Читать книгу The Wiley-Blackwell Handbook of Childhood Social Development - Группа авторов - Страница 47

1 Aber, J. L., Jones, S. M., & Raver, C. C. (2007). Poverty and child development: New perspectives on a defining issue. In J. L. Aber, S. J. Bishop‐Josef, S. M. Jones, K. T. McLearn, & D. A. Phillips (Eds.), Child development and social policy: Knowledge for action (pp. 149–166). American Psychological Association.

2 Adrian, M., Zeman, J., & Veits, G. (2011). Methodological implications of the affect revolution: A 35‐year review of emotion regulation assessment in children. Journal of Experimental Child Psychology, 110, 171–197.

3 Akingbuwa, W. A., Hammerschlag, A. R., Jami, E. S., Allegrini, A. G., Karhnen, V., Salis, H., Ask, H., Askeland, R. B., Baselmans, B., Diemer, E., Hagenbeek, F. A., Havdahl, A., Hottenga, J. J., Mbarek, H., Rivadeneira, F., Tesli, M., Beijsterveldt, T., Breen, G., Lewis, C., … Middeldorp, C. M. (2020). Genetic associations between childhood psychopathology and adult depression and associated traits in 42998 individuals: A meta‐analysis. Journal of American Medical Association, Psychiatry, 77(7), 715–728.

4 Allen, J. P., Marsh, P., McFarland, C., McElhaney, K. B., Land, D. J., Jodl, K. M., & Peck, S. (2002). Attachment and autonomy as predictors of the development of social skills and delinquency during mid‐adolescence. Journal of Consulting and Clinical Psychology, 70(1), 56–66.

5 Allen, J. P., Narr, R. K., Loeb, E. L., & Davis, A. A. (2019). Beyond deviancy‐training: Deviant adolescent friendships and long‐term social development. Development and Psychopathology, 31(5), 1609–1618.

6 Balasch, J., & Gratacos, E. (2012). Delayed childbearing: Effects on fertility and the outcome of pregnancy. Current Opinion in Obstetrics & Gynecology, 24, 187–193.

7 Ball, H. A., Arseneault, L., Taylor, A., Maughan, B., Caspi, A., & Moffitt, T. E. (2008). Genetic and environmental influences on victims, bullies, and bully‐victims in childhood. Journal of Child Psychology and Psychiatry, 49, 104–112.

8 Baltes, P. B. (1968). Longitudinal and cross‐sequential sequences in the study of age and generation effects. Human Development, 11, 145–171.

9 Baltes, P. B. (1987). Theoretical propositions on life‐span developmental psychology: On the dynamics between growth and decline. Developmental Psychology, 23, 611–626.

10 Bandstra, E. S., Morrow, C. E., Mansooor, E., & Accornero, B. H. (2010). Prenatal drug exposure: Infant and toddler outcomes. Journal of Addictive Diseases, 29, 245–258.

11 Bartkowski, J. P., Xu, X., & Levin, M. L. (2008). Religion and child development: Evidence from the Early Childhood Longitudinal Study. Social Science Research, 37(1), 18–36.

12 Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self‐esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1–44.

13 Baumrind, D. (1967). Child‐care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43–88.

14 Baumrind, D., Larzelere, E., & Owens, E. B. (2010). Effects of preschool parents’ power assertive patterns and practices on adolescent development. Parenting: Science and Practice, 10, 157–201.

15 Behnke, M., Smith, V. C., & Committee on Substance Abuse and Committee on Fetus and Newborn. (2013). Prenatal substance abuse: Short‐ and long‐term effects on the exposed fetus. Pediatrics 13, 1009–1024.

16 Beilin, H. (1994). Jean Piaget’s enduring contribution to developmental psychology. In R. D. Parke, P. A. Ornstein, J. J. Rieser, & C. Zahn‐Waxler (Eds.), A century of developmental psychology (pp. 257–290). American Psychological Association.

17 Benjamin, A. (1994). Children at war. Save the Children.

18  Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self‐regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81, 326–339.

19 Berry, D., & Willoughby, M. T. (2017). On the practical interpretability of cross‐lagged panel models: Rethinking a developmental workhorse, Child Development, 88(4), 1186–1206.

20 Blakemore, S‐J. (2008). The social brain in adolescence. Nature Reviews Neuroscience, 9, 267–277.

21 Böhlmark A. (2018). Integration of childhood immigrants in the short and long run – Swedish evidence. International Migration Review. 43(2), 387–409.

22 Boivin, M., Brendgen, M., Vitaro, F., Dionne, G., Girard, A., Pérusse, D., & Tremblay, R. E. (2013). Strong genetic contribution to peer relationship difficulties at school entry: Findings from a longitudinal twin study. Child Development, 84, 1098–1114.

23 Bollen, K. A., & Curran, P. J. (2006). Latent curve models: A structural equation perspective. Wiley.

24 Bornstein, M. H. (2013). Mother‐infant attachment: A multilevel approach via body, brain, and behavior. In M. Legerstee, D. Haley, & M. H. Bornstein (Eds.), The infant mind: Origins of the social brain (pp. 266–300). Guilford Press.

