Referencias

• Archer, J. & Coyne, S. (2005). An Integrated Review of Indirect, Relational, and Social Aggression. Personality and Social Psychology Review, 9 (3), 212–230.
   PubMed Web of Science ®Google Scholar
• Aronson, E. (2000). Nobody left to hate: Teaching compassion after Columbine. Nueva York: Freeman and Company.
   Google Scholar
• Booker, K. C. (2004). Exploring school belonging and academic achievement in African American adolescents. Curriculum and Teaching Dialogue, 6 (2), 131–143.
   Google Scholar
• Bustillos, A., Silván-ferrero, M. P., Gaviria, E. & Morales, J. F. (2008). Variables psicosociales y acoso escolar: el papel de las normas de grupo y la identificación grupal. Revista de Psicología Social, 23 (2), 151–161.
   Web of Science ®Google Scholar
• Cangas, A. J., Gázquez, J. J., Pérez-fuentes, M. C., Padilla, D. & Miras, F. (2007). Evaluación de la violencia escolar y su afectación personal en una muestra de estudiantes europeos. Psicothema, 19 (1), 114–119.
   PubMedGoogle Scholar
• Cosgaya, L., Nolte, M., Martínez-pampliega, A., Sanz, M & Iraurgi, I. (2008). Conflicto interparental, relaciones padres-hijos e impacto emocional en los hijos. Revista de Psicología Social, 23 (1), 29–40.
   Web of Science ®Google Scholar
• Cox, A. & Williams, L. (2008). The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation. Journal of Sport & Exercise Psychology, 30, 222–239.
   PubMed Web of Science ®Google Scholar
• Coyne, S. M., Archer, J. & Hésela, M. (2006). “We're not friends anymore! Unless…”: The frequency and harmfulness of indirect, relational, and social aggression. Aggressive Behavior, 32, 294–307.
   Web of Science ®Google Scholar
• Craig, W. M., Henderson, J. G. & Murphy, J. G. (2000). Prospective teachers' attitudes toward bullying and victimization. School Psychology International, 21 (1), 5–21.
   Web of Science ®Google Scholar
• Danielsen, A. G., Samdal, O., Hetland, J. & Wold, B. (2009). School-related social support and students' perceived life satisfaction. The Journal of Educational Research, 102 (4), 303–318.
   Web of Science ®Google Scholar
• Demaray, M. K. & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies and bully/victims in an urban middle school. School Psychology Review, 32 (3), 471–489.
   Web of Science ®Google Scholar
• Demaray, M. K., Malecki, C. K. & Delong, L. K. (2006). Support in the lives of aggressive students, their victims and their peers. En S. R. Jimerson & H. Furlong, Handbook of school violence and school safety: From research to practice (pp. 21–29). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Espelage, D. L. & Swearer, S. M. (Eds.) (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Furlong, M. J., Chung, A., Bates, M. & Morrison, R. L. (1995). Who are the victims of school violence? A comparison of student non-victims and multi-victims. Education and Treatment of Children, 18, 282–298.
   Google Scholar
• Georgiou, S. N. (2008), Bullying and victimization at school: the role of mothers, British Journal of Educational Psychology, 78 (1), 109–125.
   PubMed Web of Science ®Google Scholar
• Goodenow, C. (1993). The Psychological Sense of School Membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30 (1), 79–90.
   Web of Science ®Google Scholar
• Gutiérrez, M., Clemente, A. & Musitu, G. (1990). La integración escolar: un análisis a partir de la edad de los alumnos. Revista de Psicología de la Educación, 11 (4), 73–87.
   Google Scholar
• Hodges, E. V., Malone, M. J. & Perry, D. G. (1997). Individual risk and social risk as interacting determinants of victimization in the peer group. Developmental Psychology, 33 (6), 1032–1039.
   PubMed Web of Science ®Google Scholar
• Holt, M. K. & Espelage, D. L. (2003). A cluster analytic investigation of victimization among high school students: are profiles differentially associated with psychological symptoms and school belonging? En M. J. Elias & J. E. Zins (Eds.), Bullying, peer harassment and victimization in the schools: the next generation of prevention (pp. 81–98). Nueva York: Haworth Press.
   Google Scholar
• Holt, M. K. & Espelage, D. L. (2007). Perceived social support among bullies, victims, and bully-victims. Journal of Youth and Adolescence, 36 (8), 984–994.
   Web of Science ®Google Scholar
• Hughes, J. N., Cavell, T. A. & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39, 289–301.
   Web of Science ®Google Scholar
• Hughes, J. N., Cavell, T.A. & Willson, V. (2001). Further support from the development significance of the quality of the teacher-student relationship. Journal of School Psychology, 39, 289–301.
   Web of Science ®Google Scholar
• Jiménez, T. I., Moreno, D., Murgui, S. & Musitu, G. (2008). Factores psicosociales relacionados con el estatus social del alumno en el aula: el rol de la reputación social, la amistad, la conducta violenta y la relación con el profesor. International Journal of Psychology and Psychological Therapy, 8 (2), 227–236.
   Google Scholar
• Jiménez, T. I., Musitu, G. & Murgui, S. (2006). Funcionamiento y comunicación familiar y consumo de sustancias en la adolescencia: el rol mediador del apoyo social. Revista de Psicología Social, 21 (1), 21–34.
