.

In this task, you are required to make literature review

on a research paper.

·     You are required to allocate a portion of your literature

review about paraphrasing techniques and referencing
models.

·     At the end of the review, you should explicitly identify

and establish the research gap (e.g. recency of resources,
paraphrasing issues and referencing notes).

·     You are required to suggest paraphrased statements

to embed the principles of academic writing. You may also
present some paraphrasing techniques.

·     You are required to check on the referencing aspects

and may check the congruency in the list of references.

(Note: Your literature review is expected to be presented

in an academic writing context integrating paraphrasing
techniques and APA referencing format.)
 PEER VICTIMIZATION AND SOCILA SKILLS OF FIRST YEAR COLLEGE
STUDENTS

BY GRETCHEN C. TAJARAN

Review of Related Literature

The different viewpoints, theories, findings from researches and publications, and

valuable insights from different authors relevant to related topics of the study are

presented in this section, to give substantive evidence to clearly support the research

objectives essential for the study. The independent variable is peer victimization with

the indicators physical victimization, verbal victimization and social manipulation

(Maynard & Joseph, 2000). The dependent variable is social skills with the indicators

cooperation, assertion and self-control (Gresham & Elliot, 2008).

Peer victimization

The disparaging attributes that determine peer victimization from simple assent

between individuals are the aspiration to hurt other people. It is the disparity of

supremacy between the aggressor and the peer victimization – victim whacking, calling

undesirable names, menacing, race-related defamation, outspreading of hearsays and

social expulsion by substantial individuals are precedents of demeanors that comprise

peer victimization; the stipulation and cornerstone is further on the archetypal and

extensive category of peer aggravation that influences many juvenescence’s lives

(Sanders & Phye, 2004). Particularly in their social skills, at some point during students’

school career, it is reckoned that 40 to 80 percent of the youth face peer victimization.
 Additionally, it is determined that the prevalence of involvement in victimization

varies considerably, ranging from 20 to 30 percent (Juvonen, Graham & Schuster,

2003) to a lurching 75 percent (Glover, Gough, Johnson, & Cartwright, 2000) among

children necessitated as peer–victims, assailants or both, in a given period of time.

Hence, these percentages are disturbing with reference to the various undesirable

impacts connected with participation in victim-aggressor interlinkage, which include

social coordinates, academic achievement, and poor mental health (Card & Hodges,

2008).

Peer victimization has been described as a comparatively recurrent issue amid

youngsters: approximates depend not only on age but also on gender; even so,

research has proposed that between 5 to 30 percent of children and adolescents have

experienced peer victimization (Eslea et al., 2004; Stasen & Berger, 2007). Other

postulations have explained that outlay of peer victimization may reach as high as 32

percent and 60 percent in an economical to socio-economical realm (Currie & Vogl,

2013; Fleming & Jacobsen, 2010).

In addition, experiences of peer victimization are linked with a scope of physical,

verbal and social manipulation, and attacks on property which lead to behavioral

problems. Some meta analyses and systematic exploration have shown that peer-

victims predominantly show problems with their social skills; they tend to have lower

standards of living and suffer from poor self-worth (Hawker & Boulton, 2010); endure

unhappiness and abandonment (Storch & Masia-Warner, 2004); increased

psychosomatic complaints (Gini & Pozzoli, 2009); high level of disquietude and

despondency (Hawker & Boulton, 2010); have higher chances for suicidal acts and
behaviors (van Geel, Assies, Wanders, & Barth, 2014); more involved in problems such

as misconduct, aggression and delinquency (Reijntjes, Kamphuis, & Prinzie, 2011); and

technically speaking, they do not perform well academically (Nakamoto & Schwartz,

2010) compared to those who did not experience peer victimization.

In peer victimization, the emotional hardship encountered from childhood through

adolescence might bring about unwanted results in adulthood (McDougall &

Vaillancourt, 2015). Hence, it is a subject of curiosity for some professionals and

educators of what and how effective interventions should be given to youngsters who

have been peer-victimized (Crothers & Levinson, 2004). To foster intervention and

gauge success it is compulsory to precisely, authentically, and extensively evaluate

peer victimization.

Further, various self-report measures have been devised by some researchers.

Forty-one distinctive appraisals of peer victimization have been identified in recent

literature. While these have the advantage of permitting choice over instrument

selection, it has simultaneously resulted in significant inconsistencies in measurement

that can contribute to conflicting prevalence estimates and research results (Vivolo-

Kantor, Holt, & Massetti, 2014). None of the aforesaid measures are inclusively

acknowledged as the tool of choice, even though some tools are utilized more

constantly than others.

The first indicator is physical victimization. It refers to either physical or relational

hostility which is linked with significant adaptability of predicaments such as

externalizing and internalizing problems and social hardships. Previous researches

have affirmed that peer victimization within a group milieu is connected to various
significant hardships such as social dilemmas which include peer-rejection, depression,

and lack of self-restraint (Crick & Bigbee, 2000). In addition, another study explored the

nature of physically-victimized youngsters’ responses to individuals’ hostility; and its

significance in reducing continuous peer victimization. “Fighting back” strategies were

more observed in boys in relation with continued peer victimization, while “asking help

from friends” reduced the continuous experience of victimization. These outcomes

produced substantive attestation that other victimized youngsters obtain advantage from

friends (Kochenderfer & Ladd, 2001).

Furthermore, physical victimization that has been experienced by students for

gender identity and self-expression (Fields et al., 2013) are valuable in research into

suicide attempts. Studies have proposed that including trans-men and trans-women, the

population is prone to alarmingly high rates of different forms of peer victimization based

on their genders which includes rejection, discrimination, and violence (Clements-Nolle,

Marx, & Katz, 2006; Kenagy, 2005; Nuttbrock et al., 2010). Alternatively, race-post

prejudice and gender-post prejudice is a huge nuisance that obstructively affects health.

