Varieties of Childhood Bullying: Values, Emotion Processes, and Social Competence

By William F. Arsenio, E. Lemerise. 2001

317 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/92032e25938f9804284bfceb0770d6b3ffc5a27f

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 Social Psychology

Citations in the corpus

The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents (2011, background): “This group of bullies may lack skills concerning the emotional/affective component of empathy, which is the ability to appreciate the consequences of their behaviors on other people’s feelings and share and empathize with the feelings of others (Arsenio and Lemerise 2001).”
Early Adolescents’ Participation in Bullying: Is ToM Involved? (2010, background): “As recently stated by Arsenio and Lemerise (2001), emotional factors may have particular relevance in moderating the associations between social-cognitive processes and bullying.”
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): “…the existence of a wider range of aggressive behaviors that can be distinguished with regard to their nature (e.g., overt, covert), function (e.g., social dominance), and underlying social-cognitive processes (e.g., Arsenio & Lemerise, 2001; Crick & Dodge, 1999; Sutton, Smith, & Swettenham, 1999).”
Dealing with Feelings: How Children Negotiate the Worlds of Emotions and Social Relationships (2007, background): “…socially and academically Because personal experiences and social interactions or relationships are guided, even defined, by emotional transactions (Arsenio & Lemerise, 2001; Denham, 1998; Halberstadt et al., 2001; Saarni, 1999), understanding of emotions figures prominently in personal and social…”
Developmental Changes in the Priority of Perceived Status in Childhood and Adolescence. (2010, unknown): “Sutton, Smith, and Swettenham (1999a, 1999b, 2001) debated with other researchers (Arsenio & Lemerise, 2001; Crick & Dodge, 1999) the issue of whether some forms of aggression or self-asserting and/or dominant behaviors can be seen as a socially competent strategy to practice functioning in larger…”
Moral Disengagement, Normative Beliefs of Peer Group, and Attitudes Regarding Roles in Bullying (2009, background): “Although not all of them agree that bullies lack cognitive empathy (see Crick & Dodge, 1999 , Sutton, Smith, & Swettenham, 1999 for discussions), there is more agreement about the lack of emotional empathy ( Arsenio & Lemerise, 2001 ).”
Children's Moral Reasoning Regarding Physical and Relational Aggression (2006, background): “…of important insights about children’s engagement in aggression, aggression scholars have recently proposed that researchers should explore whether children’s values and moral understanding are associated with aggressive conduct (Arsenio & Lemerise, 2001, 2004; Guerra, Nucci & Huesmann, 1994).”
Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms (2010, background): “While it is known that some aggressive and victimized youth tend to be socially marginalized, there is considerable ambiguity regarding the peer relations of bullies as evidenced by debates about their interpersonal competence (see Arsenio & Lemerise, 2001; Sutton, Smith, & Swettenham, 2001).”
The Relations among Observational, Physiological, and Self‐Report Measures of Children's Anger (2004, background): “Theorists (Arsenio & Lemerise, 2001; Bandura, 1973; Berkowitz, 1963; Dodge, 1991; Dollard et al., 1939; Hartup, 1974) have written extensively about the differing nature of these two subtypes of aggression, with reactive aggression being characterized as anger-driven and proactive aggression being…”
Links between social information processing in middle childhood and involvement in bullying (2003, background): “These proactively aggressive children acted aggressively only in order to attain their goals at the expense of others [Arsenio and Lemerise, 2001].”