Skip to main content
SpringerLink
Log in
Book cover

School Violence and Primary Prevention pp 295–322Cite as

Bullies and Victims at School: Perspectives and Strategies for Primary Prevention

  • Chapter

The present chapter addresses bullying and victimization from an ecological perspective. The assumption of a multilevel approach allows for identifying several layers of complexity and, consequently, different levels for intervention strategies. First we introduce bullying and victimization, addressing three main topics: a critical review of what these phenomena involve, the notions of prevention and promotion as intervention goals, and the contextualization of bullying and victimization within the emerging peer culture of early adolescence. Then, the next section presents a layered analysis identifying four levels of complexity: the individual, the dyad, the peer group, and the institution, incorporating a developmental perspective; implications for interventions at each of these levels are included. Finally, the last section presents some guidelines for intervention based on literature on implementation and our own work in school-based bullying prevention.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Abecassis, M. (2003). I hate you just the way you are: Exploring the formation, maintenance and need for enemies. New Directions for Child and Adolescent Development, 102, 5–22.

    PubMed  Google Scholar 

  • Adler, P. A. & Adler, P. (1998). Peer Power. Preadolescent Culture and Identity. New Jersey: Rutgers University Press.

    Google Scholar 

  • Allen, J., Porter, M., McFarland, F., Marsh, P., & McElhaney, K. (2005). The two faces of adolescents’ success with peers: Adolescent popularity, social adaptation, and deviant behavior. Child Development, 76, 747–760.

    PubMed  Google Scholar 

  • American Association of University Women Educational Foundation (2001). Hostile Hallways: Bullying, Teasing, and Sexual Harassment in School. Washington, DC: American Association of University Women.

    Google Scholar 

  • Aron, A. & Milicic, N. (1999). Clima social escolar y desarrollo personal: Un programa de mejoramiento. Santiago: Andres Bello.

    Google Scholar 

  • Bellmore, A., Witkow, M., Graham, S., & Juvonen, J. (2004). Beyond the individual: The impact of ethnic context and classroom behavioral norms on victims’ adjustment. Developmental Psychology, 40, 1159–1172.

    PubMed  Google Scholar 

  • Berger, C., Milicic, N., Alcalay, L., & Torretti, A. (2001). Adolescencia y Género: la voz y la fuerza de esta etapa vital. Revista Sociotam, 11, 9–42.

    Google Scholar 

  • Berger, S. K. (2007) Update on bullying at school: Science forgotten? Developmental Review, 27, 90–126.

    Google Scholar 

  • Birch, S. & Ladd, G. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79.

    Google Scholar 

  • Boulton, M. J. (1997). Teachers’ views on bullying: Definitions, attitudes and ability to cope. British Journal of Educational Psychology, 67, 223–233.

    PubMed  Google Scholar 

  • Boulton, M. J. (1999). Concurrent and longitudinal relations between children’s playground behavior and social preference, victimization, and bullying. Child Development, 70, 944–954.

    PubMed  CAS  Google Scholar 

  • Boxer, P., Goldstein, S., Musher-Eizenman, D., Dubow, E., & Heretick, D. (2005). Developmental issues in school-based aggression prevention from a social-cognitive perspective. The Journal of Primary Prevention, 26, 383–400.

    PubMed  Google Scholar 

  • Bronfenbrenner, U. (1979). The Ecology of Human Development. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Bukowski, W. & Sippola, L. (2005). Friendship and development: Putting the most human relationship in its place. In L. Jensen & R. Larson (Eds.), New Horizons in Developmental Theory and Research (pp. 91–98). San Francisco: Jossey-Bass.

    Google Scholar 

  • Bukowski, W. M., Sippola, L. K., & Newcomb, A. F. (2000). Variations in patterns of attraction to same- and other-sex peers during early adolescence. Developmental Psychology, 36, 147–154.

    PubMed  CAS  Google Scholar 

  • Chang, L. (2004). The role of classroom norms in contextualizing the relations of children’s social behaviors to peer acceptance. Developmental Psychology, 40, 691–702.

    PubMed  Google Scholar 

  • Cillessen, A. H. N. & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75, 147–163.

