@article{ref1,
title="Taking peer victimization research to the next level: complex interactions among genes, teacher attitudes/behaviors, peer ecologies, & classroom characteristics",
journal="Journal of abnormal child psychology",
year="2014",
author="Espelage, Dorothy L.",
volume="43",
number="1",
pages="77-80",
abstract="This commentary reviews research findings of the five papers in the special entitled &quot;School-related Factors in the Development of Bullying Perpetration and Victimization&quot;, which represent critical areas that are often overlooked in the literature. First, one paper points to the complex interaction between a genetic disposition for aggression and classroom norms toward aggression. Second, an intervention paper unpacks the underlying mechanisms of an efficacious school-wide bully prevention program by opening the &quot;black box&quot; and testing for mediators. Third, the remaining studies employ a wide range of rigorous designs to identify how teachers' attitudes, behaviors, and classroom practices play a critical role in the prevalence of victimization and bullying in the classroom. Further, teachers' attitudes and behaviors are shown to be predictive of youth's willingness to intervene to assist a peer who is being victimized. <br><br>RESULTS are situated in what is known about bullying prevention, and how the findings from these studies could maximize the sensitivity of future prevention efforts.<p /> <p>Language: en</p>",
language="en",
issn="0091-0627",
doi="10.1007/s10802-014-9948-8",
url="http://dx.doi.org/10.1007/s10802-014-9948-8"
}