The Role of Social-Emotional Learning In Bullying Prevention Efforts

References

• Analitis , F. , Velderman , M. K. , Ravens-Sieberer , U. , Detmar , S. , Erhart , M. , Herdman , M. and Rajmil , L. 2009 . Being bullied: Associated factors in children and adolescents 8 to 18 years old in 11 European countries . Pediatrics , 123 : 569 – 577 .
   PubMed Web of Science ®Google Scholar
• Arsenio , W. F. , Cooperman , S. and Lover , A. 2000 . Affective predictors of preschoolers' aggression and peer acceptance . Developmental Psychology , 36 : 438 – 448 .
   PubMed Web of Science ®Google Scholar
• Biggam , F. H. and Power , K. G. 1999 . Suicidality and the state-trait debate on problem-solving deficits: A re-examination with incarcerated young offenders . Archives of Suicide Research , 5 : 27 – 42 .
   Web of Science ®Google Scholar
• Bradshaw , C. P. , Waasdorp , T. E. , O'Brennan , L. M. , Gulemetova , M. and Henderson , R. D. 2011 . Findings from the National Education Association's nationwide study of bullying: Teachers' and education support professionals' perspectives Washington , DC : National Education Association. .
   Google Scholar
• Brown , E. C. , Low , S. , Smith , B. H. and Haggerty , K. P. 2011 . Outcomes from a school-randomized controlled trial of STEPS TO RESPECT: A bullying prevention program . School Psychology Review , 40 : 423 – 443 .
   Web of Science ®Google Scholar
• Committee for Children . 2001 . Steps to Respect®: A bullying prevention program Seattle , WA : Author. .
   Google Scholar
• Cook , C. , Williams , K. R. , Guerra , N. G. , Kim , T. and Sadek , S. 2010 . Predictors of childhood bullying and victimization: A meta-analytic review . School Psychology Quarterly , 25 : 65 – 83 .
   Web of Science ®Google Scholar
• Crick , N. R. and Dodge , K. A. 1994 . A review and reformulation of social information-processing mechanisms in children's social adjustment . Psychological Bulletin , 115 : 74 – 101 .
   Web of Science ®Google Scholar
• Denham , S. A. 2006 . Social-emotional competence as support for school readiness: What it is and how do we assess it? . Early Education and Development , 17 : 57 – 89 .
   Google Scholar
• Donohew , L. , Zimmerman , R. , Cupp , P. S. , Novak , S. , Colon , S. and Abbell , R. 2000 . Sensation seeking, impulsive-decision making, and risky sex: Implications for risk-taking and design of interventions . Personality and Individual Differences , 28 : 1079 – 1091 .
   Web of Science ®Google Scholar
• Durlak , J. A. , Weissberg , R. P. , Dymnicki , A. B. , Taylor , R. D. and Schellinger , D. B. 2011 . The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions . Child Development , 82 : 405 – 432 .
   PubMed Web of Science ®Google Scholar
• Dusenbury , L. , Falco , M. , Lake , A. , Brannigan , R. and Bosworth , K. 1997 . Nine critical elements of promising violence prevention programs . Journal of School Health , 67 : 409 – 414 .
   PubMed Web of Science ®Google Scholar
• Eisenberg , N. , Guthrie , I. K. , Fabes , R. A. , Reiser , M. , Murphy , B. C. , Holgren , R. and Losoya , S. 1997 . The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children . Child Development , 68 : 295 – 311 .
   PubMed Web of Science ®Google Scholar
• Espelage , D. L. and Swearer , S. M. 2003 . Research on bullying and victimization: What have we learned and where do we go from here? . School Psychology Review , 32 : 365 – 383 .
   Web of Science ®Google Scholar
• Farrington , D. and Ttofi , M. 2009 . School-based programs to reduce bullying and victimization Oslo , , Norway : Campbell Systematic Reviews. .
   Google Scholar
• Flay , B. R. and Allred , C. G. 2003 . Long-term effects of the Positive Action program: A comprehensive, positive youth development program . American Journal of Health Behavior , 27 : S6 – S21 .