    PubMed  Google Scholar 

  • Coie, J., Cillessen, A., Dodge, K., Hubbard, J., Schwartz, D., Lemerise, E., & Bateman, H. (1999). It takes two to fight: A test of relational factors and a method for assessing aggressive dyads. Developmental Psychology, 35, 1179–1188.

    PubMed  CAS  Google Scholar 

  • Cornejo, R. & Redondo, J. (2001). El clima escolar percibido por los alumnos de ensenanza media. Ultima Decada, 15, 11–52.

    Google Scholar 

  • Crick, N. & Dodge, K. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101.

    Google Scholar 

  • Crick, N. & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710–722.

    PubMed  CAS  Google Scholar 

  • Dishion, T. J., Spracklen, K. M., Andrews, D. W., & Patterson, G. R. (1996). Deviancy training in male adolescent friendships. Behavior Therapy, 27, 373–390.

    Google Scholar 

  • Doll, B., Song, S., & Siemers, E. (2004). Classroom ecologies that support or discourage bullying. In D. Espelage & S. Swearer (Eds.), Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention (pp. 161–183). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Drake, J. A., Price, J. H., Telljohann, S. K., & Funk, J. B. (2004) Principals’ perceptions and practices of school bullying prevention activities. Health Education & Behavior, 31, 372–387.

    Google Scholar 

  • Duncan, N. (1999). Sexual Bullying: Gender Conflict and Pupil Culture in Secondary Schools. New York: Routledge.

    Google Scholar 

  • Durlak, J. A. (1997). Successful Prevention Programs for Children and Adolescents. New York: Plenum.

    Google Scholar 

  • Durlak, J. A. (1998). Why program implementation is important. Journal of Prevention and Intervention in the Community, 17, 5–18.

    Google Scholar 

  • Edwards, D., Hunt, M., Meyers, J., Grogg, K., & Jarrett, O. (2005). Acceptability and student outcomes of a violence prevention curriculum. The Journal of Primary Prevention, 26, 401–418.

    PubMed  Google Scholar 

  • Elias, M. & Zins, J. (2003). Bullying, other forms of peer harassment, and victimization in schools: Issues for school psychology research and practice. Journal of Applied School Psychology, 19, 1–6.

    Google Scholar 

  • Elliot, D. & Mihalic, S. (2004). Issues in disseminating and replicating effective prevention programs. Prevention Science, 5, 47–53.

    Google Scholar 

  • Espelage, D. & Swearer, S. (Eds.). (2004). Bullying in American Schools. A Social-Ecological Perspective on Prevention and Intervention. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Espelage, D., Holt, M., & Henkel, R. (2003). Examination of peer-group contextual effects on aggression during early adolescence. Child Development, 74, 205–220.

    PubMed  Google Scholar 

  • Espelage, D., Mebane, S., & Swearer, S (2004). Gender differences in bullying: Moving beyond mean level differences. In D. Espelage & S. Swearer (Eds.), Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention (pp. 15–35). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Estell, D., Farmer, T., Pearl, R., Van Acker, R., & Rodkin, P. C. (2003). Heterogeneity in the relationship between popularity and aggression: Individual, group, and classroom influences. New Directions for Child and Adolescent Development, 101, 75–85.

    PubMed  Google Scholar 

  • Fagan, A. & Mihalic, S. (2003). Strategies for enhancing the adoption of school-based prevention programs: Lessons learned from the blueprints for violence prevention replications of the life skills training program. Journal of Community Psychology, 31, 235–253.

    Google Scholar 

  • Garandeau, C. & Cillessen, A. (2006). From indirect to invisible aggression: A conceptual view on bullying and peer group manipulation. Aggression and Violent Behavior, 11, 641–654.

    Google Scholar 

  • García, M. & Madriaza, P. (2005). Sentido y sinsentido de la violencia escolar: Análisis cualitativo del discurso de estudiantes chilenos. Psykhe, 14, 165–180.

    Google Scholar 

  • Goldbaum, S., Craig, W., Pepler, D., & Connolly, J. (2003). Developmental trajectories of victimization: Identifying risk and protective factors. Journal of Applied School Psychology, 19, 139–156.

    Google Scholar 

  • Gottfredson, G. D. & Gottredson, D. C. (2002). Quality of school-based prevention programs: Results from a national survey. Journal of Research in Crime and Delinquency, 39, 3–35.

