• 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 ParticipantExpand
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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, orExpand
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Participant role approach to school bullying: implications for interventions.
  • C. Salmivalli
  • Psychology, Medicine
  • Journal of adolescence
  • 1 August 1999
This paper describes practical implications of the participant role approach to bullying in schools. This view looks at bullying as a group phenomenon which is largely enabled and maintained byExpand
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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 FinnishExpand
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A large-scale evaluation of the KiVa antibullying program: grades 4-6.
This study demonstrates the effectiveness of the KiVa antibullying program using a large sample of 8,237 youth from Grades 4-6 (10-12 years). Altogether, 78 schools were randomly assigned toExpand
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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 andExpand
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An interpersonal circumplex model of children's social goals: links with peer-reported behavior and sociometric status.
The objective of the present research was to develop an assessment model for children's social goals. The aims were (a) to fit children's social goals to a circumplex model and to examine linksExpand
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Learning difficulties, social intelligence, and self-concept: connections to bully-victim problems.
Learning skills, social intelligence, and self-concept were related to each other and to bully-victim problems among fifth-grade children (79 boys and 62 girls, aged 11-12 years). In addition toExpand
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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 defendingExpand
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Anti-bullying intervention: implementation and outcome.
BACKGROUND The participant role approach represents a view of bullying as a group process in which bystanders often encourage the bullying or silently witness it, while little support is given to theExpand
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