Bullying in American schools: A social‐ecological perspective on prevention and intervention

By G. Gredler. 2005

441 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d715db07f1a420ab1b4b4492fc31ddbf241e2861

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Citations in the corpus

Perceptions of School Climate as a Function of Bullying Involvement (2014, background): “Both males and females engage in all forms of bullying (Espelage & Swearer, 2004), although males are more likely to engage in physical bullying (Espelage, Bosworth, & Simon, 2000), whereas females tend to engage in relational aggression (Crick & Grotpeter, 1995).”
Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders (2008, background): “The peer ecology represents a proximal environmental context in which students develop and exercise their interpersonal skills (Rodkin, 2004).”
Social Support as a Moderator Between Victimization and Internalizing–Externalizing Distress From Bullying (2007, background): “It is important to view and examine these correlates of victimization from within a social-ecological perspective (Swearer & Espelage, 2004).”
Adaptive and Nonadaptive Help Seeking With Peer Harassment: An Integrative Perspective of Coping and Self-Regulation (2008, background): “Researchers have defined peer harassment in different ways (see Espelage & Swearer, 2003; Juvonen & Graham, 2001; Olweus, 1978; Sullivan, 2000).”
Parent/Child Concordance about Bullying Involvement and Family Characteristics Related to Bullying and Peer Victimization (2008, result): “This is consistent with the social-ecological model of bullying which posits that bullying involvement is determined by the multiple systems in which youth are embedded (Espelage & Swearer, 2004).”
Bullying Participant Behaviors Questionnaire (BPBQ): Establishing a Reliable and Valid Measure (2016, background): “As expected bully and assistant behaviors were associated with less cooperation, less empathy, and less self-control (Chui & Chan, 2013; Espelage et al., 2004; Gini, 2006; Larke & Baran, 2006; Wang et al., 2012).”
Perceptions of Bullying and Associated Trauma during Adolescence. (2008, positive): “B ullying impacts everyone exposed to it (Baldry, 2004; Espelage & Swearer, 2004; Rigby, 2000) and can lead to physical, biological, psychological, emotional, cognitive, and social consequences (Casey-Cannon, Hayward, & Gowen, 2001; Demaray, Malecki, & DeLong, 2006; Juvonen, Nishina, & Graham,…”
Cyberbullying by Adolescents: A Preliminary Assessment (2006, positive): “Espelage and Swearer (2004) reported that the conversations parents of face-to-face bullies have with their children differ significantly from those of families with nonviolent children.”
Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children (2010, background): “It is important that teachers have knowledge of the peer ecologies in their classrooms, as network structures may serve as pathways in the transmission of values, attitudes, and behaviors (Kindermann & Gest, 2009; McLeod & Lively, 2003; Rodkin, 2004).”
Prevention of Cyberbullying and Cyber Victimization: Evaluation of the ViSC Social Competence Program (2015, methodology): “Based on the socioecological model (Swearer & Espelage, 2004), risk and protective factors for cyberbullying and victimization are located on the individual, peer group, family, school, and community level.”
Early Adolescents’ Participation in Bullying: Is ToM Involved? (2010, background): “…Scheithauer, Hayer, Petermann, & Jugert, 2006), and it is more strongly characterized by direct than relational forms of attacks (for a review, see Espelage et al., 2004), which might be more typical of girls, as also suggested by literature on aggression in general (e.g., Crick & Grotpeter,…”
Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation (2010, background): “First, review articles published between 1970 and 2006 were reviewed to identify potential studies (Espelage & Swearer, 2004; Olweus, 1999; Salmivalli, 1999; P. K. Smith, 2004 ).”
Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms (2010, background): “Research on the social dynamics of bullying may be important in the development of interventions to prevent and reduce victimization in school (Espelage & Swearer, 2004).”