What’s a Hidden Bully? (continued)

Philip C. Rodkin is an associate professor of child development in the Departments of Educational Psychology and Psychology at the University of Illinois at Urbana-Champaign. His interests include social status, social networks and aggression in childhood, with particular reference to issues of gender and ethnicity. One goal of his work is to understand the socialization and development of aggressive behavior, and eventually to devise interventions that use children's existing social networks to reduce problem behavior in schools.

Karimpour Biography

Ramin Karimpour is a third-year doctoral student in the Department of Educational Psychology at the University of Illinois. Mr. Karimpour specializes in social-ecological bullying prevention programs, with a particular interest in field implementation opportunities and challenges. Mr. Karimpour has deep roots as a minority educator, having served for seven years as a primary school teacher and secondary principal in the Tohono O’odham Nation of southwest Arizona.

Author Note

The writing of this chapter was supported by grants from the Spencer Foundation (Small Grant #20050079) and the National Institute of Child Health and Human Development (R03 HD48491-01). We thank Christian Berger for his comments on this article.

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.