Page 204 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 204
positive youth development in contexts
Brind, T., Harper, C., & Moore, K. (2008). Education for migrant, minori-
ty and marginalised children in Europe. Open Society Institute. https://
w w w.opensociet y fou nd at ions.org /upload s/984b2 861-e7cc-4d64-a0bf-
7aa6ed9e3e8d/review_20080131.pdf
Brown, R., & Hewstone, H. (2005). An integrative theory of intergroup con-
tact. In M. P. Zanna (eds.), Advances in experimental social psychology, 37
(255–343). Academic Press. https://doi.org/10.1016/S0065-2601(05)37005-5
Bucik, V. (1997). Osnove psihološkega testiranja. Filozofska fakulteta, Oddelek
za psihologijo.
Cameron, L., & Rutland, A. (2006). Extended contact through story reading in
school: Reducing children’s prejudice toward the disabled. Journal of Social
Issues, 62(3), 469–488. https://doi.org/10.1111/j.1540-4560.2006.00469.x
*Cameron, L., Rutland, A., & Brown, R. (2007). Promoting children’s positive
intergroup attitudes towards stigmatized groups: Extended contact and
multiple classification skills training. International Journal of Behavioral
Development, 31(5), 454–466. https://doi.org/10.1177/0165025407081474
*Cameron, L., Rutland, A., Brown, R., & Douch, R. (2006). Changing chil-
dren’s intergroup attitudes toward refugees: Testing different models
of Extended contact. Child Development, 77(5), 1208–1219. https://doi.
org/10.1111/j.1467-8624.2006.00929.x
Cameron, L., Rutland, A., Turner, R., Holman-Nicolas, R., & Powell, C. (2011).
‘Changing attitudes with a little imagination’: Imagined contact effects
on young children’s intergroup bias. Anales de Psicología, 27(3), 708–717.
https://www.redalyc.org/pdf/167/16720048016.pdf
Canefe, N. (2016). Management of irregular migration: Syrians in Turkey
as paradigm shifters for forced migration studies. New perspectives on
Turkey, 54, 9–32. https://doi.org/10.1017/npt.2016.6
Christ, O., Hewstone, M., Tausch, N., Wagner, U., Voci, A., Hughes, J., &
Cairns, E. (2010). Direct contact as a moderator of extended contact effects:
cross-sectional and longitudinal impact on outgroup attitudes, behavio-
ral intentions, and attitude certainty. Personality and Social Psychology
Bulletin, 36(12), 1662–1674. https://doi.org/10.1177/0146167210386969
Cocco, V. M., Bisagno, E., Di Bernardo, G. A., Cadamuro, A., Riboldi, S. D.,
Crapolicchio, E., Trifiletti, E., Stathi, S., & Vezzali, L. (2021). Comparing
story reading and video watching as two distinct forms of vicarious con-
tact: An experimental intervention among elementary school children.
British Journal of Social Psychology, 60, 74–94. https://doi.org/10.1111/
bjso.12404
204
Brind, T., Harper, C., & Moore, K. (2008). Education for migrant, minori-
ty and marginalised children in Europe. Open Society Institute. https://
w w w.opensociet y fou nd at ions.org /upload s/984b2 861-e7cc-4d64-a0bf-
7aa6ed9e3e8d/review_20080131.pdf
Brown, R., & Hewstone, H. (2005). An integrative theory of intergroup con-
tact. In M. P. Zanna (eds.), Advances in experimental social psychology, 37
(255–343). Academic Press. https://doi.org/10.1016/S0065-2601(05)37005-5
Bucik, V. (1997). Osnove psihološkega testiranja. Filozofska fakulteta, Oddelek
za psihologijo.
Cameron, L., & Rutland, A. (2006). Extended contact through story reading in
school: Reducing children’s prejudice toward the disabled. Journal of Social
Issues, 62(3), 469–488. https://doi.org/10.1111/j.1540-4560.2006.00469.x
*Cameron, L., Rutland, A., & Brown, R. (2007). Promoting children’s positive
intergroup attitudes towards stigmatized groups: Extended contact and
multiple classification skills training. International Journal of Behavioral
Development, 31(5), 454–466. https://doi.org/10.1177/0165025407081474
*Cameron, L., Rutland, A., Brown, R., & Douch, R. (2006). Changing chil-
dren’s intergroup attitudes toward refugees: Testing different models
of Extended contact. Child Development, 77(5), 1208–1219. https://doi.
org/10.1111/j.1467-8624.2006.00929.x
Cameron, L., Rutland, A., Turner, R., Holman-Nicolas, R., & Powell, C. (2011).
‘Changing attitudes with a little imagination’: Imagined contact effects
on young children’s intergroup bias. Anales de Psicología, 27(3), 708–717.
https://www.redalyc.org/pdf/167/16720048016.pdf
Canefe, N. (2016). Management of irregular migration: Syrians in Turkey
as paradigm shifters for forced migration studies. New perspectives on
Turkey, 54, 9–32. https://doi.org/10.1017/npt.2016.6
Christ, O., Hewstone, M., Tausch, N., Wagner, U., Voci, A., Hughes, J., &
Cairns, E. (2010). Direct contact as a moderator of extended contact effects:
cross-sectional and longitudinal impact on outgroup attitudes, behavio-
ral intentions, and attitude certainty. Personality and Social Psychology
Bulletin, 36(12), 1662–1674. https://doi.org/10.1177/0146167210386969
Cocco, V. M., Bisagno, E., Di Bernardo, G. A., Cadamuro, A., Riboldi, S. D.,
Crapolicchio, E., Trifiletti, E., Stathi, S., & Vezzali, L. (2021). Comparing
story reading and video watching as two distinct forms of vicarious con-
tact: An experimental intervention among elementary school children.
British Journal of Social Psychology, 60, 74–94. https://doi.org/10.1111/
bjso.12404
204
