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Download Bullying, Rejection, & Peer Victimization: A Social by Monica J. Harris PhD PDF

By Monica J. Harris PhD

Either little ones and adults who adventure persistent peer victimization are at substantial danger for a bunch of inauspicious mental results, together with melancholy, aggression, even suicidal ideation. Bullying, Rejection, and Peer Victimization is the single booklet that addresses bullying around the developmental spectrum, masking baby, adolescent, and grownup populations. The participants provide in-depth analyses on conventional aggression and victimization (physical bullying) in addition to social rejection (emotional bullying). Peer and kin relationships, relational aggression, and cyber-bullying are only some of the very important subject matters mentioned. Key good points: Analyzes either perpetrator's and victim's aspects of the peer victimization event Explores how gender characteristics impact aggression Investigates how relations dynamics effect continual peer victimization Examines the relationships among social prestige, energy, and aggression this article deals a wealth of perception into the studies of sufferers of peer bullying, utilizing state of the art theoretical views, together with social cognition, social ecology, genetics and genetic-environment interactions, and social cognitive neuroscience.

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Extra resources for Bullying, Rejection, & Peer Victimization: A Social Cognitive Neuroscience Perspective

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1993; Ladd, 1989, 2003). , a child’s behavioral tendencies, such as impulsivity, aggression, passivity; differences in social environments, such as more versus less accepting peer groups), and (c) the way these factors combine or interact to determine children’s risk for victimization (see Ladd, 2003, p. 86). The latter of these three assumptions epitomizes the child and environment model. , increase, decrease) children’s risk for peer victimization, some research has been conducted that either, implicitly or explicitly, makes assumptions about how child-level and environmental factors relate to one another.

Contextual factors). , Schwartz, 2000); implicit in such studies are assumptions about the school environment, such as the presence of bullies and opportunities for them to harass their victims without experiencing adverse consequences. , continuity, additive, moderator, and mediator) and provide examples from the extant literature in which they are either implicitly, or explicitly, tested. Continuity Models Continuity models can be divided into two types: behavioral-continuity and environment-continuity.

Limber, S. , & Agatston, P. W. (2008). CyberBullying: Bullying in the digital age. Malden, MA: Blackwell Publishing. Krill, A. , Platek, S. , Goetz, A. , & Shackelford, T. K. (2007). Where evolutionary psychology meets cognitive neuroscience: A précis to evolutionary cognitive neuroscience. Evolutionary Psychology, 5(1), 232–256. Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago, IL: University of Chicago Press. , & Hoaken, P. N. S. (2007). Cognition, emotion, and neurobiological development: Mediating the relation between maltreatment and aggression.

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