    Google Scholar 

  • Graham, S. & Juvonen, J. (1998). Self-blame and peer victimization in middle school: An attributional analysis. Developmental Psychology, 34, 587–599.

    PubMed  CAS  Google Scholar 

  • Graham, S., Bellmore, A., & Juvonen, J. (2003). Peer victimization in Middle school: When self- and peer views diverge. Journal of Applied School Psychology, 19, 117–138.

    Google Scholar 

  • Gubbins, V. & Berger, C. (2004). Bases, conceptos y estrategias: una reflexión desde la perspectiva del desarrollo familiar. In V. Gubbins & C. Berger (Eds.), Pensar el Desarrollo Familiar: una Perspectiva Transdisciplinaria. Santiago: Lom Ediciones.

    Google Scholar 

  • Hamm, J. & Faircloth, B. (2005). The role of friendship in adolescents’ sense of school belonging. New Directions for Child and Adolescent Development, 107, 61–78.

    PubMed  Google Scholar 

  • Hansen, D., Larson, R., & Dworkin, J. (2003). What adolescents learn in organized youth activities: A survey of self-reported developmental experiences. Journal of Research on Adolescence, 13, 25–55.

    Google Scholar 

  • Hartup, W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67, 1–13.

    PubMed  CAS  Google Scholar 

  • Hawley, P. H., Little, T. D., & Rodkin, P. C. (Eds.). (2007). Aggression and Adaptation: The Bright Side to Bad Behavior. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Hodges, E., Malone, M., & Perry, D. (1997). Individual risk and social risk as interacting determinants of victimization in the peer group. Developmental Psychology, 33, 1032–1039.

    PubMed  CAS  Google Scholar 

  • Hodges, E. & Perry, D. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76, 677–685.

    PubMed  CAS  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  CAS  Google Scholar 

  • Holt, M. & Espelage, D. (2003). A cluster analytic investigation of victimization among high school students: Are profiles differentially associated with psychological symptoms and school belonging? Journal of Applied School Psychology, 19, 81–98.

    Google Scholar 

  • Holt, M. & Keyes, M. (2004). Teachers’ attitudes toward bullying. In D. Espelage & S. Swearer (Eds.), Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention (pp. 121–139). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Hunter, L., Elias, M. J., & Norris J. (2001). School-based violence prevention: Challenges and lessons learned from an action research project. Journal of School Psychology, 39, 161–175.

    Google Scholar 

  • Infantino, J. & Little, E. (2005). Students’ perceptions of classroom behaviour problems and the effectiveness of different disciplinary methods. Educational Psychology, 25, 491–508.

    Google Scholar 

  • Juvonen, J., Nishina, A., & Graham, S. (2001). Self-views versus peer perceptions of victim status among early adolescents. In J. Juvonen & S. Graham (Eds.), Peer Harassment in School: The Plight of the Vulnerable and Victimized (pp. 105–124). New York: Guilford.

    Google Scholar 

  • Kindlon, D. & Thompson, M. (1999). Raising Cain: Protecting the Emotional Life of Boys. New York: Ballantine.

    Google Scholar 

  • Kupersmidt, J. B., DeRossier, M., & Patterson, C. P. (1995). Similarity as the basis for children’s friendships: The roles of sociometric status, aggressive and withdrawn behavior, academic achievement, and demographic characteristics. Journal of Social and Personal Relationships, 12, 439–452.

    Google Scholar 

  • LaFontana, K. M. & Cillessen, A. H. N. (2002). Children’s perceptions of popular and unpopular peers: A multi-method assessment. Developmental Psychology, 38, 635–647.

    PubMed  Google Scholar 

  • Leff, S., Power, T., Costigan, T., & Manz, P. (2003). Assessing the climate of the playground and lunchroom: Implications for bullying prevention programming. School Psychology Review, 32, 418–430.

    Google Scholar 

  • Leff, S., Power, T., Manz, P., Costigan, T., & Nabors, L. (2001). School based aggression prevention programs for young children: Current status and implications for violence prevention. School Psychology Review, 30, 344–362.

    Google Scholar 

  • Leff, S., Kupersmidt, J., Patterson, C., & Power, T. (1999). Factors influencing teacher identification of peer bullies and victims. School Psychology Review, 28, 505–517.

