The DOI matches its Crossref record; 85 of the 85 references it cites were found in a registry or an index.
Bullying in schools: the state of knowledge and effective interventions
Open accessAbstract
During the school years, bullying is one of the most common expressions of violence in the peer context. Research on bullying started more than forty years ago, when the phenomenon was defined as 'aggressive, intentional acts carried out by a group or an individual repeatedly and over time against a victim who cannot easily defend him- or herself'. Three criteria are relevant in order to define aggressive behaviour as bullying: (1) repetition, (2) intentionality and (3) an imbalance of power. Given these characteristics, bullying is often defined as systematic abuse of power by peers. It is recognised globally as a complex and serious problem. In the present paper, we discuss the prevalence, age and gender differences, and various types of bullying, as well as why it happens and how long it lasts, starting from the large surveys carried out in western countries and to a lower extent in low- and middle-income countries. The prevalence rates vary widely across studies; therefore, specific attention will be devoted to the definition, time reference period and frequency criterion. We will also focus on risk factors as well as short- and long-term outcomes of bullying and victimisation. Finally, a section will be dedicated to review what is known about effective prevention of bullying.
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Cites
Bullying at school: what we know and what we can do
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Relational Aggression, Gender, and Social-Psychological Adjustment
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“Victimisation is also related to numerous interpersonal difficulties such as peer rejection, low peer acceptance, having few or no friends, and negative friendship quality (Cook et al., 2010; Hawker & Boulton, 2000).”
BackgroundPoly-victimization: A neglected component in child victimization
Finkelhor, D., Ormrod, R. K., & Turner, H. A. (2007) · Child Abuse & Neglect · doi:10.1016/j.chiabu.2006.06.008 · Cited by 2,047
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Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation
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“In a meta-analysis by Cook et al. (2010) family factors were, on average, only weakly related to bullying; however, several family factors such as parental conflict, monitoring and family SES were examined together rather than separately.”
BackgroundInfluentialBullying and the peer group: A review
Salmivalli, C. (2010) · Aggression and Violent Behavior · doi:10.1016/j.avb.2009.08.007 · Cited by 1,757
Self-citationAggression in the schools : bullies and whipping boys
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Bullying Prevalence Across Contexts: A Meta-analysis Measuring Cyber and Traditional Bullying
Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014) · Journal of Adolescent Health · doi:10.1016/j.jadohealth.2014.06.007 · Cited by 1,659
Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review
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Cited by
Stanaway, J. D., Afshin, A., Gakidou, E., Lim, S. S., Abate, D., Abate, K. H., Abbafati, C., Abbasi, N., Abbastabar, H., Abd-Allah, F., et al. (2018) · The Lancet · doi:10.1016/s0140-6736(18)32225-6 · Cited by 4,943
Consistency of gender differences in bullying in cross-cultural surveys
Smith, P. K., López-Castro, L., Robinson, S., & Görzig, A. (2019) · Aggression and Violent Behavior · doi:10.1016/j.avb.2018.04.006 · Cited by 345
De France, K., Hancock, G. R., Stack, D. M., Serbin, L. A., & Hollenstein, T. (2022) · American Psychologist · doi:10.1037/amp0000838 · Cited by 170
Chen, Q., Chan, K. L., Guo, S., Chen, M., Lo, C. K.-M., & Ip, P. (2023) · Trauma, Violence, & Abuse · doi:10.1177/15248380221082090 · Cited by 60
An Evaluation of the KiVa Anti-bullying Program in New Zealand
Green, V. A., Woods, L., Wegerhoff, D., Harcourt, S., & Tannahill, S. (2020) · International Journal of Bullying Prevention · doi:10.1007/s42380-019-00034-6 · Cited by 31
Metadata
- Authors
- Menesini, E., & Salmivalli, C.
- Venue
- Psychology, Health & Medicine
- Publisher
- Informa UK Limited
- Published
- 2017-01-24
- Volume
- 22
- Issue
- sup1
- Pages
- 240-253
- ISSN
- 1354-8506 (ISSN-L)
- 1465-3966
- OpenAlex
- W2582137666
- Cited by
- 804
- References
- 85
- FWCI
- 77.01
- Type
- journal article
- Language
- en
- Open access
- hybrid
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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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