The Nature of School Bullying and the Effectiveness of School-Based Interventions

By Peter K. Smith, Katerina Ananiadou. 2003

152 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Plant Science, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ce145abc94381a1b9e769ff1e0848e4a55991592

How researchers see this paper

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

In Developmental and Educational Psychology

1. Maria M. Ttofi
2. David P. Farrington
3. Faye Mishna
4. J. Wiener
5. Debra Pepler
6. I. Blood
7. Adrienne B. Dessel
8. G. Blood

In Plant Science

1. Maria M. Ttofi
2. Debra Pepler
3. J. Wiener
4. Adrienne B. Dessel
5. Faye Mishna
6. David P. Farrington
7. Robert Thornberg

In Social Psychology

1. Maria M. Ttofi
2. J. Wiener
3. Debra Pepler
4. David P. Farrington
5. Faye Mishna
6. Donna Cross
7. I. Blood
8. Helen Monks

Citations in the corpus

• Factors Associated With Perceptions and Responses to Bullying Situations by Children, Parents, Teachers, and Principals (2006, background): “Another finding that corresponds with quantitative research findings is that although the respondents included indirect bullying in their definitions, they often considered this form of bullying as less serious ( Hanish & Guerra, 2000 ; Smith & Ananiadou, 2003 ; Smith et al, 2002 ).”
• Bullying in Adolescents Who Stutter: Communicative Competence and Self-Esteem (2004, background): “Successful interventions have been reported that were designed to improve both social and communicative interactions and social competencies (Smith & Ananiadou, 2003; Smith & Brain, 2000; Steinberg, 1999; Welsh, Domitrovich, Bierman, & Lang, 2003).”
• School-Based Programs to Reduce Bullying and Victimization: A Systematic Review (2009, background): “…research, there is still much that needs to be learned about how to design and implement effective intervention programs, especially taking into account the varying results of intervention research across studies in different countries (Pepler, Smith, & Rigby, 2004; Smith & Ananiadou, 2003).”
• Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour (2011, background): “Further, interventions that reduce bullying in schools have been found to be more successful with this age group (Olweus, 1994; Rigby & Slee, 2008; Smith, Schneider, Smith, & Ananiadou, 2004a; Smith, 1997; Smith & Ananiadou, 2003; Vreeman & Carroll, 2007).”
• Effects of Intergroup Dialogue: Public School Teachers and Sexual Orientation Prejudice (2010, background): “…to familial and cultural violence, power inequities among social identity groups, and prejudice and gender essentialist beliefs that require behavioral adherence to dominant normative ideologies (Erickson, Mattaini, & McGuire, 2004; Kimmel & Mahler, 2003; Klein, 2006; Smith & Ananiadou, 2003).”