People who consequently undergo prejudice and experience that their identity has been

under attack are more prone to engage in suicidal behaviors and thoughts (Haas et al.,

2011; Herek, Gillis, & Cogan, 1999).

Nonetheless, numerous researches have connected different aspects of gender-

post prejudice between sexual minorities to suicidal behavior (House, 2011). This

author's study suggested that transgenders undergo peer victimization in the form of

prejudice linked as interpersonal trauma with their gender identity. It has been found

that histories of both physical victimization such as gender-post prejudice and forced
sexual activities were solely linked to attempted suicide among transgender people

(Clements-Nolle et al., 2006). 

The second indicator is verbal victimization. It refers to childhood emotional and

verbal abuse experienced, which contributes to the enhancement of cynical social

interaction ability and dejectedness in youngsters (Rose & Abramson, 2002). As

claimed by the Hopelessness Theory of Depression (Abramson, Alloy, & Metalsky,

1988), people who intend to ascribe cynical instances to substantial, exhaustive causes

and who progress to surmise dismissive upshots and cynical characteristics

accompanying these events must be at heightened peril for acquiring depression.

In addition, in support of the hypothesis of Rose and Abramson (2002),

numerous research have discovered consequential connections among the social skills

of adults and their records of childhood verbal victimization experiences (Gibb, Alloy,

Abrahamson, & Marx, 2003; Hankin, 2005). There is also evidence that underdeveloped

social skills are rated as more connected to childhood histories like verbal victimization

experiences, than to most types of unpleasant life circumstances (Gibb et al., 2003;

Gibb, Butler, & Beck, 2003; Hankin, 2005; Stone, 1993).

The limitation of this research literature is that it entirely pays attention to the

retrospective records of adults with reference to their childhood history. Hence, it is

difficult to conclude if verbal victimization can literally prophesize changes in the

inferential styles or depressive symptoms of the youngsters. Lately, though, a research

found that youngsters’ records of verbal victimization actually foresee changes in the

youngsters’ inferences for the principles of instances as well as changes in their social

skills, over a 6-month follow-up (Gibb & Alloy, 2006). One limitation of the aforesaid
research with youngsters was that the researcher solely scrutinized depressed genic

inferential style about causes. This hopelessness theory formulates that the lower level

of social skills a person has, the more inclined he is to helplessness and depression;

therefore, the study focuses on finding if verbal victimization experiences are well linked

with future changes in the social skills of an individual (Gibb & Alloy, 2006).

Moreover, in acquiring evidence for correlations within the three inferential

dimensions such as causes, consequences and self-characteristics in young adults

(Abela, 2001; Abela & Payne, 2003; Abela & Sarin, 2002), researchers searched

changes in every inferential dimension individually, as well as each child’s ‘‘weakest

link’’ or most negative inferential dimension with regards to verbal victimization which

affects their social skills (Abela & Sarin, 2002). Another constraint of the study is that

the measurement of verbal victimization utilized records of victimizations from all

accessible sources (e.g., parents and peers). Thus, it is not clear whether the findings

were because of verbal abuse from parents/guardians, emotional abuse from peers or

from both. Findings from a current research proposed that youngsters’ cognitive styles

problems may be linked to verbal victimization (Gibb, Abramson, & Alloy, 2004).

The third indicator is social manipulation. This refers to the idea that a child who

bullies may be different from an aggressive or conduct disordered child in terms of

theory of mind ability; this rests on how social manipulation can be defined, the context

in which it occurs, the roles which children assume within this context, and the skills

which may be of use (Sutton, Precup, & Singh, 2009). Social manipulation findings arise

not only from the behavioral vulnerabilities of victims, but also because of a
compromised social designation (Hodges, Martinos, Woolams, Patterson, & Adlam,

2007).

This imbalance of power signifies superiority while the more general field of

aggression supremacy is linked with the manipulation of beliefs and social skills. For

example, Keating and Heltman (2004) found that preschool children, who deceived

successfully, were judged as honest by adult researchers when persuading another

child that a nasty-tasting drink was pleasant; they also tended to be those who

terrorized the playground and were rated as dominant.

Moreover, social manipulation can be defined as the systematic abuse of power

(Smith & Sharp, 2004). It occurs within social relationships (Bjorkqvist, Lagerspetz,

Berts, & King, 2012) and usually with peers present (Pepler & Craig, 2005). These

peers may take on several roles; in addition to Perpetrators and Victim, they may help

or reinforce the bully through watching, laughing and shouting encouragement.

Alternatively, they may stick up for the victim or remain resolutely uninvolved. The use

of social cognition skills in peer victimization may also relate to social manipulation.

Indirect or relational types of violence (Crick & Grotpeter, 2005) for instance, social

prohibition (Bjorkqvist et al., 2012) most of the time necessitate a maneuver of others’

beliefs and mental states in the form of gossiping, spreading rumors and lies.

The fourth indicator is attacks on property. It refers to damage of stuff owned by

the victim. Other forms of peer victimization are destroying possessions (Schlozman,

2013). In spite of the fact that numerous people believe that peer victimization tapers off

during the high school years, it stays a major problem as well throughout college. As

stated in a finding from The University of Indiana, what can bring out old habits are full
postsecondary course loads which are added stressors. Peer victimization may still

exist during this period in different forms. In college and in the workplace, peer

victimization can take on other forms such as attacks on property like coercion –

persuading someone to do things by using force, or threats such as destroying one’s

professional reputation (Michaelis, 2013).

