Bullying and victimization in elementary schools: a comparison of bullies, victims, bully/victims, and uninvolved preadolescents.

By René Veenstra, Siegwart Lindenberg, A. Oldehinkel, A. D. de Winter, Frank C. Verhulst, Johan Ormel. Developmental Psychology, 2005

794 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c2c2a94455a0f1560775b62aae3046795e61fd93

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Citations in the corpus

Bullying and Victimization Among Boys and Girls in Middle School (2009, background): “The bulk of previous research has focused on individual characteristics of youth, such as behavioral or psychological vulnerabilities in predicting victimization or bullying (Schwartz, Chang, & Farver, 2000; Veenstra et al., 2005).”
Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms (2011, background): “Another limitation is that we did not distinguish between bullies and bully-victims (eg, Solberg et al, 2007 ; Veenstra et al, 2005 ) partly because our dependent variable was not dichotomous, but we predicted variance in the frequency of bullying behavior at individual and classroom levels.”
Examining Variation in Attitudes toward Aggressive Retaliation and Perceptions of Safety among Bullies, Victims, and Bully/Victims (2008, methodology): “We categorized the participants into one of the four subgroups based on their responses to the two items assessing frequency of involvement in bullying (“How often have you been bullied during the last month?” and “How often have you bullied someone else during the last month?”): no or low involveme”
MICE: Multivariate Imputation by Chained Equations in R (2011, background): “Our hope is that the framework will aid the user to map out the steps needed in practical applications.”
Different forms of bullying and victimization: Bully-victims versus bullies and victims (2013, background): “Consistent with previous findings (e.g., Kumpulainen et al., 1998; Veenstra et al., 2005), the majority of bully-victims were boys.”
Coping with bullying in Australian schools: how children with disabilities experience support from friends, parents and teachers (2010, background): “There are many forms of bullying experienced by children in the school environment, including; physical (e.g. kicking), verbal (e.g. name calling) and psychological (e.g. not being chosen for a team) (MacArthur and Gaffney 2001; Rigby 2002; Veenstra et al. 2005).”
Update on bullying at school: Science forgotten? (2007, background): “, “Who do you bully?” and “By whom are you bullied”) without deWning the term (Veenstra et al., 2005).”
Bullying and the peer group: A review (2010, neutral): “children and youth (Boulton & Smith, 1994; Olweus, 1978; Salmivalli, Lagerspetz, Björkqvist, Österman, & Kaukiainen, 1996; Veenstra et al., 2005).”
Traditional Bullying and Cyberbullying Identification of Risk Groups for Adjustment Problems (2009, background): “Being a traditional bully is often associated with externalizing problems like delinquency and aggressive behavior (e.g., Perren &Alsaker, 2006; Veenstra et al., 2005); being a traditional victim is related to internalizing problems like depression and somatic symptoms (e.”