25 Bradshaw, C. P., Waasdorp, T. E., Goldweber, A., & Johnson, S. L. (2013). Bullies, gangs, drugs, and school: Understanding the overlap and the role of ethnicity and urbanicity. Journal of Youth and Adolescence 42, 220–234.

26 Brendgen, M. (2014). Introduction to the special issue: The interplay between genetic factors and the peer environment in explaining children's social adjustment. Merrill‐Palmer Quarterly, 60(2), 101–109.

27 Buhs, E. S., Ladd, G. W., & Herald, S. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98, 1–13.

28 Bukowski, W. M., Laursen, B., & Rubin, K. H. (2018). Handbook of peer interactions, relationships, and groups. Guilford Press.

29 Burk, W. J., Steglich, C. E. G., & Snijders, A. B. (2007). Beyond dyadic interdependence: Actor‐oriented models for co‐evolving social networks and individual behaviors. International Journal of Behavioral Development, 31, 397–404.

30 Bushman, B. J., & Huesmann, L. R. (2012). Effects of violent media on aggression. In D. G. Singer, & J. L. Singer (Eds.), Handbook of children and the media (2nd ed., pp. 231–248). Sage.

31 Bynum, M. K., & Durm, M. W. (1996). Children of divorce and its effect on their self‐esteem. Psychological Reports, 79, 447–450.

32 Cairns, R. B. (1994). The contributions and intellectual heritage of James Mark Baldwin. In R. D. Parke, P. A. Ornstein, J. J. Rieser, & C. Zahn‐Waxler (Eds.), A century of developmental psychology (pp. 127–144). American Psychological Association.

33 Cairns, R. B., & Cairns, B. D. (1994). Lifelines and risks: Pathways of youth in our time. Cambridge University Press.

34 Carothers, S. S., Borkowski, J. G., Lefever, J. B., & Whitman, T. L. (2005). Religiosity and the socioemotional adjustment of adolescent mothers and their children. Journal of Family Psychology, 19(2), 263–275.

35 Caspi, A., Elder, G. H., & Bem, D. J. (1987). Moving against the world: Life‐course patterns of explosive children. Developmental Psychology, 23, 308–313.

36 Caspi, A., McClay, J., Moffitt, T. E., Mill, J., Martin, J., Craig, I. W., Taylor, A., & Poulton, R. (2002). Role of genotype in the cycle of violence in maltreated children. Science, 297, 851–854.

37 Cassidy, J., & Shaver, P. R. (Eds.). (2008). Handbook of attachment: Theory, research, and clinical applications (2nd ed.). Guilford Press.

38  Chen, X., Lee, J., & Chen, L. (2018). Culture and peer relationships. In W. M. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (pp. 552–570). Guilford Press.

39 Cicchetti, D., & Toth, S. L. (2006). Developmental psychopathology and preventive intervention. In W. Damon & R. M. Lerner (Series Eds.), and K. A. Renninger & I. E. Sigel (Vol. Eds.), Handbook of child psychology: Vol. 4. Child psychology and practice (6th ed., pp. 497–547). Wiley.

40 Clarke‐Stewart, A., & Allhusen, V. D. (2005). What we know about childcare. Harvard University Press.

41 Clarke‐Stewart, A., & Brentano, C. (2006). Divorce: Causes and consequences. Yale University Press.

42 Clarke‐Stewart, A., & Parke, R. (2014). Social development (2nd ed.). Wiley.

43 Cole, P. M., Tan, P. Z., Hall, S. E., Zhang, Y., Crnic, K. A., Blair, C. B., & Li, R. (2011). Developmental changes in anger expression and attention focus: Learning to wait. Developmental Psychology, 47(4), 1078–1089.

44 Collins, F. S., Morgan, M., & Patrinos, A. (2003). The human genome project: Lessons from large‐scale biology. Science, 300, 286–290.

45 Collins, W. A. (2011). Historical perspectives on contemporary research in social development. In P. K. Smith & C. H. Hart (Eds.), The Wiley‐Blackwell handbook of childhood social development (2nd ed., pp. 3–21). Wiley‐Blackwell.

46 Coplan, R. J., Rose‐Krasnor, L., Weeks, M., Kingsbury, A., Kingsbury, M., & Bullock, A. (2013). Alone is a crowd: Social motivations, social withdrawal, and socioemotional functioning in later childhood. Developmental Psychology, 49(5), 861–875.

47 Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, 67, 2317–2327.

48 Cummings, E. M., & Davies, P. T. (2010). Marital conflict and children. An emotional security perspective. Guilford Press.

49 Curran, P. J., Howard, A. L., Bainter, S. A., Lane, S. T., & McGinley, J. S. (2014). The separation of between‐person and within‐person components of individual change over time: A latent curve model with structured residuals. Journal of Consulting and Clinical Psychology, 82, 8–94.

50 Davies, P. T., & Cicchetti, D. (2014). How and why does the 5‐HTTLPR gene moderate associations between maternal unresponsiveness and children's disruptive problems? Child Development, 85, 484–500.