Additionally, attacks on property can happen in any number of places, contexts,

or locations. Sometimes that place is outside the home such as the school. Attacks on

property that occur using technology (including but not limited to hitting, calling names,

forcing someone to do things against their will) are considered peer victimization and is

viewed as a context (Gladden, Vivolo-Kantor, Hamburger, & Lumpkin, 2014).  In

previous research, relational and attacks on property type of peer victimization had

been recognized to be significantly linked with social–psychological maladjustment,

which makes the aggressor more violent. Although studied basically within the peer

context, these types of victimization may transpire within twosome associations like

friendships (Crick & Nelson, 2015).

Gender distinction in attacks on property and the connection between

youngsters’ social-psychological adjustment and peer victimization were analyzed, and

findings showed that boys experience more attacks on property by their peers than girls.

Peer victimization is connected to adjusting to hardships either for the boys or girls;

furthermore, boys were more prone to experience attacks on property whereas girls

were more involved in emotional attacks (Crick & Nelson, 2015). 

 Social Skills

Social skills include appropriate conducts which will warrant many successful

achievements on social function (Gresham & Elliot, 2008). This determines

characteristics, social skills or tactics that entitle an individual to connect and converse

successfully with other people in the social setting (Botsford, 2013). Learners who fall

short of these desired skills might be denied by his peers from joining in positive social

interaction, and problems in relationships with their instructors and/or mentors may

occur, which can lead to the risk of poor academic achievement (Bloom, 2007).

In addition, learners who are socially skilled show fewer behavioral problems; in

previous research, most of the time authors showed connection with the idea of

competence with that of social skills (Shahrum, 2012). Social skills, paired with social

conducts, entail understanding, planning, and performance to achieve better social

interaction. Lower levels of social skills may become a cause for problems in one’s

demeanor (Langeveld, 2012). Social skills have a remarkable long term impact upon

adaptive, psychological and academic functioning in the interpersonal relationships of

individuals (Elliott et al., 2001).

A lower level of social skills and connection with peers, teachers and family -

hardships are related to various kinds of psychopathology, together with depression,

behavior disarray, social aversions, Asperger's syndrome, autism and untimely

schizophrenia (Segrin, 2000; Gaffney & McFall, 2001; Spence, 2011; Harris, 2008;

Spence, Donovan, & Brechman-Toussaint, 2009; Schulz & Koller, 2009). Further,

youngsters’ social skills must be examined within the social setting where the young

adult functions and the researchers recommended an assessment of child functions and
other variables found in context associated with it (Sheridan, Hunglemann, & Maughan,

2009). Gresham (2007) distinguishes the difference with social skill possession

deficiency from social skill execution deficiency. A youngster is said to have acquisition

deficiency if he or she does not possess the certain social skill within his or her

behavioral range.

Alternately, Shahrum (2012) highlighted that performance deficiency includes the

circumstance wherein a youngster is behaving in a socially-skilled manner, yet falls

short in demonstrating the same skill in one or another social circumstance.

Performance deficiency may come from ranges of emotive element, distortions or

cognitive deficiency, or it could be from interfering/competing problem behaviors. Apart

from an affective point of view, high levels of arousal associated with anger or anxiety

might hamper the utilization of relevant social skills. Irrelevant social execution might

also result from smartly twisting the process as social skills statistics is explained or

from cognitive deficiency in processing of the information; Lochman and Dodge (2004)

reiterated that young adults who are aggressive mostly create misinterpretations of

social instances and the demeanor of their peers; this increases the possibility that they

will react in a more aggressive manner.

The first indicator is cooperation. It refers to demeanors like abiding with rules

and regulations and completing given activities without asking anything from anyone

(Gresham & Elliot, 2008). Emotional intelligence is suggested to be an essential basis

for the enhancement of cooperative skills; this means self-awareness and self-

knowledge, empathy and social awareness and reflection, only then would cognition

propose that such qualities are truly important. Whether or not it is attainable to explain
and gauge emotional awareness, other fundamental specifications for cooperative

performance such as exemplary communication skills and the expertise to act

confidently, as opposed to being subdued, violent or cunning; demand empathy, social-

awareness and self-knowledge. This means understanding how to interact productively

with peers towards commonly held objectives and aims on an equal basis (Howard,

2000), otherwise known as social cooperation which integrates elements like empathic

orientation, social anxiety and inhibition that motivates individuals to react in a socially

responsive manner (Przybeck, 2002).

Consequently, children who have been peer victimized experience deficiency in

social skills, are deficient mostly in communication and cooperation skills, and lack

capability to positively interact with peers and enhance friendships (Bilić-Prcić, 2007);

problems in the realm of social skills functions, as well as peer victimization, can lead

students to lower academic performance and behavioral problems in the long-run like

lacking cooperation and social abolition (Wright, 2001). Youngsters who are socially

withdrawn show less interest in cooperating with others; at some occasions they opt to

isolate themselves (Rubin, Wojslawowicz, Rose-Krasnor, Booth-LaForce, & Burgess,

2006). Thus, these individuals are at heightened risks of generating inadequate

demeanor and social problems (Fox, Henderson, Marshall, Nichols, & Gherra, 2005).

The second indicator is assertion. It refers to demeanors such as “asking for

help” from peers when needed; and how they converse with others when problems

occur (Gresham & Elliot, 2008). Assertion permits youngsters to stand firm for

themselves without hesitation, to comfortably convey true emotions, to fight for their

rights without neglecting those of others, and to behave in their natural best interests
(Desmond, 2009); also, it is concern to be able to convey wants and desires, wishes

and emotions in an appropriate manner and is an essential interpersonal and personal

skill. Between every interaction with other human being at work or at the “comfort zone”

called home; be it with customers, colleagues or employers, assertion can be of a great

help to individuals so they could express themselves through a reasonable, open and

clear way, not neglecting their own or others’ rights.

