Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms

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Unique and Interactive Effects of Moral Emotions and Moral Disengagement on Bullying and Defending among School Children (2015, unknown): “…the whole school class to decrease moral disengagement and bullying are important because bullies tend to have popular sociometric status (e.g., Farmer et al., 2010), which might indicate a widespread collective moral disengagement that normalizes, rationalizes, and justifies bullying (see…”
Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. (2015, background): “…Österman, & Kaukiainen, 2000; Sutton, Smith, & Swettenham, 1999a, 1999b) and social status (Vaillancourt, Hymel, & McDougall, 2003), with researchers distinguishing between socially integrated and socially marginalized bullies (e.g., Farmer et al., 2010; see Rodkin, Espelage, & Hanish, 2015).”
Four decades of research on school bullying: An introduction. (2015, background): “, 2003), leading to distinctions between socially marginalized and socially integrated bullies (Farmer et al., 2010).”