Aggression and School Social Dynamics: The Good, the Bad, and the Ordinary.
By T. Farmer, Hongling Xie. 2007
96 citations recorded by the source corpus.
Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/91b1d488ad5c8fcde81d560811341c1a934a2099
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
- K. Schonert-Reichl
- R. Petrin
- Dylan L. Robertson
- M. Fraser
- Cristin M. Hall
- Steven Day
- T. Farmer
- Kimberly Dadisman
In Developmental and Educational Psychology
In Social Psychology
- R. Petrin
- Kimberly Dadisman
- M. Fraser
- Dylan L. Robertson
- Cristin M. Hall
- Steven Day
- K. Schonert-Reichl
- T. Farmer
Citations in the corpus
- Promoting Children’s Prosocial Behaviors in School: Impact of the “Roots of Empathy” Program on the Social and Emotional Competence of School-Aged Children (2012, background): “…trajectory of mental illness and aggressive behaviors (Greenberg, 2010; Weissberg & Greenberg, 1998)—problems that have been shown to increase over the course of the elementary school years (e.g., Aber, Brown, & Jones, 2003; Farmer & Xie, 2007; Murray-Close, Ostrov, & Crick, 2007; Neal, 2010).”
- Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms (2010, methodology): “According to this hypothesis (Farmer & Xie, 2007), there are two types of aggressive children who have distinct social characteristics and peer affiliations.”