Bystanding or standing by: Gender issues in coping with bullying in English schools

By H. Cowie. 2000

231 citations recorded by the source corpus.

Subfields: Education, Plant Science, Social Psychology

View Paper: https://www.semanticscholar.org/paper/844c76f23e5594d391aa6127a054a2d5ad0911c7

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Citations in the corpus

A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior (2012, background): “The bystander may actively intervene to stop the bully, encourage the bully to continue, or view bullying passively; bystanders can be either boys or girls (Cowie, 2000; Smith, Twemlow, & Hoover, 1998).”
La violencia entre iguales en la adolescencia y su prevención desde la escuela (2005, background): “Para explicarlo conviene tener en cuenta que la falta de amigos puede originar el inicio de la victimización, y que ésta puede hacer que disminuya aún más la popularidad de quien la sufre y su aislamiento (Baker, 1998; Cowie, 2000; Pellegrini et al, 1999; Salmivalli et al, 1996; Smith et al, 2004).”
Toward a More Comprehensive Understanding of Bullying in School Settings (2011, background): “2010) as their very passivity is construed as a tacit support for bullying (Cowie 2000; Gini et al. 2008).”
School Bullying Among Hong Kong Chinese Primary Schoolchildren (2008, background): “Because there is strong evidence that victims are most often bullied by someone from their class, methods of class discipline that draw on positive methods are likely to achieve more positive attitudes and behavior in pupils (Cowie, 2000; DiGiulio, 2000).”
Forgiveness as a Coping Strategy to Allow School Students to Deal With the Effects of Being Bullied: Theoretical and Empirical Discussion (2009, background): “, Cowie, H., & del Rey, R. (2001). Coping strategies of secondary school children in response to being bullied.”
Peer-led intervention campaign against school bullying: who considered it useful, who benefited? (2001, background): “According to a study by Cowie (2000), boys said they preferred to use peer support services offered by other boys rather than girls.”
Social cognition and moral cognition in bullying: What's wrong? (2006, background): “These motivations are very important and must be taken into account during the implementation of intervention programs in schools (Cowie, 2000; Cowie, Naylor, Talamelli, Chauhan, & Smith, 2002).”
Gender and Perceptions of Danger (2000, background): “Educators should realize that decisions about whether or not to suspend or expel a student, whether or not to take seriously written assignments that refer to violence, or how to interpret a report of bullying ( Cowie, 2000 ) may be affected by their beliefs concerning who is dangerous.”
Why Do Bystanders of Bullying Help or Not? A Multidimensional Model (2013, background): “Moreover, previous studies have shown that passive bystanders trained in the role of peer helpers can act as a resource for victimized peers (e.g., Cowie, 2000).”
The Nature of School Bullying and the Effectiveness of School-Based Interventions (2003, background): “(featuring in the second edition of the DfEE pack) have included many developments in peer support systems—see Cowie and Wallace (2000), and Table II.”
Children's opinions on effective strategies to cope with bullying: the importance of bullying role and perspective (2005, background): “The strategies most often selected were to seek help (Cowie, 2000; Camodeca et al., 2003), or to feign nonchalance and ignore the behaviour (Salmivalli, Karhunen et al.”