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Biswas, T., Thomas, H. J., Scott, J. G., Munir, K., Baxter, J., Huda, M. M., Renzaho, A. M. N., Cross, D., Ahmed, H. U., Mahumud, R. A., & Mamun, A. A. (2022). Variation in the prevalence of different forms of bullying victimisation among adolescents and their associations with family, peer and school connectedness: a population-based study in 40 lower and middle income to high-income countries (LMIC-HICs). Journal of child & adolescent trauma, 15(4), 1029-1039. https://doi.org/10.1007/s40653-022-00451-8
Burger, C., Strohmeier, D., & Kollerová, L. (2022). Teachers Can Make a Difference in Bullying: Effects of Teacher Interventions on Students' Adoption of Bully, Victim, Bully-Victim or Defender Roles across Time. Journal of youth and adolescence, 51(12), 2312-2327. https://doi.org/10.1007/s10964-022-01674-6
Fraga, S., Soares, S., Peres, F. S., & Barros, H. (2022). Household Dysfunction Is Associated With Bullying Behavior in 10-year-old Children: Do Socioeconomic Circumstances Matter?. Journal of interpersonal violence, 37(15-16), NP13877-NP13901. https://doi.org/10.1177/08862605211006352
Francis, J., Trapp, G., Pearce, N., Burns, S., & Cross, D. (2022). School Built Environments and Bullying Behaviour: A Conceptual Model Based on Qualitative Interviews. International journal of environmental research and public health, 19(23), 15955. https://doi.org/10.3390/ijerph192315955
Guimond, F. A., Altman, R., Vitaro, F., Brendgen, M., & Laursen, B. (2022). The Interchangeability of Liking and Friend Nominations to Measure Peer Acceptance and Friendship. International journal of behavioral development, 46(4), 358-367. https://doi.org/10.1177/01650254221084097
Guo, Y., Tan, X., & Zhu, Q. J. (2022). Chains of tragedy: The impact of bullying victimization on mental health through mediating role of aggressive behavior and perceived social support. Frontiers in psychology, 13, 988003. https://doi.org/10.3389/fpsyg.2022.988003
Guzman-Holst, C., Zaneva, M., Chessell, C., Creswell, C., & Bowes, L. (2022). Research Review: Do antibullying interventions reduce internalizing symptoms? A systematic review, meta-analysis, and meta-regression exploring intervention components, moderators, and mechanisms. Journal of child psychology and psychiatry, and allied disciplines, 63(12), 1454-1465. https://doi.org/10.1111/jcpp.13620
Pauksztat, B., Salin, D., & Kitada, M. (2022). Bullying behavior and employee well-being: how do different forms of social support buffer against depression, anxiety and exhaustion?. International archives of occupational and environmental health, 95(7), 1633-1644. https://doi.org/10.1007/s00420-022-01844-w
Tozzo, P., Cuman, O., Moratto, E., & Caenazzo, L. (2022). Family and Educational Strategies for Cyberbullying Prevention: A Systematic Review. International journal of environmental research and public health, 19(16), 10452. https://doi.org/10.3390/ijerph191610452
Wen, X., Shu, Y., Qu, D., Wang, Y., Cui, Z., Zhang, X., & Chen, R. (2023). Associations of bullying perpetration and peer victimization subtypes with preadolescent's suicidality, non-suicidal self-injury, neurocognition, and brain development. BMC medicine, 21(1), 141. https://doi.org/10.1186/s12916-023-02808-8
Wiertsema, M., Vrijen, C., van der Ploeg, R., Sentse, M., & Kretschmer, T. (2023). Bullying perpetration and social status in the peer group: A meta-analysis. Journal of adolescence, 95(1), 34-55. https://doi.org/10.1002/jad.12109
Wiseman, P., & Watson, N. (2022). "Because I've Got a Learning Disability, They Don't Take Me Seriously:" Violence, Wellbeing, and Devaluing People With Learning Disabilities. Journal of interpersonal violence, 37(13-14), NP10912-NP10937. https://doi.org/10.1177/0886260521990828
Beduna, K. N., & Perrone-McGovern, K. M. (2019). Recalled childhood bullying victimization and shame in adulthood: The influence of attachment security, self-compassion, and emotion regulation. Traumatology, 25(1), 21–32.
