Toward tailored interventions
Kaufman, Tessa M L
DOI:
10.33612/diss.112721361
IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from
it. Please check the document version below.
Document Version
Publisher's PDF, also known as Version of record
Publication date:
2020
Link to publication in University of Groningen/UMCG research database
Citation for published version (APA):
Kaufman, T. M. L. (2020). Toward tailored interventions: explaining, assessing, and preventing persistent
victimization of bullying. University of Groningen. https://doi.org/10.33612/diss.112721361
Copyright
Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).
Take-down policy
If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.
Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum.
References
Abramson, L. Y., & Metalsky, G. I. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological Review, 96, 358–372.
Achenbach, T. M. (1991). Manual for the youth self-report and 1991 profile. Burlington: Department of Psychiatry, University of Vermont.
Achenbach, T. M., & Dumenci, L. (2003). Ratings of relations between DSM-IV diagnostic
categories and Items of the Adult Self-Report (ASR) and Adult Behavior Checklist (ABCL). Retrieved from www.aseba.org/research/dsm-adultratings.pdf
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms and profiles:
An integrated system of multi-informant assessment. Burlington: Research Center for Children, Youth, and Families.
Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of
Educational Research, 88, 121–145. https://doi.org/10.1016/j.ijer.2018.01.012
Almeida, D. M., Wethington, E., & Chandler, A. L. (1999). Daily transmission of tensions between marital dyads and parent-child dyads. Journal of Marriage and the Family, 61, 49–61. https://doi.org/10.2307/353882
Anderson, E. R., Lindner, M. S., & Bennion, L. D. (2008). The effect of family relationships on adolescent development during family reorganization. Monographs of the Society for
Research in Child Development, 57, 178–199.
Antoniadou, N., Kokkinos, C. M., & Fanti, K. A. (2019). Traditional and cyber bullying/ victimization among adolescents: Examining their psychosocial profile through latent profile analysis. International Journal of Bullying Prevention, 1, 85–98. https://doi. org/10.1007/s42380-019-00010-0
Arrindell, W. A., Emmelkamp, P. M. G., Brilman, E., & Monsma, A. (1983). Psychometric evaluation of an inventory for assessment of parental rearing practices. Acta Psychiatrica
Scandinavica, 67, 163–177. https://doi.org/10.1111/j.1600-0447.1983.tb00338.x
Asher, S. R., & McDonald, K. L. (2009). The behavioral basis of acceptance, rejection, and perceived popularity. In B. Rubin, K.H., Bukowski, W.M., Laursen (Ed.), Handbook of Peer
Interactions, Relationships, and Groups (pp. 232–248). New York: Guilford.
Asparouhov, T., & Muthén, B. O. (2014). Auxiliary variables in mixture modeling: Using the BCH method in Mplus to estimate a distal outcome model and an arbitrary second model.
Mplus Web Notes, (21), 1–22.
Axford, N., Farrington, D. P., Clarkson, S., Bjornstad, G. J., Wrigley, Z., & Hutchings, J. (2015). Involving parents in school-based programmes to prevent and reduce bullying: What effect does it have? Journal of Children’s Services, 10, 242–251. https://doi.org/10.1108/JCS-05-2015-0019
Baams, L., Dubas, J. S., & van Aken, M. A. G. (2017). Comprehensive Sexuality Education as a Longitudinal Predictor of LGBTQ Name-Calling and Perceived Willingness to Intervene in School. Journal of Youth and Adolescence, 46, 931–942. https://doi.org/10.1007/s10964-017-0638-z
Bakk, Z., & Vermunt, J. K. (2016). Robustness of stepwise latent class modeling with continuous distal outcomes. Structural Equation Modeling, 23, 20–31. https://doi.org/10.1080/107055 11.2014.955104
Bandura, A. (1971). Social Learning Theory. New York, NY: General Learning Corporation. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood
Cliffs, NJ: Prentice Hall.
Barker, E. D., Arseneault, L., Brendgen, M., Fontaine, N., & Maughan, B. (2008). Joint development of bullying and victimization in adolescence: Relations to delinquency and self-harm.
Journal of the American Academy of Child and Adolescent Psychiatry, 47, 1030–1038. https:// doi.org/10.1097/CHI.0b013e31817eec98
Barker, E. D., Boivin, M., Brendgen, M., Fontaine, N., Arseneault, L., Vitaro, F., … Tremblay, R. E. (2008). Predictive validity and early predictors of peer-victimization trajectories in preschool. Archives of General Psychiatry, 65, 1185–1192. https://doi.org/10.1001/ archpsyc.65.10.1185
Barling, J., & Macewen, K. E. (1992). Linking work experiences to facets of marital functioning.
Journal of Organizational Behavior, 13, 573–583.
Bauman, S. (2016). Do we need more measures of bullying? Journal of Adolescent Health, 59, 487–488.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529.
Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child
Development, 37, 887–907.
Belsky, J., Rha, J. H., & Park, S. Y. (2000). Exploring reciprocal parent and child effects in the case of child inhibition in US and Korean samples. International Journal of Behavioral
Development, 24, 338–347. https://doi.org/10.1080/01650250050118321
Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society, 57, 289–300. https://doi.org/10.1111/j.2517-6161.1995.tb02031.x
Benner, A. D. (2011). The transition to high school: Current knowledge, future directions.
Educational Psychology Review, 23, 299–328. https://doi.org/10.1007/s10648-011-9152-0 Biggs, B. K., Vernberg, E., Little, T. D., Dill, E. J., Fonagy, P., & Twemlow, S. W. (2010). Peer
victimization trajectories and their association with children’s affect in late elementary school. International Journal of Behavioral Development, 34, 136–146. https://doi. org/10.1177/0165025409348560
Birkett, M., Newcomb, M. E., & Mustanski, B. (2015). Does it get better? A longitudinal analysis of psychological distress and victimization in lesbian, gay, bisexual, transgender, and questioning youth. Journal of Adolescent Health, 56, 280–285. https://doi.org/10.1016/j. jadohealth.2014.10.275
Boivin, M., Petitclerc, A., Feng, B., & Barker, E. D. (2010). The developmental trajectories of peer victimization in middle to late childhood and the changing nature of their behavioral correlates. Merrill-Palmer Quarterly, 56, 231–260. https://doi.org/10.1353/mpq.0.0050 Bolck, A., Croon, M., & Hagenaars, J. (2004). Estimating latent structure models with categorical
variables: One-step versus three-step estimators. Political Analysis, 12, 3–27. https://doi. org/10.1093/pan/mph001
Bongers, I. L., Koot, H. M., Van Der Ende, J., & Verhulst, F. C. (2003). The normative development of child and adolescent problem behavior. Journal of Abnormal Psychology, 112. https://doi. org/10.1037/0021-843X.112.2.179
Boor-Klip, H. J., Segers, E., Hendrickx, M. M. H. G., & Cillessen, A. H. N. (2016). Development and psychometric properties of the classroom peer context questionnaire. Social Development,
25, 370–389. https://doi.org/10.1111/sode.12137
Bowes, L., Arseneault, L., Maughan, B., Taylor, A., Caspi, A., & Moffitt, T. E. (2009). School, neighborhood, and family factors are associated with children’s bullying involvement: A nationally representative longitudinal study. Journal of the American Academy of Child
and Adolescent Psychiatry, 48. https://doi.org/10.1097/CHI.0b013e31819cb017
Bowes, L., Maughan, B., Ball, H., Shakoor, S., Ouellet-Morin, I., Caspi, A., … Arseneault, L. (2013). Chronic bullying victimization across school transitions: The role of genetic and environmental influences. Development and Psychopathology, 25, 333–346. https://doi. org/10.1017/S0954579412001095
Bowlby, J. (1969). Attachment and loss volume 1: Attachment (2nd ed.). New York, NY: Basic Books. Bradshaw, C. P. (2013). Preventing bullying through positive behavioral interventions and
supports (PBIS): A multitiered approach to prevention and integration. Theory into
Practice, 52, 288–295. https://doi.org/10.1080/00405841.2013.829732
Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21, 166–179. https://doi.org/10.1111/j.1532-7795.2010.00721.x
Brendgen, M., Girard, A., Vitaro, F., Dionne, G., & Boivin, M. (2016). Personal and familial predictors of peer victimization trajectories from primary to secondary school.