51 DeLay, D., Laursen, B., Kiuru, N., Rogers, A., & Kindermann, T. (2021). A comparison of dyadic and social network assessments of peer influence. International Journal of Behavioral Development, 45(3), 275–288.

52 Denham, S. A., Warren, H., von Salisch, M., Benga, O., Chin, J‐C., & Geangu, E. (2011). Emotions and social development in childhood. In P. K. Smith & C. H. Hart (Eds.), The Wiley‐Blackwell handbook of social development (2nd ed., pp. 413–433). Wiley‐Blackwell.

53 Di Cegli, D. (2014). Care for gender‐dysphoric children. In B. P. C. Kreukels, T. D. Steensma, & A. L.C. deVries (Eds.), Gender dysphoria and disorders of sex development: Progress in care and knowledge (pp. 151–169). Springer Science.

54 Dodge, K. A. (1986). A social information processing model of social competence in children. In M. Perlmutter (Ed.), The Minnesota Symposium on Child Psychology: Vol. 18 (pp. 77–125). Hillsdale: Erlbaum.

55 Douglas, S., & Umaňa‐Taylor, A. (2015). Development of ethnic‐racial identity among Latino adolescents and the role of the family. Journal of Applied Developmental Psychology, 41, 90–98.

56 Dubow, E. F., Huesmann, L. R., & Boxer, P. (2009). A social‐cognitive‐ecological framework for understanding the impact of exposure to persistent ethnic‐political violence on children’s psychosocial adjustment. Clinical Child and Family Psychological Review, 12, 113–126.

57  Dubow, E. F., Huesmann, L. R., Boxer, P. Smith, C., Landau, S. F., Gvirsman, S. D., & Shikaki, K. (2019). Serious violent behavior and antisocial outcomes as consequences of exposure to ethnic‐political conflict and violence among Israeli and Palestinian youth. Aggressive Behavior, 45, 287–299.

58 Dunn, J. (2006). Moral development in early childhood and social interaction in the family. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 331–350). Erlbaum.

59 Eccles, J., & Roeser, R. W. (2003). Schools as developmental contexts. In G. Adams & D. Beizonsky (Eds.), Blackwell handbook of adolescence (pp. 129–148). Blackwell.

60 Elgar, F. J., Craig, W., Boyce, W., Morgan, A., & Vella‐Zarb, R. (2009). Income inequality and school bullying: Multilevel study of adolescents in 37 countries. Journal of Adolescent Health, 45, 351–359.

61 Emde, R. N. (1994). Contributions of Sigmund Freud and Rene Spitz to developmental psychology. In R. D. Parke, P. A. Ornstein, J. J. Rieser, & C. Zahn‐Waxler (Eds.), A century of developmental psychology (pp. 203–232). American Psychological Association.

62 Erikson, E. (1950). Childhood and Society. Norton.

63 European Association of Developmental Psychology. (2007). Kandersteg Declaration Against Bullying in Children and Youth. https://www.eadp.info/news/kandersteg‐declaration‐against‐bullying‐in‐children‐and‐youth/

64 Farr, R. H., Forssell, S. L., & Patterson, C. J. (2010). Parenting and child development in adoptive families: Does parental sexual orientation matter? Applied Developmental Science, 14(3), 164–178.

65 Ferguson, C. J. (2007). Evidence for publication bias in video game violence effects literature: A meta‐analytic review. Aggression and Violent Behavior, 12, 470–482.

66 Flavell, J. H., Miller, P. H., & Miller, S. A. (2002). Cognitive development (4th ed.). Prentice‐Hall.

67 Fox, N. A., Nelson, C. A., & Zeanah, C. H. (2013). The effects of early severe psychological deprivation on children’s cognitive and social development: Lessons from the Bucharest Early Intervention Project. In N. S. Landale, S. M. McHale, & A. Booth (Eds.), Families and child health (pp. 33–41). New York: Springer Science.

68 Fuligni, A. J., & Tisak, K. M. (2014). Developmental flexibility in the age of globalization: Autonomy and identity development among immigrant adolescents. Annual Review of Psychology, 66, 411–431.

69 Gazelle, H., & Ladd, G. W. (2003). Anxious solitude and peer exclusion: A diathesis‐stress model of internalizing trajectories in childhood. Child Development, 74, 257–278.

70 Geronimus, A. T. (2003). Damned if you do: culture, identity, privilege, and teenage childbearing in the United States. Social Science & Medicine, 57, 881–893.

71 Gifford‐Smith, M. E., & Rabiner, D. L. (2004). Social information processing and children's social adjustment. In J. B. Kupersmidt & K. A. Dodge (Eds.), Children's peer relations: from development to intervention (pp. 61–79). American Psychological Association.

72 Golm, D., Maughan, B., Barker, E. D., Hill, J., Kennedy, M., Knights, N., Kreppner, J., Kumsta, R., Schlotz, W., Rutter, M., & Sonuga‐Barke, E. J. S. (2020). Why does childhood deprivation increase the risk for depression and anxiety in adulthood? A developmental cascade model. Journal of Child Psychology and Psychiatry, 61, 1043–1053.

