Book chapter
Part of the Problem and Part of the Solution: The Role of Peers in Bullying, Dominance, and Victimization during the Transition from Primary School to Secondary School
Bullying in North American Schools, pp.111-120
Routledge
2003
DOI: 10.4324/9780203842898-16
Abstract
Aggression and antisocial behavior in American schools are persistent and very visible problems, particularly as youngsters make the transition from childhood and primary school to adolescence and secondary school (National Center for Educational Statistics, 1995). Much of the aggression in schools during this period involves individuals “bullying” their peers (Bosworth, Espelage, & Simon, 1999; Coie & Dodge, 1998; Espelage, Bosworth, & Simon, 2000; Perry, Willard, & Perry, 1990). Bullying, which is more frequent among boys than girls, is characterized by youngsters purposefully “victimizing” their peers by repeatedly using negative actions, such as physical, verbal, or indirect aggression (e.g., Boulton & Smith, 1994; Espelage et al., 2000; Smith & Sharp, 1994). Bullying is also typified by a power differential where aggressors are more dominant than the targets (Olweus, 1993a, 1993b).
Details
- Title: Subtitle
- Part of the Problem and Part of the Solution: The Role of Peers in Bullying, Dominance, and Victimization during the Transition from Primary School to Secondary School
- Creators
- Anthony D Pellegrini - University of MinnesotaJeffrey D Long - University of Iowa, Psychiatry
- Contributors
- Dorothy L Espelage (Editor) - University of Illinois Urbana-ChampaignSusan M Swearer (Editor) - University of Nebraska–Lincoln
- Resource Type
- Book chapter
- Publication Details
- Bullying in North American Schools, pp.111-120
- Publisher
- Routledge
- DOI
- 10.4324/9780203842898-16
- Language
- English
- Date published
- 2003
- Academic Unit
- Biostatistics; Psychiatry
- Record Identifier
- 9984280830902771
Metrics
17 Record Views