    Google Scholar 

  • Limber, S. (2004). Implementation of the Olweus Bullying Prevention Program in American schools: Lessons learned from the field. In D. Espelage & S. Swearer (Eds.), Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention (pp. 351–363). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Little, E. (2005). Secondary school teachers’ perceptions of students’ problem behaviours. Educational Psychology, 25(4), 369–377.

    Google Scholar 

  • Maccoby, E. E. (1998). The Two Sexes: Growing up Apart, Coming Together. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Malecki, C. & Demaray, M. (2004). The role of social support in the lives of bullies, victims, and bully-victims. In D. Espelage & S. Swearer (Eds.), Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention (pp. 211–225). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • McMaster, L. E., Connolly, J., Pepler, D., & Craig, W. M. (2002). Peer to peer sexual harassment in early adolescence: A developmental perspective. Development and Psychopathology, 14, 91–105.

    PubMed  Google Scholar 

  • Mulvey, E. P. & Cauffman, E. (2001). The inherent limits of predicting school violence. American Psychologist, 56, 797–802.

    PubMed  CAS  Google Scholar 

  • Nangle, D., Erdley, C., Zeff, K., Stanchfield, L., & Gold, J. (2004). Opposites do not attract: Social status and behavior-style concordances and discordances among children and the peers who like or dislike them. Journal of Abnormal Child Psychology, 32, 425–434.

    PubMed  Google Scholar 

  • Nansel, T., Haynie, D., & Simons-Morton, B. (2003). The association of bullying and victimization with middle school adjustment. Journal of Applied School Psychology, 19, 45–62.

    Google Scholar 

  • Nesdale, D., Maass, A., Durkin, K., & Griffiths, J. (2005). Group norms, threat, and children’s racial prejudice. Child Development, 76, 652–663.

    PubMed  Google Scholar 

  • Nishina, A. (2004). A theoretical review of bullying: Can it be eliminated? In C. Sanders & G. Phye (Eds.), Bullying: Implications for the Classroom (pp. 36–62). San Diego: Elsevier Academic Press.

    Google Scholar 

  • O’Connell, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22, 437–452.

    PubMed  Google Scholar 

  • Olweus, D. (1978). Aggression in the Schools: Bullies and Whipping Boys. Washington, DC: Hemisphere Press.

    Google Scholar 

  • Olweus, D. (1993). Bullying at School. Oxford: Blackwell Publishers.

    Google Scholar 

  • Olweus, D. (2001). Peer harassment: A critical analysis and some important issues. In J. Juvonen & S. Graham (Eds.), Peer Harassment in School: The Plight of the Vulnerable and Victimized (pp. 1–20). New York: Guilford.

    Google Scholar 

  • Olweus, D., Limber, S., & Mihalic, S. (1999). The Bullying-Prevention Program: Blueprints for Violence Prevention. Boulder, CO: Center for the Study and Prevention of Violence.

    Google Scholar 

  • O’Moore, A. & Minton, S. (2005). Evaluation of the effectiveness of an anti-bullying programme in primary schools. Aggressive Behavior, 31, 609–622.

    Google Scholar 

  • Orpinas, P. & Horne, A. (2006). Bullying Prevention: Creating a Positive School Climate and Developing Social Competence. Washington, DC: American Psychological Association.

    Google Scholar 

  • Orpinas, P., Horne, A., & Staniszewski, D. (2003). School bullying: Changing the problem by changing the school. School Psychology Review, 32, 431–444.

    Google Scholar 

  • Owens, L., Daly, A., & Slee, P. (2005). Sex and age differences in victimization and conflict resolution among adolescents in a south Australian school. Aggressive Behavior, 31, 1–12.

    Google Scholar 

  • Parkhurst, J. T. & Hopmeyer, A. (1998). Sociometric popularity and peer-perceived popularity: Two distinct dimensions of peer status. Journal of Early Adolescence, 18, 125–144.

    Google Scholar 

  • Paul, J. & Cillessen, T. (2003). Dynamics of peer victimization in early adolescence: Results from a four-year longitudinal study. Journal of Applied School Psychology, 19, 25–44.

    Google Scholar 

  • Payne, A. & Gottfredson, D. (2004). Schools and bullying: School factors related to bullying and school based bullying interventions. In C. Sanders & G. Phye (Eds.), Bullying: Implications for the Classroom (pp. 159–176). San Francisco: Elsevier Academic Press.

