‘Superiority’ is in the Eye of the Beholder: A Comment on Sutton, Smith, and Swettenham

By Nicki R. Crick, K. Dodge. 2001

169 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/aa6711103e896de6c84d1d652fcbc4abc7da54f8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. C. Hart
2. Nicki R. Crick
3. B. Modin
4. V. Östberg
5. C. Robinson
6. Pete Smith
7. D. Nelson
8. P. Brain

In Management Science and Operations Research

1. B. Modin
2. V. Östberg
3. Pete Smith
4. P. Brain
5. A. Zaidman-Zait
6. K. Schonert-Reichl
7. V. Smith
8. R. Petrin

In Sociology and Political Science

1. B. Modin
2. V. Östberg
3. Pete Smith
4. P. Brain
5. K. Schonert-Reichl
6. I. Correia
7. R. Petrin
8. M. Fraser

Citations in the corpus

• Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms (2010, background): “…with conceptualizations of bullies as socially incompetent children who are not well accepted by conventional peers and who respond to peer provocation in ways that lead to social roles and peer affiliations that sustain their problem behavior (see Arsenio & Lemerise, 2001; Crick & Dodge, 1999).”
• 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 ).”
• Bullying in schools: Lessons from two decades of research (2000, result): “This is in contrast to the view that bullies lack social skills [Crick and Dodge, 1999].”
• 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): “Proactive aggression has frequently been described as ‘‘cold-blooded’’ because proactively aggressive individuals typically ‘‘… view aggression as an effective and viable means for obtaining social goals’’ (Crick & Dodge, 1999, p. 998).”
• Relational and Physical Aggression of Preschool-Age Children: Peer Status Linkages Across Informants (2005, background): “Whether social prominence can be equated with social competence is another issue, however (Crick & Dodge, 1999).”
• The multifaceted phenomenon of ‘happy victimizers’: A cross‐cultural comparison of moral emotions (2003, background): “For these efforts to be relatively successful, however, we should understand the very nature of such acts (see Crick & Dodge, 1996).”
• School climate and psychosomatic health: a multilevel analysis (2009, methodology): “There is no generally accepted definition of bullying (Crick & Dodge, 1999 ; Sutton, Smith, & Swettenham, 1999 ), but a commonly used one has been formulated by Olweus ( 1991 , p.”
• 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…”
• Children's Moral Reasoning Regarding Physical and Relational Aggression (2006, result): “Although aggressive children may not have overall better perspective-taking skills than their nonaggressive or prosocial peers (see Crick & Dodge, 1999), the results of the © Blackwell Publishing Ltd. 2006 Social Development, 15, 3, 2006 present study suggest that aggressive children are…”