In addition, assertion is different from being aggressive; in contrast, assertion

means being able to stand up for what you believe is true. Assertion is letting others

hear your opinions, thoughts and emotions in the most appropriate and honest way. As

assertion must be enhanced in some; it is also essential not to forget that individuals

should respect one another’s belief, opinion, thoughts and feelings. Assertion permits

others to claim their rights without neglecting the rights of their peers. It is believed to be

an equal response, being neither aggressive nor passive, with self-esteem playing an

essential role.  An assertive individual reacts as balance to peers and subjects to be

opened in sharing their feelings, wishes and thoughts honestly (Fritzegald, 2008).

The third indicator is self-control. It refers to demeanors such as staying serene

when ridiculed and manifesting appropriate acts when in distress. Youngsters who lack

self-control and who are rebellious are most of the time incapable of sympathizing with

other individuals’ perceptions and feelings. They might not clearly understand cryptic

social circumstances and may show malevolence. They have a tendency to provoke

peers when they feel upset, rather than devise a solution to make situations better.

These types of young adults most of the time fail to understand that anger is only a
secondary emotion that comes from being disappointed, neglected, pained, ashamed,

feared or feeling misunderstood (Gresham & Elliot, 2008).

Also, while peers refer them to as mean, they may possess that disfigured

outlook that makes them really strong, admired and well-known. The teachers’

obligation is to help eliminate their misconceptions and transform students to individuals

with self-control through numerous strategies and ways (Davis, 2001). It is undeniable

that a student might have self-control skill deficit, this is determined when a student fails

to assimilate how to control himself or herself due to some sort of emotional arousal.

For instance, anxiety mostly interferes with learning social skills. Moreover, self-control

performance deficiency also demands interventions from emotional arousal; in this

case, however, it has not intervened with the acquisition of the actuation but rather with

its presentation (Gresham, 2007).

Further, cognitive skill helps youngsters realize how to govern emotions and

demeanors for them to end up with good decision making, while diminishing hasty

actuations and effectively dealing with exasperation (Gresmoore, 2011); and to avoid

self-control skill deficit which exists when a person does not possess the skill essential

for proper social interaction. Self-control skills deficit means that others have utilized a

specific learning disability when advocating the social skills deficit (Gresham & Elliott,

2010).

Correlation between Measures

A higher level of peer victimization leads to poorer social skills (Cook et al.,

2010). These social skills bring about distinct demeanor that permits thriving

achievements of social duty (Gresham & Elliot, 2010). Socially skilled people are those
who can enhance and continuously keep friendship with peers, can tactfully resolve

social problems and most importantly make their life more meaningful (Merrell &

Gimpel, 2008); however, it has been said that victims of peer victimization are socially

unskilled; they lack the skills that can make every social interaction easy, they do not

have a sense of humor, possess lower level of social skills, have a problem in their

behaviors and are not capable of handling difficult situations (Elliott et al., 2001).

Consequently, Salmivalli, Karna, and Poskiparta (2009) proposed that certain

behavioral attributes can be considered as evidence that a lower level of, or very poor

social skills have been proven to place youngsters in a situation which makes them

more prone to peer victimization. Several studies have also found that peer victims tend

to display ‘non-developed’ social skills (Dodge & Coie, 2013). Also it has been attested

that peer victimization - victims experience more emotional imbalance (Pierce, 2009),

they choose to be left alone than to include themselves in a group discussion or social

interaction. Hopelessness in finding help from peers in girls and counter assaultiveness

in males were found to trigger peer victimization or continuously happen, while the

needfulness of help in females and nonchalance, and the absence of counter

assaultiveness in males were found to be a means to diminish or prevent peer

victimization (Salmivalli et al., 2009). Some findings have found that peer victims show a

high level of vulnerability (Olweus, 2008; Troy & Sroufe, 2007).

In addition, Fox and Boulton (2005) exemplify that peer victims in the school

setting were mostly observed to have higher problems in their social skills than the non -

peer victims. On the other hand, a handful of Social Skills Training (SST) programs

have been improvised over the past few decades such as: Skill Streaming, which must
be given to the grade school students (McGinnis & Goldstein, 1997); also, Social Skills

must be taught to every child (Cartledge & Milburn, 2005); this will enhance their

competence socially until the adolescence period (Spence, 2005). Unluckily, social skills

trainings have not given any findings or well-examined results essential to stabilizing

social behavior possessed by the youngsters. Moreover, other researches have proven

that as a byproduct of the SST, positive changes in behavior may take place (Gresham,

2007).

The above related literature pertains to the variables of the study which are peer

victimization and social skills. The findings cited works which helped to unveil possible

ways in which peer victimization and social skills are related. These will also serve as a

support to the presentation, results and findings of the study.

Theoretical Framework

This study is anchored on the proposition of Dinner (2015), that no significant

relationship between peer victimization and social skills have been found, given the idea

in his study that of the indicators only one qualifies to influence the association within

the remaining variable or indicators. In support, Crowne and Marlowe (2006) reiterated

that there is a possibility that learners may have given inaccurate ratings to themselves

on their peer victimization experiences’ extent and on the level of their social skills to

satisfy themselves and others such as the want to answer in a socially acceptable way;

this is congruent with the findings of Fox and Boulton (2005), where information

gathered from self-reports were matched with the information from other groups of

respondents when they were asked to identify the relationship between peer

victimization and social skills.

 Furthermore, it has been said that victims of peer victimization are socially

unskilled; they lack the standards that can make every social interaction easier and they

have poor level of social skills, do not possess sense of humor, possess a delinquent

behavior and are not capable to handle difficult situations (Elliott et al., 2001). The

researcher has chosen the proposition since it matches with the main purpose of the

study.

