School bullying as a creator of pupil peer pressure

By Päivi Hamarus, Pauli Kaikkonen. 2008

128 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/66fd0b431559969a99e1f09f64ff0afdfb5ed600

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Sven Knutsen
2. Robert Thornberg
3. R. Maunder
4. S. Crafter

In Safety Research

1. Robert Thornberg
2. R. Maunder
3. S. Crafter

In Social Psychology

1. Sven Knutsen
2. Robert Thornberg
3. R. Maunder
4. S. Crafter
5. Juliana Raskauskas

Citations in the corpus

• School bullying from a sociocultural perspective (2018, background): “Hamarus and Kaikkonen (2008) note that “bullying occurs in a society where there are norms that underpin it as an ongoing process” (p342), meaning that if we want to successfully address it we need to adopt approaches which operate at a societal as well as school level.”
• Teenagers’ Explanations of Bullying (2011, background): “For example, the account of the deviant victim is found in many studies investigating student perspectives (e.g., Bosacki et al. 2006; Frise ´n et al. 2007, 2008; Hamarus and Kaikkonen 2008; Hoover et al. 1992; Tera ¨sahjo and Salmivalli 2003; Thornberg 2010b; Varjas et al. 2008) and can be associ”
• Shes Weird! - The Social Construction of Bullying in School: A Review of Qualitative Research (2011, background): “…is different or deviant in some way, such as having different clothes, appearance, behaviour or way of speaking (e.g. Frisén and others, 2007, 2008; Hamarus and Kaikkonen, 2008; Hazler and others, 1992; Horowitz and others, 2004; Thornberg, 2010; Thornberg and Knutsen, 2011; Varjas and others,…”
• School Bullying as a Collective Action: Stigma Processes and Identity Struggling (2015, unknown): “…‘weird’, which confirm previous studies showing students’ proneness to make victim attributions in bullying (Bibou-Nakou and others, 2012; Frisén and others, 2008; Hamarus and Kaikkonen, 2008; Teräsahjo and Salmivalli, 2003; Thornberg, 2010; Thornberg and Knutsen, 2011; Thornberg and others,…”
• Bullying among primary school children in New Zealand: relationships with prosocial behaviour and classroom climate (2010, background): “Bullying also effects those students who are not involved in the bullying but witnesses the interaction (bystanders) because it can create a school culture where bullying is accepted and students feel powerless to stop bullying (Hamarus and Kaikkonen 2008 ; Salmivall and Voeten 2004; Stevens, DeBou”