73 Greene, B. (1993, April 28). I was a Curtis Taylor too. Chicago Tribune.

74 Groh, A. M., Fearon, R. M. P., van IJzendoorn, M. H., Bakermans‐Kranenburg, M. J., & Roisman, G. I. (2017). Attachment in the early life course: Meta‐analytic evidence for its role in socioemotional development. Child Development Perspectives, 11, 70–76.

75 Grotevant, H. D., & McDermott, J. M. (2014). Adoption: Biological and social processes linked to adaptation. Annual Review of Psychology, 65, 235–265.

76 Hamaker, E. L., Kuiper, R. M., & Grasman, R P. (2015). A critique of the cross‐lag panel model. Psychological Methods, 20, 102–116.

77  Hammen, C. K. (2009). Children of depressed parents. In I. H. Gotlib & C. K. Hammen (Eds.), Handbook of depression (2nd ed.). Guilford Press.

78 Hardy, S. A., & Carlo, G. (2005). Religiosity and prosocial behaviours in adolescence: The mediating role of prosocial values. Journal of Moral Education, 34(2), 231–249.

79 Harris, J. R. (1995). Where is the child's environment? A group socialization theory of development. Psychological Review, 102(3), 458–489.

80 Harris, P. L. (2006). Social cognition. In W. Damon & R. M. Lerner (Series Eds.), and D. Kuhn & R. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (6th ed., pp. 811–858). Wiley.

81 Hart, C. H., Newell, L. D., & Olsen, S. F. (2003). Parenting skills and social/communicative competence in childhood. In J. O. Greene & B. R., Burleson (Eds.), Handbook of communication and social interaction skills (pp. 753–800). Erlbaum.

82 Harter, S. (2012). The construction of the self: Developmental and sociocultural foundations (2nd ed.). Guilford Press.

83 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(1), 94–101.

84 Huitsing, G., & Veenstra, R. (2012). Bullying in classrooms: Participant roles from a social network perspective. Aggressive Behavior, 38, 494–509.

85 Ismail, A. A. (2019). Immigrant children, educational performance and public policy: A capability approach. Journal of International Migration & Integration, 20(3) 717–34.

86 Jiménez‐Barbero, J. A., Ruiz‐Hernández, J. A., Llor‐Zaragoza, L., Pérez‐Garćia, M., & Llor‐Esteban, B. (2016). Effectiveness of anti‐bullying school programs: A meta‐analysis. Children and Youth Services Review, 61, 165–175.

87 Jöreskog, K. G., & Sörbom, D. (1979). Advances in factor analysis and structural equation models. University Press of America.

88 Kagan, J. (1997). Temperament and the reactions to unfamiliarity. Child Development, 68, 139–143.

89 Kasen, S., Cohen, P., Skodol, A. E., Johnson, J. G., Smailes, E., & Brook, J. S. (2001). Childhood depression and adult personality disorder: Alternative pathways of continuity. Archives of General Psychiatry, 58(3), 231–236.

90 Kagan, J., & Snidman, N. (2007). Temperament and biology. In D. Coch, K. W. Fischer, & G. Dawson, Human behavior, learning, and the developing brain (pp. 219–246). Guilford Press.

91 Kawabata, Y., & Crick, N. R. (2008). The role of cross‐racial/ethnic friendships in social adjustment. Developmental Psychology, 44(4), 1177–1183.

92 Kelley, M., Power, T. G., & Wimbush, D. (1992). Determinants of disciplinary practices in low‐income black mothers. Child Development, 63, 573–582.

93 Kennedy, M., Kreppner, J., Knights, N., Kumsta, R., Maughan, B., Golm, D., Rutter, M., Schlotz, W., & Sonuga‐Barke, E. J. S. (2016). Early severe institutional deprivation is associated with a persistent variant of adult attention‐deficit/hyperactivity disorder. Journal of Child Psychology and Psychiatry, 57(10), 1113–1125.

94 Kenny, D. A., & Harackiewicz, J. M. (1979). Cross‐lagged panel correlation: Practice and promise. Journal of Applied Psychology, 64, 372.

95 Kochanska, G., Gross, J. N., Lin, M‐H., & Nichols, K. E. (2002). Guilt in young children: Development, determinants, and relations with a broader system of standards. Child Development, 73, 461–482.

96 Kochanska, G., & Kim, S. (2013). Difficult temperament moderates links between maternal responsiveness and children’s compliance and behavior problems in low‐income families. Journal of Child Psychology and Psychiatry, 54, 323–332.

97  Kochanska, G., Koenig, J. L., Barry, R. A., Kim, S., & Yoon, J. E. (2010). Children's conscience during toddler and preschool years, moral self, and a competent, adaptive developmental trajectory. Developmental Psychology, 46, 1320–1332.

98 Kochenderfer‐Ladd, B., & Wardrop, J. (2001). Chronicity and instability in children’s peer victimization experiences as predictors of loneliness and social satisfaction trajectories. Child Development, 72, 134–151.

99 Kohlberg, L. (1969). Stage and sequence: The cognitive‐developmental approach to socialization. In D. A. Goslin (Ed.), Handbook of socialization theory and research (pp. 347–480). Rand McNally.