Conceptual Framework

Figure 1 shows the conceptual framework of the variables of the study. The

independent variable of this research focuses on peer victimization which is depicted by

the following indicators: physical victimization refers to hitting, kicking, beating and

physical attack that the victims experienced from the perpetrators; verbal victimization

refers to calling of names, cursing, shaming in public because of appearance and for

other reasons; social manipulation refers to plotting to get into trouble with friends,

making friends turn against them, silent treatment and making peers not talk to them;

and attacks on property refers to taking their belongings from them without permission,

breaking something that they own, stealing things from them and damaging their

properties and or image (Maynard & Joseph, 2000).

The dependent variable of the study is Social Skills which is measured in terms

of cooperation which refers to behaviors such as finishing class assignments on

deadlines, using given time correctly other than waiting for others to help them,

following directions and keeping their desk clean even without further instructions;

assertion refers to the behaviors such as introducing oneself to new people without

being told, questioning rules that maybe unfair in an appropriate manner, inviting peers
to join in activities, making new friends easily and initiating conversation with peers; and

self-control refers to behaviors such as controlling one's temper when in conflict with

others especially adults, responding appropriately when being teased, accepting others’

ideas during group activities and getting along with people who are considered different

(Gresham & Elliot, 2008).

 REFERENCES

Abela, D. (2001). Handbook of depression in children and adolescents. Retrieved from

https://www.researchgate.net/publication/

Abela, D., & Payne S. (2003). Symptoms of depression in children. Retrieved from
https://www.researchgate.net/publication/

Abela, D., & Sarin, T. (2002). Peer victimization resulting to depression. Retrieved from
https://www.researchgate.net/publication/

Abrahamson, L., Alloy, Y., & Metalsky, W. (1988). Hopelessness depression: A theory-
based subtype of depression. Retrieved from http://psycnet. apa.org/record/

Bilić-Prcić, M. (2007). The relationship between social skills and behavioral problems in
children with visual impairment. Retrieved from
https://www.researchgate.net/publication/290286309

Bjorkqvist, K., Lagerspetz, K. M. J., Berts, M., & King, E. (2012). Group aggression
among school childrenin three schools. Scandinavian Journal of Psychology, 23,
45–52. doi:abs/10.1002/10982337

Bloom, P. (2007). Social evaluation by preverbal infants. Retrieved from https:// www.re-
searchgate.net/publication/5814807

Botsford, K. D. (2013). Social skills for youths with visual impairments: A meta- analysis
— JVIB Abstract. Retrieved from https://www.afb.org/jvib/newjvib/ abstract/

Calder, N. M. (2013). Social learning and evolution: The cultural intelligence hypothesis.
Retrieved from https://www.researchgate.net/publication/ 229737993

Card, N. A., & Hodges, E. V. E. (2008). Peer victimization among schoolchildren:

Correlations, causes, consequences, and considerations in assessment and
intervention. Retrieved from http://psycnet.apa.org/buy/

Cartledge, G., & Milburn, J. F. (2005). Learning Social Skills through literature for
children and adolescents. Retrieved from
https://www.sciencedirect.com/science/article/pii/S187704

Clements-Nolle, K., & Marx, R., & Katz, M. (2006). Attempted suicide among
transgender persons: The influence of gender-based discrimination and
victimization. Retrieved from https://www.researchgate.net/publication/33241
Cook, C., Williams, R., & Guerra, L. (2010). Social skills training for secondary students
with emotional and/or behavioral disorders: A review and analysis of the
meta-analytic literature. Retrieved from https://experts.umn.edu/en/ publications/

Creswell, B. (2018). Relational aggression, gender, and social ‐psychological. Retrieved

from Adjustment. Retrieved from https://onlinelibrary.wiley. com

Crick, N. R., & Bigbee, M. A. (2000). Relational and overt forms of peer victimization: A
multi-informant approach. Retrieved from https://www.ncbi.nlm.nih.gov/
m/pubmed/9583337

Crick, N. R., & Grotpeter, J. (2005). Social skills for youths with visual impairments.
Retrieved from https://www.afb.org/jvib/Newjvibabstract.asp?articleid

Crick, N. R., & Nelson, R. (2015). The relationship between social skills and behavioral
problems in children with visual Impairment. Retrieved from
https://www.researchgate.net/publication/2902 86309

Crothers, E., & Levinson, V. (2004). Social development. Retrieved from

http://www.instructionaldesign.org/theories/

Crowne, L., & Marlowe, M. (2006). Theoretical perspectives underlying the application
of cooperative learning in classrooms. Retrieved from https://online
library.wiley.com/ /10.1111/j

Currie, J., & Vogl, T. (2013). Early life health and adult circumstance in developing
countries. Retrieved from https://onlinelibrary.wiley.com/1467-
8624.1995.tb00900.x

Davis, J. (2001). The cognitive psychology of Internet gaming disorder. Retrieved

from https://www.sciencedirect.com/science/article/pii/S0272735814000658

Del Prette, A. P. (2001). Social skills inventory (SSI-Del-Prette): Characteristics and

studies in Brazil. Retrieved from http://psycnet.apa.org/record/2013-14196

Desmond, B. (2009). Effect of assertive outreach after suicide attempt in the

Assertive Intervention for Deliberate self-harm (AID). Retrieved from
https://www.randomised.controlledtrial.com

Dinner, G. (2015). Social learning and evolution: The cultural intelligence hypothesis.
Retrieved from
https://www.researchgate.net/publication/ 229730
Dodge, B., & Coie, L. (2013). Group aggression among school children in three schools.
Scandinavian Journal of Psychology, 25, 50–51. doi:
abs/10.1002/10982337(1992)18:2<117

