BRNET Member PublicationsThis page is for BRNET researchers to showcase their research and creative activities. If you’re interested in a specific work, please contact the authors to request a copy.
Boulton, M. J., & Macaulay, P. J. (2023). Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students. Research Papers in Education. https://doi.org/10.1080/02671522.2023.2189289
Kaufman, T. M. L., Lessard, L. M., & Watson, R. J. (2023). Heterogenous associations between Gender-Sexuality Alliances and LGBTQ adolescents' maladjustment across individual victimization level. Journal of Research on Adolescence. https://doi.org/10.1111/jora.12844
Nassem, E. M. (2023). The application of a Foucauldian approach to analyse school bullying: A critique. Pastoral Care in Education, 1-19. https://doi.org/10.1080/02643944.2023.2271473
Tolmatcheff, C., Veenstra, R., Roskam, I., & Galand, B. (2023). Examining the link between implementation fidelity, quality, and effectiveness of teacher-delivered anti-bullying interventions in a randomized controlled trial. Prevention Science. https://doi.org/10.1007/s11121-023-01580-8
Baraldsnes, D. (2022). Teacher practices aimed at preventing school bullying: A comparative analysis of Lithuania and Norway. Nordic Studies in Education, 42(4), 306– 327. https://doi.org/10.23865/nse.v42.3503
Betts, L. R., Spenser, K. A., & Baguley, T. (2022). Describing disclosure of cybervictimization in adolescents from the United Kingdom: The role of age, gender, involvement in cyberbullying, and time spent online. The Journal of Genetic Psychology, 183, 40-53.
Boulton, M. J., & Macaulay, P. J. (2022). Does authentic self‐esteem buffer the negative effects of bullying victimization on social anxiety and classroom concentration? Evidence from a short‐term longitudinal study with early adolescents. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12573
Camacho, A., Runions, K., Ortega-Ruiz, R., & Romera, E. M. (2022). Bullying and cyberbullying perpetration and victimization: Prospective within-person associations. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-022-01704-3
Ehrhardt, A., & Schacter, H.L. (2022). On shaky grounds: Peer victimization predicts friendship instability across the ninth grade school year. Journal of Adolescence. https://doi.org/10.1002/jad.12081
Gini, G., Pozzoli, T., Angelini, F., Thornberg, R., Demaray, K. M. (2022). Longitudinal associations of social- cognitive and moral correlates with defending in bullying. Journal of School Psychology, 91, 146-159.
Gini, G., Thornberg, R., Bussey, K., Angelini, F., Pozzoli, T., (2022). Longitudinal links of individual and collective morality with adolescents’ peer aggression. Journal of Youth and Adolescence, 51, 524-539.
Gusfre, K.S., Støen, J. & Fandrem, H. (2022). Bullying by teachers towards students - a scoping review. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-022- 00131-z
Kaufman, T. M. L., & Baams, L. (2022). Disparities in perpetrators, locations, and reports of victimization for sexual and gender minority adolescents. Journal of Adolescent Health. https://doi.org/10.1016/j.jadohealth.2021.06.024
Kaufman, T., Laninga-Wijnen, L., & Lodder, G. (2022). Are victims of bullying primarily social outcasts? Person-group dissimilarities in relational, socio-behavioral, and physical characteristics as predictors of victimization. Child Development, 10.1111/cdev.13772. https://doi.org/10.1111/cdev.13772
Laninga-Wijnen, L., Van den Berg, Y. H. M., Garandeau, C. F., Mulder, S., & Orobio De Castro, B. (2022). Does being defended relate to decreases in victimization and improved psychosocial adjustment among victims? Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000712
Lapidot-Lefler, N. (2022). The role of sociocultural context in cyberbullying in Israeli society: Comparing Arab and Jewish parents’ perceived knowledge of their adolescent children’s involvement in cyberbullying. International Journal of Bullying Prevention, 1- 12. https://doi.org/10.1007/s42380-022-00136-8
Llorent, V.J., Gonzalez-Gomez, A.L., Farrington, D.P., & Zych, I. (2022). Improving literacy competence and social and emotional competencies in primary education through cooperative project-based learning. Psicothema, 34(1) https://doi.org/10.7334/psicothema2020.372
Marsh, H. W., Reeve, J., Guo, J., Pekrun, R., Parada, R. H., Parker, P. D., Basarkod, G., Craven, R., Jang, H.-R., Dicke, T., Ciarrochi, J., Sahdra, B. K., Devine, E. K., & Cheon, S. H. (2022). Overcoming limitations in peer-victimization research that impede successful intervention: Challenges and new directions. Perspectives on Psychological Science, 17456916221112919. https://doi.org/10.1177/17456916221112919
Macaulay, P. J. R., Betts, L. R., Stiller, J., & Kellezi, B. (2022). Bystander responses to cyberbullying: The role of perceived severity, publicity, anonymity, type of cyberbullying, and victim response. Computers in Human Behaviour, 131, e10728.
