The aggressive victim of bullying: Emotional and behavioral dysregulation as a pathway to victimization by peers.

By David Schwartz, L. Proctor, Deborah H. Chien. 2001

339 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/56f8669ad5d0e0caa559c028d967a44cd9ca9d95

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Citations in the corpus

Who bullies whom? Social status asymmetries by victim gender (2008, background): “Aggressive victims of bullying (i.e., “bully/victims”) were an exception; they had a distinct maladaptive profile including low social status regardless of how status was measured (Schwartz et al., 2001).”
So you want to study bullying? Recommendations to enhance the validity, transparency, and compatibility of bullying research (2017, background): “For that reason, it has been suggested to relabel most bully-victims as aggressive-victims, suggesting that they are in fact not bullies (Schwartz et al., 2001).”
Update on bullying at school: Science forgotten? (2007, background): “No doubt bully-victims suVer most of all, according to every comparative study (e.g., Haynie et al., 2001; Schwartz et al., 2001; Unnever, 2005).”
Bullies, Victims and Bully-Victims (2008, background): “There seems to be a general agreement in the literature that passive victims and bully-victims are disliked by their peers and suffer from loneliness at school, having a limited network of friends (Crick and Grotpeter, 1995; Demaray and Malecki, 2003; Haynie et al., 2001; Schwartz, 2000; Schwartz et”
Linking Callous-Unemotional Traits to Instrumental and Non-Instrumental Forms of Aggression (2009, background): “Boys tend to engage in more bullying behaviors and more proactive and reactive aggression compared to girls, although no gender differences in the prevalence rates of victimization have been reported (Mayberry and Espelage 2007; Schwartz et al. 2001; Seals and Young 2003; Solberg et al. 2007).”
The emotional impact on victims of traditional bullying and cyberbullying: A study of Spanish adolescents. (2009, background): “This emotion seems to be a key element in the emotional dysregulation that some victims show (Garner & Lemerise, 2007; Kelly, Schwartz, Gorman, & Nakamoto, 2008; Schwartz et al., 2001).”
Different forms of bullying and victimization: Bully-victims versus bullies and victims (2013, background): “Considering bully-victims’ emotional dysregulation (Schwartz et al., 2001) and low levels of social intelligence (Kaukiainen et al.”
Identification of Aggressive and Asocial Victims and the Stability of Their Peer Victimization (2003, background): “In contrast, aggressive victims tend to be more restless, disagreeable, disruptive, argumentative, hot tempered and emotionally dysregulated than other groups of children (Olweus, 1978; Schwartz et al., 2001).”
Links between social information processing in middle childhood and involvement in bullying (2003, background): “In fact, bully/victims are usually described as extremely impulsive and hyperactive, with difﬁculties in modulating their behavior [Schwartz et al., 2001].”
The Developmental Trajectories of Peer Victimization in Middle to Late Childhood and the Changing Nature of Their Behavioral Correlates (2010, background): “The proportion of 14.5% falls within the range of previously reported prevalence rates for this age group (Kochenderfer & Ladd, 1996; Schwartz et al., 2001).”