Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model.

By Susan M. Swearer, Shelley Hymel. American Psychologist, 2015

627 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/7c4582072c5bdf8a15cb0211885f33eb5b4ddd89

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. Christina Salmivalli
2. Susan M. Swearer
3. Shelley Hymel
4. Ersilia Menesini
5. Chad A. Rose
6. Ze Wang
7. Ambra L. Green
8. June L. Preast

In Social Psychology

1. Christina Salmivalli
2. Ersilia Menesini
3. Chad A. Rose
4. Shelley Hymel
5. Susan M. Swearer
6. C. Simpson
7. Dorothy Espelage
8. Ze Wang

In Sociology and Political Science

1. Chad A. Rose
2. Shelley Hymel
3. Christina Salmivalli
4. Ersilia Menesini
5. Susan M. Swearer

Citations in the corpus

• Four decades of research on school bullying: An introduction. (2015, background): “…and neuroscience emphasize the interaction of individual vulnerabilities, context effects, and experiences with bullying and victimization, Swearer and Hymel (2015) explore the utility of a social-ecological, diathesisstress model for understanding bullying as a systemic problem , with…”
• Bullying and Students With Disabilities: Examination of Disability Status and Educational Placement (2015, background): “Bullying can take many forms (Ostrov, Murray-Close, Godleski, & Hart, 2013), which are often grounded within a larger social construct (Cranham & Carroll, 2003; Swearer & Hymel, 2015).”
• Bullying in schools: the state of knowledge and effective interventions (2017, background): “As a result, it is difficult for the victim to respond or to cope with the problem (Menesini et al. 2012; Swearer & Hymel, 2015).”