@article{3232470,
    title = "Εκφοβισμός/θυματοποίηση και μοναξιά του παιδιού στην ομάδα των συνομηλίκων και στη δυαδική φιλία",
    author = "Ευαγγελία Γαλανάκη and Ειρήνη Αμανάκη and Ειρήνη Νοικοκύρη",
    journal = "Παιδαγωγική Επιθεώρηση:  educational review : περιοδική έκδοση της Παιδαγωγικής Εταιρείας Ελλάδος = periodical publication of the Greek Educational Society",
    year = "2009",
    volume = "48",
    number = ".",
    pages = "71-89",
    publisher = "Παιδαγωγική Εταιρεία Ελλάδος",
    issn = "1106-2177",
    keywords = "σχολικός εκφοβισμός, θυματοποίηση, μοναξιά, ομάδα συνομηλίκων, φιλία, παιδιά, school bullying, victimization, loneliness, peer group, friendship, children, Olweus",
    abstract = "Bullying, as a prevalent phenomenon in Greek schools, is a stressful situ­ation, often with a traumatic character. The aim of this research was to examine the associations between bullying/victimization and loneliness in the peer group (social loneliness) and the dyadic friendship (emotional loneliness). Partic­ipants were 208 fifth-grade students from schools located in the center of Athens. They completed the Olweus Bully/Victim Questionnaire-Revised Edi­tion (Olweus, 2006) and the Peer Network and Peer Dyadic Loneliness Scale (Hoza, Bukowski, & Beery, 2000), which showed adequate internal consis­tency. Linear regression analyses indicated that the tendency to be bullied was associated with loneliness in the peer group and in the dyadic friendship, whereas the tendency to bully was not associated with any dimension of lone­liness. Bullies/victims were the children experiencing the highest loneliness of all the other groups. Sexual victimization, social exclusion, and stealing/dam­aging belongings were significantly related to the various dimensions of lone­liness. More boys than girls were bullies/victims, but no gender difference was found for loneliness. Discussion focuses on the importance of knowing the personal, subjective experience of bullies and victims, as well as on the impli­cations of these findings for school-based interventions."
}