Group view on victimization: Empirical findings and their implications.

By Christina Salmivalli. 2001

111 citations recorded by the source corpus.

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Citations in the corpus

Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children (2010, background): “…1994; Wright, Giammarino, & Parad, 1986) and in particular to the social status and social network dimensions of early adolescent peer ecologies (Mulvey & 1University of Illinois at Urbana-Champaign Cauffman, 2001; Rodkin, 2004; Salmivalli, 2001; Schäfer, Korn, Brodbeck, Wolke, & Schulz, 2005).”
Middle School Students’ Preferences for Anti-Bullying Interventions (2006, background): “Researchers have also noted that a peer counselling approach resulted in decreased self- and peer-reported bullying with 7th and 8th grade Finnish female students, although these benefits were not observed in male Finnish students (Salmivalli, 2001).”
Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. (2015, background): “, & Salmivalli, C. (2011). Victims and their defenders: A dyadic approach.”
Personality traits, empathy and bullying behavior: A meta-analytic approach (2015, background): “Specifically, researchers claimed that children who bully others are quite likely to assert themselves in social situations (Costa & McCrae, 1997), which helps explain previous observations that some children, in specific bullying situations, actively initiate conflicts (Salmivalli, 2001; Salmivalli”
“FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention (2011, background): “The majority of presented peers are passive onlookers who in fact disapprove of bullying (Charach et al. 1995; Rigby and Slee 1992) but at the same time often underestimate their responsibility within the bullying process (Salmivalli 1999; 2001).”
Who bullies whom? Social status asymmetries by victim gender (2008, background): “Interrelated dyadic, group, and intergroup phenomena related to bullying and victimization fit prevailing theories that emphasize social–ecological contexts (Bukowski & Sippola, 2001; Coie et al., 1999; Espelage & Swearer, 2004; Hawker & Boulton, 2001; Juvonen & Graham, 2001; Salmivalli, 2001).”
Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective (2015, background): “Differences in group expectations and norms influence to a powerful extent the acceptability of specific behaviors (Boivin, Dodge, & Coie, 1995; Bukowski & Sippola, 2001; Salmivalli, 2001).”
Aggressive Victims, Passive Victims, and Bullies: Developmental Continuity or Developmental Change? (2004, background): “In fact, current formulations of peer victimization highlight the value of considering the degree to which the social context is safe and secure versus stressful and dangerous (Salmivalli, 2001).”
Cyberbullying Versus Face-to-Face Bullying A Theoretical and Conceptual Review (2009, background): “It has been noted that one of the most distressing aspects of traditional face-to-face bullying is the effect of the group, an effect which perpetuates and sustains the abuse of the target of the bullying behaviors (Bukowski & Sippola, 2001; Crick, Grotpeter, & Bigbee, 2002; Salmivalli, 2001).”
Voices from the classroom: pictorial and narrative representations of children's bullying experiences (2006, background): “Finally, the majority of drawings showed only two participants (i.e., the bully and the victim), which calls into question the extent to which children share some researchers’ claim that bullying is a phenomenon that encompasses persons ‘beyond the bully–victim dyad’ (e.g., Salmivalli, 2001).”
Connections between attitudes, group norms, and behaviour in bullying situations (2004, background): “As research on participant roles (Salmivalli, 2001) has shown, it is common to join in bullying, or encourage the bully by laughing or gathering around to ‘‘see the show’’.”
Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools (2014, background): “Additionally, adolescent bystanders may separate themselves from a bullied peer to avoid being bullied (Salmivalli, 2001).”
Exclusion in Girls' Peer Groups: Ethnographic Analysis of Language Practices on the Playground (2002, methodology): “It provides among the first documentations of the language children use to execute the activity of peer victimization; with some exceptions [Cadigan, 2002] the few qualitative studies available rely on focus groups of interviews for data collection [Owens et al., 2001; Salmivalli, 2001].”
Mixed methods research in school psychology: A mixed methods investigation of trends in the literature (2008, background): “Research on bullying typically identifies conflicting information between attitudes and actual observed behavior of victims and bullies (Salmivalli, 2001).”
Bullying and the Big Five (2003, background): “[0143–0343 (200305) 24:2; 131–146; 033774] victimization occur in order to understand them (Salmivalli, 2001).”
Update on bullying at school: Science forgotten? (2007, unknown): “However, observers are not neutral (Salmivalli, 2001).”