Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/3434
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Type: Journal article
Title: Conflict resolution tactics and bullying: the influence of social learning
Author: Wilson, C.
Parry, L.
Nettelbeck, T.
Bell, J.
Citation: Youth Violence and Juvenile Justice, 2003; 1(1):64-78
Publisher: Sage Publications, Inc.
Issue Date: 2003
ISSN: 1541-2040
1556-9330
Statement of
Responsibility: 
Carlene Wilson, Lisa Parry, Ted Nettelbeck, Jodie Bell
Abstract: <jats:p> Teachers' reports were used to define school children, ages 10 and 11 years, as bullies (n = 47), passive victims (n = 37), aggressive victims (n = 29), and controls (n = 220). Teachers' ratings of children's styles of interactions with peers were consistent with these assignments, confirming significantly different kinds of conflict resolution strategies between the four groups. Compared to controls or passive victims, bullies and aggressive victims were judged to display higher levels of aggression. In contrast, controls scored above bullies or aggressive victims for prosocial behaviors. These results were partially confirmed by children's reports about their own behaviors. Attempts to establish whether bullying and victimization could be linked to social learning of conflict resolution tactics from parents, television, or peers suggested that peers had a role in sustaining aggressive behaviors. </jats:p>
Description: Copyright © 2003 SAGE Publications
RMID: 0020031741
DOI: 10.1177/1541204002238364
Appears in Collections:Psychology publications

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