Developmental Psychology, 52, 1103–1114. https://doi.org/http://dx.doi.org/10.1037/ dev0000107
Brendgen, M., Ouellet-Morin, I., Lupien, S., Vitaro, F., Dionne, G., & Boivin, M. (2017). Does cortisol moderate the environmental association between peer victimization and depression symptoms? A genetically informed twin study. Psychoneuroendocrinology, 84, 42–50. https://doi.org/http://dx.doi.org/10.1037/a0025665
Brendgen, M., & Poulin, F. (2018). Continued bullying victimization from childhood to young adulthood: A longitudinal study of mediating and protective factors. Journal of Abnormal
Child Psychology, 46, 27–39. https://doi.org/10.1007/s10802-017-0314-5
Brendgen, M., Vitaro, F., Barker, E. D., Girard, A., Dionne, G., Tremblay, R. E., & Boivin, M. (2013). Do other people’s plights matter? A genetically informed twin study of the role of social context in the link between peer victimization and children’s aggression and depression symptoms. Developmental Psychology, 49, 327–340. https://doi.org/http:// dx.doi.org/10.1037/a0025665
Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. In
Handbook of Child Psychology (pp. 795–825). Hoboken, NJ, USA: John Wiley & Sons, Inc. Brown, J. D., & Siegel, J. M. (1988). Attributions for negative life events and depression: The role
of perceived control. Journal of Personality and Social Psychology, 54, 316–322. https://doi. org/10.1037/0022-3514.54.2.316
Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2012). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin,
Campbell, M., Whiteford, C., & Hooijer, J. (2019). Teachers’ and parents’ understanding of traditional and cyberbullying. Journal of School Violence, 18, 388–402. https://doi.org/10 .1080/15388220.2018.1507826
Chesir-Teran, D. (2003). Conceptualizing and assessing heterosexism in high schools: A setting-level approach. American Journal of Community Psychology, 314, 269–279. Chorpita, B. F., Yim, L., Moffitt, C., Umemoto, L. A., & Francis, S. E. (2000). Assessment of
symptoms of DSM-IV anxiety and depression in children: A revised child anxiety and depression scale. Behaviour Research and Therapy, 38, 835–855.
Chung, G. H., & Fuligni, A. J. (2011). Reciprocal associations between family and peer conflict in adolescents’ daily lives. Child Development, 82, 1390–1396. https://doi.org/10.1111/j.1467-8624.2011.01625.x.
Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75, 147–163. https://doi.org/10.1111/j.1467-8624.2004.00660.x
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113, 8664–8668. https://doi.org/10.1073/pnas.1608207113
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 19, 224. https://doi.org/10.1037/0012-1649.19.2.224
Collier, K. L., Van Beusekom, G., Bos, H. M. W., & Sandfort, T. G. M. (2014). Sexual orientation and gender identity/expression related peer victimization in adolescence: A systematic review of associated psychosocial and health outcomes. Journal of Sex Research, 50, 299–317. https://doi.org/10.1080/00224499.2012.750639
Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis: With applications
in the social behavioral, and health sciences. New York: Wiley.
Cook, C. R., Williams, K. R., Guerra, N. G., & Kim, T. E. (2010). Variability in the prevalence of bullying and victimization: A cross-national and methodological analysis. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An
international perspective (pp. 347–362). New York, NY, US: Routledge/Taylor & Francis Group.
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School
Psychology Quarterly, 25, 65–83. https://doi.org/10.1037/a0020149
Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70, 419–426. https://doi.org/10.1001/jamapsychiatry.2013.504
Corcoran, L., Guckin, C., & Prentice, G. (2015). Cyberbullying or cyber aggression? A review of existing definitions of cyber-based peer-to-peer aggression. Societies, 5, 245–255. https:// doi.org/10.3390/soc5020245
Cornell, D., & Limber, S. P. (2015). Law and policy on the concept of bullying at school. American
Cunningham, C. E., Rimas, H., Vaillancourt, T., Stewart, B., Deal, K., Cunningham, L., … Thabane, L. (2019). What antibullying program designs motivate student intervention in grades 5 to 8? Journal of Clinical Child & Adolescent Psychology. https://doi.org/10.1080/1537441 6.2019.1567344
Dahl, R. E., Allen, N. B., Wilbrecht, L., & Suleiman, A. B. (2018). Importance of investing in adolescence from a developmental science perspective. Nature, 554, 441–450. https://doi. org/10.1038/nature25770
De Bruyn, E. H., Cillessen, A. H. N., & Wissink, I. B. (2009). Associations of peer acceptance and perceived popularity with bullying and victimization in early adolescence. The Journal
of Early Adolescence, 30, 543–566.
De Shazer, S., & Dolan, Y. (2007). More than miracles: The state of the art of solution-focused
brief therapy. Binghamton, NY: The Haworth Press.
Deming, W. (1989). Out of the crisis. Cambridge: Massachusetts Insitute of Technology Center for Advanced Engineering Studies.
Depaoli, S. (2013). Mixture class recovery in GMM under varying degrees of separation: Frequentist versus Bayesian estimation. Association, 18, 186–219. https://doi.org/10.1037/ a0031609
Dijkstra, J. K., Lindenberg, S., & Veenstra, R. (2008). Beyond the class norm: Bullying behavior of popular adolescents and its relation to peer acceptance and rejection. Journal of Abnormal
Child Psychology, 36, 1289–1299. https://doi.org/10.1007/s10802-008-9251-7
Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44, 237–251. https://doi.org/10.3102/0013189X15584327
Duncan, R. D. (2004). The impact of family relationships on school bullies and their victims. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American schools: A social-ecological
perspective on prevention and intervention (pp. 227–244). Mahwah, NJ: Lawrence Erlbaum Associates.
Dweck, C. S., Leggett, E. L., Cain, K., Clore, G., Erdley, C., Markman, E., … Dweck, S. (1988). A
social-cognitive approach to motivation and personality (Vol. 95).
Edwards, J. R., & Rothbard, N. P. (2000). Mechanisms linking work and family: Clarifying the relationship between work and family constructs. The Academy of Management Review,
25, 178–199. https://doi.org/10.5465/amr.2000.2791609
Ellis, A. A., & Shute, R. (2007). Teacher responses to bullying in relation to moral orientation and seriousness of bullying. British Journal of Educational Psychology, 77, 649–663. https:// doi.org/10.1348/000709906X163405
Ellis, B. J., Volk, A. A., Gonzalez, J., & Embry, D. D. (2015). The Meaningful Roles intervention: An evolutionary approach to reducing bullying and increasing prosocial behavior. Journal
of Research on Adolescence, 26, 622–637. https://doi.org/10.1111/jora.12243 Enders, C. K. (2010). Applied missing data analysis. Newe York: Guilford Press.
Espelage, D. L., Aragon, S. R., Birkett, M., & Koenig, B. W. (2008). Homophobic teasing, psyhcological outcomes, and sexual orientation among high school students: What influence do parents and schools have? School Psychology Review, 37, 202–216.
Espelage, D. L., Low, S., Polanin, J. R., & Brown, E. C. (2013). The impact of a middle school program to reduce aggression, victimization, and sexual violence. Journal of Adolescent
Espelage, D. L., Valido, A., Hatchel, T., Ingram, K. M., Huang, Y., & Torgal, C. (2019). A literature review of protective factors associated with homophobic bullying and its consequences among children & adolescents. Aggression and Violent Behavior, 45, 98–110. https://doi. org/10.1016/j.avb.2018.07.003
Evans, C. B. R., Fraser, M. W., & Cotter, K. L. (2014). The effectiveness of school-based bullying prevention programs: A systematic review. Aggression and Violent Behavior, 19, 532–544. https://doi.org/10.1016/j.avb.2014.07.004
Farmer, T. W., Farmer, E. M., Estell, D. B., & Hutchins, B. C. (2007). The developmental dynamics of aggression and the prevention of school violence. Journal of Emotional and Behavioral
Disorders, 15, 197–208.
