• Publications
  • Influence
Bullying as a group process: Participant roles and their relations to social status within the group
Bullying was investigated as a group process, asocial phenomenon taking place in a school setting among 573 Finnish sixth-grade children (286 girls, 287 boys) aged 12-13 years. Different Participant
Participant role approach to school bullying: implications for interventions.
  • C. Salmivalli
  • Psychology, Education
    Journal of adolescence
  • 1 August 1999
Practical implications of the participant role approach to bullying in schools are described, and it is suggested that the focus of counselling could be shifted from supporting the victims towards also working with students in other participant roles.
Connections between attitudes, group norms, and behaviour in bullying situations
We examined the connections between attitudes, group norms, and students’ behaviour in bullying situations (bullying others, assisting the bully, reinforcing the bully, defending the victim, or
The relationships between social intelligence, empathy, and three types of aggression
Relationships between social intelligence, empathy, and three types of aggressive behavior were studied. Peer-estimation techniques were used to measure all major variables. Altogether, 526 Finnish
A large-scale evaluation of the KiVa antibullying program: grades 4-6.
The results indicate that the KiVa program is effective in reducing school bullying and victimization in Grades 4-6 and suggest that well-conceived school-based programs can reduce victimization.
Proactive and reactive aggression among school bullies, victims, and bully‐victims
Bullies, victims, bully-victims, and control children were identified from a sample of 1062 children (530 girls and 532 boys), aged 10 to 12 years, participating in the study. Their reactive and
Learning difficulties, social intelligence, and self-concept: connections to bully-victim problems.
A person-oriented approach was applied in order to analyze children's value patterns with respect to learning skills, self-concept, and social intelligence, and how these value patterns are related to bully-victim problems.
Unique and Interactive Effects of Empathy and Social Status on Involvement in Bullying
This study investigated the relationships between affective and cognitive empathy, social preference and perceived popularity, and involvement in bullying situations by bullying others or defending
Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?
This article provides a view of school bullying as a group phenomenon and practical implications stemming from this approach. The motivation for bullying perpetration often relates to one's social