Elliot, S. N. (2007). School - based behavioral assessment within problem-solving

Models: Current status and future directions. Retrieved from
https://www.researchgate.net/publication/

Elliot, S. N., Malecki, R., & Demaray, T. (2001). Guidelines for social skills assessment
and training procedures. Retrieved from https://asu.pure. elsevier.com/

Eslea, M., Menesini, E., Morita, Y., O’Moore, M., Mora-Merchán, J. A., & Pereira, B
(2004). Friendship and loneliness among bullies and victims. Retrieved from
http://www.instructionaldesign.org/theories/socialdevelopment/10.1002

Fields E.L., Bogart L.M., Galvan F.H., Wagner G.J., Klein D.J., & Schuster M.A. (2013).
Association of discrimination-related trauma with sexual risk among HIV-positive
African American men who have sex with men. Retrieved from
https://www.researchgate.net/publication/lifes

Fleming, W., & Jacobsen, D. (2010). Early life health and adult circumstance in
developing countries. Retrieved from https://onlinelibrary.wiley.com

Fox, N. A., & Boulton M. (2005). Psychophysiological correlates of empathy and

prosocial behaviors in preschool children with behavior problems. Retrieved from
https://scholar.google.com.ph/

Fox, N., Henderson H., Marshall P., Nichols K., & Ghera M. (2005). Behavioral
inhibition: Linking biology and behavior within a developmental framework.
Retrieved from https://scholar.google.com.ph/scholar?q=Fox,+et+al.

Fritzegald, A. (2008). Assertiveness: An introduction. Retrieved

from https://www.skillsyouneed.com/ps/assertiveness.html

Gaffney, M., & McFall, B. (2001). Social learning and evolution: The cultural intelligence
hypothesis. Retrieved from https://www.researchgate.net /publication/229000033

Gibb, B. E., Alloy, L. B., Abramson, R., & Marx, V. (2003). School-based behavioral
assessment within problem solving models: Current status and future directions.
Retrieved from https://www.researchgate.net/publication/

Gibb, B. E., Abramson, R., & Alloy, L. B. (2004). Hopelessness depression: A theory-
based subtype of depression. Retrieved from http://psycnet. apa.org/record/
Gibb, B. E., & Alloy, L. B. (2006). Literature review role of parenting and maltreatment
histories in unipolar and bipolar mood disorders: Mediation by cognitive
vulnerability to depression. Retrieved from
https://www.researchgate.net/publication/7063182

Gibb, B. E., Butler C., & Beck, R. (2003). Theoretical perspectives underlying the
application of cooperative learning in classrooms. Retrieved from https://online
library.wiley.com/

Gini, K., & Pozzoli, M. (2009). Beyond the individual: The impact of ethnic context and
classroom behavioral norms on victims’ adjustment. Retrieved from
https://www.researchgate.net/publication/7063182v

Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014).

Bullying surveillance among youths: Uniform definitions for public health and
recommended data elements. Retrieved from
https://scholar.google.com.ph/scholar

Glasman, N., & Albarracin, J. (2006). National center for injury prevention and control,
centers for disease control and prevention and US Department of Education.
Retrieved from https://scholar.google.com.ph/scholar?q=

Glover, J., Gough, V. Johnson, J., & Cartwright, M. (2000). Behavioral inhibition: linking
biology and behavior within a developmental framework. Retrieved from
https://www.researchgate.net /publication/

Graziano, P. A. (2007). The role of emotion regulation and children's early academic
success. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/ articles/PMC3004175

Gresham, F. M., & Elliot, S. N. (2000). Assessment and classification of children's

social skills: A review of methods and issues. Retrieved from
https://www.google.com.ph/amp/s/www.researchgate.net/publication/2324868

Gresham, F.M. (2007). School based behavioral assessment within problem solving
models: Current status and future directions. Retrieved from
https://www.researchgate.net/publication/232322346

Gresham, F. M., & Elliot, S. N. (2008). Social skills improvement system rating scales
Minneapolis, MN: NCS pearson. Retrieved from http://journals.
sagepub.com/doi/pdf/10.1177/0734282910385806

Gresham, F. M., & Elliot, S. N. (2010). School based behavioral assessment within
problem-solving models: Current status and future directions. Retrieved from
https://www.researchgate.net/publication/
Gresmoore, A. (2011). Writing assignments boost critical thinking skills for landscape
design students. Retrieved from https://onlinelibrary.wiley.com/

Haas AP, Eliason M., Mays, D., Mathy, B., Cochran, F., & D’Aguelli, J. (2011). Suicide
and suicide risk in lesbian, gay, bisexual, and transgender populations: Review
and recommendations. Journal of Homosexuality, 23, 29-30. doi:
10.1080/00918369.2011.534038

Hammerstein, J.C. (2003). Social learning and evolution: The cultural intelligence
hypothesis. Retrieved from https://www.researchgate.net/publication/

Hankin, T. (2005). Psychological sequel of hate-crime victimization among lesbian, gay,

and bisexual adults. Journal of Consulting and Clinical Psychology, 67, 945-951.
doi: 10.1080/00918369.2022.534012

Harris, W. (2008). The cognitive diathesis-stress theories of depression: Toward an

adequate evaluation of the theories' validities.
https://www.researchgate.net/publication/897644

Hawker, L., & Boulton, M. (2010). Social skills for youths with visual impairments.
Retrieved from https://www.afb.org/jvib/ Newjvibabstract.asp?articleid

Heltman, R. (2004). Repeat and Point: differentiating semantic dementia from

progressive non-fluent aphasia. Retrieved from https://onlinelibrary .wiley.com/

Herek, N., Gillis, K., & Cogan, H. (1999). Suicide and suicide risk in lesbian, gay,
bisexual, and transgender populations: Review and recommendations.
https://onlinelibrary.com/2011;58:10–51.

