The effectiveness of school-based bullying prevention programs: A systematic review
By Caroline B R Evans, M. Fraser, Katie L. Cotter. 2014
328 citations recorded by the source corpus.
Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/04fdcc7ca2ee68cedf66466c7ec88df06ba1fe5c
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
- Ersilia Menesini
- Annalaura Nocentini
- Dorothy Espelage
- D. Yeager
- M. Pluess
- Carlton J. Fong
- Melissa K. Holt
- V. P. Poteat
In Developmental and Educational Psychology
- Ersilia Menesini
- Annalaura Nocentini
- Hae Yeon Lee
- Dorothy Espelage
- D. Yeager
- M. Pluess
- Carlton J. Fong
- Chad A. Rose
In Social Psychology
- Ersilia Menesini
- Annalaura Nocentini
- Dorothy Espelage
- Hae Yeon Lee
- D. Yeager
- M. Pluess
- Carlton J. Fong
- V. P. Poteat
Citations in the corpus
- Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis (2015, background): “, then these programs may not have includedmaterial that sufficiently addresses the underlying causes of group-based exclusion (Evans et al., 2014).”
- The Personality Trait of Environmental Sensitivity Predicts Children’s Positive Response to School-Based Antibullying Intervention (2018, background): “Effects are stronger in European and/or ethnically homogeneous samples (Evans et al., 2014) and, not surprising, when programs are longer, more intensive, and implemented with higher fidelity (Ttofi & Farrington, 2011).”