Introduction: A Social-Ecological Framework of Bullying Among Youth.

By Susan M. Swearer, Dorothy Espelage. 2004

294 citations recorded by the source corpus.

Subfields: Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f56cb1909e42470d011f24b5b258e64d06aa84bd

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Citations in the corpus

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).”
A review of research on bullying and peer victimization in school: An ecological system analysis☆ (2012, background): “This assertion is related to studies that consistently found that youth who are involved in bullying in school experience problems in multiple areas, such as the family, peer group, school, and neighborhood/community (Swearer & Espelage, 2004).”
Hidden Forms of Victimization in Elementary Students Involved in Bullying (2007, methodology): “This type of assessment component is consistent with a data-based decision-making model that provides schools with guidelines for how to select bullying prevention and intervention programs for the school based on assessment data collected within a particular school (Swearer & Espelage, 2004).”
Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. (2015, background): “Accordingly, researchers have argued for the utility of a social-ecological framework in understanding school bullying (Espelage, Rao, & de la Rue, 2013; Espelage & Swearer, 2010; Hong & Garbarino, 2012; Swearer & Espelage, 2004; Swearer et al., 2012).”
Bullying Perpetration and Victimization in Special Education: A Review of the Literature (2011, background): “Bullying can only be understood in relations among individuals, families, peer groups, schools, communities, and cultures (Smith, 2004; Swearer & Espelage, 2004).”
Why Do Bystanders of Bullying Help or Not? A Multidimensional Model (2013, background): “Studies clearly indicate that onlookers can play different roles in the bullying process (e.g., Pepler & Craig, 1995; Swearer & Espelage, 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.”
Associations Among Empathy, Social Competence, & Reactive/Proactive Aggression Subtypes (2007, background): “Recently, much discussion has focused on adolescent aggression, both in research and school settings (Swearer and Espelage, 2004; Werner and Nixon, 2005).”
Classroom Management, Bullying, and Teacher Practices. (2010, background): “Twemlow and Fonagy (2005) defined a bullying teacher as “one who uses his or her power to punish, manipulate, or disparage a student beyond what would be a reasonable disciplinary procedure” (p. 2387). Twemlow, Fonagy, Sacco, and Brethour (2006) found in a survey of 116 elementary school teachers th”
Bullying Participant Behaviors Questionnaire (BPBQ): Establishing a Reliable and Valid Measure (2016, background): “Bullying behaviors are complex and need to be understood within the larger social context in which they take place (Swearer & Doll, 2001; Swearer & Espelage, 2011; Unnever & Cornell; 2003).”