Victims of Bullying in Schools

References

• Archer, J., & Coyne, S. (2005). An integrated review of indirect, relational, and social aggression. Personality and Social Psychology Review, 9, 212–230.
   PubMed Web of Science ®Google Scholar
• Astor, R., Meyer, H., & Behre, W. (1999). Unowned spaces and times: Maps and interviews about violence in high schools. American Educational Research Journal, 36, 3–42.
   Web of Science ®Google Scholar
• Bradshaw, C. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322–332.
   PubMed Web of Science ®Google Scholar
• Bradshaw, C., Sawyer, A., & O'Brennan, L. (2009). A social disorganization perspective on bullying-related attitudes and behaviors: the influence of school context. American Journal of Community Psychology, 43, 204–220.
   PubMed Web of Science ®Google Scholar
• Burk, L., Armstrong, J., Park, J., Zahn-Waxler, C., Klein, M., & Essex, M. (2010). Stability of early identified aggressive victim status in elementary school and associations with later mental health problems and functional impairments. Journal of Abnormal Child Psychology, 39, 225–238.
   Web of Science ®Google Scholar
• Card, N., Stucky, B., Sawalani, G., & Little, T. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185–1229.
   PubMed Web of Science ®Google Scholar
• Cunningham, C., Vaillancourt, T., Rimas, H., Deal, K., Cunningham, L., Short, K., & Chen, Y. (2009). Modeling the bullying prevention program preferences of educators: A discrete choice conjoint experiment. Journal of Abnormal Child Psychology, 37, 929–943.
   PubMed Web of Science ®Google Scholar
• Echols, L. (2015). Social consequences of academic teaming in middle school: The influence of shared coursetaking on peer victimization. Journal of Educational Psychology, 107, 273–283.
   Web of Science ®Google Scholar
• Eisenberger, N. (2012). The pain of social disconnection: Examining the shared neural underpinnings of physical and social pain. Neuroscience, 13, 421–434.
   PubMed Web of Science ®Google Scholar
• Espinoza, Gonzales, N., & Fuligni, A. (2013). Daily school peer victimization experiences among Mexican-American adolescents: Associations with psychosocial, physical, and school adjustment. Journal of Youth & Adolescence, 42, 1775–1788.
   PubMed Web of Science ®Google Scholar
• Farmer, T., McAuliffe, M., & Hamm, J. (2011). Revealing the invisible hand: The roof teachers in children's peer experiences. Journal of Applied Developmental Psychology, 32, 247–256.
   Web of Science ®Google Scholar
• Frey, K., Hirschstein, M., Edstrom, L., & Snell, J. (2009). Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation. Journal of Educational Psychology, 101, 466–481.
   Web of Science ®Google Scholar
• Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics, 132, 720–729.
   PubMed Web of Science ®Google Scholar
• Gladden, R., Vivolo-Kantor, A., Hamburger, M., & Lumpkin, C. (2014). Bullying surveillance among youths: Uniform definitions for public health and recommended data elements, Version 1.0. Atlanta, GA: Centers for Disease Control and U.S. Department of Education.
   Google Scholar
• Graham, S., Bellmore, A., & Mize, J. (2006). Aggression, victimization, and their co-occurrence in middle school. Journal of Abnormal Child Psychology, 34, 363–378.
   PubMed Web of Science ®Google Scholar
• Graham, S.Bellmore, A.Nishina, A., & Juvonen, J. (2009). “It must be me”: Ethnic diversity and attributions for victimization in middle school. Journal of Youth and Adolescence, 38, 487–499.
   PubMed Web of Science ®Google Scholar
• Graham, S., & Juvonen, J. (1998). Self-blame and peer victimization in middle school: An attributional analysis. Developmental Psychology, 34, 587–599.
   PubMed Web of Science ®Google Scholar
• Hamm, J., Farmer, T., Dadisman, K., Gravele, M., & Murray, A. (2011). Teachers' attunement to students' peer group affiliation as a source of improved student experiences of the school social-affective context following the middle school transition. Journal of Applied Developmental Psychology, 32, 27–277.
   Web of Science ®Google Scholar
• Hodges, E., Boivin, M., Vitaro, F., & Bukowski, W. (1999). The power of friendship: Protection against an escalating cycle of peer victimization. Developmental Psychology, 35, 94–101.
   PubMed Web of Science ®Google Scholar
• Hymel, S., & Swearer, S. (2015). For decades of research on school bullying. American Psychologist, 70, 293–299.
   PubMed Web of Science ®Google Scholar
• Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65, 159–185.
   PubMed Web of Science ®Google Scholar
• Juvonen, J., Nishina, A., & Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science, 17, 393–400.
   PubMed Web of Science ®Google Scholar
• Juvonen, J., Wang, Y., & Espinoza, G. (2011). Bullying experiences and compromised academic performance across middle school grades. Journal of Early Adolescence, 31, 152–173.
   Web of Science ®Google Scholar
• Karna, A., Voetan, M., Little, T., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large scale evaluation of the KiVA anti-bullying program: Grades 4–6. Child Development, 82, 311–330.