Malamut, S., Garandeau, C. F., Duong, M. T., Badaly, D., & Schwartz, D. (2022). Is aggression associated with biased perceptions of one’s acceptance and rejection in adolescence? Developmental Psychology, 58(5), 963-976. https://doi.org/10.1037/dev0001333
Noret, N., Hunter, S. C., Pimenta, S., Taylor, R., & Johnson, R. (2022). Open science: Recommendations for research on school bullying. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-022-00130-0
Rambaran, J. A., Pozzoli, T., Gini, G. (2022). Socio-cognitive processes and peer-network influences in defending and bystanding. Journal of Youth and Adolescence, 51, 2077-2091.
Romera, E. M., Herrera-López, M., Ortega-Ruiz, R., & Camacho, A. (2022). The moral disengagement scale- 24: Factorial structure and cross-cultural comparison in Spanish and Colombian adolescents. Psychology of Violence. https://doi.org/10.1037/vio0000428
Romera, E. M., Luque-González, R., García-Fernández, C. M., & Ortega-Ruiz, R. (2022). Social competence and bullying: The role of age and sex. Educacion XX1, 25(1), 309–333. https://doi.org/10.5944/educxx1.30461
Schacter, H. L., Hoffman, A. J., Ehrhardt, A., & Bakth, F. (2022). Peer victimization, schooling format, and adolescent internalizing symptoms during the COVID-19 pandemic: Between-and within- person associations across ninth grade. Development and Psychopathology. https://doi.org/10.1017/S0954579422000074
Schacter, H.L., Marusak, H.A., Borg, B.A., & Jovanovic, T. (2022). Facing ambiguity: Social threat sensitivity mediates the association between peer victimization and adolescent anxiety. Development and Psychopathology. https://doi.org/10.1017/S0954579422001018
Schacter, H.L., Slatcher, R.B., Rodriguez-Stanley, J., Houpt, R., & Zilioli, S. (2022). Effects of daily peer problems on sleep and the severity of pediatric asthma symptoms. Health Psychology, 41(6), 409-416. https://doi.org/10.1037/hea0001177
Schoop-Kasteler, N., Hofmann, V., Cillessen, A. H. N., & Müller, C. M. (2022). Social status of students with intellectual disabilities in special needs schools: The role of students’ problem behavior and descriptive classroom norms. Journal of Mental Health Research in Intellectual Disabilities. https://doi.org/10.1080/19315864.2022.2029644
Tolmatcheff, C., Galand, B., & Roskam, I. (2022). Validation of the French version of the moral disengagement in bullying scale: Testing Bandura's conceptual model. Journal of School Psychology, 91, 81-96. https://doi.org/10.1016/j.jsp.2022.01.002
van Aalst, D.A., Huitsing, G. & Veenstra, R. (2022). A systematic review on primary school teachers’ characteristics and behaviors in identifying, preventing, and reducing bullying. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-022-00145-7
van der Ploeg, R., Stoltz, S., van den Berg, Y. H. M., Cillessen, A. H. N., & Orobio de Castro, B. (2022). To disclose or not? Children’s tendency to disclose peer victimization in elementary school. Educational Psychology, 42(7), 857-874. https://doi.org/10.1080/01443410.2022.2048794
Van Ryzin, M. J., Low, S., Roseth, C. J., & Espelage, D. (2022). A longitudinal process model evaluating the effects of cooperative learning on victimization, stress, mental health, and academic engagement in middle school. International Journal of Bullying Prevention, 1-12. https://doi.org/10.1007/s42380-022-00140-y
Van Ryzin, M. J., & Roseth, C. J. (2022). The longitudinal relationship between peer relations and empathy and their joint contribution to reducing bullying in middle school: Findings from a randomized trial of cooperative learning. Journal of Prevention and Health Promotion, 1-19. https://doi.org/10.1177%2F26320770221094032
Van Ryzin, M. J., Roseth, C. J, Low, S., & Loan, C. M. (2022). Reciprocated friendship as a mediator of the effects of cooperative learning on peer victimization in middle school. Journal of School Violence, 21(3), 342-353. https://doi.org/10.1080/15388220.2022.2098502
Wilson, E., Crudgington, H., Morgan, C., Hirsch, C., Prina, M., & Gayer-Anderson, C. (2022). The longitudinal course of childhood bullying victimisation and associations with self-injurious thoughts and behaviors in children and young people: A systematic review of the literature. Journal of Adolescence, 1– 29. https://doi.org/10.1002/jad.12097
Buglass, S., Abell, L., Betts, L. R., Hill, R., & Saunders, J. (2021). Banter versus bullying: A student perspective. International Journal for Bullying prevention, 3, 287-299.