   PubMed Web of Science ®Google Scholar
• Frey , K. S. , Hirschstein , M. K. , Snell , J. L. , Edstrom , L. V. , MacKenzie , E. P. and Broderick , C. J. 2005 . Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect program . Developmental Psychology , 41 : 479 – 491 .
   PubMed Web of Science ®Google Scholar
• Garbarino , J. and deLara , E. 2002 . And words can hurt forever: How to protect adolescents from bullying, harassment, and emotional violence. New York , NY : Free Press. .
   Google Scholar
• Goldbaum , S. , Craig , W. M. , Pepler , D. and Connolly , J. 2006 . “ Developmental trajectories of victimization: Identifying risk and protective factors. ” . In Bullying, victimization, and peer harassment Edited by: Zins , J. E. , Elias , M. J. and Maher , C. A. 143 – 160 . New York , NY : Haworth. .
   Google Scholar
• Graham , S. , Bellmore , A. and Juvonen , J. 2006 . “ Peer victimization in middle school: When self- and peer views diverge. ” . In Bullying, victimization, and peer harassment Edited by: Zins , J. E. , Elias , M. J. and Maher , C. A. 121 – 141 . New York , NY : Haworth Press. .
   Google Scholar
• Guerra , N. G. and Huesmann , L. R. 2004 . A cognitive–ecological model of aggression . Revue Internationale de Psychologie Sociale , 17 : 177 – 203 .
   Google Scholar
• Hanish , L. D. , Ryan , P. , Martin , C. L. and Fabes , R. A. 2005 . The social context of young children's peer victimization . Social Development , 14 : 2 – 19 .
   PubMed Web of Science ®Google Scholar
• Hawkins , J. D. , Guo , J. , Hill , K. G. , Battin-Pearson , S. and Abbott , R. D. 2001 . Long term effects of the Seattle Social Development intervention on school bonding trajectories . Applied Developmental Science: Special issue: Prevention as altering the course of development , 5 : 225 – 236 .
   Google Scholar
• Izard , C. E. 2002 . Translating emotion theory and research into preventive interventions . Psychological Bulletin , 128 : 796 – 824 .
   PubMed Web of Science ®Google Scholar
• Kaukiainen , A. , Björkqvist , K. , Lagerspetz , K. , Österman , K. , Salmivalli , C. , Rothberg , S. and Ahlbom , A. 1999 . The relationships between social intelligence, empathy, and three types of aggression . Aggressive Behavior , 25 : 81 – 89 .
   Web of Science ®Google Scholar
• Kochenderfer , B. J. and Ladd , G. W. 1997 . Victimized children's responses to peers' aggression: Behaviors associated with reduced versus continued victimization . Development and Psychopathology , 9 : 59 – 73 .
   PubMed Web of Science ®Google Scholar
• Linacres , O. L. , Rosbruch , N. , Stern , M. B. , Edwards , M. E. , Walker , G. and Abikoff , H. B. 2005 . Developing cognitive social–emotional competencies to enhance academic learning . Psychology in the Schools , 42 : 405 – 417 .
   Web of Science ®Google Scholar
• Litvack-Miller , W. , MacDougall , D. and Romney , D. M. 1997 . The structure of empathy during middle childhood and its relationship to prosocial behaviour . Genetic, Social and General Psychology Monographs , 123 : 303 – 324 .
   PubMedGoogle Scholar
• Mahady-Wilton , M. , Craig , W. M. and Pepler , D. J. 2000 . Emotional regulation and display in classroom bullying: Characteristic expressions of affect, coping styles and relevant contextual factors . Social Development , 9 : 226 – 245 .
   Web of Science ®Google Scholar
• Mayberry , M. and Espelage , D. L. 2007 . Associations among empathy, social competence, and reactive/proactive subtypes . Journal of Youth and Adolescence , 36 : 787 – 798 .
   Web of Science ®Google Scholar
• Nickerson , A. B. , Mele , D. and Princiotta , D. 2008 . Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions . Journal of School Psychology , 46 : 687 – 703 .
