The Psychology of School Bulling

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Flygare, E., Frånberg, G-M., Gill, P., Johansson, B., Lindberg, O., Osbeck, C. i Söderström, Å. (2011). Evaluation of anti-bullying methods. Report 353. Stockholm: National Agency for Education. www.skolverket.se (dostęp: 24.04.2023).

Frisén, A., Hasselblad, T. i Holmqvist, K. (2012). What actually makes bullying stop? Reports from former victims. Journal of Adolescence, 35, 981–990.

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.

Gradinger, P., Yanagida, T., Strohmeier, D. i Spiel, C. (2016). Effectiveness and sustainability of the ViSC social competence program to prevent cyberbullying and cyber-victimization: Class and individual level moderators. Aggressive Behavior, 42, 181–193.

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.

Huitsing, G. i Veenstra, R. (2012). Bullying in classrooms: Participant roles from a social network perspective. Aggressive Behavior, 38, 494–509.

Juvonen, J., Nishina, A. i Graham, S. (2001). Self-views versus peer perceptions of victim status among early adolescents. W: J. Juvonen i S. Graham (eds.), Peer harassment at school: The plight of the vulnerable and victimised. New York: Guildford, s. 105–124.

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.

Ramirez, M., Ten Eyck, P., Peek-Asa, C., Onwuachi-Willig, A. i Cavanaugh, J.E. (2016). Evaluation of Iowa’s anti-bullying law. Injury Epidemiology, 3(1), 15.

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

Rigby, K. i Griffiths, C. (2010). Applying the method of shared concern in Australian schools: An evaluative study. Canberra: Department of Education, Employment and Workplace Relations (DEEWR).

Rivers, I., Poteat, V.P., Noret, N. i Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24, 211–223.

Salmivalli, C. i Poskiparta, E. (2012). KiVa antibullying program: Overview of evaluation studies based on a randomized controlled trial and national roll­out in Finland. International Journal of Conflict and Violence, 6, 294–302.

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.

Slee, P., Skrzypiec, G., Sandhu, D. i Campbell, M. (2018). PhotoStory: A legitimate research tool in cross-cultural research. W: P.K. Smith, S. Sundaram, B. Spears, C. Blaya, M. Schafer i D. Sandhu (eds.), Bullying, cyberbullying and pupil well-being in schools: Comparing European, Australian and Indian perspectives. Cambridge: Cambridge University Press.

Smith, P.K. (2014). Understanding school bullying: Its nature and prevention strategies. London: Sage.

Smith, P.K. (2016). School-based interventions to address bullying. Estonian Journal of Education, 4, 142–164.

Smith, P.K. (2017). Bullying and theory of mind: A review. Current Psychiatry Reviews, 13, 90–95.

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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Ttofi, M.M., Farrington, D.P. i Lösel, F. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3, 63–73.

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Yeager, D.S., Fong, C.J., Lee, H.Y. i Espelage, D.L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and athree-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36–51.

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