Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...
Copyright Malvin Porter, Jr. 2010 - acumen - The University of ... Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...
Bandura, A. (1999). Moral disengagement in the perpetration on inhumanities. Personality and Social Psychology Review, 3, 193-209. Bandura, A., Capra, V., Barbaranelli, C., Pastorelli, C., & Regalia, C. (2001). Sociocognitive self-regulatory mechanisms governing transgressive behavior. Journal of Personality and Social Psychology, 80, 125-135. Banks, R. (1997). Bullying in schools (Bullying No. ERIC Report No. EDO-PS-97-170). Champaign, IL: University of Illinois. Bare, L. A. (2006). Examining friendship and empathy in early adolescents' responding to teasing. Unpublished Dissertation, The University of Alabama, Tuscaloosa. Bebeau, M. J., & Thoma, S. J. (1999). Intermediate concepts and the connection to moral education. Educational Psychology Review, 11(4), 343-360. Becker, G. (1974). Crime and punishment: An economic approach. In G. Becker & W. Landes (Eds.), Essays in the economics of crime and punishment (pp. 1-54). New York, NY: Macmillan. Berkowitz, L. (1993a). Aggression: Its causes, consequences, and control. Philadelphia: Temple University Press. Bjorkqvist, K., Lagerspetz, J. M. J., & Kaukiainen, A. (1992). Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression. Aggressive Behavior, 18, 117-127. Bjorkqvist, K., Osterman, K., & Kaukiainen, A. (1992). The development of direct and indirect aggressive strategies in males and females. In K. Bjorkqvist & P. Niemelia (Eds.), Of mice and women: Aspects of female aggression (pp. 51-64). San Diego, CA: Academic Press. Block, J. H. (1983). Differential premises arising from differential socialization of the sexes: Some conjectures. Child Development, 54, 1335-1354. Boulton, M., & Underwood, K. (1992). Bully/victim problems among middle school children. British Journal of Educational Psychology, 62, 73-87. Bowlby, J. (1980). Attachment and loss: Loss, sadness and depression (Vol. III). New York, NY: Basic Books. Boxer, P., & Tisak, M. S. (2005). A social cognitive information-processing model for schoolbased aggression reduction and prevention programs: Issues for research and practice. Applied and Preventive Psychology, 10, 177-192. 162
Brewster, A. B., & Bowen, G. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child and Adolescent Social Work Journal, 21(1), 47–67. Buhs, E. S., Ladd, G. W., & Herald, S. L. (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), 1-13. Burgess, K. B., Wojslawowicz, J. C., Rubin, K. H., Rose-Krasnor, L., & Booth-Laforce, C. (2006). Social information processing and coping strategies of shy-withdrawn and aggressive children: Does friendship matter? Child Development, 16, 371-383. Cabell, S. Q., Justice, L. M., Zucker, T. A., & Kilday, C. R. (2009). Validity of teacher report for assessing the emergent literacy skills of at-risk preschoolers. Language, Speech, and Hearing Services in Schools, 40, 161-173. Cairns, R. B., Cairns, B. D., Neckerman, H. J., Ferguson, L. L., & Gariepy, J. L. (1989). Growth and aggression 1: Childhood to early adolescence. Developmental Psychology, 25(2), 320-330. Camodeca, M., Goossens, F. A., Schuengel, C., & Meerum Terwogt, M. (2003). Links between social information processing in middle childhood and involvement in bullying. Aggressive Behavior, 29, 116–127. Caprara, G. V., Barbaranelli, C., & Pastorelli, C. (2001). Prosocial behavior and aggression in childhood and pre-adolescence. In A. C. Bohart & D. J. Stipek (Eds.), Constructive and destructive behavior. Implications for family, school, and society (pp. 187–203). Washington, DC: American Psychological Association. Carlsmith, K. M. (2008). On justifying punishment: The discrepancy between words and actions. Social Justice Research, 21, 119–137. Chandler, M. J. (1973). Egocentrism and antisocial behavior: The assessment and training of social perspective-taking skills. Developmental Psychology, 9, 326-332. Chen, J. J. (2005). Relation of academic support from parents, teachers and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77–127. City, T. E. R. C. o. K. (1983). Jido-seito-no-ningen-kankei-niokeru-ishiki-to-koudou-no-chosa: Ijime-no-mondai-wo-chusin-ni. (The research of thought and conduct of students' interpersonal relations: The consideration of bullying problems): The Educational Research Center of Kyoto City, Kyoto. Clark, J. N. (2008). The three Rs: retributive justice, restorative justice, and reconciliation. Contemporary Justice Review, 11(4), 331–350. 163
- Page 125 and 126: Figure 6. Chi-Square (Ҳ 2 ) Test f
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- Page 157 and 158: get what they deserve.” It is lik
- Page 159 and 160: engaging in high rates of aggressiv
- Page 161 and 162: ability. The lack of variance in te
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- Page 167 and 168: Schwartz et al., 1998). These child
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- Page 173 and 174: too long, given other curriculum-ba
- Page 175: REFERENCES Ableson, R. P. (1981). T
- Page 179 and 180: Craig, W. M., Henderson, K., & Murp
- Page 181 and 182: Dodge, K. A. (1980a). Social cognit
- Page 183 and 184: Frisch, M. B. (2000). Improving men
- Page 185 and 186: Haynie, D. L., Nansel, T. R., Eitel
- Page 187 and 188: Ladd, G. W., & Burgess, K. B. (2001
- Page 189 and 190: Munoz, M. A., & Vanderhaar, J. E. (
- Page 191 and 192: Paquette, J. A., & Underwood, M. K.
