Social–cognitive and behavioral attributes of aggressive victims of bullying☆

By Robin L. Toblin, David Schwartz, A. Gorman, Tania Abou-ezzeddine. 2005

247 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a61effcd4555c2b5de7c06b43844529430f5d385

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

1. Dorothy Espelage
2. Christina Salmivalli
3. Jun Sung Hong
4. Ersilia Menesini
5. Andrew C. Grogan-Kaylor
6. Lindsey M. O’Brennan
7. P. Allen-meares
8. R. Petrin

In Developmental and Educational Psychology

1. Dorothy Espelage
2. Lindsey M. O’Brennan
3. Ersilia Menesini
4. Christina Salmivalli
5. Jun Sung Hong
6. Catherine P. Bradshaw
7. R. Petrin
8. T. Farmer

In Social Psychology

1. Dorothy Espelage
2. Christina Salmivalli
3. Jun Sung Hong
4. Lindsey M. O’Brennan
5. Ersilia Menesini
6. Catherine P. Bradshaw
7. R. Petrin
8. Jill V. Hamm

Citations in the corpus

• A Comparison of Self and Peer Reports in the Assessment of Middle School Bullying (2009, unknown): “Some researchers have used peer nominations to study school bullying ( Fox & Boulton, 2005 ; Toblin, Schwartz, Gorman, & Abou-ezzeddine, 2005 ; Vaillancourt, Hymel, & McDougall, 2003 ).”
• Examining Variation in Attitudes toward Aggressive Retaliation and Perceptions of Safety among Bullies, Victims, and Bully/Victims (2008, methodology): “Furthermore, based on prior research highlighting the social-emotional and mental health risks associated with being a bully/victim (McAdams & Schmidt, 2007; Tobin et al., 2005), we anticipated that bully/victims would evince the poorest perceptions of the school environment, including feeling the l”
• Bullying Involvement and the School Adjustment of Rural Students With and Without Disabilities (2012, background): “…to bully–victims and victims, other research has shown that bullies are unlikely to have high rates of internalizing problems and are more likely to have socially valued characteristics (e.g., Mouttapa, Valente, Gallaher, Rohrbach, & Unger, 2004; O’Brennan et al., 2009; Toblin et al., 2005).”
• Bullying in schools: the state of knowledge and effective interventions (2017, background): “They also show a different socio-cognitive profile compared to pure bullies (e.g. Toblin et al., 2005).”
• Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School (2011, background): “Until recently, there have been relatively few studies on the association between children’s emotional dysregulation and bullying perpetration or victimization.”