What Works for Whom? Evaluating Patterns and Mechanisms of Change Among Bullies, Victims, and Bully-Victims Participating in a School-Based Prevention Program
暂无分享,去创建一个
[1] Dagmar Strohmeier,et al. Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators , 2021, Journal of Youth and Adolescence.
[2] Christine K. Malecki,et al. Deconstructing bullying roles: A longitudinal latent profile analysis of bullying participant behaviors for students in grades 4 through 12. , 2021, Journal of school psychology.
[3] D. Farrington,et al. What works in anti-bullying programs? Analysis of effective intervention components. , 2021, Journal of school psychology.
[4] Dagmar Strohmeier,et al. Teachers’ knowledge and intervention strategies to handle hate-postings , 2021, European Journal of Developmental Psychology.
[5] C. Salmivalli,et al. Effects of the KiVa Anti-Bullying Program on Affective and Cognitive Empathy in Children and Adolescents , 2021, Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53.
[6] Dagmar Strohmeier,et al. Empowering the Peer Group to Prevent School Bullying in Kosovo: Effectiveness of a Short and Ultra-Short Version of the ViSC Social Competence Program , 2020, International Journal of Bullying Prevention.
[7] C. Spiel,et al. Dynamic Change of Aggressive Behavior and Victimization Among Adolescents: Effectiveness of the ViSC Program , 2019, Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53.
[8] D. Farrington,et al. Examining the Effectiveness of School-Bullying Intervention Programs Globally: a Meta-analysis , 2019, International Journal of Bullying Prevention.
[9] Vicente J. Llorent,et al. A Longitudinal Study on Stability and Transitions Among Bullying Roles. , 2018, Child development.
[10] S. Limber,et al. Evaluation of the Olweus Bullying Prevention Program: A large scale study of U.S. students in grades 3-11. , 2018, Journal of school psychology.
[11] D. Farrington,et al. Systematic reviews of the effectiveness of developmental prevention programs in reducing delinquency, aggression, and bullying , 2017 .
[12] B. Leadbeater,et al. Enhancing Social Responsibility and Prosocial Leadership to Prevent Aggression, Peer Victimization, and Emotional Problems in Elementary School Children. , 2016, American journal of community psychology.
[13] C. Hunt,et al. A meta-analysis of predictors of bullying and victimisation in adolescence. , 2016, Journal of adolescence.
[14] Christiane Spiel,et al. Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber-victimization: Class and individual level moderators. , 2016, Aggressive behavior.
[15] Dagmar Strohmeier,et al. The implementation and evaluation of the ViSC program in Cyprus: challenges of cross-national dissemination and evaluation results , 2016, Bildung-Psychology.
[16] C. Salmivalli,et al. Can a school-wide bullying prevention program improve the plight of victims? Evidence for risk × intervention effects. , 2016, Journal of consulting and clinical psychology.
[17] G. Ladd,et al. Bully/Victim Profiles' Differential Risk for Worsening Peer Acceptance: The Role of Friendship. , 2015, Journal of applied developmental psychology.
[18] Ken Rigby,et al. How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies , 2015 .
[19] Dagmar Strohmeier,et al. Bullying prevention in schools by targeting cognitions, emotions, and behavior: Evaluating the effectiveness of the REBE-ViSC program. , 2015, Journal of counseling psychology.
[20] C. Salmivalli,et al. Effectiveness of the KiVa antibullying programme on bully-victims, bullies and victims , 2015 .
[21] Christiane Spiel,et al. Prevention of Cyberbullying and Cyber Victimization: Evaluation of the ViSC Social Competence Program , 2015 .
[22] B. Kochenderfer-Ladd,et al. To tell or not to tell: what influences children's decisions to report bullying to their teachers? , 2014, School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association.
[23] C. Spiel,et al. Measuring implementation of a school-based violence prevention program : Fidelity and teachers' responsiveness as predictors of proximal outcomes , 2014 .
[24] Kimberly A. Bender,et al. Effects of the Youth Matters Prevention Program on Patterns of Bullying and Victimization in Elementary and Middle School , 2013 .
