Peer Victimization: The Role of Emotions in Adaptive and Maladaptive Coping.

By B. Kochenderfer-Ladd. 2004

376 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6bedcfe59a20f66d62e02d8f8b55186cd030e212

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Don't anger me! Bullying, victimization, and emotion dysregulation in young adolescents with ASD (2012, background): “In a typical development, both bullies and victims are known for their heightened levels of anger (Kochenderfer-Ladd, 2004; Mahady Wilton, Craig, & Pepler, 2000), but this anger might come from different underlying factors, such as a desire for dominance in bullies and an attempt to defend…”
Responding to Bullying (2007, background): “Kochenderfer-Ladd (2004) found similar patterns: children’s angry and embarrassed responses predicted revenge seeking which, in turn, was associated with increases in victimization.”
The emotional impact on victims of traditional bullying and cyberbullying: A study of Spanish adolescents. (2009, background): “Victims of bullying always are affected by any vulnerability, but this could be mediated by diverse conditions and factors (Hunter & Borg, 2006; Kochenderfer-Ladd, 2004; Kochenderfer-Ladd & Ladd, 2001).”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “For example, elementary children who have peer difficulties tend to be characterized as higher than other children in negative arousal and emotional reactivity (Kochenderfer-Ladd 2004), and children rated as being frequently angry at both home and school are more likely than other children to be vic”
Peer victimisation and depressive symptoms: can specific coping strategies buffer the negative impact of cybervictimisation? (2012, background): “Kochenderfer-Ladd ( 2004 ) showed that students ignoring the victimisation (cognitive distancing) showed an increased risk for later harassment and were therefore indirectly at risk for a higher level of internalising symptoms.”
Reforming Middle Schools: Focus on Continuity, Social Connectedness, and Engagement (2007, background): “Bullying experiences and related distress, in turn, are associated with school adjustment problems ( Kochenderfer-Ladd, 2004 ; Nishina, Juvonen, & Witkow, 2006 ).”
Examining student responses to frequent bullying: A latent class approach. (2011, background): “Further, it would be beneficial to examine the students’ distress levels and internal emotions when they respond to victimization, because studies have shown that victims have more intense negative reactions to peer conflict than do nonvictims, which, in turn, can influence both the selection of a r”
The effectiveness of school-based bullying prevention programs: A systematic review (2014, positive): “Two studies used the School Experiences Questionnaire; example items include, “ Has anyone in your class ever hit you at school ” and “ Has anyone in your class ever told other kids not to be your friend ” (Kochenderfer-Ladd, 2004).”
Bullying and the Need to Belong: Early Adolescents' Bullying‐Related Behavior and the Acceptance they Desire and Receive from Particular Classmates (2007, background): “Much has also become known about the behavioral and intra-psychic correlates of bullying and of being victimized (Camodeca & Goossens, 2005; Camodeca, Goossens, Meerum Terwogt, & Schuengel, 2002; Camodeca, Goossens, Schuengel, & Meerum Terwogt, 2003) and about the adaptive and maladaptive effects of”