   PubMed Web of Science ®Google Scholar
• Knack, J., Jensen-Campbell, L., & Baum, A. (2011). Worse than sticks and stones? Bullying is associated with altered HPA axis functioning and poorer health. Brain and Cognition, 77, 183–190.
   PubMed Web of Science ®Google Scholar
• Kochenderfer, B., & Ladd, G. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67, 1305–1317.
   PubMed Web of Science ®Google Scholar
• Leadbeater, B., & Sukhawathanakul, P. (2011). Multicomponent programs for reducing peer victimization in early elementary school: A longitudinal evaluation of WITS primary program. Journal of Community Psychology, 39, 606–620.
   Web of Science ®Google Scholar
• Limber, S. (2011). Development, evaluation, and future directions of the Olweus bullying prevention program. Journal of School Violence, 10, 71–87.
   Google Scholar
• McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70(4), 300–310.
   PubMed Web of Science ®Google Scholar
• Merrell, K., Gueldner, B., Ross, S., & Isava, D. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23, 26–42.
   Web of Science ®Google Scholar
• Mertens, S., & Flowers, N. (2003). Middle school practices improve student achievement in high poverty schools. Middle School Journal, 35, 33–43.
   Google Scholar
• Monks, C., Smith, P., & Swettenham, J. (2003). Aggressors, victims, and defenders in preschool. Merrill Palmer Quarterly, 49, 453–469.
   Web of Science ®Google Scholar
• Nakamoto J., & Schwartz D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19, 221–242.
   Web of Science ®Google Scholar
• Nishina, A., Juvonen, J., & Witkow, M. (2005). Sticks and stones may break my bones, but names will make me feel sick: The psychosocial, somatic, and scholastic consequences of peer harassment. Journal of Clinical Child & Adolescence, 34, 37–48.
   PubMed Web of Science ®Google Scholar
• Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.
   Google Scholar
• Pepler, D., Craig, W., & O'Connell, P. (2010). Peer processes in bullying: Informing revention and intervention strategies. In S. Jimerson, S. Swearer, & D. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 469–479). New York, NY: Routledge.
   Google Scholar
• Perren, S., Ettekal, I., & Ladd, G. (2013). The impact of peer victimization on later maladjustment: Mediating and moderating effects of hostile and self-blaming attributions. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54, 46–55.
   PubMed Web of Science ®Google Scholar
• Pozzoli, T., & Gini, G. (2010). Active defending and passive bystander behavior in bullying: The role of personal characteristics and perceived peer pressure. Journal of Abnormal Child Psychology, 38, 815–827.
   PubMed Web of Science ®Google Scholar
• Prinstein, M., Cheah, C., & Guyer, A. (2005). Peer victimization, cue interpretation, and internalizing symptoms: Preliminary concurrent and longitudinal findings for children and adolescents. Journal of Clinical Child & Adolescent Psychology, 34, 11–24.
   PubMed Web of Science ®Google Scholar
• Reijntjes, A., Kamphuis, J., Prinzie, P., & Telch, M. (2010). Peer victimization and internalizing problems in children: a meta-analysis of longitudinal studies. Child Abuse & Neglect, 34, 244–252.
   PubMed Web of Science ®Google Scholar
• Rodkin, P., Espelage, D., & Hanish, L. (2015). A relational framework for understanding bullying: Developmental antecedents and outcomes. American Psychologist, 70, 311–321.
   PubMed Web of Science ®Google Scholar
• Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15, 112–120.
   Web of Science ®Google Scholar
• Schwartz, D., Proctor, L. J., & Chien, D. H. (2001). The aggressive victim of bullying: Emotional and behavioral dysregulation as a pathway to victimization by peers. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 147–174). New York, NY: Guilford Press.
   Google Scholar
• Swearer, S., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. American Psychologist, 70, 344–353.
   PubMed Web of Science ®Google Scholar
• Troop-Gordon, W. (2015). The role of the classroom teacher in the lives of children victimized by peers. Child Development Perspectives, 9, 55–60.
   Web of Science ®Google Scholar
• Ttofi, M., & Farrington, D. (2011). Effectiveness of school-based programs to reduce bullying: A systematic meta-analytic review. Journal of Experimental Criminology, 7, 27–56.
   Web of Science ®Google Scholar
• Unever, J. (2005). Bullies, aggressive victims, and victims: Are they distinct groups? Aggressive Behavior, 31, 153–171.
   Web of Science ®Google Scholar
• US Commission on Civil Rights. (2011). Peer-to-peer violence+bullying: Examining the federal response. Washington, DC: Author.
   Google Scholar
• Yeung, R., & Leadbeater, B. (2010). Adults make a difference: The protective effects of parent and teacher emotional support on emotional and behavioral problems of peer-victimized adolescents. Journal of Community Psychology, 38, 80–98.
   Web of Science ®Google Scholar
• Yeung, R., & Leadbeater, B. (2012). Peer victimization and internalizing symptoms from adolescence into young adulthood: building strength through emotional support. Journal of Research on Adolescence, 23, 290–303.
   Web of Science ®Google Scholar