100 Kovacs, D. M., Parker, J. G., & Hoffman, L. W. (1996). Behavioral, affective, and social correlates of involvement in cross‐sex friendship in elementary school. Child Development, 67, 2269–2286.

101 Ladd, G. W. (2003). Probing the adaptive significance of children’s behavior and relationships in the school context: A child by environment perspective. In R. Kail (Ed.), Advances in child behavior and development (Vol. 31, pp. 43–104). Wiley.

102 Ladd, G. W. (2005). Children’s peer relationships and social competence: A century of progress. Yale University Press.

103 Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child Development, 77, 822–846.

104 Ladd, G. W., & Cairns, E. (1996). Children: Ethnic and political violence. Child Development, 67, 14–18.

105 Ladd, G. W., & Kochenderfer‐Ladd, B. (2019). Parents and children’s peer relationships. In M. H. Bornstein (Ed.), Handbook of parenting. Vol. 5. The practice of parenting (3rd ed., pp. 278–316). Routledge.

106 Lagerspetz, K. M. J., Bjorkqvist, K., & Peltonen, T. (1988). Is indirect aggression typical of females? Gender differences in aggressiveness in 11‐ to 12‐year‐old children. Aggressive Behavior, 14, 403–414.

107 Lawrence, C., Carlson, E., & Egeland, B. (2006). The impact of foster care on development. Development and Psychopathology, 18(1), 57–76.

108 Lengua. L., & Kovacs, E. A. (2005). Bidirectional associations between temperament and parenting and the prediction of adjustment problems in middle childhood. Journal of Applied Developmental Psychology, 26, 21–38.

109 Letourneau, N. L., Duffett‐Leger, L., Levac, L., Watson, B., & Young‐Morris, C. (2013). Socioeconomic status and child development: A meta‐analysis. Journal of Emotional and Behavioral Disorders. 21(3), 211–224.

110 Lewis, M. (2014). The rise of consciousness and the development of emotional life. Guilford Press.

111 Livingstone, S., & Haddon, L. (2009). Kids online: Opportunities and risks for children. Policy Press.

112 Lord, H., & Mahoney, J. L. (2007). Neighborhood crime and self‐care: Risks for aggression and lower academic performance. Developmental Psychology, 43(6), 1321–1333.

113 MacCallum, R. , & Austin, J. (2000). Applications of structural equation modeling in psychological research. Annual Review of Psychology, 51, 201–226.

114 Maccoby, E. E. (2015). Historical overview of socialization research and theory. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 3–32). Guildford Press.

115 Maclean, K. (2003). The impact of institutionalization on child development. Development and Psychopathology, 15, 853–888

116 Magnusson, D., & Stattin, H. (1998). Person‐context interaction theories. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 685–759). Wiley.

117  Mares, M., Braun, M. T., & Hernandez, P. (2012). Pessimism and anxiety: Effects of tween sitcoms on expectations and feelings about peer relationships in school. Media Psychology, 15, 121–147.

118 Mares, M., & Woodard, E. H. (2001). Prosocial effects on children’s social interactions. In D. G. Singer & J. Singer (Eds.), Handbook of children and the media (pp. 183–203). Sage.

119 Masten, A., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22(3), 491–495.

120 Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., Boelcke‐Stennes, K., & Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), 733–746.

121 Mathiesen, K. S., & Prior, M. (2006). The impact of temperament factors and family functioning on resilience processes from infancy to school age. European Journal of Developmental Psychology, 3, 357–387.

122 Meredith, W., & Tisak, J. (1990). Latent curve analysis. Psychometrika, 55(1), 107–122.

123 McCartney, K., Burchinal, M., Clarke‐Stewart, A., Bub, K. L., Owen, M. T., & Belsky. J. (2010). Testing a series of causal propositions relating time in child care to children’s externalizing behavior. Developmental Psychology, 46, 1–17.

124 Mead, G. H. (1913). The social self. Journal of Philosophy, Psychology, and Scientific Methods, 10, 374–380.

125 Melhuish, E. C. (2001). The quest for quality in early daycare and preschool experience continues. International Journal of Behavioral Development, 25, 1–6.

126 Menesini, E., & Spiel, C. (2012). Cyberbullying: Development, consequences, risk, and protective factors. European Journal of Developmental Psychology, 9(2), 163–167.

127 Miyazaki, M., & Hiraki, K. (2006). Delayed intermodal contingency affects young children's recognition of their current self. Child Development, 77, 736–750.

128 Mize, J., & Pettit, G. S. (1997). Mothers’ social coaching, mother–child relationship style, and children’s peer competence: Is the medium the message? Child Development, 68, 291–311.

129 Morris, D. P., Soroker, E., & Burruss, G. (1954). Follow‐up studies of shy, withdrawn children I: Evaluation of later adjustment. American Journal of Orthopsychiatry, 24, 743–754.

130 Mulligan, G., Douglas, J. W. B., Hammond, W. A., & Tizard, J. (1963). Delinquency and symptoms of maladjustment: The findings of a longitudinal study. Proceedings of the Royal Society of Medicine, 56, 183–186.

131 Nelson, C. A., de Haan, M., & Thomas, K. M. (2006). Neuroscience of cognitive development: The role of experience and the developing brain. Wiley.

