Bullying and Victimization Among School-age Children: Stability and Links to Proactive and Reactive Aggression

By M. Camodeca, F. Goossens, M. M. Terwogt, C. Schuengel. 2002

320 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d83d7687b352af558a7cb20d2259b38987039df2

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Affective and cognitive empathy as mediators of gender differences in cyber and traditional bullying (2012, background): “On the one hand, findings for all of the related studies indicate that males with lower levels of affective empathy engage in traditional bullying more than those who have high levels of affective empathy (Caravita et al., 2009; Jolliffe & Farrington, 2006a, 2011). For females, while Jolliffe and Fa”
Links between social information processing in middle childhood and involvement in bullying (2003, methodology): “We shortened the questionnaire by removing 6 of the 12 ﬁller items and two aggression items which pointed more to aggression in general rather than to bullying or harassing others [for examples and psychometric properties, cf. Camodeca et al., 2002].”
Gender Differences in the Association Between Cyberbullying Victimization and Perpetration: The Role of Anger Rumination and Traditional Bullying Experiences (2020, background): “Anger has been identified as an important psychological determinant in this association (Camodeca et al. 2002; Dooley et al. 2009; Hemphill et al. 2012); therefore, anger rumination was also considered in the present investigation as a possible determinant of perpetration.”
Bullying in schools: the power of bullies and the plight of victims. (2014, background): “Given that reactively aggressive victims constitute a particularly stable group of targeted youths (Camodeca et al. 2002), bully-victims may indeed represent a distinct risk group whose developmental trajectories continue to be problematic (also see Burk et al. 2010).”
Peer Interactions, Relationships, and Groups (2007, background): “When bullies direct their aggression to other aggressive children, it facilitates a transactional relationship that appears to facilitate the stability of aggression in the bully victim partners (Camodeca et al., 2002; Kochenderfer & Ladd, 1997; Kochenderfer-Ladd 2003).”
Developmental perspectives on prosocial and aggressive motives in preschoolers’ peer interactions (2005, background): “This finding is consistent with previous data reporting on positive associations between proactive (or instrumental) and reactive aggression (e.g., Camodeca et al., 2002; Dodge & Coie, 1987).”
Linking Callous-Unemotional Traits to Instrumental and Non-Instrumental Forms of Aggression (2009, background): “1999; Salmivalli and Nieminen 2002), although victims of bullies often only exhibit reactive aggression (Camodeca et al. 2002).”
New Participant Role Scales: comparison between various criteria for assigning roles and indications for their validity (2006, methodology): “, 2000], continental Europe [Alsaker and Valkanover, 2001; Björkqvist et al., 1992; Camodeca et al., 2002; Menesini et al., 1997; Olweus, 2001], the United States [Crick and Bigbee, 1998; Juvonen and Graham, 2001; Kochenderfer and Ladd, 1997; Pellegrini, 2001, 2002; Schwartz and Proctor, 2001; Schwa”
Relationships Between Peer Harassment and Adolescent Problem Behaviors (2005, background): “Studies have consistently found higher rates and greater stability of peer victimization among boys than girls in elementary school (Camodeca et al., 2002; Hanish & Guerra, 2000; Perry et al., 1988; Schwartz, 2000) and during early adolescence (Boulton & Underwood, 1992; Juvonen et al.”
Proactive and Reactive Aggression (2016, background): “ever, reactive aggression may be a precursor to proactive aggression, with reactive aggression predicting subsequent proactive aggression but not vice versa (Camodeca et al. 2002; Lansford et al. 2002; Salmivalli and Helteenvuori 2007).”
What is bullying? A theoretical redefinition. (2014, background): “If similar in function to general aggression, the benefits of these intra-relationship bullying behaviors can include ensuring partner fidelity, more frequent sexual access, and/or a greater investment of resources to benefit the bully (or to the bully’s offspring – think of the behavior of the wick”
Proactive and reactive aggression in childhood and adolescence: A meta-analysis of differential relations with psychosocial adjustment (2006, result): “Although some of the studies included in our review also present longitudinal data (Atkins et al., 2002; Brendgen et al., 2001; Camodeca et al., 2002; Dodge et al., 1990, 1997; Frick et al., 2003; Poulin & Boivin, 1999, 2000; Prinstein & Cillessen, 2003; Pulkkinen, 1996; Strassberg et al., 1994;…”
Don't anger me! Bullying, victimization, and emotion dysregulation in young adolescents with ASD (2012, background): “Anger in bullies might be related to a desire for dominance, but anger in victims might be related to the attempt to defend oneself (Camodeca et al., 2002).”