Bullies and Victims in the Peer Ecology: Four Questions for Psychologists and School Professionals

By Philip C. Rodkin, E. V. Hodges. 2003

346 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/73306e4d3b5b5c9b12f457a662f9da124efa6dc0

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Citations in the corpus

Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects (2006, background): “In contrast, victims can be on the periphery socially (Rodkin & Hodges, 2003).”
Youth Behavior, School Structure, and Student Risk of Victimization (2008, background): “Rodkin and Hodges (2003), for example, focus on the peer ecology of schools as the setting in which differential and often antagonistic relationships develop and which, in turn, lead to victimization especially among students who have “enemies” or operate on the “margins” (p. 390; also Welsh, 2000).”
Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School (2011, background): “Findings from a number of researchers (Barboza et al. 2009; Holt and Espelage 2007; Mouttapa et al. 2004; Rodkin and Hodges 2003; Schmidt and Bagwell 2007) suggest that peer association is correlated with involvement in bullying situations.”
Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. (2015, background): “Bullying is not simply a dyadic problem between a bully and a victim, but is recognized as a group phenomenon, occurring in a social context in which various factors serve to promote, maintain, or suppress such behavior (e.g., Olweus, 2001; Rodkin & Hodges, 2003; Salmivalli, 2001).”
Telling is compelling: the impact of student reports of bullying on teacher intervention (2010, background): “Critical in most school-based programmes is facilitating the understanding of bullying among all members of the community so that ‘bystanders’, be they peers or adults, can play a role in decreasing the frequency and intensity of bullying (Olweus, 1993; Rodkin & Hodges, 2003).”
Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School (2009, neutral): “The social dynamics of bullying and victimization involves the interplay between the interpersonal characteristics of individual students and the characteristics of the peer groups in which they are embedded ( Rodkin and Hodges 2003; Salmivalli et al. 1997).”
Current Perspectives on Linking School Bullying Research to Effective Prevention Strategies (2008, background): “Aggression varies from classroom to classroom, and in some instances aggression is supported ( Rodkin & Hodges, 2003 ).”
Bullying and Victimization Among Boys and Girls in Middle School (2009, background): “Although there is little research on the specific influence of teachers in bullying and victimization, the role that they play in shaping the structure and values of peer ecologies can be significant (Rodkin & Hodges, 2003).”