The Role of Social-Emotional Learning In Bullying Prevention Efforts

Theory into Practice

Volumn 52, Issue 4, 2013, Pages 280-287

  Smith, Brian H ^a   Low, Sabina ^b  

^a Committee for Children ^*  (United States)

^b WICHITA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84885361156     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1080/00405841.2013.829731     Document Type: Article

References (48)

1. 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.
2. Arsenio, W. F., Cooperman, S. and Lover, A. 2000. Affective predictors of preschoolers' aggression and peer acceptance. Developmental Psychology, 36: 438 - 448.
3. 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.
4. 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.
5. 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.
6. Committee for Children. 2001. Steps to Respect®: A bullying prevention program Seattle, WA: Author.
7. 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.
8. 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.
9. 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.
10. 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.
11. 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.
12. 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.
13. 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.
14. 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.
15. Farrington, D. and Ttofi, M. 2009. School-based programs to reduce bullying and victimization Oslo, Norway: Campbell Systematic Reviews.
16. 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.
17. 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.
18. 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.
19. 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.
20. 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.
21. Guerra, N. G. and Huesmann, L. R. 2004. A cognitive-ecological model of aggression. Revue Internationale de Psychologie Sociale, 17: 177 - 203.
22. 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.
23. 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.
24. Izard, C. E. 2002. Translating emotion theory and research into preventive interventions. Psychological Bulletin, 128: 796 - 824.
25. 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.
26. 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.
27. 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.
28. 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.
29. 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.
30. Mayberry, M. and Espelage, D. L. 2007. Associations among empathy, social competence, and reactive/proactive subtypes. Journal of Youth and Adolescence, 36: 787 - 798.
31. 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.
32. Pellegrini, A. D. 2002. Bullying, victimization, and sexual harassment during the transition to middle school. Educational Psychologist, 37: 151 - 164.
33. 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.
34. 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
35. Rigby, K. and Johnson, B. 2006/7. Playground heroes: Who can stop bullying?. Greater Good Magazine, 3: 14 - 17.
36. 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.
37. Salmivalli, C. 1999. Participant role approach to school bullying: Implications for intervention. Journal of Adolescence, 22: 453 - 459.
38. Salmivalli, C. 2010. Bullying and the peer group: A review. Aggression and Violent Behavior, 15: 112 - 120.
39. 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.
40. 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.
41. 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.
42. 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)
43. 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.
44. Slaby, R. G. 2005. The role of bystanders in preventing bullying. Health in Action, 3: 6
45. 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.
46. 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.
47. 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.
48. 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.