Bell, C. D., Raczynski, K. A., & Horne, A. M. (2010). Bully Busters abbreviated: Evaluation of a group-based bully intervention and prevention program. Group Dynamics: Theory, Research, and Practice, 14(3), 257–267.
Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322–332.
Casey, E. A., Lindhorst, T., & Storer, H. L. (2017). The situational-cognitive model of adolescent bystander behavior: Modeling bystander decision-making in the context of bullying and teen dating violence. Psychology of Violence, 7(1), 33–44.
Casey, E. A., Storer, H. L., & Herrenkohl, T. I. (2018). Mapping a continuum of adolescent helping and bystander behavior within the context of dating violence and bullying. American Journal of Orthopsychiatry, 88(3), 335–345.
Cunningham, C. E., Mapp, C., Rimas, H., Cunningham, L., Mielko, S., Vaillancourt, T., & Marcus, M. (2016). What limits the effectiveness of antibullying programs? A thematic analysis of the perspective of students. Psychology of Violence, 6(4), 596–606.
Duggins, S. D., Kuperminc, G. P., Henrich, C. C., Smalls-Glover, C., & Perilla, J. L. (2016). Aggression among adolescent victims of school bullying: Protective roles of family and school connectedness. Psychology of Violence, 6(2), 205–212.
Espelage, D. L. (2016). Leveraging school-based research to inform bullying prevention and policy. American Psychologist, 71(8), 768–775.
Espelage, D. L., Van Ryzin, M. J., & Holt, M. K. (2018). Trajectories of bully perpetration across early adolescence: Static risk factors, dynamic covariates, and longitudinal outcomes. Psychology of Violence, 8(2), 141–150.
Fanti, K. A., & Kimonis, E. R. (2013). Dimensions of juvenile psychopathy distinguish “bullies,” “bully-victims,” and “victims”. Psychology of Violence, 3(4), 396–409.
Farrell, A. H., & Dane, A. V. (2020). Bullying, victimization, and prosocial resource control strategies: Differential relations with dominance and alliance formation. Evolutionary Behavioral Sciences, 14(3), 270–283.
Fink, E., Patalay, P., Sharpe, H., & Wolpert, M. (2018). Child- and school-level predictors of children’s bullying behavior: A multilevel analysis in 648 primary schools. Journal of Educational Psychology, 110(1), 17–26.
Gini, G., Thornberg, R., & Pozzoli, T. (2020). Individual moral disengagement and bystander behavior in bullying: The role of moral distress and collective moral disengagement. Psychology of Violence, 10(1), 38–47.
Gradinger, P., Strohmeier, D., & Spiel, C. (2017). Parents’ and teachers’ opinions on bullying and cyberbullying prevention: The relevance of their own children’s or students’ involvement. Zeitschrift für Psychologie, 225(1), 76–84.
Grant, N. J., Merrin, G. J., King, M. T., & Espelage, D. L. (2019). Examining within-person and between-person associations of family violence and peer deviance on bullying perpetration among middle school students. Psychology of Violence, 9(1), 18–27.
Guo, S. (2021). Moderating effects of delinquent peer association, social control, and negative emotion on cyberbullying and delinquency: Gender differences. School Psychology, 36(6), 445–454.
Haataja, A., Ahtola, A., Poskiparta, E., & Salmivalli, C. (2015). A process view on implementing an antibullying curriculum: How teachers differ and what explains the variation. School Psychology Quarterly, 30(4), 564–576.
Haltigan, J. D., & Vaillancourt, T. (2014). Joint trajectories of bullying and peer victimization across elementary and middle school and associations with symptoms of psychopathology. Developmental Psychology, 50(11), 2426–2436.
Juvonen, J., Schacter, H. L., Sainio, M., & Salmivalli, C. (2016). Can a school-wide bullying prevention program improve the plight of victims? Evidence for risk × intervention effects. Journal of Consulting and Clinical Psychology, 84(4), 334–344.
Knoll, N., Keller, J., Luszczynska, A., Scholz, U., Röcke, C., Schrader, M., & Heckhausen, J. (2020). Control strategies and daily affect: Couples adapt to new functional limitations. GeroPsych: The Journal of Gerontopsychology and Geriatric Psychiatry, 33(3), 155–169.
