Sticks and stones may break my bones, but names will make me feel sick: the psychosocial, somatic, and scholastic consequences of peer harassment.
about
Association of aggression and non-suicidal self injury: a school-based sample of adolescentsCross-gender social normative effects for violence in middle school: do girls carry a social multiplier effect for at-risk boys?Early childhood precursors and adolescent sequelae of grade school peer rejection and victimization.Bullying in school and cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents.Educational Attainment by Life Course Sexual Attraction: Prevalence and Correlates in a Nationally Representative Sample of Young AdultsLatino adolescents' loneliness, academic performance, and the buffering nature of friendshipsThe association between bullying-related behaviours and subjective health complaints in late adolescence: cross-sectional study in Greece.Approach to bullying and victimizationContextualizing gay-straight alliances: student, advisor, and structural factors related to positive youth development among membersPeer group self-identification as a predictor of relational and physical aggression among high school students.Peer Victimization as a Mediator of the Relation between Facial Attractiveness and Internalizing Problems.Factors associated with group bullying and psychopathology in elementary school students using child-welfare facilities.The link between harsh home environments and negative academic trajectories is exacerbated by victimization in the elementary school peer group.Adult Recollections of Peer Victimization during Middle School: Forms and Consequences.Somatic symptoms among US adolescent females: associations with sexual and physical violence exposure.Assessing peer victimization across adolescence: measurement invariance and developmental change.Mental and somatic health complaints associated with school bullying between 10th and 12th grade students; results from cross sectional studies in Oslo, NorwayPersistent versus periodic experiences of social victimization: predictors of adjustment.A preliminary study of daily interpersonal stress and C-reactive protein levels among adolescents from Latin American and European backgroundsBullying and school safety.A cross-national profile of bullying and victimization among adolescents in 40 countries.Depressive symptoms from kindergarten to early school age: longitudinal associations with social skills deficits and peer victimization.Daily school peer victimization experiences among Mexican-American adolescents: associations with psychosocial, physical and school adjustment.Aggression and violence and the achievement gap among urban minority youth.Economic costs of bias-based bullying.Gay-Straight Alliances are Associated with Lower Levels of School-Based Victimization of LGBTQ+ Youth: A Systematic Review and Meta-analysis.The association between bullying and physical health among gay, lesbian, and bisexual individuals.Perceived ethnic stigma across the transition to college.Ethnic diversity and perceptions of safety in urban middle schools.Subtypes, severity, and structural stability of peer victimization: what does latent class analysis say?Physical aggression, spreading of rumors, and social prominence in early adolescence: reciprocal effects supporting gender similarities?Self-Reported Frequency and Perceived Severity of Being Bullied Among Elementary School Students.Does one size fit all? Ethnic differences in parenting behaviors and motivations for adolescent engagement in cyberbullying.Psychological distress and student engagement as mediators of the relationship between peer victimization and achievement in middle school youth.Academic achievement, violent victimization, and bullying among U.S. high school students.Microcontextual characteristics of peer victimization experiences and adolescents' daily well-being.Peer victimization in youth with Tourette syndrome and other chronic tic disorders.Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology.Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD).Bullying and Peer Victimization: An Examination of Cognitive and Psychosocial Constructs.
P2860
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P2860
Sticks and stones may break my bones, but names will make me feel sick: the psychosocial, somatic, and scholastic consequences of peer harassment.
description
2005 nî lūn-bûn
@nan
2005年の論文
@ja
2005年学术文章
@wuu
2005年学术文章
@zh-cn
2005年学术文章
@zh-hans
2005年学术文章
@zh-my
2005年学术文章
@zh-sg
2005年學術文章
@yue
2005年學術文章
@zh
2005年學術文章
@zh-hant
name
Sticks and stones may break my ...... nsequences of peer harassment.
@en
Sticks and stones may break my ...... nsequences of peer harassment.
@nl
type
label
Sticks and stones may break my ...... nsequences of peer harassment.
@en
Sticks and stones may break my ...... nsequences of peer harassment.
@nl
prefLabel
Sticks and stones may break my ...... nsequences of peer harassment.
@en
Sticks and stones may break my ...... nsequences of peer harassment.
@nl
P2093
P2860
P1476
Sticks and stones may break my ...... nsequences of peer harassment.
@en
P2093
Adrienne Nishina
Jaana Juvonen
Melissa R Witkow
P2860
P356
10.1207/S15374424JCCP3401_4
P577
2005-03-01T00:00:00Z