Hodges, K. J. K., Martinos, R., Woolams, P., Patterson, A., & Adlam, T. (2007).
Regulating the costs of empathy: the price of being human. Retrieved from
http://www.pages.uoregon.edu/

House, A. S. (2011). Bullying: Perceptions of adolescent victims in the Midwestern

USA. Retrieved from http://journals.sagepub.com/1177

Howard, C. (2000). Teaching parents new skills to support their young children’s
development. Retrieved from http://depts.washington.edu/isei/review/

James, G. (2017). Peer victimization and child physical health: The moderating role of
Pessimism. Retrieved from https://academic.oup.com/ jpepsyarticle/39/4

Juvonen, J., & Graham, S. (2001). Rejection sensitivity in childhood and early
adolescence: Peer rejection and protective effects of parents and friends.
Retrieved from https://www.researchgate.net/publication/48380_Rejection
Juvonen, J., & Graham, S., & Schuster, R. (2003). Peer harassment in school: The
plight of the vulnerable and victimized. Retrieved from
https://www.researchgate.net/publication/8976448

Keating, C. F., & Heltman, K. R., (2004). Dominance and deception in children and
adults: Are leaders the best misleaders. Retrieved from
http://psycnet.apa.org/record/1995- 01333-001

Kenagy, L. (2005). Attempted suicide among transgender persons: The influence of

gender-based discrimination and victimization. Retrieved from
https://www.researchgate.net/publication/232322346

Kochenderfer, B. J., & Ladd, G. W. (2001). Victimized children's responses to peers'

aggression: Behaviors associated with reduced versus continued victimization.
Retrieved from https://asu.pure.elsevier.com/en/publications/

Ladd, M., & Troop-Gordon, A. (2003). The role of chronic peer difficulties in the
development of child. Retrieved from https://asu.pure.elsevier.com/en/
publications

Langeveld, D. (2012). Theoretical perspectives underlying the application of

cooperative learning in classrooms. Retrieved from https://online
library.wiley.com/

Lochman, V., & Dodge, F. (2004). Educational research. Retrieved from

https://www.researchgate.net/publication/232701001

Maynard, H., & Joseph, S. (2000). You are here: Home find survey

assessments outcome categories  and safety  victimization  multidimensional
peer victimization scale. Retrieved from http://www.performwell .org/index.php

McDougall, R., & Vaillancourt, R. (2015). Friendship and loneliness among bullies and
victims. Retrieved from https://experts.umn.edu/en/publications/

McGinnis, J., & Goldstein, W. (1997). Social skills assessment and intervention with
children and adolescents: Guidelines for assessment and training procedures.
Retrieved from https://asu.pure.elsevier.com/en/publications

Merrell, K., & Gimpel, G. (2008). Social skills of children and adolescents:
Conceptualization, assessment, treatment. Retrieved from
http://psycnet.apa.org/record/1997-36523-000
Michaelis, S. (2013). Beyond the individual: The impact of ethnic context and classroom
behavioral norms on victims’ developmental psychology. Retrieved from
https://www.research gate.net/publication/

Nakamoto, H., & Schwartz, J. (2010). Repeat and point: Differentiating semantic
dementia from progressive non-fluent aphasia. Retrieved from
https://asu.pure.elsevier.com/en/publications/cortex.

Nansel, E. (2001). Peer victimization in school: Exploring the ethnic context.

Retrieved from https://www.jstor.org/stable/20183143?seq

Nuttbrock, G., Hwahng, L., Bockting, M., Rosenblum, R., Mason, S., Macri, P., &
Becker, Q. (2010). Attempted suicide among transgender persons: The influence
of gender-based discrimination and victimization. Retrieved from
https://www.researchgate.net/publication/

Olweus, D. (2002). Debate bullying and ‘Theory of Mind’: A critique of the ‘Social Skills
Deficit’ view of anti-social behaviour. Retrieved from
https://www.researchgate.net/publication/279557

Olweus, D. (2008). Rethinking interaction in SLA: Developmentally appropriate

assistance in the zone of proximal development and the acquisition of L2
grammar. Retrieved from https://asu.pure.elsevier.com/en/publications

Paul, M., & Ormrod, J. (2013). Citation styles for assertive behavior in children; a
step toward a theory of aggression. Retrieved from http:// www.worldcat.org/

Pelligrini, G., & Bartini, P. (2000). The role of chronic peer difficulties in the
development of child. Retrieved from https://asu.pure.elsevier.com/en/
publications/

Pepler, R., & Craig, D. (2005). Making a difference in bullying. Retrieved from
https://www.researchgate.net/publication/228552712

Pierce, D. (2009). The role of chronic peer difficulties in the development of child.
Retrieved from https://asu.pure.elsevier.com/en/ publications/

Postigo, S. (2012). Predicting bullying maladjustment social skills and popularity.

