The DOI matches its Crossref record; 129 of the 129 references it cites were found in a registry or an index.
Understanding the psychology of bullying: Moving toward a social-ecological diathesis–stress model.
Abstract
With growing recognition that bullying is a complex phenomenon, influenced by multiple factors, research findings to date have been understood within a social-ecological framework. Consistent with this model, we review research on the known correlates and contributing factors in bullying/victimization within the individual, family, peer group, school and community. Recognizing the fluid and dynamic nature of involvement in bullying, we then expand on this model and consider research on the consequences of bullying involvement, as either victim or bully or both, and propose a social-ecological, diathesis-stress model for understanding the bullying dynamic and its impact. Specifically, we frame involvement in bullying as a stressful life event for both children who bully and those who are victimized, serving as a catalyst for a diathesis-stress connection between bullying, victimization, and psychosocial difficulties. Against this backdrop, we suggest that effective bullying prevention and intervention efforts must take into account the complexities of the human experience, addressing both individual characteristics and history of involvement in bullying, risk and protective factors, and the contexts in which bullying occurs, in order to promote healthier social relationships.
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Cites
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Cited by
Bullying in schools: the state of knowledge and effective interventions
Menesini, E., & Salmivalli, C. (2017) · Psychology, Health & Medicine · doi:10.1080/13548506.2017.1279740 · Cited by 804
Four decades of research on school bullying: An introduction.
Hymel, S., & Swearer, S. M. (2015) · American Psychologist · doi:10.1037/a0038928 · Cited by 662
Self-citationWhat works in anti-bullying programs? Analysis of effective intervention components
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021) · Journal of School Psychology · doi:10.1016/j.jsp.2020.12.002 · Cited by 333
Kim, S., Colwell, S. R., Kata, A., Boyle, M. H., & Georgiades, K. (2018) · Journal of Youth and Adolescence · doi:10.1007/s10964-017-0678-4 · Cited by 162
Underwood, M. K., & Ehrenreich, S. E. (2017) · American Psychologist · doi:10.1037/a0040429 · Cited by 144
Metadata
- Authors
- Swearer, S. M., & Hymel, S.
- Venue
- American Psychologist
- Published
- 2015
- Volume
- 70
- Issue
- 4
- Pages
- 344-353
- ISSN
- 0003-066X (ISSN-L)
- 1935-990X
- OpenAlex
- W340758684
- Cited by
- 666
- References
- 129
- FWCI
- 66.22
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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