132 Nelson, C. A., Zeanah, C. H., & Fox, N. A. (2007). The Effects of early deprivation on brain‐behavioral development: The Bucharest Early Intervention Project. Oxford University Press.

133 Nelson, D. A., Coyne, S. M., Swanson, S. M., Hart, C. H., & Olsen, J. A. (2014). Parenting, relational aggression, and borderline personality features: Associations over time in a Russian longitudinal study. Development and Psychopathology, 26, 773–787.

134 Newton, E. K., Laible, D., Carlo, G., Steele, J. S., & McGinley, M. (2014). Do sensitive parents foster kind children, or vice versa? Bidirectional influences between children’s prosocial behavior and parental sensitivity. Developmental Psychology, 50, 1808–1816.

135 NICHD Early Child Care Research Network (2005). Child Care and child development: Results from the NICHD Study of Early Child Care and Youth Development. Guilford Press.

136 Nolen‐Hoeksema, S., Girgus, J. S., & Seligman, M. E. (1992). Predictors and consequences of childhood depressive symptoms: A 5‐year longitudinal study. Journal of Abnormal Psychology, 101, 405–422.

137 Nucci, L. P., & Gingo, M. (2011). The development of moral reasoning. In U. Goswami (Ed.), The Wiley‐Blackwell handbook of childhood cognitive development (pp. 420–444). Wiley‐Blackwell.

138  Ojanen, T., & Perry, D. G. (2007). Relational schemas and the developing self: Perceptions of mother and of self as joint predictors of early adolescents' self‐esteem. Developmental Psychology, 43(6), 1474–1483.

139 Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Washington, DC: Hemisphere.

140 Olweus, D. (1979). Stability of aggressive reaction patterns in males: A review. Psychological Bulletin, 86, 852–875.

141 Olweus, D., & Limber, S. (2010). The Olweus Bullying Prevention Program: Implementation and evaluation over two decades. In S. Jimerson, S. Swearer, & D. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 377–401). Routledge.

142 Pabian, S., & Vandebosch, H. (2016). Developmental trajectories of (cyber)bullying perpetration and social intelligence during early adolescence. Journal of Early Adolescence, 36, 145–170.

143 Parke, R. D., Ornstein, P. A., Rieser, J. J., & Zahn‐Waxler, C. (Eds.). (1994). A century of developmental psychology. American Psychological Association.

144 Parker, J. G., & Seal, J. (1996). Forming, losing, renewing, and replacing friendships: Applying temporal parameters to the assessment of children's friendship experiences. Child Development, 67, 2248–2268.

145 Pascual‐Sagastizabal, E., Azurmendi, A., Braza, F., Vergara, A. I., Cardas, J., & Sánchez‐Martín, J. R. (2014). Parenting styles and hormone levels as predictors of physical and indirect aggression in boys and girls. Aggressive Behavior, 40(5), 465–473.

146 Patrick, M. E., & Schulenberg, J. E. (2014). Prevalence and predictors of adolescent alcohol use and binge drinking in the United States. Alcohol Research: Current Reviews, 35, 193–200.

147 Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., Nass, M., Simha, A., Stillerman, B., Yang, S., & Zhou, M. (2012). Media use, face‐to‐face communication, media multitasking, and social well‐being among 8‐ to 12‐year‐old girls. Developmental Psychology, 48(2), 327–336.

148 Penfield, W. (1961). Activation of the record of human experience. Annals of the Royal College of Surgeons of England, 29, 77–84.

149 Perry, D. G., Kusel, S. J., & Perry, L. C. (1988). Victims of peer aggression. Developmental Psychology, 24, 807–814.

150 Petersen, A. C., & Hamburg, B. A. (1986). Adolescence: A developmental approach to problems and psychopathology. Behavior Therapy, 17, 480–499.

151 Phillips, D., McCartney, K., & Scarr, S. (1987). Child care quality and children’s social development. Developmental Psychology, 23, 537–543.

152 Pinquart, M., & Kauser, R. (2018). Do the associations of parenting styles with behavior problems and academic achievement vary by culture? Results from a meta‐analysis. Cultural Diversity and Ethnic Minority Psychology, 24(1), 75–100.

153 Plomin, R. (1995). Genetics and children’s experiences in the family. Journal of Child Psychology and Psychiatry, 36, 33–68.

154 Raver, C. C., & Zigler, E. (1997). Social competence: An untapped dimension in evaluating head start’s success. Early Childhood Research Quarterly, 12(4), 363–385.

155 Raudenbush, S., & Bryk, A. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Sage.

156 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.

157 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 and Neglect, 34, 244–252.

158  Ristori, J., & Steensma, T. D. (2016). Gender dysphoria in childhood. International Review of Psychiatry, 28, 13–20.

159 Rivas‐Drake, D., Seaton, E. K., Markstrom, C., Quintana, S., Syed, M., Lee, R. M., Schwartz, S. J., Umaña‐Taylor, A. J., French, S., & Yip, T. (2014). Ethnic and racial identity in adolescence: Implications for psychosocial, academic, and health outcomes. Child Development, 85, 40–57.