[25] M. Vermande,et al. Costs and Benefits of Bullying in the Context of the Peer Group: A Three Wave Longitudinal Analysis , 2013, Journal of abnormal child psychology.
[26] Stef van Buuren,et al. Flexible Imputation of Missing Data , 2012 .
[27] Christiane Spiel,et al. ViSC Social Competence Program. , 2012, New directions for youth development.
[28] C. Spiel,et al. Evidence-based practice and policy: When researchers, policy makers, and practitioners learn how to work together , 2012 .
[29] Stef van Buuren,et al. MICE: Multivariate Imputation by Chained Equations in R , 2011 .
[30] C. Spiel,et al. National strategy for violence prevention in the Austrian public school system: Development and implementation , 2011 .
[31] Elisa Poskiparta,et al. Vulnerable Children in Varying Classroom Contexts: Bystanders' Behaviors Moderate the Effects of Risk Factors on Victimization , 2010 .
[32] C. Salmivalli. Bullying and the peer group: A review , 2010 .
[33] Dagmar Strohmeier,et al. Bullying and Victimization Among Native and Immigrant Adolescents in Norway , 2009 .
[34] J. Graham,et al. How Many Imputations are Really Needed? Some Practical Clarifications of Multiple Imputation Theory , 2007, Prevention Science.
[35] C. Oliver,et al. Bullying and the politics of ‘telling’ , 2007 .
[36] Ron Wehrens,et al. The pls Package: Principal Component and Partial Least Squares Regression in R , 2007 .
[37] Jost Reinecke,et al. Longitudinal Analysis of Adolescents Deviant and Delinquent Behavior: Applications of Latent Class , 2006 .
[38] Erika Hoff,et al. Person-Centered and Variable-Centered Approaches to Longitudinal Data , 2006 .
[39] Sandra Graham,et al. Peer Victimization, Aggression, and Their Co-Occurrence in Middle School: Pathways to Adjustment Problems , 2006, Journal of abnormal child psychology.
[40] Ken Rigby,et al. Prospects of adolescent students collaborating with teachers in addressing issues of bullying and conflict in schools , 2003 .
[41] D. Olweus,et al. Prevalence estimation of school bullying with the Olweus Bully Victim Questionnaire , 2003 .
[42] Todd D. Little,et al. Disentangling the “whys” from the “whats” of aggressive behaviour , 2003 .
[43] A. Pellegrini,et al. A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school , 2002 .
[44] D. Pepler,et al. Observations of Bullying in the Playground and in the Classroom , 2000 .
[45] K. Dodge,et al. Social information-processing mechanisms in reactive and proactive aggression. , 1996, Child development.
[46] N. Crick,et al. Relational aggression, gender, and social-psychological adjustment. , 1995, Child development.
[47] Lena Osterhagen,et al. Multiple Imputation For Nonresponse In Surveys , 2016 .
[48] A. Cillessen,et al. Interpretations of bullying by bullies, victims, and bully-victims in interactions at different levels of abstraction. , 2016, Aggressive behavior.
[49] C. Salmivalli,et al. Reducing Bullying and Victimization: Student- and Classroom-Level Mechanisms of Change , 2015, Journal of abnormal child psychology.
[50] C. Salmivalli,et al. Differential effects of the KiVa anti-bullying program on popular and unpopular bullies , 2014 .
[51] Elisa Poskiparta,et al. A large-scale evaluation of the KiVa antibullying program: grades 4-6. , 2011, Child development.
[52] D. Henry,et al. Methodological Challenges Examining Subgroup Differences: Examples from Universal School-based Youth Violence Prevention Trials , 2011, Prevention Science.
[53] J. Graham,et al. Missing data analysis: making it work in the real world. , 2009, Annual review of psychology.
[54] T. Malti,et al. Aggressive and prosocial children's emotion attributions and moral reasoning. , 2009, Aggressive behavior.
[55] L. R. Huesmann,et al. Children's normative beliefs about aggression and aggressive behavior. , 1997, Journal of personality and social psychology.