Understanding and researching bullying: Some critical issues.

By D. Olweus. 2009

291 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/931ce8aa2451c25f3d11947cc07f97b61024d1df

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

Longitudinal Risk Factors for Cyberbullying in Adolescence (2013, result): “Although previous findings clearly show that boys engage in more physical, verbal, and relational bullying than do girls (Olweus, 2010), results for gender differences in cyberbullying are mixed.”
School Bullying, Mental Health, and Wellbeing in Adolescents: Mediating Impact of Positive Psychological Orientations (2020, background): “Bullying is defined as a form of aggressive harmful behavior that is exhibited repeatedly over a period of time, and is characterized by a peer power differential (Olweus 2010; Renshaw et al. 2016).”
Peer Victimization Trajectories From Kindergarten Through High School: Differential Pathways for Children’s School Engagement and Achievement? (2017, background): “…across grades, (c) scores that are more sensitive to changes in victimization and less affected by reputational biases, and (d) data that reflect children's experiences across multiple school contexts (e.g., classroom, bus, lunchrooms, schoolyard; see Furlong et al., 2010; Olweus, 2010).”
Cyberbullying: An overrated phenomenon? (2012, background): “Bullying implies a form of relationship with certain characteristics and the term should not be used as a blanket term for any form of negative or aggressive act (cf. Hunter, Boyle, & Warden, 2006; Olweus, 2010).”
Bullying in school: evaluation and dissemination of the Olweus Bullying Prevention Program. (2010, background): “As argued in another context (Olweus, 2010), data from a well-constructed questionnaire are often the best indicator of change in levels of bullying in intervention studies.”
A large-scale evaluation of the KiVa antibullying program: grades 4-6. (2011, background): “A common view is that peer reports are especially resistant to change, partly due to the high stability of reputations that do not always accurately reflect actual current behaviors or experiences (Juvonen, Nishina, & Graham, 2001; Olweus, 2009).”