Fekkes, M., Pijpers, F. I. M., & Verloove-Vanhorick, S. P. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health
Education Research, 20, 81–91. https://doi.org/10.1093/her/cyg100
Felix, E. D., Sharkey, J. D., Green, J. G., Furlong, M. J., & Tanigawa, D. (2011). Getting precise and pragmatic about the assessment of bullying: The development of the California Bullying Victimization Scale. Aggressive Behavior, 37, 234–247. https://doi.org/10.1002/ab.20389 Ferguson, C. J., Miguel, C. S., Kilburn, J. C., & Sanchez, P. (2007). The effectiveness of
school-based anti-bullying programs: A meta-analytic review. Criminal Justice Review, 32, 401– 414. https://doi.org/10.1177/0734016807311712
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117–140. https://doi.org/10.1177/001872675400700202
Festinger, L. (1962). Cognitive dissonance. Scientific American, 207, 93–106. https://doi. org/10.1038/scientificamerican1062-93
Flook, L., & Fuligni, A. J. (2017). Family and school spillover in adolescents ’ daily lives. Child
Development, 79, 776–787. https://doi.org/10.1111/j.1467-8624.2008.01157.x
Fonagy, P., Twemlow, S. W., Vernberg, E. M., Nelson, J. M., Dill, E. J., Little, T. D., & Sargent, J. A. (2009). A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression. Journal of Child
Psychology and Psychiatry and Allied Disciplines, 50, 607–616. https://doi.org/10.1111/j.1469-7610.2008.02025.x
Frey, K. S., Pearson, C. R., & Cohen, D. (2015). Revenge is seductive, if not sweet: Why friends matter for prevention efforts. Journal of Applied Developmental Psychology, 37, 25–35. https://doi.org/10.1016/j.appdev.2014.08.002
Friedman, M. S., Marshal, M. P., Guadamuz, T. E., Wei, C., Wong, C. F., Saewyc, E. M., & Stall, R. (2011). A meta-analysis of disparities in childhood sexual abuse, parental physical abuse, and peer victimization among sexual minority and sexual nonminority individuals.
American Journal of Public Health, 101, 1481–1194. https://doi.org/10.2105/AJPH. 2009.190009 Fullchange, A., & Furlong, M. J. (2016). An exploration of effects of bullying victimization from a complete mental health perspective. Sage Open, 6. https://doi.org/10.1177/2158244015623593 Furlong, M. J., Sharkey, J. D., Felix, E. D., Tanigawa, D., & Green, J. G. (2010). Bullying assessment: A call for increased precision of self-reported procedures. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 329–345). New York: Routledge.
Furmark, T., Tillfors, M., Everz, P. O., Marteinsdottir, I., Gefvert, O., & Fredrikson, M. (1999). Social phobia in the general population: Prevalence and sociodemographic profile.
Social Psychiatry and Psychiatric Epidemiology, 34, 416–424. https://doi.org/10.1007/ s001270050163
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent
Behavior, 45, 111–133. https://doi.org/10.1016/j.avb.2018.07.001
Garandeau, C. F., Lee, I. a., & Salmivalli, C. (2014). Differential effects of the KiVa anti-bullying program on popular and unpopular bullies. Journal of Applied Developmental Psychology,
35(1), 44–50. https://doi.org/10.1016/j.appdev.2013.10.004
Garandeau, C. F., Lee, I. A., & Salmivalli, C. (2018). Decreases in the proportion of bullying victims in the classroom: Effects on the adjustment of remaining victims. International
Journal of Behavioral Development, 42, 64–72. https://doi.org/10.1177/0165025416667492 Garandeau, C. F., Poskiparta, E., & Salmivalli, C. (2014). Tackling acute cases of school bullying
in the KiVa anti-bullying program: A comparison of two approaches. Journal of Abnormal
Child Psychology, 42, 981–991. https://doi.org/10.1007/s10802-014-9861-1
Garandeau, C. F., Vartio, A., Poskiparta, E., & Salmivalli, C. (2016). School bullies’ intention to change behavior following teacher interventions: Effects of empathy arousal, condemning of bullying, and blaming of the perpetrator. Prevention Science, 17(8), 1034–1043. https:// doi.org/10.1007/s11121-016-0712-x
Georgiou, S. N. (2008). Parental style and child bullying and victimization experiences at school. Social Psychology of Education, 11, 213–227. https://doi.org/10.1007/s11218-007-9048-5
Gesell, S. B., Barkin, S. L., & Valente, T. W. (2013). Social network diagnostics: A tool for monitoring group interventions. Implementation Science, 8, 116–127. https://doi.org/10.1186/1748-5908-8-116
Gest, S. D., Osgood, D. W., Feinberg, M. E., Bierman, K. L., & Moody, J. (2011). Strengthening prevention program theories and evaluations: Contributions from social network analysis. Prevention Science, 12, 349–360. https://doi.org/10.1007/s11121-011-0229-2 Giesbrecht, G. F., Leadbeater, B. J., & Macdonald, S. W. S. (2011). Child and context characteristics
in trajectories of physical and relational victimization among early elementary school children. Development and Psychopathology, 23, 239–252. https://doi.org/10.1017/ S0954579410000763
GLSEN, & Harris Interactive. (2012). Playgrounds and prejudice: Elementary school climate in
the United States: A survey of students and teachers. New York, NY.
Goldstein, S. E., Boxer, P., & Rudolph, E. (2015). Middle school transition stress: Links with academic performance, motivation, and school experiences. Contemporary School
Psychology, 19, 21–29. https://doi.org/10.1007/s40688-014-0044-4
Goodman, K. L., Reyes, A. D. L., & Bradshaw, C. P. (2010). Understanding and using informants’ reporting discrepancies of youth victimization: A conceptual model and recommendations for research. Clinical Journal of Family Psychology Review, 13, 366–383. https://doi.org/10.1007/s10567-010-0076-x
Graham, S., & Juvonen, J. (1998). Self-blame and peer victimization in middle school: an attributional analysis. Developmental Psychology, 34, 587–599. https://doi.org/2-1649/98/53.00
Green, J. G., Felix, E. D., Sharkey, J. D., Furlong, M. J., & Kras, J. E. (2013). Identifying bully victims: Definitional versus behavioral approaches. Psychological Assessment, 15, 651–657. https:// doi.org/10.1016/j.drugalcdep.2008.02.002.A
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of
General Psychology, 2, 271–299.
Grusec, J. E., & Hastings, P. D. (2014). Handbook of socialization: Theory and research (2nd ed.). New York, London: The Guilford Press.
Guerra, N. G., Williams, K. R., & Sadek, S. (2011). Understanding bullying and victimization during childhood and adolescence: A mixed methods study. Child Development, 82, 295– 310. https://doi.org/10.1111/j.1467-8624.2010.01556.x
Haataja, A., Ahtola, A., Poskiparta, E., & Salmivalli, C. (2015). A process view on implementing an antibullying curriculum: How teachers differ and what explains the variation. School
Psychology Quarterly, 3, 564–576. https://doi.org/10.1037/spq0000121
Haataja, A., Sainio, M., Turtonen, M., & Salmivalli, C. (2015). Implementing the KiVa antibullying program: Recognition of stable victims. Educational Psychology, 36, 595–611. https://doi. org/10.1080/01443410.2015.1066758
Haataja, A., Voeten, M., Boulton, A. J., Ahtola, A., Poskiparta, E., & Salmivalli, C. (2014). The KiVa antibullying curriculum and outcome: Does fidelity matter? Journal of School Psychology,
52, 479–493. https://doi.org/10.1016/j.jsp.2014.07.001
Haltigan, J. D., & Vaillancourt, T. (2014). Joint trajectories of bullying and peer victimization across elementary and middle school and associations with symptoms of psychopathology.
Developmental Psychology, 50, 2426–2436. https://doi.org/10.1037/a0038030 ·
Hamaker, E. L., Kuiper, R. M., & Grasman, R. P. P. P. (2015). A critique of the cross-lagged panel model. Psychological Methods, 20, 102–116. https://doi.org/10.1037/a0038889
Hammen, C. (2006). Stress generation in depression: Reflections on origins, research, and future directions. Journal of Clinical Psychology, 62, 1065–1082. https://doi.org/10.1002/ jclp.20293
Hatzenbuehler, M. L. (2016). Structural stigma: Research evidence and implications for psychological science. The American Psychologist, 71, 742–751. https://doi.org/10.1037/ amp0000068.
