Search

A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation

Few longitudinal studies have investigated how cyberbullying interacts with traditional bullying among young people, who are increasingly using online...

Online Moral Disengagement, Cyberbullying, and Cyber-Aggression. Cyberpsychology, Behavior, and Social Networking

The study of moral disengagement has greatly informed research on aggression and bullying.

Evaluating the capacity of Australian school staff to recognise and respond to cyberbullying behaviours

To prevent and manage students' cyberbullying, school staff must be aware of this behavior, be able to recognize it, and respond appropriately and skilfully.

Reactive aggression and peer victimization from pre-kindergarten to first grade: accounting for hyperactivity and teacher-child conflict

Teacher-child conflict in kindergarten predicted subsequent increases in victimization, reactive aggression, and hyperactivity

Neurological and Biological Foundations of Children's Social and Emotional Development: An Integrated Literature Review

This article is a review of developmental processes that combine social, health, and learning pathways, and the mechanisms through which these pathways may...

Using Systems Theory to Understand and Respond to Family Influences on Children's Bullying Behavior

This article addresses Systems Theory as it applies to school-age children's bullying behavior.

Do emotional and behavioural difficulties in primary school predict adolescent victimisation trajectories?

The results of this study suggest whole-school bullying intervention programmes need to occur before students reach secondary school.

The Forms of Bullying Scale (FBS): Validity and Reliability Estimates for a Measure of Bullying Victimization and Perpetration in Adolescence

The study of bullying behavior and its consequences for young people depends on valid and reliable measurement of bullying victimization and perpetration.

Norm Misperception and Witnessing Bullying: The Role of Individual and Contextual Characteristics

Previous studies have shown that when young people witness bullying, perceived social norms of their peer group affect their behavior. However, few studies have examined the specificity of norm misperception (i.e., overestimation of peer antisocial responses and the underestimation of prosocial responses relative to the objective group norm) on specific witness responses (joining in, bystanding or active defending). 

The moral domain in peer relationships: opportunities for interventions to prevent bullying

Previous research has focused on identifying the association between moral dimension and bullying behavior, with an emphasis on better understanding the complex processes that children and adolescents trigger during decision-making in immoral situations. However, advances in research on morality and bullying have not been paralleled by the design of intervention programs that promote moral competence. The aim of this chapter is to analyze the moral dimension as a key intervention in the design of holistic models for preventing bullying and promoting defending.