History of peer victimization and children's response to school bullying.

Elledge, L. Christian; Cavell, Timothy A.; Ogle, Nick T.; Malcolm, Kenya T.; Newgent, Rebecca A.; Faith, Melissa A.

doi:10.1037/a0020313

Cited by 42 publications

(46 citation statements)

References 53 publications

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“…Elledge et al, 2010;Hampel et al, 2009;Kochenderfer-Ladd, 2004). Still, when we evaluate the results, we have to remember the limits of the study.…”

Section: Discussionmentioning

confidence: 96%

“…In general, active responses are found to prevent aggression, while passive and an aggressive response maintains aggression (KochenderferLadd & Pelletier, 2008;Wilton, Craig, & Pepler, 2000). Victims of bullying employ various coping strategies such as verbal confrontation, revenge-seeking behaviour, solicitation of advice and support from adults or friends, conflict resolution, avoidance, distraction, humorous response, rumination and ignoring (Elledge et al, 2010;Hampel, Manhal, & Hayer, 2009;Kochenderfer-Ladd, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Children's strategies in addressing bullying situations in day care and preschool

Reunamo

Kalliomaa

Repo

et al. 2014

Early Child Development and Care

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Bullying is a common phenomenon in early childhood education. It is also difficult to erase from the classroom activities and it may have long-lasting effects on children. In this article, bullying is studied from the perspective of the victims. Three-to seven-year-old children answered the question 'another child comes to tease you, what do you do?'. Children's strategies were classified as accommodative, participative, dominant, withdrawn or uncertain [Reunamo, J. T. (2007). Adaptation and agency in early childhood education. European Early Childhood Education Research Journal, 15(3), 365-377]. The classified interview data were inserted to the observation data of children's activities. The participatory strategies for tackling bullying increased with age. The different strategies described in the interview were connected with children's observed action. These tendencies resulting in different kinds of learning are discussed. Both the victims and the bully should get practice with a rich variety of strategies for participation to find more positive strategies for interaction.

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“…Elledge et al, 2010;Hampel et al, 2009;Kochenderfer-Ladd, 2004). Still, when we evaluate the results, we have to remember the limits of the study.…”

Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Children's strategies in addressing bullying situations in day care and preschool

Reunamo

Kalliomaa

Repo

et al. 2014

Early Child Development and Care

View full text Add to dashboard Cite

show abstract

“…The Coping with Bullying questionnaire may also serve as a useful tool for skilled professionals working with students in their own settings to assess students' coping strategies as part of a well-considered school program; one that also strategically addresses individual students' social and emotional wellbeing and mental health issues as psychosocial problems and ineffective coping are complexly connected (Elledge et al, 2010;Singh & Bussey, 2010;Visconti & Troop-Gordon, 2010). In the words of one of the informed professionals: 'The effectiveness of strategies depends on skills that a student has and/or the skills that the people from which a student seeks advice have.…”

Section: Implications For Research Policy and Practicementioning

confidence: 99%

Effective and Ineffective Coping With Bullying Strategies as Assessed by Informed Professionals and Their Use by Victimised Students

Murray‐Harvey

Skrzypiec

Slee

2012

Aust. j. guid. couns.

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What strategies do students use to cope with bullying and how effective are they? Answers to such questions will not only help students understand how they can cope, but also inform school-wide policies and practices to reduce the incidence of bullying. To do this, schools need evidence on what strategies to focus on to most effectively target their intervention and prevention programs. Students across Years 8, 9 and 10 in three South Australian high schools (n = 1223) completed a Coping with Bullying questionnaire, indicating strategies they used, and 82 informed professionals (IPs) rated each strategy's effectiveness, along with its applicability to different bullying types. IPs generally agreed on which strategies were effective and ineffective and that the same strategies were appropriate for all types of bullying. Seriously bullied students reported under-using some effective strategies. No significant difference between males and females in strategy use was found. Awareness of effective and ineffective coping strategies provides schools with a workable framework for targeting prevention and/or intervention programs that align with extant knowledge on coping with bullying. Disseminating such research evidence is important as this study shows that seriously bullied students are evidently under-using many strategies that IPs in this study regarded as effective.The Australian Covert Bullying Prevalence Study (ACBPS) reports that just over one quarter (27%) of school students aged 8 to 14 years were bullied, and 9% bullied others on a frequent basis (every few weeks or more often; Cross et al., 2009). As such, while bullying is not a problem for all, the ACBPS figures nevertheless serve to highlight the substantial number of students who are bullied.

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“…There are few studies addressing selective interventions directed to victims of bullying [32]. A study developed in English schools identified that the training of social skills improved the self-esteem of children, though victimization was not significantly reduced [18].…”

Section: Introductionmentioning

confidence: 99%

The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil

Silva

Oliveira

Braga

et al. 2016

IJERPH

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This study’s objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students’ individual aspects.

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History of peer victimization and children's response to school bullying.

Cited by 42 publications

References 53 publications

Children's strategies in addressing bullying situations in day care and preschool

Children's strategies in addressing bullying situations in day care and preschool

Effective and Ineffective Coping With Bullying Strategies as Assessed by Informed Professionals and Their Use by Victimised Students

The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil

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