   Google Scholar
• Kuperminc, G. P., Leadbeater, B. J. & Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39, 141–159.
   Web of Science ®Google Scholar
• Lin, N., Dean, A. & Ensel, W. M. (1986). Social support, life events and depression. Nueva York: Academic Press.
   Google Scholar
• Marini, Z. A., Dane, A. V., Bosaki, S. L. & Ylc-Cura (2006). Direct and Indirect bullyvictims: differential psychosocial risk factors associated with adolescents involved in bullying and victimization. Aggressive Behavior, 32, 551–569.
   Web of Science ®Google Scholar
• Martínez-ferrer, B., Murgui, S., Musitu, G. & Monreal, M. C. (2008). El rol del apoyo parental, las actitudes hacia la escuela y la autoestima en la violencia escolar en adolescentes. Internacional Journal of Clinical and Health Psychology, 8 (3), 679–692.
   Google Scholar
• Mcgraw, K., Moore, S., Fuller, A. & Bates, G. (2008). Family, peer and school connectedness in final year secondary school students. Australian Psychologist, 43 (1), 27–37.
   Web of Science ®Google Scholar
• Mckimmie, B. M., Jimmieson, N. L., Mathews, R. & Moffat, K. (2009). Social support and fires in the workplace: A preliminary investigation. Work: Journal of Prevention, Assessment & Rehabilitation, 32 (1), 59–68.
   Web of Science ®Google Scholar
• Nicolaides, S., Toda, Y. & Smith, P. K. (2002). Knowledge and attitudes about school bullying in trainee teachers. British Journal of Educational Psychology, 72, 105–118.
   PubMed Web of Science ®Google Scholar
• Olweus, D. (1993). Bullying at school. What we Know and we can do. Oxford: Lackwell. (Trad. cast.: Conductas de acoso y amenaza entre escolares. Madrid: Morata, 1998.).
   Google Scholar
• Ortega, R. (2006). Programas de prevención e intervención dirigidos a los alumnos. En A. Serrano (Ed.), Acoso y Violencia en la Escuela (pp. 243–264). Barcelona: Ariel.
   Google Scholar
• Ozer, E. J. (2005). The impact of violence on urban adolescents: Longitudinal Effects of perceived school connection and family support. Journal of Adolescent Research, 20 (2), 167–192.
   Web of Science ®Google Scholar
• Rigby, K. (2000). Effects of peer victimization in schools and perceived social support on adolescent well-being. Journal of Adolescence, 23, 57–68.
   PubMed Web of Science ®Google Scholar
• Rigby, K. (2004). Addressing bullying in schools. Theoretical perspectives and their implications. School Psychology International, 25 (3), 287–300.
   Web of Science ®Google Scholar
• Rigby, K. & Bagshaw, D. (2003). Prospects of Adolescent Students collaborating with teachers in addressing issues of bullying and conflict in schools. Educational Psychology, 23 (5), 535–546.
   Google Scholar
• Sanchez-Queijada, I. & Oliva, A. (2003). Vínculos de apego con los padres y relaciones con los iguales durante la adolescencia. Revista de Psicología Social, 18 (1), 71–86.
   Google Scholar
• Smith, P. K. (1999). England and Wales. En P. K. Smith, Y. Morita, J. Jurgen-Tas, D. Olweus, R. Catalana & P. Slee (Eds.), The nature of school bullying: a cross-national perspective (pp. 68–90). Londres: Routledge.
   Google Scholar
• Smith, P. K. (2007). Investigación sobre “bullying en los centros educativos”: los primeros 25 años. En S. Yubero, E. Larrañaga & A. Blanco (Coords.), Convivir con la violencia (pp. 165–190). Cuenca: Servicio de Publicaciones. UCLM.
   Google Scholar
• Topa-Cantiasano, G. & Morales, J. F. (2007). Burnout and Group identification: The role of social support in structural equation model. International Journal of Clinical and Health Psychology, 7 (2), 337–348.
   Google Scholar
• Topa-Cantisano, G., Moriano, J. A. & Morales, J. F. (2008). Social identity and perceived support in organizations: Their effects on citizenship behaviors. Revista Interamericana de Psicología, 42 (2), 363–370.
   Google Scholar
• Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., Verhulst, F. C. & Ormel, J. (2005). Bullying and victimization in elementary schools: a comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41 (4), 672–682.
   PubMed Web of Science ®Google Scholar
• Wentzel, K. R. (2002). Are affective teachers like good parents? Teaching styles and student adjustement in early adolescence. Child Development, 73, 287–301.
   PubMed Web of Science ®Google Scholar
• Yoon, J. S. & Kerber, K. (2003). Bullying: Elementary teachers' attitudes and intervention strategies. Research in Education, 69, 27–35.
   Google Scholar
• Young, E. L., Boye, A. E. & Nelson, D. A. (2006). Relational aggression: understanding, identifying, and responding in schools. Psychology in the Schools, 43 (3), 297–312.
   Web of Science ®Google Scholar
• Zettergren, P. (2003). School adjustement in adolescence for previously rejected, average, and popular children. British Journal of Educational Psychology, 73, 207–221.
   PubMed Web of Science ®Google Scholar