Healy, K. L., & Sanders, M. R. (2014). Randomized controlled trial of a family intervention for children bullied by peers. Behavior Therapy, 45, 760–777. https://doi.org/10.1016/j. beth.2014.06.001
Heron, J., Croudace, T. J., Barker, E. D., & Tilling, K. (2015). A comparison of approaches for assessing covariate effects in latent class analysis. Longitudinal and Life Course Studies,
6, 420–434. https://doi.org/10.14301/llcs.v6i4.322
Hodges, E. V. E., Boivin, M., Vitaro, F., & Bukowski, W. M. (1999). The power of friendship: Protection against an escalating cycle of peer victimization. Developmental Psychology,
35, 94–101. https://doi.org/10.1037/0012-1649.35.1.94
Hodges, E. V. E., & Perry, D. G. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76, 677–685. https:// doi.org/10.1037//0022-3514.76.4.677
Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17, 311–322. https:// doi.org/10.1016/j.avb.2012.03.003
Hooghe, M., & Meeusen, C. (2014). Is same-sex marriage legislation related to attitudes toward homosexuality? Trends in tolerance of homosexuality in European countries between 2002 and 2010. Sexuality Research and Social Policy, 10, 258–268. https://doi.org/10.1007/ s13178-013-0125-6
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6, 53–60. Huang, F. L., & Cornell, D. G. (2015). Question order affects the measurement of bullying
victimization among middle school students. Educational and Psychological Measurement,
76, 724–740. https://doi.org/10.1177/0013164415622664
Huang, Y., Espelage, D. L., Polanin, J. R., & Hong, J. S. (2019). A meta-analytic review of school-based anti-bullying programs with a parent component. International Journal of Bullying
Prevention, 1, 32–44. https://doi.org/10.1007/s42380-018-0002-1
Hughes, T. L., Johnson, T. P., Steffen, A. D., Wilsnack, S. C., & Everett, B. (2014). Lifetime victimization, hazardous drinking, and depression among heterosexual and sexual minority women. LGBT Health, 1, 192–203. https://doi.org/10.1089/lgbt.2014.0014
Huitsing, G., Lodder, G. M. A., Oldenburg, B., Schacter, H. L., Salmivalli, C., Juvonen, J., & Veenstra, R. (2019). The healthy context paradox: Victims ’ adjustment during an anti- bullying intervention. Journal of Child and Family Studies, 28, 2499–2509. https://doi.org/10.1007/ s10826-018-1194-1
Huitsing, G., Snijders, T. A. B., Van Duijn, M. A. J., & Veenstra, R. (2014). Victims, bullies, and their defenders: A longitudinal study of the coevolution of positive and negative networks. Development and Psychopathology, 26, 645–659. https://doi.org/10.1017/ S0954579414000297
Huitsing, G., & Veenstra, R. (2012). Bullying in classrooms: Participant roles from a social network perspective. Agressive Behavior, 38, 494–509. https://doi.org/10.1002/ab.21438 Huitsing, G., Veenstra, R., Sainio, M., & Salmivalli, C. (2012). “It must be me” or “ It could be
them?”: The impact of the social network position of bullies and victims on victims’ adjustment. Social Networks, 34, 379–386. https://doi.org/10.1016/j.socnet.2010.07.002 Hunter, S. C., Boyle, J. M. E., & Warden, D. (2007). Perceptions and correlates of
peer-victimization and bullying. British Journal of Educational Psychology, 77, 797–810. https:// doi.org/10.1348/000709906X171046
Irish, M., Solmi, F., Mars, B., King, M., Lewis, G., Pearson, R. M., … Lewis, G. (2018). Depression and self-harm from adolescence to young adulthood in sexual minorities compared with heterosexuals in the UK: A population-based cohort study. The Lancet. Child & Adolescent
Health. https://doi.org/10.1016/S2352-4642(18)30343-2
Jia, M., & Mikami, A. (2018). Issues in the assessment of bullying: Implications for conceptualizations and future directions. Aggression and Violent Behavior, 41, 108–118. https://doi.org/10.1016/j.avb.2018.05.004
Joiner, T. E., Wingate, L. R., Gencoz, T., & Gencoz, F. (2005). Stress generation in depression: There studies on its resilience, possible mechanism, and symptom specificity. Journal
of Social and Clinical Psychology, 24, 236–253. https://doi.org/10.1521/jscp.24.2.236.62272 Juvonen, J., & Galván, A. (2008). Peer influence in involuntary social groups: Lessons from
research on bullying. In M. Prinstein & K. Dodge (Eds.), Peer influence processes among
Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65, 159–185. https://doi.org/10.1146/annurev-psych-010213-115030
Juvonen, J., & Gross, E. F. (2005). The rejected and the bullied: Lessons about social misfits from developmental psychology. In K. D. Williams, J. P. Forgas, & W. von Hippel (Eds.),
The social outcast: Ostracism, social exclusion, rejection, and bullying (pp. 155–170). New York: Psychology Press.
Juvonen, J., & Ho, A. Y. (2008). Social motives underlying antisocial behavior across middle school grades. Journal of Youth and Adolescence, 37, 747–756. https://doi.org/10.1007/ s10964-008-9272-0
Juvonen, J., Schacter, H. L., Sainio, M., & Salmivalli, C. (2016). Can a school-wide bullying prevention program improve the plight of victims? Evidence for risk × intervention effects. Journal of Consulting and Clinical Psychology, 84, 334–344. https://doi.org/10.1037/ ccp0000078
Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa antibullying program: Grades 4-6. Child Development, 82, 311–330. https://doi.org/10.1111/j.1467-8624.2010.01557.x
Kaufman, T. M. L., Baams, L., & Dubas, J. S. (2017). Microaggressions and depressive symptoms in sexual minority youth: The roles of rumination and social support. Psychology of Sexual
Orientation and Gender Diversity, 4. https://doi.org/10.1037/sgd0000219
Kaufman, T. M. L., Kretschmer, T., Huitsing, G., & Veenstra, R. (2018). Why does a universal anti-bullying program not help all children? Explaining persistent victimization during an intervention. Prevention Science, 19, 822–832. https://doi.org/10.1007/s11121-018-0906-5 Kaufman, T. M. L., Kretschmer, T., Huitsing, G., & Veenstra, R. (2020). Caught in a vicious
cycle? Explaining bidirectional spillover between parent-child relationships and peer victimization. Development and Psychopathology. https://doi.org/10.1017/ S0954579418001360
Kennedy, J. H., & Kennedy, C. E. (2004). Attachment theory: implications for school psychology.
Psychology in the Schools, 41, 247–259. https://doi.org/10.1002/pits.10153
Kerig, P. K. (1998). Gender and appraisals as mediators of adjustment in children exposed to interparental violence. Journal of Family Violence, 13, 345–363.
Killen, M., Rutland, A., Abrams, D., Mulvey, K. L., & Hitti, A. (2012). Development of intra-and intergroup judgments in the context of moral and social-conventional norms. Child
Development, 84, 1063–1080. https://doi.org/10.1111/cdev.12011
Kim, J., Thompson, E. A., Walsh, E. M., & Schepp, K. G. (2015). Trajectories of parent-adolecent relationship quality among at-risk youth: Parental depression and adolescent developmental outcomes. Archives of Psychiatric Nursing, 29, 434–440. https://doi. org/10.1016/j.apnu.2015.07.001
Kochenderfer-Ladd, B., & Wardrop, J. L. (2001). Chronicity and instability of children’s peer victimization experiences as predictors of loneliness and social satisfaction trajectories.
Child Development, 72, 134–151. https://doi.org/10.1111/1467-8624.00270
Kok, G., Gottlieb, N. H., Peters, G. J. Y., Mullen, P. D., Parcel, G. S., Ruiter, R. A. C., … Bartholomew, L. K. (2016). A taxonomy of behaviour change methods: An Intervention Mapping approach.
Kokkinos, C. M. (2013). Bullying and victimization in early adolescence: Associations with attachment style and perceived parenting. Journal of School Violence, 12, 174–192. https:// doi.org/10.1080/15388220.2013.766134
Kretschmer, T., Veenstra, R., Branje, S., Reijneveld, S. A., Meeus, W. H. J., Dekovic, M., … Oldehinkel, A. J. (2018). How competent are adolescent bullying perpetrators and victims in mastering normative developmental tasks in early adulthood? Journal of Abnormal
Child Psychology, 31, 41–56. https://doi.org/10.1007/s10802-017-0316-3
Kuyper, L., Iedema, J., & Keusenkamp, S. (2013). Towards tolerance: Exploring changes and
explaining differences in attitudes towards homosexuality in Europe. The Hague.
