Does the Content of Anti-Bullying Policies Inform us About the Prevalence of Direct and Relational Bullying Behaviour in Primary Schools?

By S. Woods, Dieter Wolke. 2003

125 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e986227872da468a97e61a58d3811810e275952c

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

“FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention (2011, background): “” could show that the virtual characters are believable and evoke sympathy for the victimised character (Watson et al. 2007; Woods et al. 2003).”
A New Universal Mean Girl: Examining the Discursive Construction and Social Regulation of a New Feminine Pathology (2006, background): “…indirect aggression among psychologists, criminologists and educationalists around the world in Europe (Bjorkqvist et al., 1992), the USA (Crick and Rose, 2000), Australia, (Owens et al., 2000a, 2000b) Canada, (Morretti et al., 2004; Pepler et al., 2003), and the UK (Woods and Wolke, 2003).”
Normative cruelties and gender deviants: the performative effects of bully discourses for girls and boys in school (2010, background): “…gender differences in bullying draw on a psychological literature of gender-differentiated aggression to suggest that boys are aggressive in physical, direct ways, while girls are aggressive in ‘indirect’ and ‘relational’ ways (Owens et al., 2000a, b; Shute et al., 2002; Woods & Wolke, 2003).”
A content analysis of school anti‐bullying policies: progress and limitations (2008, background): “Woods and Wolke (2003) obtained policies from 34 primary schools in the Hertfordshire and north London region of England.”
A content analysis of school anti-bullying policies: a follow-up after six years (2012, background): “Woods and Wolke ( 2003 ) obtained policies from 34 English primary schools, and scored them low, moderate or high in quality.”
Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied (2011, background): “It has even been suggested that intervention programs might only reduce visible, direct forms of bullying, and even increase indirect, or cyberbullying (e.g., Woods & Wolke, 2003).”
Bullying in Schools: School Counselors’ Responses to Three Types of Bullying Incidents (2007, background): “Woods and Wolke (2003) found that in schools with more comprehensive anti-bullying policies, the prevalence of relational bullying was higher than in schools with less clear policies.”