    Google Scholar 

  • Pellegrini, A. D. (1998). Bullies and victims in school: A review and call for papers. Journal of Applied Developmental Psychology, 19, 165–176.

    Google Scholar 

  • Pellegrini, A. D. (2001). A longitudinal study of heterosexual relationships, aggression, and sexual harassment during the transition from primary school through middle school. Applied Developmental Psychology, 22, 119–133.

    Google Scholar 

  • Pellegrini, A. D. (2002). Bullying and victimization in middle school: A dominance relations perspective. Educational Psychologist, 37, 151–163.

    Google Scholar 

  • Pellegrini, A. D., Bartini, M., & Brooks, F. (1999). School bullies, victims, and aggressive victims: Factors relating to group affiliation and victimization in early adolescence. Journal of Educational Psychology, 91, 216–224.

    Google Scholar 

  • Rodkin, P. C. (2004). Peer ecologies of aggression and bullying. In D. Espelage & S. Swearer (Eds.), Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention (pp. 87–106). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Rodkin, P. C. & Berger, C. (in press). Who bullies whom? Social asymmetries by victim gender. International Journal of Behavioral Development.

    Google Scholar 

  • Rodkin, P. C. & Fischer, K. (2003). Sexual harassment and the cultures of childhood: Developmental, domestic violence, and legal perspectives. Journal of Applied School Psychology, 19, 177–196.

    Google Scholar 

  • Rodkin, P. C. & Hodges, E. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32, 384–400.

    Google Scholar 

  • Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36, 14–24.

    PubMed  CAS  Google Scholar 

  • Rodkin, P. C., Pearl, R., Farmer, T. W., & Van Acker, R. (2003). Enemies in the gendered societies of middle childhood: Prevalence, stability, associations with social status, and aggression. New Directions for Child and Adolescent Development, 102, 73–88.

    PubMed  Google Scholar 

  • Rodney, L., Johnson, D., & Srivastava, R. (2005). The impact of culturally relevant violence prevention models on school-age youth. The Journal of Primary Prevention, 26, 439–454.

    PubMed  Google Scholar 

  • Rose, A. J., Swenson, L. P., & Waller, E. M. (2004). Overt and relational aggression and perceived popularity: Developmental differences in concurrent and prospective relations. Developmental Psychology, 40, 378–387.

    PubMed  Google Scholar 

  • Salmivalli, C. (2001).Group view on victimization: Empirical findings and their implications. In J. Juvonen & S. Graham (Eds.), Peer Harassment in School: The Plight of the Vulnerable and the Victimized (pp. 398–419). New York: Guilford.

    Google Scholar 

  • Salmivalli, C. & Voeten, M. (2004). Connections between attitudes, group norms, and behaviors associated with bullying in schools. International Journal of Behavioral Development, 28, 246–258.

    Google Scholar 

  • Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention: Implementation and outcome. British Journal of Educational Psychology, 75, 465–487.

    PubMed  Google Scholar 

  • Schäfer, M., Korn, S., Brodbeck, F., Wolke, D., & Schulz, H. (2005). Bullying roles in changing contexts: The stability of victim and bully roles from primary to secondary school. International Journal of Behavioral Development, 29, 323–335.

    Google Scholar 

  • Schwartz, D. (2000). Subtypes of victims and aggressors in children’s peer groups. Journal of Abnormal Child Psychology, 28, 181–192.

    PubMed  CAS  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. 145–174). New York: Guilford.

    Google Scholar 

  • Sheridan, S., Warnes, E., & Dowd, S. (2004). Home-School collaboration and bullying: An ecological approach to increase social competence in children and youth. In D. Espelage & S. Swearer (Eds.), Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention (pp. 245–267). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Smith, P. K., Cowie, H., Olafsson, R. F., & Liefooghe, A. P. (2002). Definitions of bullying: A comparison of terms used, and age and gender differences, in a fourteen-country international comparison. Child Development, 73, 1119–1133.

    PubMed  Google Scholar 

  • Smith, P. K., Ananiadou, K., & Cowie, H. (2003). Interventions to reduce school bullying. Canadian Journal of Psychiatry, 48, 591–599.