La Roi, C., Kretschmer, T., Dijkstra, J., Veenstra, R., & Oldehinkel, A. J. (2016). Disparities in depressive symptoms between heterosexual and lesbian, gay, and bisexual youth in a Dutch Cohort: The TRAILS Study. Journal of Youth and Adolescence, 45, 440–456. https:// doi.org/10.1007/s10964-015-0403-0
Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children’s psychological adjustment problems. Child Development, 74, 1344–1367. https:// doi.org/10.1111/1467-8624.00611
Lanza, S. T., & Collins, L. M. (2006). A mixture model of discontinuous development in heavy drinking from ages 18 to 30: The role of college enrollment. Journal of Studies on Alcohol,
67, 552–561. https://doi.org/10.15288/jsa.2006.67.552
Lee, H. Y., & Yeager, D. S. (2019). Adolescents with an entity theory of personality are more vigilant to social status and use relational aggression to maintain social status. Social
Development. https://doi.org/10.1111/sode.12393
Lee, T., & Cornell, D. (2009). Concurrent validity of the Olweus Bully/Victim Questionnaire.
Journal of School Violence, 9, 56–73. https://doi.org/10.1080/15388220903185613
Lehman, B. J., & Repetti, R. L. (2007). Bad days don’t end when the school bell rings: The lingering effects of negative school events on children’s mood, self-esteem, and perceptions of parent-child interaction. Social Development, 16, 1–16. https://doi.org/10.1111/j .1467-9507.2007.00398.x
Lereya, S. T., Copeland, W. E., Zammit, S., & Wolke, D. (2015). Bully/victims: A longitudinal, population-based cohort study of their mental health. European Child and Adolescent
Psychiatry, 24, 1461–1471. https://doi.org/10.1007/s00787-015-0705-5
Lereya, S. T., Samara, M., & Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37, 1091–1108. https://doi.org/10.1016/j.chiabu.2013.03.001
Li, M., Chen, J., Li, X., & Deater-Deckard, K. (2015). Moderation of harsh parenting on genetic and environmental contributions to child and adolescent deviant peer affiliation: A longitudinal twin study. Journal of Youth and Adolescence, 44, 1396–1412. https://doi. org/10.1007/s10964-015-0288-y
Lo, Y., Mendell, N. R., & Rubin, D. B. (2001). Testing the number of components in a normal mixture. Biometrika, 88, 767–778. https://doi.org/10.1093/biomet/88.3.767
Lodder, G. M. A., Scholte, R. H. J., Cillessen, A. H. N., & Giletta, M. (2016). Bully victimization: Selection and influence within adolescent friendship networks and cliques. Journal of
Loukas, A., & Pasch, K. E. (2013). Does school connectedness buffer the impact of peer victimization on early adolescents’ subsequent adjustment problems? Journal of Early
Adolescence, 33, 245–266. https://doi.org/10.1177/0272431611435117
Lund, E. M., Blake, J. J., Ewing, H. K., & Banks, C. S. (2012). School counselors’ and school psychologists’ bullying prevention and intervention strategies: A look into real-world practices. Journal of School Violence, 11, 246–265. https://doi.org/10.1080/15388220.201 2.682005
Madden, T. J., Ellen, P. M., & Ajzen, I. (1992). A comparison of the theory of planned behavior and the theory of reasoned action. Personality and Social Psychology Bulletin, 18, 3–9. Malecki, C. K., Demaray, M. K., Coyle, S., Geosling, R., Yu, S., Wheaton College, R., & Becker, L. D.
(2015). Frequency, power differential, and intentionality and the relationship to anxiety, depression, and self-esteem for victims of bullying. Child & Youth Care Forum, 115–131. Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health
professions education: A systematic review. Advances in Health Sciences Education, 14, 595–621. https://doi.org/10.1007/s10459-007-9090-2
Marks, P. E. L., Cillessen, A. H. N., & Crick, N. R. (2012). Popularity contagion among adolescents.
Social Development, 21, 501–521.
Marsh, H. W., Parada, R. H., Craven, G., & Finger, L. (2004). In the looking glass: A reciprocal effects model elucidating the complex nature of bullying, psychological determinants and the central role of self-concept. In C. E. Sanders & G. D. Phye (Eds.), Bullying Implications
for the Classroom (pp. 63–135). San Diego, CA: Elsevier/Academic Press.
Marshal, M. P., Dermody, S. S., Cheong, J., Burton, C. M., Friedman, M. S., Aranda, F., & Hughes, T. L. (2013). Trajectories of depressive symptoms and suicidality among heterosexual and sexual minority youth. Journal of Youth and Adolescence, 42, 1243–1256. https://doi. org/10.1007/s10964-013-9970-0
Martin-Storey, A., & Fish, J. (2018). Victimization disparities between heterosexual and sexual minority youth from ages 9 to 15. Child Development. https://doi.org/10.1111/cdev.13107 Masyn, K. E. (2013). Latent class analysis and finite mixture modeling. In T. Little (Ed.), The
Oxford Handbook of Quantitative Methods in Psychology (2nd ed., pp. 551–611). New York: Quantitative Oxford University Press.
Matsuo, M., & Nakahara, J. (2013). The effects of the PDCA cycle and OJT on workplace learning.
International Journal of Human Resource Management, 24, 195–207. https://doi.org/10.10 80/09585192.2012.674961
Mcpherson, M., Smith-Lovin, L., & Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27, 415–444. https://doi.org/https://doi.org/10.1146/ annurev.soc.27. 1.415
Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology
Quaterly, 23, 26–43. https://doi.org/10.1037/1045-3830.23.1.26
Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129, 674– 697. https://doi.org/10.1037/0033-2909.129.5.674
Miers, A. C., Blö, A. W., Bögels, S. M., & Westenberg, P. M. (2008). Interpretation bias and social anxiety in adolescents. Journal of Anxiety Disorders, 22, 1462–1471. https://doi.org/10.1016/j. janxdis.2008.02.010
Miu, A. S., & Yeager, D. S. (2015). Preventing symptoms of depression by teaching adolescents that people can change: Effects of a brief incremental theory of personality intervention at 9-month follow-up. Clinical Psychological Science, 3, 726–743. https://doi. org/10.1177/2167702614548317
Molden, D. C., & Dweck, C. S. (2006). Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61, 192–203. https://doi.org/10.1037/0003-066X.61.3.192
Morrow, M. T., Hubbard, J. A., Barhight, L. J., & Thomson, A. K. (2014). Fifth-grade children’s daily experiences of peer victimization and negative emotions: Moderating effects of sex and peer rejection. Journal of Abnormal Child Psychology, 42, 1089–1102. https://doi. org/10.1007/s10802-014-9870-0
Mustanski, B., Andrews, R., & Puckett, J. A. (2016). The effects of cumulative victimization on mental health among lesbian, gay, bisexual, and transgender adolescents and young adults. American Journal of Public Health, 106, 527–533. https://doi.org/10.2105/ AJPH.2015.302976)
Muthén, B. O., & Satorra, A. (1995). Complex sample data in structural equation modeling.
Sociological Methodology, 62, 267–316. https://doi.org/10.1155/2011/856869
Muthén, L. K., & Muthén, B. O. (2015). Mplus user’s guide (7th ed.). Los Angeles, CA: Múthen & Múthen.
Neal, J. W., Cappella, E., Wagner, C., & Atkins, M. S. (2011). Seeing eye to eye: Predicting teacher-student agreement on classroom social networks. Social Development, 20, 376–393. https://doi.org/10.1111/j.1467-9507.2010.00582.x
Nelson, H. J., Kendall, G. E., Burns, S. K., Schonert-Reichl, K. A., & Kane, R. T. (2019). Measuring 8 to 12 year old children’s self-report of power imbalance in relation to bullying: development of the Scale of Perceived Power Imbalance. BMC Public Health, 19, 1–12. https://doi.org/10.1186/s12889-019-7375-z
Nishina, A. (2012). Microcontextual characteristics of peer victimization experiences and adolescents’ daily well-being. Journal of Youth and Adolescence, 41, 191–201. https://doi. org/10.1007/s10964-011-9669-z
Nocentini, A., Fiorentini, G., Di Paola, L., & Menesini, E. (2019). Parents, family characteristics and bullying behavior: A systematic review. Aggression and Violent Behavior, 45, 41–50. https://doi.org/10.1016/j.avb.2018.07.010
Oldenburg, B., Bosman, R., & Veenstra, R. (2016). Are elementary school teachers prepared to tackle bullying? A pilot study. School Psychology International, 37, 64–72.
