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Record W1990566231 · doi:10.1515/ijamh.2008.20.2.113

The development of bullying

2008· article· en· W1990566231 on OpenAlexafffund
Debra Pepler, Wendy Craig, Depeng Jiang, Jennifer Connolly

Bibliographic record

VenueInternational Journal of Adolescent Medicine and Health · 2008
Typearticle
Languageen
FieldPsychology
TopicBullying, Victimization, and Aggression
Canadian institutionsYork University
FundersCanadian Institutes of Health ResearchSocial Sciences and Humanities Research Council of CanadaUniversity of ArizonaInstitute of Gender and HealthArizona Humanities Council
KeywordsIntervention (counseling)PsychologyDevelopmental psychologySuicide preventionHuman factors and ergonomicsPoison controlMedicinePsychiatryMedical emergency

Abstract

fetched live from OpenAlex

Over the past 25 years, concern has been growing for children's bullying. We now recognize that bullying is wrong and hurtful. Research has fuelled a growing understanding that persistent bullying may be an indication of significant psycho-social problems. In this paper, we describe our longitudinal research on the development of bullying, examine risk factors associated with diverse pathways of bullying, and consider intervention strategies to address problems among children and youth who bully.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: Observational
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.413
Threshold uncertainty score0.146

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.087
GPT teacher head0.397
Teacher spread0.309 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designObservational
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations23
Published2008
Admission routes2
Has abstractyes

Explore more

Same venueInternational Journal of Adolescent Medicine and HealthSame topicBullying, Victimization, and AggressionFrench-language works237,207