Retrieved from https://www.researchgate.net/publication/254249016

Przybeck, K. (2002). Scandinavian educational research. Retrieved from https://www.

researchgate.net/publication/232701001
Reijntjes, A., Kamphuis, J.H., & Prinzie, P. (2011). Prospective linkages between peer
victimization and externalizing problems in children: A meta-analysis. Retrieved
from http://www. performwell.org/index

Rose, G., & Abrahamsons, E. (2002). Management fashion: Lifecycles triggers, and
collective learning processes. Retrieved from
https://www.jstor.org/stable/2667053

Rubin, K.H., Wojslawowicz, J.C., Rose-Krasnor, M.J., Booth-LaForce H., & Burgess D.
(2006). The best friendships of shy/withdrawn children: Prevalence, stability, and
relationship quality. Retrieved from
https://www.researchgate.net/publication/232701001

Salmivalli, C., Kärnä, A., & Poskiparta, E. (2009). From peer putdowns to peer support:
A theoretical model and how it translated into a national anti-bullying program.
Retrieved from https://www.researchgate.net/publication/227882484

Sanders, C. E., & Phye, G. D. (2004). Bullying: Implications for the classroom.
Retrieved from http://psycnet.apa.org/record/2004-16484-000

Schlozman, W. (2013). Between MDPs and semi-MDPs: A framework for temporal

abstraction in reinforcement learning. Retrieved from
https://www.verywellmind.com/

Schulz, C., & Koller, A. (2009). Bullying and peer group: A review of aggression and
Violent Behavior. Retrieved from
https://www.researchgate.net/publication/279557872

Schwartz, M. (2009). The role of chronic peer difficulties in the development of child
Retrieved from https://asu.pure.elsevier.com/en/ publications/

Segrin, W. (2000). Individual and contextual factors for bullying and peer victimization:
Implications for prevention. Retrieved from http://www.instructional
design.org/theories

Shahrum, V. (2012). Social evaluation by preverbal. Retrieved from

https://www.afb.org/jvib/Newjvibabstract.asp?articleid=jvib070610

Sheridan, S. M. Hunglemann, A., & Maughan, D. P. (2009). A contextualized

framework for social skills assessment, intervention, and generalization. 
Retrieved from http://psycnet.apa.org/record/

Smith, P. K., & Sharp, S. (2004). School bullying: Insights and perspectives. Retrieved
from https://onlinelibrary.wiley.com/
Smith, P.K., Shu, L., & Madsen, H. (2001). The role of chronic peer difficulties in the
development of child. Retrieved from https://asu.pure.elsevier.com/en/

Spence, F. (2011). Social learning and evolution: The cultural intelligence hypothesis.
Retrieved from https://www.researchgate.net/publication

Spence, N. J. (2005). Rethinking interaction in SLA: Developmentally appropriate

assistance in the zone of proximal development and the acquisition of L2
grammar. Retrieved from https://asu.pure.elsevier.com/en/ publications

Spence, F., Donovan, A., & Brechman-Toussaint, K. (2009). Social skills training with
adolescent male offenders: I. Short- term effects. Retrieved from
https://www.researchgate.net/publication/22698461

Stasen, N., & Berger, R. (2007). Friendship and loneliness among bullies and victims.
Retrieved from http://www.instructionaldesign.org/theories/socialdevelopment/

Stone, C. (1993). Theoretical perspectives underlying the application of cooperative

learning in classrooms. Retrieved from https://online library.wiley.com/

Storch, N., & Masia-Warner, L. (2004). Participant roles in bullying among Dutch
adolescents with autism spectrum disorders. Retrieved from
https://www.tandfonline.com/

Sutton, R. S., Precup, D., & Singh, S. P. (2009). Between MDPs and semi-MDPs: A
framework for temporal abstraction in reinforcement learning. Retrieved from
https:// onlinelibrary.wiley.com/

Troy, I., & Sroufe, M. (2007). Developmentally appropriate assistance in the zone of
proximal development and the acquisition of grammar. Retrieved from
https://asu.pure.elsevier.com/en/publications

Van Geel, C. K., Assies, R., Wanders, F., & Barth, L. (2014). Victimization among
preschoolers: Role of attachment relationship history. Retrieved from
http://psycnet.apa.org/record/19880

Vivolo-Kantor, A., Holt, M., & Massetti, G. (2014). Individual and contextual factors for
bullying and peer victimization: Implications for prevention. Retrieved from
http://www.instructional design.org/

Walker, H. M. (2009). Social skills in school-age children and youth: Issues and
best practices in assessment and intervention. Retrieved from
https://www.researchgate.net/publication/232154690
Webb, N. (2009). Theoretical perspectives underlying the application of cooperative
learning in classrooms. Retrieved from http://www.performwell.org/index.php/

Wright, E. O. (2001). Rejection sensitivity in childhood and early adolescence: Peer

rejection and protective effects of parents and friends. Retrieved from
https://www.researchgate.net/publication/48380851

You are required to allocate a portion of your literature

review about paraphrasing techniques and referencing
models.
Paraphrasing techniques and referencing models. The most important thing to
note when paraphrasing, is understanding the thought of a paragraph. In this manner
you as the researcher will get to change the structure of the sentence and change the
words in that particular sentence more efficiently. On the other hand, the referencing
style that I used on my study was APA format since it was the format followed by the
University of Mindanao.

·     At the end of the review, you should explicitly identify

and establish the research gap (e.g. recency of resources,
paraphrasing issues and referencing notes).
PARAPHRASING ISSUES & RECENCY OF RESOURCES. The problem I
encountered when I wrote my RRL occurred during turnitin period. I had to revise my
work when in fact I had already paraphrased majority of my paper because the result
said the otherwise. Thus, I undergo major revision and it took time for me to finish
revising my manuscript. Another concern was the date when the resources being
published, it had to be not later than five years ago and since the study I had was
bullying majority of my resources were published long time ago. Hence I had to look for
another resources to replace them.

·     You are required to suggest paraphrased statements

to embed the principles of academic writing. You may also
present some paraphrasing techniques.
SUGGEST PARAPHRASED STATEMENTS. The researcher may get the
author’s viewpoint before paraphrasing. S/he can either change the sentence structure
or just certain words. Apart from this, s/he must avoid slangs and/or jargons to follow
the rules of formal/academic writing.
·     You are required to check on the referencing aspects
and may check the congruency in the list of references.
The congruency and reference aspect of the above RRL has been checked by
qualified personnel at UM PS. I had to consider them before finally publishing the
manuscript.