Olthof, T., Goossens, F. A., Vermande, M. M., Aleva, E. A., & Van der Meulen, M. (2011). Bullying as strategic behavior: Relations with desired and acquired dominance in the peer group.
Journal of School Psychology, 49, 339–359. https://doi.org/10.1016/j.jsp.2011.03.003 Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Washington DC:
Hemisphere (Wiley).
Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden, MA: Blackwell Publishing.
Olweus, D. (1996). The revised Olweus Bully/Victim Questionnaire. Bergen: Research Center for Health Promotion (HEMIL Center), University of Bergen.
Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review
Paluck, E. L., & Shepherd, H. (2012). The salience of social referents: A field experiment on collective norms and harassment behavior in a school social network. Journal of
Personality and Social Psychology, 103, 899–915. https://doi.org/10.1037/a0030015 Paluck, E. L., Shepherd, H., & Aronow, P. M. (2018). Changing climates of conflict: A social
network experiment in 56 schools. Proceedings of the National Academy of Sciences, 115, E3598–E3598. https://doi.org/10.1073/pnas.1804429115
Parke, R. D., & Ladd, G. W. (2016). Family-peer relationships: Modes of linkage (1st ed.). Hillsdale, NJ: Routledge.
Patterson, G. R. (1982). Coercive family processes. Eugene, OR: Castalia Publishing Company. Pearson, J., & Wilkinson, L. (2013). Family relationships and adolescent well-being: Are families
equally protective for same-sex attracted youth? Journal of Youth and Adolescence, 43, 376–393. https://doi.org/10.1007/s10964-012-9865-5
Peets, K., Pöyhönen, V., Juvonen, J., & Salmivalli, C. (2015). Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power.
Developmental Psychology, 51, 913–920. https://doi.org/10.1037/a0039287
Pikas, A. (2002). New developments of the shared concern method. School Psychology
International, 23, 307–326.
Poteat, V. P., & Espelage, D. L. (2007). Predicting psychosocial consequences of homophobic victimization in middle school students. The Journal of Early Adolescence, 27, 175–191. https://doi.org/10.1177/0272431606294839
Poulin, F., & Chan, A. (2010). Friendship stability and change in childhood and adolescence.
Developmental Review, 30, 257–272. https://doi.org/10.1016/j.dr.2009.01.001
Pöyhönen, V., Juvonen, J., & Salmivalli, C. (2010). What does it take to stand up for the victim of bullying? The interplay between personal and social factors. Merrill-Palmer Quarterly,
56, 143–163. https://doi.org/10.1353/mpq.0.0046
Prinstein, M. J., Boergers, J., & Vernberg, E. M. (2001). Overt and relational aggression in adolescents: Social–psychological adjustment of aggressors and victims, 30, 479–491. Rambaran, J. A., Dijkstra, J. K., & Veenstra, R. (2019). Bullying as a group process in childhood: A
longitudinal social network analysis. Child Development. https://doi.org/10.1111/cdev.13298 Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis
methods (2nd ed.). London: Sage Publications; Thousand Oaks.
Reijntjes, A., Kamphuis, J. H., Prinzie, P., Boelen, P. A., Van Der Schoot, M., & Telch, M. J. (2011). Prospective linkages between peer victimization and externalizing problems in children: A meta-analysis. Aggressive Behavior, 37, 215–222. https://doi.org/10.1002/ab.20374 Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing
problems in children: A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34, 244–252. https://doi.org/10.1016/j.chiabu.2009.07.009
Reijntjes, A., Vermande, M. M., Goossens, F. A., Olthof, T., Van de Schoot, R., Aleva, E. A., & Van der Meulen, M. (2013). Developmental trajectories of bullying and social dominance in youth. Child Abuse and Neglect, 37, 224–234. https://doi.org/10.1016/j.chiabu.2012.12.004 · Rigby, K. (2014). How teachers address cases of bullying in schools: a comparison of five reactive
approaches. Educational Psychology in Practice, 30, 409–419. https://doi.org/10.1080/026 67363.2014.949629
Robinson, G., & Maines, B. (2008). Bullying: A Complete Guide to the Support Group Method. London: Sage.
Robinson, J. P., Espelage, D. L., & Rivers, I. (2013). Developmental trends in peer victimization and emotional distress in LGB and heterosexual youth. Pediatrics, 131, 423–430. https:// doi.org/10.1542/peds.2012-2595
Roelofs, J., Meesters, C., Ter Huurne, M., Bamelis, L., & Muris, P. (2006). On the links between attachment style, parental rearing behaviors, and internalizing and externalizing problems in non-clinical children. Journal of Child and Family Studies, 15, 331–344. https:// doi.org/10.1007/s10826-006-9025-1
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Russell, S. T., Muraco, A., Subramaniam, A., & Laub, C. (2009). Youth empowerment and high school gay-straight alliances. Journal of Youth and Adolescence, 38, 891–903. https://doi. org/10.1007/s10964-008-9382-8
Russell, S. T., Toomey, R. B., Ryan, C., & Diaz, R. M. (2014). Being out at school: The implications for school victimization and young adult adjustment. American Journal of Orthopsychiatry,
84, 635–643. https://doi.org/10.1037/ort0000037
Ryan, W. S., Legate, N., & Weinstein, N. (2015). Coming out as lesbian, gay, or bisexual: The lasting impact of initial disclosure experiences. Self and Identity, 14, 549–569. https://doi. org/10.1080/15298868.2015.1029516
Saarento, S., Boulton, A. J., & Salmivalli, C. (2015). Reducing bullying and victimization: Student- and classroom-level mechanisms of change. Journal of Abnormal Child Psychology, 43, 61–76. https://doi.org/10.1007/s10802-013-9841-x
Sainio, M., Herkama, S., Turunen, T., Rönkkö, M., Kontio, M., Poskiparta, E., & Salmivalli, C. (2018). Sustainable antibullying program implementation: School profiles and predictors.
Scandinavian Journal of Psychology. https://doi.org/10.1111/sjop.12487
Sainio, M., Veenstra, R., Huitsing, G., & Salmivalli, C. (2011). Victims and their defenders: A dyadic approach. International Journal of Behavioral Development, 35, 144–151. https:// doi.org/10.1177/0165025410378068
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior,
15, 112–120. https://doi.org/10.1016/j.avb.2009.08.007
Salmivalli, C., Garandeau, C. F., & Veenstra, R. (2012). KiVa anti-bullying program. In G. W. Ladd & A. Ryan (Eds.), Peer relationships and adjustment at school. Charlotte, NC: Information Age Publishing.
Salmivalli, C., & Isaacs, J. (2005). Prospective relations among victimization, rejection, friendlessness, and children’s self- and peer-perceptions. Child Development, 76, 1161–1171. https://doi.org/10.1111/j.1467-8624.2005.00842.x
Salmivalli, C., Kärnä, A., & Poskiparta, E. (2011). Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied. International Journal of
Behavioral Development, 35, 405–411. https://doi.org/10.1177/0165025411407457
Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal
of Clinical Child and Adolescent Psychology, 40, 668–676. https://doi.org/10.1080/1537441 6.2011.597090
Sanjuán, P., & Magallares, A. (2009). A longitudinal study of the negative explanatory style and attributions of uncontrollability as predictors of depressive symptoms. Personality and
Individual Differences, 46, 714–718. https://doi.org/10.1016/j.paid.2009.01.030
Sapouna, M., Wolke, D., Vannini, N., Watson, S., Woods, S., Schneider, W., … Aylett, R. (2010). Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial. Journal of Child Psychology and Psychiatry, 51, 104–112. https://doi. org/10.1111/j.1469-7610.2009.02137.x
Sawyer, P. J., Major, B., Casad, B. J., Townsend, S. S. M., & Mendes, W. B. (2012). Discrimination and the stress response: Psychological and physiological consequences of anticipating prejudice in interethnic interactions. American Journal of Public Health, 102, 1020–1026. https://doi.org/10.2105/AJPH.2011.300620
Schacter, H. L., & Juvonen, J. (2016). The effects of school-level victimization on self-blame: Evidence for contextualized social cognitions. Developmental Psychology, 51, 841–847. https://doi.org/10.1037/dev0000016.The
Schacter, H. L., & Juvonen, J. (2018). Dynamic changes in peer victimization and adjustment across middle school: Does friends’ victimization alleviate distress? Child Development. https://doi.org/10.1111/cdev.13038
Scholte, R. H. J., Engels, R. C. M. E., Overbeek, G., De Kemp, R. A. T., Gerbert, ·, & Haselager, J. T. (2007). Stability in bullying and victimization and its association with social adjustment in childhood and adolescence. Journal of Abnormal Child Psychology, 35, 217–228. https:// doi.org/10.1007/s10802-006-9074-3
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational
Psychologist, 25, 71–86.