   PubMed Web of Science ®Google Scholar
• Pellegrini , A. D. 2002 . Bullying, victimization, and sexual harassment during the transition to middle school . Educational Psychologist , 37 : 151 – 164 .
   Web of Science ®Google Scholar
• Putallaz , M. , Grimes , C. L. , Foster , K. J. , Kupersmidt , J. B. , Coie , J. D. and Dearing , K. 2007 . Overt and relational aggression and victimization: Multiple perspectives within the school setting . Journal of School Psychology , 45 : 523 – 547 .
   PubMed Web of Science ®Google Scholar
• Ragozzino , K. and Utne O'Brien , M. 2009 . Social and emotional learning and bullying prevention [Issue Brief]. Retrieved from http://casel.org/downloads/2009_bullyingbrief.pdf
   Google Scholar
• Rigby , K. and Johnson , B. 2006/7 . Playground heroes: Who can stop bullying? . Greater Good Magazine , 3 : 14 – 17 .
   Google Scholar
• Rodkin , P. C. and Hodges , E. V. E. 2003 . Bullies and victims in the peer ecology: Four questions for psychologists and school professionals . School Psychology Review , 32 : 384 – 400 .
   Web of Science ®Google Scholar
• Salmivalli , C. 1999 . Participant role approach to school bullying: Implications for intervention . Journal of Adolescence , 22 : 453 – 459 .
   PubMed Web of Science ®Google Scholar
• Salmivalli , C. 2010 . Bullying and the peer group: A review . Aggression and Violent Behavior , 15 : 112 – 120 .
   Web of Science ®Google Scholar
• Salmivalli , C. , Voeten , M. and Poskiparta , E. 2011 . Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms . Journal of Clinical Child & Adolescent Psychology , 40 : 668 – 676 .
   PubMed Web of Science ®Google Scholar
• Schmidt , M. E. and Bagwell , C. L. 2007 . The protective role of friendships in overtly and relationally victimized boys and girls . Merrill-Palmer Quarterly Special Issue: Gender and Friendship , 53 : 439 – 460 .
   Web of Science ®Google Scholar
• Schwartz , D. , Dodge , K. A. and Coie , J. D. 1993 . The emergence of chronic peer victimization in boys' play groups . Child Development , 64 : 1755 – 1772 .
   PubMed Web of Science ®Google Scholar
• Schweinhart , L. J. and Weikart , D. P. 1997 . Lasting differences: The HighScope Preschool Curriculum comparison study through age 23 Ypsilanti , MI : High/Scope Press. . (Monographs of the HighScope Educational Research Foundation, 12)
   Google Scholar
• Simons , J. S. , Carey , K. B. and Gaher , R. M. 2004 . Lability and impulsivity synergistically increase risk for alcohol-related problems . American Journal of Drug and Alcohol Abuse , 30 : 685 – 694 .
   PubMed Web of Science ®Google Scholar
• Slaby , R. G. 2005 . The role of bystanders in preventing bullying . Health in Action , 3 : 6
   Google Scholar
• Ttofi , M. and 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 .
   Web of Science ®Google Scholar
• Twemlow , S. , Fonagy , P. , Sacco , F. , Gies , M. , Evans , R. and Ewbank , R. 2001 . Creating a peaceful school learning environment: A controlled study of an elementary school intervention to reduce violence . American Journal of Psychiatry , 158 : 808 – 810 .
   PubMed Web of Science ®Google Scholar
• Vreeman , R. C. and Carroll , A. E. 2007 . A systematic review of school-based interventions to prevent bullying . Archives of Pediatrics and Adolescent Medicine , 161 : 78 – 77 .
   PubMed Web of Science ®Google Scholar
• Wilson , D. B. , Gottfredson , D. C. and Najaka , S. S. 2001 . School-based prevention of problem behaviors. A meta-analysis . Journal of Quantitative Criminology , 17 : 247 – 272 .
   Web of Science ®Google Scholar