160 Rogers‐Sirin, L., Ryce, P., & Sirin, S. (2014). Acculturation, acculturative stress, and cultural mismatch and their influences on immigrant children and adolescents’ well‐being. In R. Dimitrova, M. Bender, & F. van de Vijver (Eds.), Global perspectives on well‐being in immigrant families. Advances in immigrant family research (Vol. 1, pp. 11–30). Springer.

161 Rosario, M., & Schrimshaw, E. W. (2013). The sexual identity development and health of lesbian, gay, and bisexual adolescents: An ecological perspective. In C. J. Patterson & A. R. D'Augelli (Eds.), Handbook of psychology and sexual orientation (pp. 87–101). Oxford University Press.

162 Roseth, C. J., Fang, F., Johnson, D. W., & Johnson, R. T. (2006). Effects of cooperative learning on middle school students: A meta‐analysis. American Educational Research Association.

163 Rothbart, M. K. (2007).Temperament, development, and personality. Current Directions in Psychological Science, 16(4), 207–212.

164 Rothbart, M. K., Sheese, B. E., Rueda, M. R., & Posner, M. I. (2011). Developing mechanisms of self‐regulation in early life. Emotion Review, 3(2), 207–213.

165 Roy, P., Rutter, M., & Pickles, A. (2004). Institutional care: associations between overactivity and lack of selectivity in social relationships. Journal of Child Psychology and Psychiatry, 45, 866–873.

166 Russell, A., Hart, C. H., Robinson, C.C., & Olsen, S. F. (2003). Children’s sociable and aggressive behaviour with peers: A comparison of the US and Australia, and contributions of temperament and parenting styles. International Journal of Behavioral Development, 27, 74–86.

167 Rutter, M. (1996). Transitions and turning points in developmental psychopathology: As applied to the age span between childhood and mid‐adulthood. International Journal of Behavioral Development, 19, 603–626.

168 Rutter, M. (2006). Genes and behavior. Blackwell.

169 Rutter, M., Kreppner, J., & O'Connor, T. (2001). Specificity and heterogeneity in children's responses to profound institutional privation. British Journal of Psychiatry, 179, 97–103.

170 Ryan, J. P., Hong, J. S., Herz, D., & Hernandez, P. M. (2010). Kinship foster care and the risk of juvenile delinquency. Children and Youth Services Review, 32(12), 1823–1830.

171 Salmivalli, C., & Poskiparta, E. (2012). KiVa antibullying program: Overview of evaluation studies based on a randomized controlled trial and national rollout in Finland. International Journal of Conflict and Violence, 6, 294–302.

172 Sameroff, A. (2009). The transactional model. In A. Sameroff (Ed.), The transactional model of development: How children and contexts shape each other (pp. 3–21). American Psychological Association.

173 Sameroff, A. J., & Chandler, M. J. (1975). Reproductive risk and the continuum of caretaking causality. In Horowitz, F. D. (Ed.), Review of Child Development Research (Vol. 4, pp. 187–244). Chicago: University of Chicago Press.

174 Sawyerr, A., & Bagley, C. (2017). Child sexual abuse and adolescent and adult adjustment: A review of British and world evidence, with implications for social work, and mental health and school counselling. Advances in Applied Sociology, 7, 1–15.

175 Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype →environment effects. Child Development, 54, 424–435.

176 Schaefer, D. R., Simpkins, D. D., Vest, A. E., & Price, C. D. (2011). The contribution of extracurricular activities to adolescent friendships. Developmental Psychology, 47, 1141–1152.

177 Schermerhorn, A. C., Chow, S.‐M., & Cummings, E. M. (2010). Developmental family processes and interparental conflict: Patterns of microlevel influences. Developmental Psychology, 46(4), 869–885.

178  Schwartz, D. (2000). Subtypes of victims and aggressors in children’s peer groups. Journal of Abnormal Child Psychology, 28, 181–192.

179 Sears, R. (1975). Your ancients revisited: A history of child development. In E. M. Hetherington (Ed.), Review of child development research (Vol. 5, pp. 1–80). Chicago: University of Chicago Press.

180 Sedlak, A.J., Mettenburg, J., Basena, M., Petta, I., McPherson, K., Greene, A., & Li, S. (2010). Fourth National Incidence Study of Child Abuse and Neglect (NIS‐4): Report to Congress, executive summary. Office of Planning, Research and Evaluation. https://www.acf.hhs.gov/opre/report/fourth‐national‐incidence‐study‐child‐abuse‐and‐neglect‐nis‐4‐report‐congress‐executive

181 Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods. National Academy Press.

182 Smetana, J. G., Jambon, M., & Ball, C. (2014). The social domain approach to children’s moral judgments. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 23–45). Psychology Press.

183 Smith, P. K., Kwak, K., & Toda, Y. (Eds.). (2016). School bullying in different cultures: eastern and western perspectives. Cambridge University Press.

184 Steensma, T. D., & Cohen‐Kettenis, P. T. (2015). More than two developmental pathways for children with gender dysphoria? Journal of the American Academy of Child and Adolescent Psychiatry, 54, 147.