Schwartz, D., Dodge, K. A., Pettit, G. S., Bates, J. E., & Bierman, K. L. (2000). Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. Developmental Psychology, 36, 646–662. https://doi. org/10.1037/0012-1649.36.5.646
Sentse, M., Dijkstra, J., Salmivalli, C., & Cillessen, A. H. N. (2013). The dynamics of friendships and victimization in adolescence: A longitudinal social network perspective. Aggressive
Behavior, 39, 229–238. https://doi.org/10.1002/ab.21469
Sentse, M., Lindenberg, S., Omvlee, A., Ormel, J., & Veenstra, R. (2010). Rejection and acceptance across contexts: Parents and peers as risks and buffers for early adolescent psychopathology. The TRAILS study. Journal of Abnormal Child Psychology, 38, 119–130. https://doi.org/10.1007/s10802-009-9351-z
Sentse, M., Prinzie, P., & Salmivalli, C. (2017). Testing the direction of longitudinal paths between victimization, peer rejection, and different types of internalizing problems in adolescence. Journal of Abnormal Child Psychology, 45, 1013–1023. https://doi.org/10.1007/ s10802-016-0216-y
Sentse, M., Veenstra, R., Kiuru, N., & Salmivalli, C. (2015). A longitudinal multilevel study of individual characteristics and classroom norms in explaining bullying behaviors. Journal
of Abnormal Child Psychology, 43, 943–955. https://doi.org/10.1007/s10802-014-9949-7 Sheppard, C. S., Giletta, M., & Prinstein, M. J. (2016). Peer victimization trajectories at the
adolescent transition: Associations among chronic victimization, peer-reported status, and adjustment. Journal of Clinical Child & Adolescent Psychology, 48, 218–227. https://doi. org/10.1080/15374416.2016.1261713
Shewhart, W. A. (1939). Statistical method from the viewpoint of quality control. Washington, DC: The Graduate School, Department of Agriculture.
Sijtsema, J. J., Veenstra, R., Lindenberg, S., & Salmivalli, C. (2009). Empirical test of bullies’ status goals: Assessing direct goals, aggression, and prestige. Aggressive Behavior, 35, 57–67. https://doi.org/10.1002/ab.20282
Simonds, J., & Rothbard, M. K. (2004). The Temperament in Middle Childhood Questionnaire (TMCQ): A computerized self-report measure of temperament for ages 7- 10. In Occasional
Temperament Conference.
Simons-Morton, B., Chen, R., Hand, L. S., & Haynie, D. A. (2008). Parenting behavior and adolescent conduct problems: Reciprocal and mediational effects. Journal of School
Violence, 7, 3–25. https://doi.org/10.1300/J202v07n01_02.
Skardhamar, T. (2010). Distinguishing facts and artifacts in group-based modeling. Criminology,
48, 295–320. https://doi.org/10.1111/j.1745-9125.2010.00185.x
Smit, C. R., De Leeuw, R. N. H., Bevelander, K. E., Burk, W. J., & Buijzen, M. (2016). A social network-based intervention stimulating peer influence on children’s self-reported water consumption: A randomized control trial. Appetite, 103, 294–301. https://doi.org/10.1016/j. appet.2016.04.011
Solberg, M. E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior, 29, 239–268. https://doi.org/10.1002/ ab.10047
Sourander, A., Helstela, L., Helenius, H., & Piha, J. (2000). Persistence of bullying from childhood to adolescence—a longitudinal 8-year follow-up study. Child Abuse & Neglect, 24, 873–881. Stadler, C., Feifel, J., Rohrmann, S., Vermeiren, R., & Poustka, F. (2010). Peer-victimization and
mental health problems in adolescents: Are parental and school support protective? Child
Psychiatry & Human Development, 41, 371–386. https://doi.org/10.1007/s10578-010-0174-5 Sterzing, P. R., Gibbs, J. J., Gartner, R. E., & Goldbach, J. T. (2017). Bullying victimization
trajectories for sexual minority adolescents: Stable victims, desisters, and late-onset victims. Journal of Research on Adolescence, 27. https://doi.org/10.1111/jora.12336
Taub, J. (2002). Evaluation of the Second Step Violence prevention program at a rural elementary school. School Psychology Review, 31, 186–200.
Thomas, H. J., Connor, J. P., & Scott, J. G. (2015). Integrating traditional bullying and cyberbullying: Challenges of definition and measurement in adolescents - a review.
Educational Psychology Review, 27, 135–152. https://doi.org/10.1007/s10648-014-9261-7. Thompson, R. S. Y., & Leadbeater, B. J. (2013). Peer victimization and internalizing symptoms
from adolescence into young adulthood: Building strength through emotional support. Journal of Research on Adolescence, 23, 290–303. https://doi.org/10.1111/j.1532-7795.2012.00827.x.
Thornberg, R., Tenenbaum, L., Kris, V., Joel, M., Tomas, J., & Gina, V. (2012). Bystander motivation in bullying incidents: To intervene or not to intervene? Western Journal of Emergency
Medicine, 13, 247–252. https://doi.org/10.5811/westjem.2012.3.11792
Tipton, E., & Hedges, L. V. (2017). The role of the sample in estimating and explaining treatment effect heterogeneity. Journal of Research on Educational Effectiveness, 10, 903–906. https:// doi.org/10.1080/19345747.2017.1364563
Tipton, E., Yeager, D. S., Iachan, R., & Schneider, B. (n.d.). Designing probability samples to study treatment effect heterogeneity. In P. J. Lavrakas (Ed.), Experimental Methods in
Survey Research: Techniques that Combine Random Sampling with Random Assignment.
New York: Wiley.
Toblin, R. L., Schwartz, D., Gorman, A. H., & Abou-Ezzeddine, T. (2005). Social-cognitive and behavioral attributes of aggressive victims of bullying. Journal of Applied Developmental
Psychology, 26, 329–346. https://doi.org/10.1016/j.appdev.2005.02.004
Toomey, R. B., Card, N. A., & Casper, D. M. (2014). Peers’ perceptions of gender nonconformity: Associations with overt and relational peer victimization and aggression in early adolescence. Journal of Early Adolescence, 34, 463–485. https://doi. org/10.1177/0272431613495446
Toomey, R. B., Russell, S. T., & Denny, T. (2016). The role of sexual orientation in school-based victimization: A meta analysis. Youth & Society, 48, 176–201. https://doi. org/10.1177/0044118X13483778
Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. https://doi.org/10.1007/s11292-010-9109-1
UNESCO. (2017). School Violence and Bullying: Global Status Report.
