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Bullying in School: An Exploration of Peer Group Dynamics (page 3)

By and — Bullying Special Edition Contributor
Updated on Feb 11, 2009

About the Authors

Thomas W. Farmer is an Associate Professor in Special Education at the Pennsylvania State University. His research focuses on children’s social networks, the development and prevention of aggressive behavior, and school-based interventions to promote supportive and productive classroom social ecologies. Cristin M. Hall has a master’s degree in Clinical Psychology and three years of psychotherapy experience in adult corrections and child clinical settings. She is a doctoral candidate in school psychology at the Pennsylvania State University. Her research interests focus on school-based clinical services to support children with social and behavioral problems.

References

  1. Farmer, T. W., Estell, D. B., Bishop, J. L., O'Neal, K., & Cairns, B. D. (2003). Rejected bullies or popular leaders? The social relations of aggressive subtypes of rural African-American early adolescents. Developmental Psychology, 39, 992-1004.
  2. Lease, A. M., Musgrove, K. T., & Axelrod, J. L. (2002). Dimensions of social status in preadolescent peer groups: Likability, perceived popularity, and social dominance. Social Development, 11, 508-533.
  3. Vaillancourt, T., Hymel, S., & McDougall, P. (2003). Bullying is power: Implications for school-based intervention strategies. Journal of Applied School Psychology, 19, 157-176.
  4. Estell, D. B., Farmer. T. W., & Cairns, B. D. (2007). Bullies and victims in rural African American youth: Individual characteristics and social network placement. Aggressive Behavior, 33, 145-159.
  5. Perren, S., & Alasker, F. D. (2006). Social behavior and peer relationships of victims, bully-victims, and bullies in kindergarten. Journal of Child Psychology and Psychiatry, 47, 45-57.
  6. Hanish, L. D., Ryan, P., Martin, C. L., & Fabes, R. A. (2005). The social development of young children’s peer victimization. Social Development, 14, 2-19.
  7. Farmer, T. W. (2000). Social dynamics of aggressive and disruptive behavior in school: Implications for behavior consultation. Journal of Educational and Psychological Consultation, 11, 299-322.
  8. Evans, C. & Eder, D. (1993). "No exit": Processes of social isolation in the middle school. Journal of Contemporary Ethnography, 22, 139-170.
  9. Vaillancourt, T. & Hymel, S. (2006). Aggression and social status: The moderating roles of sex and peer-valued characteristics. Aggressive Behavior, 32, 596-408.
  10. Xie, H., Swift, D. J., Cairns, B. D., & Cairns, R. B. (2002). Aggressive behaviors in social interaction and developmental adaptation: A narrative analysis of interpersonal conflicts during early adolescents. Social Development, 11, 205-224.
  11. Adler, P. A., & Adler, P. (1996). Preadolescent clique stratification and the hierarchy of identity. Sociological Inquiry, 66, 111-142.
  12. Farmer, T.W., Robertson, D., Fraser, M.S., Hall, C.M., Day, S., & Dadisman, K. (2008). Peer Relations of Bullies, Bully-victims, and Victims: The Two Social Worlds of Bullying in Second Grade Classrooms. Unpublished manuscript. Pennsylvania State University: State College, PA.
  13. Rodkin, P. C., & Hodges, E. V. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32, 384-400.
  14. Farmer, T. W., Goforth, J. B., Hives, J., Aaron, A., Hunter, F. & Sgmatto, A. (2006). Competence enhancement behavior management. Preventing School Failure, 50, 39-44.

Related Readings

See the following articles and other related readings at: http://www.nrcres.org/Articles.htm

Farmer, T. W. (2000). Social dynamics of aggressive and disruptive behavior in school: Implications for behavior consultation. Journal of Educational and Psychological Consultation, 11, 299-322.

Farmer, T. W., Goforth, J. B., Hives, J., Aaron, A., Hunter, F. & Sgmatto, A. (2006). Competence enhancement behavior management. Preventing School Failure, 50, 39-44.

Farmer, T.W. & Xie, H.L. (2007). Aggression and school social dynamics: The good, the bad, and the ordinary. Journal of School Psychology, 45, 461-478.

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