185 Susman, S., Skara, S., & Ames, S. L., (2008). Substance abuse among adolescents. Substance Use and Misuse, 43, 1802–1828.

186 Tangney, J. P., & Dearing, R. L. (2002). Shame and guilt. New York: Guilford Press.

187 Thelen, E. (1989). Self‐organization in developmental processes: Can systems approaches work? In M. Gunnar & E. Thelen (Eds.), Systems and development. Minnesota symposium in child psychology (Vol. 22, pp. 77–117). Erlbaum.

188 Thomas, A., Chess, S., & Birch, H. G. (1968). Temperament and behavior disorders in children. New York University Press.

189 Thompson, R. A. (2013). Attachment theory and research: Precis and prospect. In P. D. Zelazo (Ed.), Oxford handbook of developmental psychology. Vol 2. Self and other (pp. 191–216). Oxford University Press.

190 Tolmie, A. K., Topping, K. J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., Livingston, K., & Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, 20(3), 177–191.

191 Trickett, P. K., & Putnam, F. W. (1998). Developmental consequences of child sexual abuse. In P. K. Trickett & C. J. Schellenbach (Eds.), Violence against children in the family and the community (pp. 39–56). American Psychological Association.

192 UNESCO. (n.d.). School violence and bullying. UNESCO. https://en.unesco.org/themes/school‐violence‐and‐bullying

193 Vaillancourt, T. (2018). Introduction to the special issue: The neurobiology of peer victimization. Merrill‐Palmer Quarterly, 64, 1–11.

194 Valiente, C., Lemery‐Chalfant, K., & Swanson, J. (2009). Children’s responses to daily social stressors: Relations with parenting, children’s effortful control, and adjustment. Journal of Child Psychology and Psychiatry, 50, 707–717.

195 Vandell, D. L. (2000). Parents, peer groups, and other socializing influences. Developmental Psychology, 36(6), 699–710.

196 Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., & Vandergrift, N. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. Child Development, 81, 737–756.

197 Vandell, D. L., Shernoff, D. J., Pierce, K. M., Bolt, D. M., Dadisman, K., & Brown, B. B. (2005). Activities, engagement, and emotion in after‐school programs (and elsewhere). New Directions for Youth Development, 105, 121–129.

198  Van Lier, P. A. C., & Koot, H. M. (2010). Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth‐grade elementary school. Development and Psychopathology, 22, 569–582.

199 Veenstra, R., Lindenberg, S., Zijlstra, B. J. H., De Winter, A. F., Verhulst, F. C., & Ormel, J. (2007). The dyadic nature of bullying and victimization: Testing a dual‐perspective theory. Child Development, 78, 1843–1854.

200 Vygotsky, L. S. (1978). Mind in society. M. Cole, V. John‐Steiner, S. Scribner, & E. Souberman (Eds.). Harvard University Press.

201 Wachs, T. D. (1983). The use and abuse of environment in behavior‐genetic research. Child Development, 54, 396–407.

202 Walker‐Barnes, C. J., & Mason, C. A. (2001). Ethnic differences in the effect of parenting on gang involvement and gang delinquency: A longitudinal, hierarchical linear modeling perspective. Child Development, 72, 1814–1831.

203 Waters, E., Merrick, S., Treboux, D., Crowell, J., & Albersheim, L., (2000). Attachment security in infancy and early adulthood: A twenty‐year longitudinal study. Child Development, 71, 684–689.

204 Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158–177.

205 Wentzel, K. R. (2015). Socialization in school settings. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 251–275). Guilford Press.

206 White, S. H. (1994). G. Stanley Hall: From philosophy to developmental psychology. In R. D. Parke, P. A. Ornstein, J. J. Rieser, & C. Zahn‐Waxler (Eds.), A century of developmental psychology (pp. 103–126). American Psychological Association.

207 Wigfield, A., & Eccles, J. S. (1994). Children's competence beliefs, achievement values, and general self‐esteem: change across elementary and middle school. Journal of Early Adolescence, 14, 107–138.

208 Wilson, B. J., Smith, S. L., Kunkel, D., Linz, D. Colvin, C. M., & Donerstein, E. (2002). Violence in children’s television programming: Assessing the risks. Journal of Communication, 52, 5–35.

209 Wolak, J., Mitchell, K. J., & Finkelhor, D. (2006). Online victimization of youth: 5 years later. National Center for Missing and Exploited Children.

210 Wolak, J., Mitchell, K., Wolak J., & Finkelhor, D. (2002). Close online relationships in a national sample of adolescents. Adolescence, 37, 441–455.

211 Wolke, D., & Lereya, S. T. (2015). Long‐term effects of bullying. Archives of Disease in Childhood, 100, 879–888.

212 Ybarra, M. L., Mitchell, K., Wolak J., & Finkelhor, D. (2006). Examining characteristics and associated distress related to internet harassment: Findings from the second youth internet safety survey. Pediatrics, 118(4), e1169–e1177.

213 Zahn‐Waxler, C., Cummings, E. M., McKnew, D. H., & Radke‐Yarrow, M. (1984). Altruism, aggression, and social interactions in young children with a manic‐depressive parent. Child Development, 55, 112–122.