Definitions of bullying: Age differences in understanding of the term, and the role of experience

By Claire Monks, Philip Smith. 2006

318 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9dc211b49fd6f56b9c3ee7cffd21c9bf0dba9826

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Detection of Cyberbullying Incidents on the Instagram Social Network (2015, background): “The power imbalance can take on a variety of forms including physical, social, relational or psychological (Doo-ley, Py ˙ zalski, and Cross 2009; Monks and Smith 2006; Olweus 2013; Py˙zalski 2010), such as a user being more technologically savvy than another (Kowalski et al. 2014), a group of users…”
Integrating Traditional Bullying and Cyberbullying: Challenges of Definition and Measurement in Adolescents – a Review (2015, background): “This is an important question given that previous research demonstrated significant age differences in the level of understanding of (traditional) bullying, especially in children (Monks and Smith 2006).”
Is school bullying really on the rise? (2011, background): “However, at the same time, more and more covert forms of behaviour, such as deliberate exclusion and rumour spreading, are being recognised as forms of bullying and included in estimates of prevalence ( Monks and Smith 2006 ); and this could lead to an increase in reporting bullying.”
Bullying in schools: the state of knowledge and effective interventions (2017, background): “…physical behaviours (e.g. hitting, kicking, damaging victim’s property), and relational/social aggression (e.g. social exclusion, rumour spreading) (Monks & Smith, 2006; Olweus, 1993; Smith, 2014) up to the most recent forms of attacks through Internet and new technologies (also referred to as…”
Cyberbullying definition and measurement: Some critical considerations (2009, background): “Monks and Smith (2006) addressed age differences in pupils’ and parents’ definitions of the term ‘bullying’, and found that younger children use a broad distinction between aggressive and nonaggressive acts whereas adolescents and adults tend to be more discriminative and concerned about power diffe”
Bullying in the digital age: a critical review and meta-analysis of cyberbullying research among youth. (2014, background): “As with traditional bullying, the power imbalance with cyberbullying can take any of a number of forms: physical, social, relational, or psychological (Dooley, Pyżalski, & Cross, 2009; Monks & Smith, 2006; Olweus, 2013; Pyzalski, 2011).”
Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. (2015, unknown): “…Kim, & Sadek, 2010), antisocial personality traits (Ferguson, San Miguel, & Hartley, 2009; Vaughn et al., 2010), susceptibility to peer pressure (Monks & Smith, 2006; Pepler, Craig, & O’Connell, 2010), anxiety (e.g., Craig, 1998; Kaltiala-Heino, Rimpelä, Rantanen, & Rimpelä, 2000), and…”
The effectiveness of school-based bullying prevention programs: A systematic review (2014, unknown): “Further, a de ﬁ nition should be provided because youth and researchers often de ﬁ ne bullying differently (Boulton, Bucci, & Hawker, 1999; Guerin & Hennessy, 2002; Madsen, 1996; Monks & Smith, 2006; Smith, Cowie, Olafsson, & Liefooghe, 2002; Smith & Levan, 1995).”
Cyberbullying Versus Face-to-Face Bullying A Theoretical and Conceptual Review (2009, background): “The issue of power is further complicated as power can be social, psychological, or physical in nature (Monks & Smith, 2006).”
Cyberbullying as an Act of Revenge? (2010, background): “For example, the younger students are, the less important repetition is in their subjective definition of cyberbullying (Monks & Smith, 2006).”
Adding Insult to Injury: Bullying Experiences of Youth With Attention Deficit Hyperactivity Disorder (2010, background): “Monks and Smith (2006) described bullying as a behavior that is characterized by peer aggression with a power asymmetry where a perpetrator chronically engages in “picking on or harassment” of a victim.”
Cyberbullying: another main type of bullying? (2008, background): “Most researchers, and indeed most pupils ( Monks & Smith, 2006 ) now consider indirect aggression, such as spreading nasty stories, and relational/social aggression or social exclusion, such as telling others not to play with someone, as forms of bullying.”
Definitions of school bullying in Taiwan: A comparison of multiple perspectives (2011, methodology): “The difference was that Western students rarely mentioned intentionality and power imbalance (Guerin & Hennessy, 2002; Monks & Smith, 2006; Vaillancourt et al., 2008), while students in Taiwan quite often raised examples of these events, such as one against many, the weak against the strong, and…”
Bullying and victimization: Predictive role of individual, parental, and academic factors (2013, background): “…emphasize that in order for behaviour to be defined as bullying, it must occur within a familiar social group (Greene, 2000), be intentional, negative or harmful, repetitive, intense, and unprovoked toward a victim who is less powerful or more vulnerable than the bully (Monks & Smith, 2006).”
Bully/Victim Problems Among Preschool Children: a Review of Current Research Evidence (2011, background): “do older children (Monks and Smith 2006).”