    Google Scholar 

  • Solberg, M. E. & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus bully/victim questionnaire. Aggressive Behavior, 29, 239–268.

    Google Scholar 

  • Stein, N. (1995). Sexual harassment in schools: The public performance of gendered violence. Harvard Educational Review, 65, 145–162.

    Google Scholar 

  • Stein, N. (1999). Classrooms and Courtrooms: Facing Sexual Harassment in K-12 Schools. New York: Teachers College Press.

    Google Scholar 

  • Swearer, S. & Espelage, D. (2004). A Social-ecological framework of bullying among youth. In D. Espelage & S. Swearer (Eds.), Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention (pp. 1–15). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Swearer, S. & Tam, P. (2003). Perceptions and attitudes toward bullying in middle school youth: A developmental examination across the bully/victim continuum. Journal of Applied School Psychology, 19, 63–79.

    Google Scholar 

  • Swearer, S., Grills, A., Haye, K., & Cary, P. (2004). Internalizing problems in students involved in bullying and victimization: Implications for intervention. In D. Espelage & S. Swearer (Eds.), Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention (pp. 63–83). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Tapper, K. & Boulton, M. (2005). Victim and peer group responses to different forms of aggression among primary school children. Aggressive Behavior, 31, 238–253.

    Google Scholar 

  • Thompson, S. & Kyle, K. (2005). Understanding mass school shootings: Links between personhood and power in the competitive school environment. The Journal of Primary Prevention, 26, 419–438.

    PubMed  Google Scholar 

  • Troop-Gordon, W. & Ladd, G. W. (2005). Trajectories of peer victimization and perceptions of the self and schoolmates: Precursors to internalizing and externalizing problems. Child Development, 76, 1072–1091.

    PubMed  Google Scholar 

  • Unnever, J. & Cornell, D. (2004). Middle school victims of bullying: Who reports being bullied? Aggressive Behavior, 30, 373–388.

    Google Scholar 

  • Vaillancourt, T., Hymel, S., & McDougall, P. (2003). Bullying is power: Implications for school-based intervention strategies. Journal of Applied School Psychology, 19, 157–176.

    Google Scholar 

  • Veenstra, R., Lindenberg, S., Oldehinkel, A., de Winter, A., Verhulst, F., & Ormel, J. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41, 672–682.

    PubMed  Google Scholar 

  • Verhoek-Miller, N., Miller, D. I., Shirachi, M., & Hoda, N. (2002). Dimensions of school climate: Teachers or principals power styles and subjects propensities to be climate vigilant as related to students perceptions of satisfaction and of peers abusive behavior. Psychological Reports, 91, 257–262.

    PubMed  Google Scholar 

  • Vitaro, F., Brendgen, M., & Barker, E. (2006). Subtypes of aggressive behaviors: A developmental perspective. International Journal of Behavioral Development, 30, 12–19.

    Google Scholar 

  • Werner, N. & Crick, N. (1999). Relational aggression and social-psychological adjustment in a college sample. Journal of Abnormal Psychology, 108, 615–623.

    PubMed  CAS  Google Scholar 

  • Young, E. & Raffaele Mendez, L. (2003). The mental health professional’s role in understanding, preventing, and responding to student sexual harassment. Journal of Applied School Psychology, 19, 7–23.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Illinois at Urbana-Champaign, USA

    Christian Berger M.S. & Ramin Karimpour

  2. Departments of Educational Psychology and Psychology, University of Illinois at Urbana-Champaign, USA

    Philip C. Rodkin Ph.D.

Authors
  1. Christian Berger M.S.
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ramin Karimpour
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Philip C. Rodkin Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Kentucky, Kentucky, KY, USA

    Thomas W. Miller

Rights and permissions

Reprints and permissions

Copyright information

© 2008 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Berger, C., Karimpour, R., Rodkin, P.C. (2008). Bullies and Victims at School: Perspectives and Strategies for Primary Prevention. In: Miller, T.W. (eds) School Violence and Primary Prevention. Springer, New York, NY. https://doi.org/10.1007/978-0-387-77119-9_15

Download citation

  • DOI: https://doi.org/10.1007/978-0-387-77119-9_15

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-0-387-75660-8

  • Online ISBN: 978-0-387-77119-9

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation