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dc.contributor.authorWilliford, Anne
dc.contributor.authorZinn, Andrew
dc.date.accessioned2019-11-25T23:20:30Z
dc.date.available2019-11-25T23:20:30Z
dc.date.issued2018-01-22
dc.identifier.citationClassroom-Level Differences in Child-Level Bullying Experiences: Implications for Prevention and Intervention in School Settings. Anne Williford and Andrew Zinn. Journal of the Society for Social Work and Research 2018 9:1, 23-48en_US
dc.identifier.urihttp://hdl.handle.net/1808/29809
dc.descriptionThis work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.en_US
dc.description.abstractBullying occurs within children’s peer groups and in classroom and school settings. Accordingly, this study aims to characterize student-level heterogeneity and change in bullying experiences by classifying students into bully/victim subgroups and to characterize how these child-level bullying experiences coalesce at the classroom and school levels. Method: A sample of 692 students in Grades 3–5 from 6 elementary schools self-reported the frequency of their involvement in bullying and victimization during the fall and spring semesters of 1 academic year. We used multilevel latent Markov modeling to identify bully/victim subgroups and classroom-level subgroup mixtures. Results: We identified 5 child-level victimization–bullying classes and 2 classroom-level mixtures, which differ in the proportions of children with few or no experiences of victimization or bullying and children who reported high levels of victimization. The proportion of classroom-level mixtures differed significantly across sampled schools, suggesting that classroom bullying climate may be partly a function of school-level phenomena. Conclusions: Classroom-level differences indicate a need for unique prevention and intervention approaches. Targeted classroom interventions may be useful for influencing students moderately involved in bullying to transition into an uninvolved state, but more intensive, individualized interventions may be needed for students who are highly involved in bullying behaviors.en_US
dc.publisherUniversity of Chicago Pressen_US
dc.rights© 2018 by the Society for Social Work and Research. All rights reserved.en_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/en_US
dc.subjectBullyingen_US
dc.subjectPeer victimizationen_US
dc.subjectClassroom ecologiesen_US
dc.subjectSchool climateen_US
dc.subjectMultilevel modelingen_US
dc.titleClassroom-Level Differences in Child-Level Bullying Experiences: Implications for Prevention and Intervention in School Settingsen_US
dc.typeArticleen_US
kusw.kuauthorZinn, Andrew
kusw.kudepartmentSocial Welfareen_US
dc.identifier.doi10.1086/696210en_US
kusw.oaversionScholarly/refereed, publisher versionen_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccessen_US


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© 2018 by the Society for Social Work and Research. All rights reserved.
Except where otherwise noted, this item's license is described as: © 2018 by the Society for Social Work and Research. All rights reserved.