with same-sex peers (Cairns & Cairns, 1988; Graham & Juvonen, 1998; Moffitt, 1993; Pellegrini, 2002) and opposit”
A Short-term Longitudinal Study of Children’s Playground Games Across the First Year of School: Implications for Social Competence and Adjustment to School (2002, background): “An additional benefit of having teachers on the playground is that their presence minimizes bullying (Pellegrini, 2002).”
Who bullies whom? Social status asymmetries by victim gender (2008, background): “…low-status male victims but instead could be popular girls singled out for harassment by unpopular, socially incompetent boys, possibly as part of an inappropriate strategy for expressing romantic interest (Adler & Adler, 1998; Duncan, 1999; Maccoby, 1998; McMaster et al., 2002; Pellegrini, 2002).”
Level of Bonding to School and Perception of the School Environment by Bullies, Victims, and Bully Victims (2007, background): “…suffer from more severe psychological and social problems than bullies or victims (Haynie et al., 2001; Juvonen, Graham, & Shuster, 2003; Ma, 2001; Pellegrini, 2002; Pellegrini, Bartini, & Brooks, 1999; Salmivalli & Nieminen, 2002), it was expected that bully victims would score lowest on the…”
Adaptive and Nonadaptive Help Seeking With Peer Harassment: An Integrative Perspective of Coping and Self-Regulation (2008, background): “Pellegrini, A. D. (2002). Bullying, victimization, and sexual harassment during the transition to middle school.”