Unnever, J. D., & Cornell, D. G. (2004). Middle school victims of bullying: Who reports being bullied? Aggressive Behavior, 30, 373–388. https://doi.org/10.1002/ab.20030
Vaillancourt, T., McDougall, P., Hymel, S., Krygsman, A., Miller, J., Stiver, K., & Davis, C. (2008). Bullying: Are researchers and children/youth talking about the same thing? International
Journal of Behavioral Development, 32, 486–495. https://doi.org/10.1177/0165025408095553 Valente, T. W. (2012). Network Interventions. Science, 337, 49–53. https://doi.org/10.1126/
science.1217330
Valente, T. W., & Pitts, S. R. (2017). An appraisal of social network theory and analysis as applied to public health: Challenges and opportunities. Annual Review of Public Health, 38, 103–118. https://doi.org/10.1146/annurev-publhealth-031816-044528
Valente, T. W., Ritt-Olson, A., Stacy, A., Unger, J. B., Okamoto, J., & Sussman, S. (2007). Peer acceleration: Effects of a social network tailored substance abuse prevention program among high-risk adolescents. Addiction, 102, 1804–1815. https://doi.org/10.1111/j.1360-0443.2007.01992.x
Van De Schoot, R., Sijbrandij, M., Winter, S. D., Depaoli, S., & Vermunt, J. K. (2017). The GRoLTS-Checklist: Guidelines for reporting on latent trajectory studies. Structural Equation
Modeling: A Multidisciplinary Model, 24, 451–467. https://doi.org/10.1080/10705511.2016.1 247646org/10.1080/10705511.2016.1247646
Van der Ploeg, R., Steglich, C., Salmivalli, C., & Veenstra, R. (2015). The intensity of victimization: Associations with children’s psychosocial well-being and social standing in the classroom. PloS One, 10, 1–15. https://doi.org/10.1371/journal.pone.0141490
Van der Ploeg, R., Steglich, C., & Veenstra, R. (2016). The support group approach in the Dutch KiVa anti-bullying programme: effects on victimisation, defending and well-being at school. Educational Research, 58, 221–236. https://doi.org/10.1080/00131881.2016.1184949 Van Der Ploeg, R., Steglich, C., & Veenstra, R. (2020). The way bullying works: How new ties
facilitate the mutual reinforcement of status and bullying in elementary schools. Social
Van Eijck, F. E. A. M., Branje, S. J. T., Hale III, W. W., & Meeus, W. H. J. (2012). Longitudinal associations between perceived parent-adolescent attachment relationship quality and generalized anxiety disorder symptoms in adolescence. Journal of Abnormal Child
Psychology, 40, 871–883. https://doi.org/10.1007/s10802-012-9613-z
Van Niejenhuis, C. Y., Huitsing, G., & Veenstra, R. (2019). Working with parents to counteract bullying: A randomized controlled trial of an intervention to improve parent-school cooperation. Scandinavian Journal of Psychology. https://doi.org/10.1111/sjop.12522 Van Schoiack-Edstrom, L., Frey, K. S., & Beland, K. (2002). Changing adolescents’ attitudes about
relational and physical aggression: An early evaluation of a school-based intervention.
School Psychology Review, 31, 201–215.
Van Waes, S., De Maeyer, S., Moolenaar, N. M., Van Petegem, P., & Van den Bossche, P. (2018). Strengthening networks: A social network intervention among higher education teachers.
Learning and Instruction, 53, 34–49. https://doi.org/10.1016/j.learninstruc.2017.07.005 Veenstra, R. (2015). Signaleren en tegengaan van pesten: het KiVa antipestprogramma.
Eindrapportage voor Onderwijs Bewijs. Groningen: Rijksuniversiteit Groningen. Retrieved from http://tinyurl.com/KiVa-onderwijsbewijs
Veenstra, R., Lindenberg, S., Munniksma, A., & Dijkstra, J. (2010). The complex relation between bullying, victimization, acceptance, and rejection: Giving special attention to status, affection, and sex differences. Child Development, 81, 480–486. https://doi.org/10.1111/ j.1467-8624.2009.01411.x
Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., Verhulst, F. C., & Ormel, J. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/ victims, and uninvolved preadolescents. Developmental Psychology, 41, 672–682. https:// doi.org/10.1037/0012-1649.41.4.672
Veenstra, R., Lindenberg, S., Zijlstra, H., De Winter, A., Verhulst, F. C., & Ormel, J. (2007). The dyadic nature of bullying and victimization: Testing a dual-perspective theory. Child
Development, 78, 1843–1854. https://doi.org/10.1111/j.1467-8624.2007.01102.x
Verlinden, M., Veenstra, R., Ringoot, A. P., Jansen, P. W., Hofman, A., Jaddoe, V. W. V., … Tiemeier, H. (2014). Detecting bullying in early elementary school with a computerized peer-nomination instrument. Psychological Assessment, 26, 628–641.
Vivolo-Kantor, A. M., Martell, B. N., Holland, K. M., & Westby, R. (2014). A systematic review and content analysis of bullying and cyber-bullying measurement strategies. Aggression and
Violent Behavior, 19, 423–434. https://doi.org/10.1016/j.avb.2014.06.008
Volk, A. A., Cioppa, V. D., Earle, M., & Farrell, A. H. (2015). Social competition and bullying: An adaptive socioecological perspective. In V. Zeigler-Hill, L. Welling, & T. Shackelford (Eds.), Evolutionary Perspectives on Social Psychology. Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-12697-5
Volk, A. A., Dane, A. V., & Marini, Z. A. (2014). What is bullying? A theoretical redefinition.
Developmental Review, 34, 327–343. https://doi.org/10.1016/j.dr.2014.09.001
Volk, A. A., Veenstra, R., & Espelage, D. L. (2017). So you want to study bullying? Recommendations to enhance the validity, transparency, and compatibility of bullying research. Aggression
and Violent Behavior, 36, 34–43. https://doi.org/10.1016/j.avb.2017.07.003
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of Personality and Social Psychology,
Weiner, B. (1985). An attributional theory of achievement. Motivation and Emotion, 92, 548–573. https://doi.org/10.1037/0033-295X.92.4.548
Wertz, J., Nottingham, K., Agnew-Blais, J., Matthews, T., Pariante, C. M., Moffitt, T. E., & Arseneault, L. (2016). Parental monitoring and knowledge: Testing bidirectional associations with youths’ antisocial behavior. Development and Psychopathology, 28, 623–638. https://doi.org/10.1017/S0954579416000213
Wieringa, R. (2009). Design science as nested problem solving. In 4th International Conference
on Design Science Research in Information Systems and Technology. Malvern, USA. Williams, D. R., & Mohammed, S. A. (2009). Discrimination and racial disparities in health:
Evidence and needed research. Journal of Behavioral Medicine, 32, 20–47. https://doi. org/10.1007/s10865-008-9185-0
Williams, T., Connolly, J., Pepler, D., & Craig, W. (2005). Peer victimization, social support, and psychosocial adjustment of sexual minority adolescents. Journal of Youth and Adolescence,
34, 471–482. https://doi.org/10.1007/s10964-005-7264-x
Williford, A., Elledge, L. C., Boulton, A. J., DePaolis, K. J., Little, T. D., & Salmivalli, C. (2013). Effects of the KiVa antibullying program on cyberbullying and cybervictimization frequency among Finnish youth. Journal of Clinical Child and Adolescent Psychology, 42, 820–833. https://doi.org/10.1080/15374416.2013.787623
Wölfer, R., & Scheithauer, H. (2014). Social influence and bullying behavior: Intervention-based network dynamics of the fairplayer.manual bullying prevention program. Aggressive
Behavior, 40, 309–319. https://doi.org/10.1002/ab.21524
Ybarra, M. L., Espelage, D. L., & Mitchell, K. J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition.
Journal of Adolescent Health, 55, 293–300. https://doi.org/10.1016/j.jadohealth.2014.02.009 Yeager, D. S. (2019). The National Study of Learning Mindsets. Ann Arbor, MI. https://doi.
org/10.3886/ICPSR37353.v1
Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis. Journal of
Applied Developmental Psychology, 37, 36–51. https://doi.org/10.1016/j.appdev.2014.11.005 Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., … Dweck, C. S.
(2019). A national experiment reveals where a growth mindset improves achievement.
Nature. https://doi.org/10.1038/s41586-019-1466-y
Yeager, D. S., Johnson, R., Spitzer, B. J., Trzesniewski, K. H., Powers, J., & Dweck, C. S. (2014). The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of Personality and
Social Psychology, 106, 867–884. https://doi.org/10.1037/a0036335.supp
Yeager, D. S., Miu, A. S., Powers, J., & Dweck, C. S. (2013). Implicit theories of personality and attributions of hostile intent: A meta-analysis, an experiment, and a longitudinal intervention. Child Development, 84, 1651–1667. https://doi.org/10.1111/cdev.12062
Yeager, D. S., Trzesniewski, K. H., & Dweck, C. S. (2013). An implicit theories of personality intervention reduces adolescent aggression in response to victimization and exclusion.
Yeager, D. S., Trzesniewski, K. H., Tirri, K., Nokelainen, P., & Dweck, C. S. (2011). Adolescents’ implicit theories predict desire for vengeance after peer conflicts: Correlational and experimental evidence. Developmental Psychology, 47, 1090–1107. https://doi.org/10.1037/ a0023769
You, S., Furlong, M. J., Felix, E., Sharkey, J. D., Tanigawa, D., & Green, J. G. (2008). Relations among school connectedness, hope, life satisfaction, and bully victimization. Psychology
in the Schools, 45, 446–460. https://doi.org/10.1002/pits
Young, S. (1998). The support group approach to bullying in schools. Educational Psychology
