Correlates of Bullying and Victimization among Intermediate Students in the Midwestern USA

By Karen A. Berthold, J. Hoover. 2000

226 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/734e5c2607912b0ea05cd1f91cad5337bab9bc2a

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

In Safety Research

In Social Psychology

Citations in the corpus

Psychology's Contribution to Understanding and Managing Bullying within Schools (2004, background): “…exclusion and manipulation of friendship relations, whereas boys prefer to express their aggression via more physical means (Ahmed & Smith, 1994; Batsche & Knoff, 1994; Berthold & Hoover, 2000; Bjorkqvist, Lagerspetz, & Kaukainen, 1992; Carney & Merrell, 2001; Craig & Pepler, 1997; Olweus, 1997).”
Urban Middle School Students' Perceptions of Bullying, Cyberbullying, and School Safety (2009, result): “This is congruent with prior research although only moderate effects were found in previous studies ( Berthold & Hoover, 2000 ; Slee & Rigby, 1993 ).”
Bullying in Greek Primary and Secondary Schools (2008, background): “In almost all countries, most of the bullying targeted against primary and secondary school children takes the form of ‘general name calling’ (Berthold and Hoover, 2000; Fonzi et al., 1999; Rigby and Slee, 1999; Whitney and Smith, 1993).”
Bullying in Portuguese Schools (2004, background): “Berthold and Hoover (2000) examined the relationship between bullying and risk behaviors.”
Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. (2004, background): “Research published during the past 15 years has shown that bullying is prevalent across countries.(3,4-23) However, studies vary as to the definition of bullying used, the methods used to measure bullying, and the cutoff point used for reporting of prevalence.”
Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools (2014, background): “…others tend to exhibit other defiant and delinquent behaviors, have poor school performance, be more likely to drop-out of school, and be more likely to bring weapons to school (e.g., Berthold & Hoover, 2000; Nansel et al., 2003; Nansel et al., 2004; Sourander, Helstela, Helenius, & Piha, 2000).”
Correlates and Consequences of Peer Victimization: Gender Differences in Direct and Indirect Forms of Bullying (2010, background): “Gender is one of the strongest correlates of bullying, with boys at greater risk of both offending and victimization (e.g., Berthold & Hoover, 2000; Nansel et al., 2001; Spriggs, Iannotti, Nansel & Haynie, 2007).”
Bullying Among the Gifted: The Subjective Experience (2006, background): “Empirical research of bullying became well established only relatively recently in the United States (e.g., Berthold & Hoover, 2000; Hoover, Oliver, & Hazler, 1992; Juvonen, Graham, & Schuster, 2003; Nansel et al., 2001).”
Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects (2006, methodology): “These are higher total percentages than in most studies (e.g., Baldry, 2003; Berthold & Hoover, 2000; Boulton & Underwood, 1992; Craig & Pepler, 2003; Haynie et al., 2001; Pellegrini et al., 2001; Weir, 2001), but also lower than a few (e.g., Hoover et al., 1992; Orpinas et al., 2003).”
Consequences of Being Bullied (2009, background): “…have been reported to suffer from a lowering of self-esteem, to be frequently absent from school (to avoid victimization), and to feel unsafe and insecure in the school setting (e.g., Andreou, 2000; Austin & Joseph, 1996; Berthold & Hoover, 2000; Rigby, 2003; Smokowski & Holland Kopasz, 2005).”
Bullying Involvement and the School Adjustment of Rural Students With and Without Disabilities (2012, background): “Furthermore, many youth who are victimized, including bully–victims, tend to experience a range of academic and social difficulties and become unengaged in school activities (Berthold & Hoover, 2000; Buhs, Ladd, & Herald, 2006; Esbensen & Carson, 2009).”