Changing contexts? The effects of a primary prevention program on classroom levels of peer relational and physical victimization

By Bonnie J. Leadbeater, Wendy L. G. Hoglund, T. Woods. 2003

134 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a221eb3fb26c250bd4f6490ceff2433d2da497bc

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

An intervention for relational and physical aggression in early childhood: A preliminary study (2009, unknown): “This program appears to have moderate effects at decreasing victimization and increasing social competence (Leadbeater et al., 2003; Leadbeater & Hoglund, 2006).”
Understanding the Effects of Physical and Relational Victimization: The Utility of Multiple Perspectives in Predicting Social-Emotional Adjustment (2005, background): “Researchers, teachers, and parents have begun to show a strong interest in developing interventions aimed at helping children negotiate their experiences of relational victimization (e.g., Leadbeater et al., 2003).”
Bullying in schools: the power of bullies and the plight of victims. (2014, background): “F or p er so na l u se o nl y. PS65CH07-Juvonen ARI 31 October 2013 9:53 emotional problems were reported by those residing in classrooms where most students got along well and were kind to one another (Leadbeater et al. 2003).”
Walking the Talk in Bullying Prevention: Teacher Implementation Variables Related to Initial Impact of the Steps to Respect Program (2007, background): “School poverty is associated with aggression (Aber, Jones, Brown, Chaudry, & Samples, 1998) and classroom levels of physical victimization ( Leadbeater, Hoglund, & Woods, 2003 ).”
Relational aggression in adolescents: A review of theoretical and empirical research (2015, background): “Finally, given the extremely complex nature of relational aggression, it is also important that key individuals within the school and the community are included into the intervention team, such as teachers, counselors, and administrators (Leadbeater et al., 2003).”