Lam, S.-f., Law, W., Chan, C.-K., Wong, B. P. H., & Zhang, X. (2015). A latent class growth analysis of school bullying and its social context: The self-determination theory perspective. School Psychology Quarterly, 30(1), 75–90.
Lindstrom Johnson, S., Waasdorp, T. E., Gaias, L. M., & Bradshaw, C. P. (2019). Parental responses to bullying: Understanding the role of school policies and practices. Journal of Educational Psychology, 111(3), 475–487.
Low, S., & Espelage, D. (2013). Differentiating cyber bullying perpetration from non-physical bullying: Commonalities across race, individual, and family predictors. Psychology of Violence, 3(1), 39–52.
Low, S., & Van Ryzin, M. (2014). The moderating effects of school climate on bullying prevention efforts. School Psychology Quarterly, 29(3), 306–319.
Nickerson, A. B., & Mele-Taylor, D. (2014). Empathetic responsiveness, group norms, and prosocial affiliations in bullying roles. School Psychology Quarterly, 29(1), 99–109.
Olweus, D., & Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention Program. American Journal of Orthopsychiatry, 80(1), 124–134.
Sharkey, J. D., Ruderman, M. A., Mayworm, A. M., Green, J. G., Furlong, M. J., Rivera, N., & Purisch, L. (2015). Psychosocial functioning of bullied youth who adopt versus deny the bully-victim label. School Psychology Quarterly, 30(1), 91–104.
Sijtsema, J. J., Rambaran, J. A., Caravita, S. C. S., & Gini, G. (2014). Friendship selection and influence in bullying and defending: Effects of moral disengagement. Developmental Psychology, 50(8), 2093–2104.
Strohmeier, D., Wagner, P., Spiel, C., & von Eye, A. (2010). Stability and constancy of bully-victim behavior: Looking at variables and individuals. Zeitschrift für Psychologie/Journal of Psychology, 218(3), 185–193.
Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesis–stress model. American Psychologist, 70(4), 344–353.
Van Ryzin, M. J., & Roseth, C. J. (2018). Cooperative learning in middle school: A means to improve peer relations and reduce victimization, bullying, and related outcomes. Journal of Educational Psychology, 110(8), 1192–1201.
Veenstra, R., Lindenberg, S., Huitsing, G., Sainio, M., & Salmivalli, C. (2014). The role of teachers in bullying: The relation between antibullying attitudes, efficacy, and efforts to reduce bullying. Journal of Educational Psychology, 106(4), 1135–1143.
Waasdorp, T. E., & Bradshaw, C. P. (2011). Examining student responses to frequent bullying: A latent class approach. Journal of Educational Psychology, 103(2), 336–352.
Waasdorp, T. E., Bradshaw, C. P., & Duong, J. (2011). The link between parents' perceptions of the school and their responses to school bullying: Variation by child characteristics and the forms of victimization. Journal of Educational Psychology, 103(2), 324–335.
Additional References:
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- Cohen, O. B. S., Shahar, G., & Brunstein Klomek, A. (Aug 2019). Peer Victimization, Coping Strategies, Depression, and Suicidal Ideation Among Young Adolescents. Crisis: The Journal of Crisis Intervention and Suicide Prevention.
- Cohen-Posey, K., MS. (1995). How to Handle Bullies, Teasers, and Other Meanies. Highland City, Florida: Rainbow Books, Inc.
- Cole, J. C., Cornell, D. G., & Sheras, P. (2006). Identification of School Bullies by Survey Methods. Professional School Counseling, 9(4), 305-313. doi:10.1177/2156759x0500900417
- Cooper, L., & Nickerson, A. (May 2013). Parent Retrospective Recollections of Bullying and Current Views, Concerns, and Strategies to Cope with Children's Bullying. Journal of Child & Family Studies, 22(4), 526-540.
-Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the Frequency and Importance of Social Support by Students Classified as Victims, Bullies, and Bully/Victims in an Urban Middle School. School Psychology Review, 32(3), 471-489.
- De Shannon, L., T. (Spring 2017). Bullying in Secondary Schools: Action Planning Using a Positive Behavior Intervention and Support Framework. American Secondary Education, 45(2), 85-92.
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- Rambaran, J. A., Van Duijn, M. A. J., Dijkstra, J. K., & Veenstra, R. (Dec 2019). Stability and Change in Student Classroom Composition and Its Impact on Peer Victimization. Journal of Educational Psychology.
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