What’s a Hidden Bully? (page 3)

By and — Bullying Special Edition Contributor
Updated on Jul 26, 2010

Selected Author References

Garandeau, C. F., Wilson, T., & Rodkin, P. C. (in press). The popularity of elementary school bullies in gender and racial context. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), The international handbook of school bullying. Mahwah, NJ: Erlbaum.

Rodkin, P. C., & Ahn, H-J. (2008). Social networks derived from affiliations and friendships, multi-informant and self-reports: Stability, concordance, placement of aggressive and unpopular children, and centrality. Social Development.

Rodkin, P. C., & Berger, C. (2008). Who bullies whom? Social status asymmetries by victim gender. International Journal of Behavioral Development.

Berger, C., Karimpour, R., & Rodkin, P. C. (2008). Bullies and victims at school: Perspectives and strategies for primary prevention. In T. W. Miller (Ed.), School violence and primary prevention (pp. 287-314). New York: Springer.

Rodkin, P. C., & Hanish, L. D. (Eds.). (2007). Social network analysis and children’s peer relationships. San Francisco: Jossey-Bass.

Rodkin, P. C., & Wilson, T. (2007). Aggression and adaptation: Psychological record, educational promise. In P. H. Hawley, T. D. Little, & P. C. Rodkin (Eds.), Aggression and adaptation: The bright side to bad behavior (pp. 235-267). Mahwah, NJ: Erlbaum.

Rodkin, P. C., Wilson, T., & Ahn, H-J. (2007). Social integration between African American and European American children in majority Black, majority White, and multicultural elementary classrooms. In P. C. Rodkin & L. D. Hanish (Eds.), Social network analysis and children’s peer relationships (pp. 25-42). San Francisco: Jossey-Bass.

Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2006a). They’re cool: Social status and peer group supports for aggressive boys and girls. Social Development, 15, 175-204.

Rodkin, P. C., Farmer, T. W., Van Acker, R., Pearl, R., Thompson, J. H., & Fedora, P. (2006b). Who do students with mild disabilities nominate as cool in inclusive general education classrooms? Journal of School Psychology, 44, 67-84.

Rodkin, P. C. (2004). Peer ecologies of aggression and bullying. In D. L. Espelage & S. M. Swearer (Eds.). Bullying in American schools: A social-ecological perspective on prevention and intervention (pp. 87-106). Mahwah, NJ: Erlbaum.

Rodkin, P. C., & Fischer, K. (2003). Sexual harassment and the cultures of childhood: Developmental, domestic violence, and legal perspectives. Journal of Applied School Psychology, 19, 177-196. [Reprinted in J. E. Zins, M. J. Elias, & C. A. Maher (Eds.). (2007). Bullying, victimization, and peer harassment: A handbook of prevention and intervention (pp. 279-298). New York: Haworth Press.]

Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32, 384-400.

Rodkin, P. C., Pearl, R., Farmer, T. W., & Van Acker, R. (2003). Enemies in the gendered societies of middle childhood: Prevalence, stability, associations with social status, and aggression. In E. V. E. Hodges & N. Card (Eds), Enemies and the darker side of peer relationships (pp. 73-88). San Francisco: Jossey Bass.

Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36, 14-24.

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