- Page 193 and 194: Rogers, M. J., & Tisak, M. S. (1996
- Page 195 and 196: Smokowski, P. R., Reynolds, A. J.,
- Page 197 and 198: Turiel, E. (2006). Thought, emotion
- Page 199 and 200: APPENDICES 185
- Page 201 and 202: Date, ______________, 2009 Malvin (
- Page 203 and 204: Appendix C School Approvals 189
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- Page 207 and 208: Appendix D Informed Consent Forms 1
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- Page 215 and 216: Rate each reason for how good you t
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- Page 219 and 220: 5. Talk to Mike about his feelings
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- Page 223 and 224: Appendix F Teacher Online Questionn
- Page 225 and 226: fights with peers. 1 = Never True 2
Brewster, A. B., & Bowen, G. L. (2004). Teacher support and the school engagement <strong>of</strong> Latino<br />
middle and high school students at risk <strong>of</strong> school failure. Child and Adolescent Social<br />
Work Journal, 21(1), 47–67.<br />
Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes<br />
that mediate the relation between peer group rejection and children's classroom<br />
engagement and achievement? Journal <strong>of</strong> Educational Psychology, 98(1), 1-13.<br />
Burgess, K. B., Wojslawowicz, J. C., Rubin, K. H., Rose-Krasnor, L., & Booth-Laforce, C.<br />
(2006). Social information processing and coping strategies <strong>of</strong> shy-withdrawn and<br />
aggressive children: Does friendship matter? Child Development, 16, 371-383.<br />
Cabell, S. Q., Justice, L. M., Zucker, T. A., & Kilday, C. R. (2009). Validity <strong>of</strong> teacher report for<br />
assessing the emergent literacy skills <strong>of</strong> at-risk preschoolers. Language, Speech, and<br />
Hearing Services in Schools, 40, 161-173.<br />
Cairns, R. B., Cairns, B. D., Neckerman, H. J., Ferguson, L. L., & Gariepy, J. L. (1989). Growth<br />
and aggression 1: Childhood to early adolescence. Developmental Psychology, 25(2),<br />
320-330.<br />
Camodeca, M., Goossens, F. A., Schuengel, C., & Meerum Terwogt, M. (2003). Links between<br />
social information processing in middle childhood and involvement in bullying.<br />
Aggressive Behavior, 29, 116–127.<br />
Caprara, G. V., Barbaranelli, C., & Pastorelli, C. (2001). Prosocial behavior and aggression in<br />
childhood and pre-adolescence. In A. C. Bohart & D. J. Stipek (Eds.), Constructive and<br />
destructive behavior. Implications for family, school, and society (pp. 187–203).<br />
Washington, DC: American Psychological Association.<br />
Carlsmith, K. M. (2008). On justifying punishment: <strong>The</strong> discrepancy between words and actions.<br />
Social Justice Research, 21, 119–137.<br />
Chandler, M. J. (1973). Egocentrism and antisocial behavior: <strong>The</strong> assessment and training <strong>of</strong><br />
social perspective-taking skills. Developmental Psychology, 9, 326-332.<br />
Chen, J. J. (2005). Relation <strong>of</strong> academic support from parents, teachers and peers to Hong Kong<br />
adolescents’ academic achievement: <strong>The</strong> mediating role <strong>of</strong> academic engagement.<br />
Genetic, Social, and General Psychology Monographs, 131(2), 77–127.<br />
City, T. E. R. C. o. K. (1983). Jido-seito-no-ningen-kankei-niokeru-ishiki-to-koudou-no-chosa:<br />
Ijime-no-mondai-wo-chusin-ni. (<strong>The</strong> research <strong>of</strong> thought and conduct <strong>of</strong> students'<br />
interpersonal relations: <strong>The</strong> consideration <strong>of</strong> bullying problems): <strong>The</strong> Educational<br />
Research Center <strong>of</strong> Kyoto City, Kyoto.<br />
Clark, J. N. (2008). <strong>The</strong> three Rs: retributive justice, restorative justice, and reconciliation.<br />
Contemporary Justice Review, 11(4), 331–350.<br />
163
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