The Psychology of School Bulling

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Farrington, D.P., Lösel, F., Ttofi, M.M. i Theodorakis, N. (2012). School bully­ing, depression and offending behaviour later in life: An updated systematic review of longitudinal studies. Stockholm: Swedish National Council for Crime Prevention.

Finkelhor, D., Turner, H.A. i Hamby, S. (2012). Let’s prevent peer victimization, not just bullying. Child Abuse & Neglect, 36, 271–274.

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Garandeau, C.F., Poskiparta, E. i Salmivalli, C. (2014). Tackling acute cases of school bullying in the KiVa anti-bullying program: A comparison of two approaches. Journal of Abnormal Child Psychology, 40, 289–300.

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Guldberg, H. (2010). Sorry, but it can be GOOD for children to be bullied. www.dailymail.co.uk/femail/article-1281630/DR-HELENE-GULDBERG-Sorry-GOOD-children-bullied.html (dostęp: 24.04.2023).

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Hawley, P.H. i Williford, A. (2015). Articulating the theory of bullying intervention programs: Views from social psychology, social work, and organizational science. Journal of Applied Developmental Psychology, 37, 3–15.

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Hong, J.S. i Espelage, D.L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17, 311–322.

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Kanetsuna, T., Smith, P.K. i Morita, Y. (2006). Coping with bullying at school: Children’s recommended strategies and attitudes to school-based interventions in Japan and England. Aggressive Behavior, 32, 570–580.

Kärnä, A., Voeten, M., Poskiparta, E. i Salmivalli, C. (2010). Vulnerable chil­dren in varying classroom contexts: Bystanders’ behaviors moderate the effects of risk factors on victimization. Merrill-Palmer Quarterly, 56, 261–282.

Kwestionariusz Prześladowcy/Ofiary Olweusa. University of Bergen, Norway. olweus@uni.no. Zob. też https://www.pdastats.com/PublicFiles/Olweus_Sample_Standard_School_Report.pdf (dostęp: 24.04.2023).

Lee, S-H., Smith, P.K. i Monks, C. (2012). Meaning and usage of a term for bullying-like phenomena in South Korea: A lifespan perspective. Journal of Language and Social Psychology, 31, 342–349.

Lereya, S.T., Samara, M. i Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37, 1091–1108.

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Peeters, M., Cillessen, A.H.N. i Scholte, R.H.J. (2010). Clueless or powerful? Identifying subtypes of bullies in adolescence. Journal of Youth and Adolescence, 39, 1041–1052.

Purdy, N. i Smith, P.K. (2016). A content analysis of school anti-bullying policies in Northern Ireland. Educational Psychology in Practice, 32, 281–295.

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Rigby, K. (2016). School perspectives on bullying and preventative strategies: An exploratory study. Australian Journal of Education, 61, 24–39.

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Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K. i Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1–15.

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Smith, P.K., Robinson, S. i Marchi, B. (2016). Cross-national data on victims of bullying: What is really being measured? International Journal of Devel­opment Science, 10, 9–19.

Smith, P.K., Talamelli, L., Cowie, H., Naylor, P. i Chauhan, P. (2004). Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying. British Journal of Educational Psychology, 74, 565–581.

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