Page 124 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 124
positive youth development in contexts
Pouwels, J. L., Lansu, T. A. M. in Cillessen, A. H. N. (2018). A developmental
perspective on popularity and the group process of bullying. Aggression
and Violent Behavior, 43, 64–70. https//doi.org/10.1016/j.avb.2018.10.003
Pöyhönen, V., Juvonen, J., & Salmivalli, C. (2010). What does it take to stand
up for the victim of bullying?: The interplay between personal and so-
cial factors. Merrill-Palmer Quarterly, 56, 143–163. https//doi.org/10.1353/
mpq.0.0046
Rodkin, P. C., Espelage, D. L., & Hanish, L. D. (2015). A relational framework
for understanding bullying developmental antecedents and outcomes.
American Psychologist, 70, 311–321. https//doi.org/10.1037/a0038658
Roeser, R., Eccles, J., & Sameroff, A. (2000). School as a Context of Early
Adolescents’ Academic and Social-Emotional Development: A Summary
of Research Findings. The Elementary School Journal, 100(5), 443-471.
https//doi.org/10.1086/499650
Runions, K. C., Shaw, T., Bussey, K., Thornberg, R., Salmivalli, C., & Cross, D.
S. (2019). Moral disengagement of pure bullies and bully/victims: Shared
and distinct mechanisms. Journal of Youth and Adolescence, 48(9), 1835–
1848. https//doi.org/10.1007/s10964-019-01067-2
Saarento, S., Kärnä, A., Hodges, E. V., & Salmivalli, C. (2013). Student-, class-
room-, and school-level risk factors for victimization. Journal of School
Psychology, 51, 421–434. https//doi.org/10.1016/j.jsp.2013.02.002
Salmivalli, C. (2014). Participant roles in bullying: How can peer bystanders be
utilized in interventions? Theory Into Practice, 53(4), 286–292. https//doi.
org/https://doi.org/10.1080/00405841.2014.947222
Salmivalli, C., Kaukiainen, A., & Lagerspetz, K. M. J. (2000). Aggression
and sociometric status among peers: Do gender and type of aggres-
sion matter? Scandinavian Journal of Psychology, 41, 17–24. https//doi.
org/10.1111/1467-9450.00166
Salmivalli, C., Peets, K., & Hodges, E. V. E. (2011). Bullying. In P. Smith & C.
Hart (Eds.), Blackwell handbook of childhood social development (pp. 510–
528). Wiley-Blackwell.
Sanders, C. E., & Phye. G. D. (Ur.) (2004). Bullying. Implications for the class-
room. Elsavier Academic Press.
Sandstrom, M., Makover, H., & Bartini, M. (2013). Social context of bullying:
Do misperceptions of group norms influence children’s responses to wit-
nessed episodes? Social Influence, 8, 196-215. https//doi.org/10.1080/155345
10.2011.651302
124
Pouwels, J. L., Lansu, T. A. M. in Cillessen, A. H. N. (2018). A developmental
perspective on popularity and the group process of bullying. Aggression
and Violent Behavior, 43, 64–70. https//doi.org/10.1016/j.avb.2018.10.003
Pöyhönen, V., Juvonen, J., & Salmivalli, C. (2010). What does it take to stand
up for the victim of bullying?: The interplay between personal and so-
cial factors. Merrill-Palmer Quarterly, 56, 143–163. https//doi.org/10.1353/
mpq.0.0046
Rodkin, P. C., Espelage, D. L., & Hanish, L. D. (2015). A relational framework
for understanding bullying developmental antecedents and outcomes.
American Psychologist, 70, 311–321. https//doi.org/10.1037/a0038658
Roeser, R., Eccles, J., & Sameroff, A. (2000). School as a Context of Early
Adolescents’ Academic and Social-Emotional Development: A Summary
of Research Findings. The Elementary School Journal, 100(5), 443-471.
https//doi.org/10.1086/499650
Runions, K. C., Shaw, T., Bussey, K., Thornberg, R., Salmivalli, C., & Cross, D.
S. (2019). Moral disengagement of pure bullies and bully/victims: Shared
and distinct mechanisms. Journal of Youth and Adolescence, 48(9), 1835–
1848. https//doi.org/10.1007/s10964-019-01067-2
Saarento, S., Kärnä, A., Hodges, E. V., & Salmivalli, C. (2013). Student-, class-
room-, and school-level risk factors for victimization. Journal of School
Psychology, 51, 421–434. https//doi.org/10.1016/j.jsp.2013.02.002
Salmivalli, C. (2014). Participant roles in bullying: How can peer bystanders be
utilized in interventions? Theory Into Practice, 53(4), 286–292. https//doi.
org/https://doi.org/10.1080/00405841.2014.947222
Salmivalli, C., Kaukiainen, A., & Lagerspetz, K. M. J. (2000). Aggression
and sociometric status among peers: Do gender and type of aggres-
sion matter? Scandinavian Journal of Psychology, 41, 17–24. https//doi.
org/10.1111/1467-9450.00166
Salmivalli, C., Peets, K., & Hodges, E. V. E. (2011). Bullying. In P. Smith & C.
Hart (Eds.), Blackwell handbook of childhood social development (pp. 510–
528). Wiley-Blackwell.
Sanders, C. E., & Phye. G. D. (Ur.) (2004). Bullying. Implications for the class-
room. Elsavier Academic Press.
Sandstrom, M., Makover, H., & Bartini, M. (2013). Social context of bullying:
Do misperceptions of group norms influence children’s responses to wit-
nessed episodes? Social Influence, 8, 196-215. https//doi.org/10.1080/155345
10.2011.651302
124