Bully/victim problems in school: Facts and intervention
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The longstanding definition of traditional bullying has three basic components: intent to harm, repetition and a power imbalance between the victim and the perpetrator.
“The longstanding definition of traditional bullying has three basic components: intent to harm, repetition and a power imbalance between the victim and the perpetrator (Olweus, 1997).”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Olweus, 1997
Intentional harm is common to existing conceptualizations of cyberbullying and to the established definition of traditional bullying on which they are based.
“Intentional harm is common to existing conceptualizations of cyberbullying and to the established definition of traditional bullying on which they are based (Olweus, 1997;Peter & Petermann, 2018;Tokunaga, 2010).”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Olweus, 1997
Repetition is a well-established criterion for traditional bullying, but debate regarding its nature and importance in characterizing cyberbullying is ongoing.
“Repetition is a well-established criterion for traditional bullying, however, debate regarding its nature and importance in characterizing cyberbullying is ongoing (Dooley et al., 2009;Langos, 2012;Olweus, 1997;Tokunaga, 2010).”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Olweus, 1997
Being the victim of cyberbullying is associated with a high probability of engaging in cyberbullying perpetration.
“First, being the victim of cyberbullying is associated with a high probability of engaging in cyberbullying perpetration.”
From Cyberbullying through the lens of social influence: Predicting cyberbullying perpetration from perceived peer-norm, cyberspace regulations and ingroup processes (2020) · cites this paper as Olweus, 1997
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- Authors
- Olweus, D.
- Affiliations
- University of Bergen (NO)
- Corresponding author
- Olweus, Dan
- ORCID
- Olweus, Dan
- Venue
- European Journal of Psychology of Education
- Published
- 1997-12
- Volume
- 12
- Issue
- 4
- Pages
- 495-510
- ISSN
- 0256-2928 (ISSN-L)
- 1878-5174
- OpenAlex
- W2003619446
- Cited by
- 724
- References
- 50
- Citations by year
- 2026: 19 · 2025: 30 · 2024: 46 · 2023: 38 · 2022: 52 · 2021: 60 · 2020: 39 · 2019: 44 · 2018: 40 · 2017: 28 · 2016: 46 · 2015: 28 · 2014: 38 · 2013: 44 · 2012: 23
- FWCI
- 2.13
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- European Journal of Psychology of Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
- Social Sciences › Sociology and Political Science › Education for Peace and Conflict Resolution
- Keywords
- bullying, school bullying, bullying victims, school-based intervention, antisocial behavior, vandalism, truancy, teacher and parent involvement, bullying prevalence, Scandinavia
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