Chen, J.K. & Wu, W.C. (2021). Reciprocal relationships between sleep problems and problematic smartphone use in Taiwan: A cross-lagged panel study. International Journal of Environmental Research and Public Health, 18(14), 7438. https://doi.org/10.3390/ijerph18147438
Chen, J.K., Chang, C.W., Wang, Z., Wang, L.C., & Wei, H.S. (2021). Cyber deviance among adolescents in Taiwan: Prevalence and correlates. Children and Youth Services Review, 126, 106042. https://doi.org/10.1016/j.childyouth.2021.106042
Chen, J.K., Pan, Z., & Wang, L.C. (2021). Parental beliefs and actual use of corporal punishment, school violence and bullying, and depression in early adolescence. International Journal of Environmental Research and Public Health, 18(12), 6270. https://doi.org/10.3390/ijerph18126270
Chen, J.K., Wang, S.C., Chen, Y.W. & Huang, T.H. (2021). Family climate, social relationships with peers and teachers at school, and school victimization among third grade students in elementary schools in Taiwan. School Mental Health, 13, 452-461. https://doi.org/10.1007/s12310-020-09404-8
Chen, J.K., Wang, Z., Wong, H., & Tang, M.Y. V. (2021). Child deprivation as a mediator of the relationships between family poverty, bullying victimization, and psychological distress. Child Indicators Research, 14, 2001-2019. https://doi.org/10.1007/s12187-021-09835-y
Chen, J.K., Wu, C., Wang, L.C. (2021). Longitudinal associations between school engagement and bullying victimization in school and cyberspace in Hong Kong: An auto-regressive cross-lagged panel study. School Mental Health, 13, 462-472. https://doi.org/10.1007/s12310-021-09439-5
Cho, S. (2021). Modeling the reciprocal relationships between group-based developmental trajectories of peer delinquency and self-reported delinquency during adolescence: An application of interactional theory. Criminal Justice and Behavior, 48(2), 234-255.
Fandrem, H., & Støen, J. (2021). Immigrant and non-immigrant parents’ involvement in bullying cases.International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-021-00106-6
Hong, J.S., Chen, J.K., Wang, S., Lee, J.M., Algood, C.L., & Voisin, D.R. (2021). What types of delinquent activities are bullies, victims, and bully/victims in urban neighborhoods most likely involved in? Journal of Pediatric Nursing, 59, 55-62. https://doi.org/10.1016/j.pedn.2020.12.019
Hong, J.S., Lee, J., McCloskey, L.A., Victor, B.G., Wei, H.S., & Voisin, D.R. (2021). Pathways from exposure to parental intimate-partner violence to involvement in bullying: Empirically testing a proposed conceptual framework. Journal of Primary Prevention, 42(6), 583-602.
Hong, J.S., Zhang, S., Garthe, R.C., Hicks, M.R., deLara, E.W., & Voisin, D.R. (2021). Motivation to move out of the community as a moderator of bullying victimization and delinquent behavior: Comparing non-heterosexual/Cisgender and heterosexual African American adolescents in Chicago's Southside. International Journal of Environmental Research and Public Health, 18, 12998.
Hong, J.S., Zhang, S., Gonzalez-Prendes, A.A., & Albdour, M. (2021). Exploring whether talking with parents, siblings, and friends moderate the association between peer victimization and adverse psychosocial outcomes. Journal of Interpersonal Violence, 36(23-24), 11109-11139.
Kaufman, T. M. L., & Baams, L. (2021). Disparities in perpetrators, locations, and reports of victimization for sexual and gender minority adolescents. Journal of Adolescent Health, 1- 9. https://doi.org/10.1016/j.jadohealth.2021.06.024
Leff, S.S., Waasdorp, T.E, Paskewich, B.S., & Winston, F.K. (2021). Scaling and disseminating brief bullying prevention programming: Strengths, challenges, and considerations. School Psychology Review. https://doi.org/10.1080/2372966X.2020.1851612
Macaulay, P. J. R., Betts, L. R., Stiller, J., & Kellezi, B. (2021). “The more public it is, the more severe it is”: Teachers’ perceptions on the roles of publicity and severity in cyberbullying. Research Papers in Education, 36, 726-753.
Schacter, H. L. (2021). Effects of peer victimization on child and adolescent physical health. Pediatrics, 147(1), e2020003434. https://doi.org/10.1542/peds.2020-003434
Schacter, H.L., & Ehrhardt, A. (2021). “It’s not you, it’s me”: Examining the roles of romantic self- blame and social support in pathways from peer victimization to emerging adult depressive symptoms. Journal of Interpersonal Violence, 37(21-22). https://doi.org/10.1177/08862605211055153
Balan, R., Dobrean, A., Balazsi, R., Parada, R. H., & Predescu, E. (2020). The adolescent peer relations instrument-bully/target: Measurement invariance across gender, age, and clinical status. Journal of Interpersonal Violence, 37(3-4), 1484–1513. https://doi.org/10.1177/0886260520922350
Chen, J.K & Chen, L.M. (2020). A cross-national examination of school violence and nonattendance due to school violence in Taiwan, Hong Kong, and Mainland China: A Rasch Model Approach. Journal of School Violence, 19(2), 177-191. https://doi.org/10.1080/15388220.2019.1568882
Chen, J.K. (2020). Cyber victimization, social support, and psychological distress among junior high school students in Taiwan and Mainland China. Asia Pacific Journal of Social Work and Development, 30(3), 150-163. https://doi.org/10.1080/02185385.2020.1755994
Chen, J.K. & Chen, L.M. (2020). Cyberbullying among adolescents in Taiwan, Hong Kong, and Mainland China: A cross-national study in Chinese societies. Asia Pacific Journal of Social Work and Development, 30(3), 227-241. http://dx.doi.org/10.1080/02185385.2020.1788978
Chen, J.K. & Hung, F.N (2020). Sexual orientation victimization and depression among lesbian, gay and bisexual youths in Hong Kong: The mediating role of social support. Journal of Aggression, Maltreatment and Trauma, 30(5), 679-693. https://doi.org/10.1080/10926771.2020.1821853
Chen, J.K., Wu, C., & Wei, H.S. (2020). Personal, family, school, and community factors associated with student victimization by teachers in Taiwanese junior high schools: A multi-informant and multilevel analysis. Child Abuse & Neglect, 99, 104246. https://doi.org/10.1016/j.chiabu.2019.104246
Chen, J.K., Wu, C., Chang, C.W., & Wei, H.S. (2020). Indirect effect of parental depression on school victimization through adolescent depression. Journal of Affective Disorders, 263(15), 396-404. https://doi.org/10.1016/j.jad.2019.11.126
Cho, S. & Deryol. R. (2020). Examining the impacts of low self-control and online lifestyles on cyberbullying perpetration among Korean adolescents: Using parallel process latent growth curve modeling. Children and Youth Services Review, 117, 105288.
Cho, S. & Glassner, S. (2020). Impacts of low self-control and opportunity structure on cyberbullying developmental trajectories: Using a latent class growth analysis. Crime & Delinquency, 0011128720950018.
Cho, S. & Lee., J. R. (2020). Joint growth trajectories of bullying perpetration and victimization among Korean adolescents: Estimating a second-order growth mixture model-factor- of-curves with low self-control and opportunity correlates. Crime and Delinquency, 66(9), 1296- 1337.
Cho, S. & Lee, Y. H. (2020). Assessing self-control and strain of delinquent peer association trajectories within developmental perspectives: A latent class growth analysis approach. Children and Youth Services Review, 109, 104745.
deLara, E. W. (2020). Family bullying in childhood: Consequences for young adults. Journal of Interpersonal Violence, 37(3-4). https://doi.org/10.1177/0886260520934450
Finkelhor, D., Walsh, K., Jones, L., Mitchell, K., & Collier, A. (2020). Youth internet safety education: Aligning programs with the evidence base. Trauma, Violence, & Abuse, 22(5), 1233-1247. https://doi.org/10.1177/1524838020916257
Frey, K. S., Strong, Z. H., Onyewuenyi, A. C., Pearson, C. R., & Eagan, B. R. (2020). Third‐party intervention in peer victimization: Self‐evaluative emotions and appraisals of a diverse adolescent sample. Journal of Research on Adolescence. https://doi.org/10.1111%2Fjora.12548
Fu, R., Waasdorp, T.E., Paskewich, B.S., & Leff, S. S. (2020). Bullying perpetration among youth: The contributions of child disclosure and parent-teacher connection. Journal of Family Psychology.
Gregus, S. J., Craig, J. T., & Cavell, T. A. (2020). Toward evidence-based interventions for chronically bullied children: Candidate mechanisms and potential strategies. Evidence-Based Practice in Child and Adolescent Mental Health, 1-19.
Holfeld, B., & Baitz, R. (2020). The mediating and moderating effects of social support and school climate on the association between cyber victimization and internalizing symptoms. Journal of Youth and Adolescence, 49, 2214-2228. https://doi.org/10.1007/s10964-020-01292-0
Kaufman, T. M. L., Huitsing, G., & Veenstra, R. (2020). Refining victims’ self-reports on bullying: Assessing frequency, intensity, power imbalance, and goal-directedness. Social Development. doi: 10.1111/sode.12441
Kennedy, R. S. (2020). Gender differences in outcomes of bullying prevention programs: A meta- analysis. Children and Youth Services Review, 119, 105506. https://doi.org/10.1016/j.childyouth.2020.105506
Leff, S.S., Paskewich, B., & Blum, N. (2020). Exploring early childhood factors as an avenue to address chronic peer victimization. Pediatrics, 145(5).
Leff, S. S., Waasdorp, T. E., Paskewich, B. S., Bevans, K. B., & Winston, F. K. (2020). The Free2B multi-media bullying prevention experience: An exemplar of cientific edutainment. Frontiers in Psychiatry, 11, 679.
Mapes, A. R., Sourk, M. M., Mutignani, L. M., Hernandez-Rodriguez, J., Pastrana, F., Gregus, S. J., Craig, J. T., & Cavell, T. A. (2020). Liked by peers or liked by teachers: Differential patterns of bullying over time. Journal of School Violence, 1-15.
Van Rijsewijk, L. G. M., Snijders, T. A. B., Dijkstra, J. K., Steglich, C. E. G., & Veenstra, R. (2020). The interplay between adolescents’ friendships and the exchange of help: A longitudinal multiplex social network study. Journal of Research on Adolescence, 30(1), 63–77. https://doi.org/10.1111/jora.12501
Viejo, C., Leva, B., Paredes, J., & Ortega-Ruiz, R. (2020). Bullying and psychological dating violence: The relation between two aggressive peer-behaviours. Psicothema, 32(4), 533-540. https://doi.org/10.7334/psicothema2019.223
Cho, S. (2019). Bullying victimization-perpetration link during early adolescence in South Korea: Applying the individual trait approach and opportunity perspective. Journal of School Violence, 18(2), 285-299.
Cho, S. (2019). Bullying victimization, negative emotionality, and suicidal ideation in Korean youth: Assessing latent class analysis using the manual 3-step approach. Journal of School Violence, 18(4), 550-569.
Cho, S. (2019). Self-control, risky lifestyles, and bullying victimization among Korean youth: Estimating a second-order latent growth model. Journal of Child and Family Studies, 28(8), 2131- 2144.
Cho, S. & Galehan, J. (2019). The time-concurrent or time-ordered effect of population heterogeneity and state dependence on cyberbullying: Assessing lagged auto-regression and crossed-lagged regression models. Computers in Human Behavior, 100, 127-137.
Cho, S., & Norman, L. (2019). The mediating effect of social controls on marijuana use among adolescent bullies, victims, and bully-victims: a comparison of various approaches to mediation. Substance Use & Misuse, 54(5), 796-810.
Cho, S., Glassner, S. Kim, S., & Park, S. M. (2019). Understanding the effects of lifestyles and routine activities on adolescents’ physical and non-physical peer victimization: A zero-inflated analysis of the 2007 NCVS-SCS. Victims & Offenders, 14(7), 875-894.Cho, S., Glassner, S., & Lee, J.M. (2019). Impact of low self-control, parental involvement, and peer relationships on changes of bullying perpetration over time: A latent growth curve model of a sample of South Korean adolescents. Children and Youth Services Review, 104, 104397.
Cho, S., Lee, H., Peguero, A., & Park, S. M. (2019). Social-ecological correlates of cyberbullying victimization and perpetration among African American youth: Negative binomial and zero-inflated negative binomial analyses. Children and Youth Services Review, 101, 50-60.
Choi, K. S., Cho, S., & Lee, J. R. (2019). Impacts of online risky behaviors and cybersecurity management on cyberbullying and traditional bullying victimization among Korean youth: Application of cyber-routine activities theory with latent class analysis. Computers in Human Behavior, 100, 1-10.
Choi, K. S., Earl, K., Lee, J. R., & Cho, S. (2019). Diagnosis of cyber and non-physical bullying victimization: A lifestyles and routine activities theory approach to constructing effective preventative measures. Computers in Human Behavior, 92, 11-19.
DeSmet, A., De Bourdeaudhuij, I., Walrave, M., & Vandebosch, H. (2019). Associations between bystander reactions to cyberbullying and victims' emotional experiences and mental health. Cyberpsychology, Behavior, and Social Networking, 22(10), 648-656. https://doi.org/10.1089/cyber.2019.0031
Hernandez Rodriguez, J., Gregus, S. J., Craig, J. T., Pastrana, F. A., & Cavell, T. A. (2019). Anxiety sensitivity: Predictor of children’s internalizing problems and peer victimization? Child Psychiatry & Human Development, 50, 1-13.
Higheagle Strong, Z., McMain, E. M., Frey, K. S., Wong, R. M., Dai, S., & Jin, G. (2019). Ethnically diverse adolescents recount third-party actions that amplify their anger and calm their emotions after perceived victimization. Journal of Adolescent Research. https://doi.org/10.1177%2F0743558419864021
Huitsing, G., Van Duijn, M.A.J., Snijders, T.A.B., Alsaker, F.D., Perren, S., & Veenstra, R. (2019). Self, peer, and teacher reports of victim-aggressor networks in kindergartens. Aggressive Behavior, doi: 10.1002/ab.21817.
Kennedy, R. S. (2019). Bullying trends in the United States: A meta-regression. Trauma, Violence, & Abuse, 22(4), 914-927. https://doi.org/10.1177/1524838019888555
Kim, D. H., Lee, J. M., Cho, S., Peguero, A. A., & Misuraca, J. A. (2019). From bullying victimization to delinquency in South Korean adolescents: Exploring the pathways using a nationally representative sample. Children and Youth Services Review, 98, 305-311.
Onditi, H. Z., & Shapka, J.D. (2019). Cyberbullying and cybervictimization in Tanzanian secondary schools: Prevalence and predictors. Journal of Education, Humanities, and Sciences, 8(1), 1–15.
Palacios, D., Dijkstra, J. K., Villalobos, C., Treviño, E., Berger, C., Huisman, M., & Veenstra, R. (2019). Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks. Journal of School Psychology, 74, 58-73, https://doi.org/10.1016/j.jsp.2019.05.006
Van der Ploeg, R., Steglich, C., & Veenstra, R. (2019). The way bullying works: How new ties facilitate the mutual reinforcement of status and bullying in elementary schools. Social Networks, doi: 10.1016/j.socnet.2018.12.006.
Van Ryzin, M. J., & Roseth, C. J. (2019). Effects of cooperative learning on peer relations, empathy, and bullying in middle school. Aggressive Behavior, 45(6), 643-651. https://doi.org/10.1002%2Fab.21858
Waasdorp, T. E., Monopoli, J., Johnson-Horowitz, Z., & Leff, S.S. (2019). Peer sympathy for bullied youth: Individual and classroom considerations. School Psychology Review 48(3), 193-206.
Onditi, H. Z. (2018). Tanzanian adolescents in the digital age of cellphones and the internet: Access, use, and risks. Journal of Education, Humanities, and Sciences, 7(1), 1–16.
Pastrana, F. A., Craig, J. T., Gregus, J. T., Hernandez Rodriguez, J., Bridges, A. J., & Cavell, T. A. (2018). Identifying children stably victimized by peers: In search for an accurate and practical screener. Journal of School Violence, 18(2), 259-271.
Shapka, J. D., Onditi, H. Z., Collie, R. J., & Lapidot‐Lefler, N. (2018). Cyberbullying and cybervictimization within a cross‐cultural context: A study of Canadian and Tanzanian adolescents. Child Development, 89(1), 89-99.
Zych, I., Ttofi, M. M., Llorent, V. J., Farrington, D. P., Ribeaud, D., & Eisner, M. P. (2018). A longitudinal study on stability and transitions among bullying roles. Child development, doi: 10.1111/cdev.13195.