Affiliation: Youth Nex - Curry School of Education, University of Virginia; Youth Violence Project - Curry School of Education, University of Virginia.

Contact information:

405 Emmett Street South

P.O. Box 400281

Charlottesville, VA22904-4281

Phone: 434 243 1396

Email:

Brief Biography:

Peter J. Lovegrove is a postdoctoral research associate at Youth-Nex, a center to promote effective youth development located in the Curry School of Education at the University of Virginia. His work on bullying focuses on using person-centered approaches to understand patterns of bullying and victimization amongst middle and high school students. His ongoing work examines the distinctness of cyberbullying from other forms of bullying, covariates of relational aggression in middle school girls, as well as the effect on school bullying climate on longitudinal patterns of school-level academic and behavioral outcomes. He has a newly-available article in the Journal of Youth Violence.

Ongoing work:

I am currently working to examine several aspects of school bullying. The working titles of some current projects are:

Bullying Involvement in Middle Schools: A Latent Transitions Analysis

Relations Between Internalizing and Externalizing Risk Behaviors and Bullying Involvement

Examining Risk Factors for Relational Aggression Involvement Amongst Young Women.

Is Cyberbullying Distinct from Other Forms of Bullying? A Mixture Modeling Approach.

Relations Between Bullying Climate and Growth Patterns of Long-Term Suspensions in Schools

Annotated Bibliography:

Peter J. Lovegrove, Kimberly L. Henry & Michael D. Slater (2012): Examination

of the Predictors of Latent Class Typologies of Bullying Involvement Among Middle School Students,

Journal of School Violence, 11:1, 75-93

Abstract:

This study employs latent class analysis to construct bullying involvement typologies among 3,114 students (48% male, 58% White) in 40 middle schools across the United States. Four classes were constructed: victims (15%); bullies (13%); bully/victims (13%); and noninvolved (59%). Respondents who were male and participated in fewer conventional activities were more likely to be members of the victims class. Students who were African American and reported being less successful at school had a higher likelihood of membership in the bullies class. Bully/victims shared characteristics with bullies and victims: Students with more feelings of anger toward others and a higher tendency toward sensation-seeking had a higher likelihood of membership in the bullies and bully/victims classes, whereas lower levels of social inclusion was associated with membership in the victims and bully/victims classes.

Online links:

Link to article:

Youth Nex:

Youth Violence Project: