Bullies, victims, and bully-victim relationships in middle childhood and early adolescence.

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Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms (2011, background): “If bullies indeed seek social power, as has been suggested (e.g., Juvonen & Galvan, 2008; Salmivalli & Peets, 2009; Sijtsema, Veenstra, Linddenberg, & Salmivalli, 2009), they might view reinforcing as an indication of this sought-after high status in the peer group.”
A large-scale evaluation of the KiVa antibullying program: grades 4-6. (2011, background): “Recent research suggests that bullying behavior is at least partly motivated by a pursuit of high status and a powerful position in the peer group (e.g., Juvonen & Galván, 2008; Salmivalli & Peets, 2008).”
Early Adolescents’ Participation in Bullying: Is ToM Involved? (2010, background): “Bullying is characterized as goal-oriented, proactive aggression (Camodeca & Goossens, 2005; Salmivalli & Peets, 2008), in which a stronger or more powerful child attacks a weaker or less powerful one, often without any provocation from the victim (Olweus, 1993, 1994).”
Bullying victimization in youths and mental health problems: ‘Much ado about nothing’? (2009, methodology): “Although questionnaires represent a straightforward method for collecting information on bullying, they also have their limitations (Salmivalli & Peets, 2009).”