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 ...

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Tisak, M. S., & Jankowski, A. M. (1996). Societal rule evaluations: Adolescent offenders' reasoning about moral, conventional, and personal rules. Aggressive Behavior, 22, 195- 207. Tisak, M. S., & Tisak, J. (1996). Expectations and judgments regarding bystanders' and victims' responses to peer aggression among early adolescents. Journal of Adolescence, 19, 383- 392. Tisak, M. S., Tisak, J., & Goldstein, S. E. (2006). Aggression, delinquency, and morality: A social-cognitive perspective. In M. Killen & J. Smetana (Eds.), Handbook of moral development (pp. 611-629). Mahwah, NJ: Lawrence Erlbaum Associates. Tisak, M. S., & Turiel, E. (1988). Variations of seriousness of transgressions and children's moral and conventional concepts. Developmental Psychology, 24, 352-357. Toblin, R. L., Schwartza, D., Gorman, A. H., & Abou-ezzeddinea, T. (2005). Social–cognitive and behavioral attributes of aggressive victims of bullying Journal of Applied Developmental Psychology, 26(3), 329-346. Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26, 277–287. Tom, S. R., Schwartz, D., Chang, L., Farver, J. A. M., & Xu, Y. (2010). Correlates of victimization in Hong Kong children's peer groups Journal of Applied Developmental Psychology, 31(1), 27-37. Tremblay, R. E., Japel, C., Perusse, D., McDuff, P., Boivin, M., Zoccolillo, M., Montplaisir, J. (1999). The search for the age of 'onset' of physical aggression: Rousseau and Bandura revisited. Criminal Behaviour and Mental Health, 9(1), 8-23. Troup-Gordon, W., & Ladd, G. W. (2005). Trajectories of peer victimization and perceptions of the self and schoolmates: Precursors to internalizing and externalizing problems. Child Development, 76(5), 1072-1091. Turiel, E. (1978). Social regulations and domains of social concepts. In W. Damon (Ed.), New directions for child development, Vol. 1: Social cognition. San Francisco, CA: Jossey- Bass. Turiel, E. (1983). The development of social knowledge: Morality and convention. Cambridge, MA: Cambridge University Press. Turiel, E. (1998). The development of morality. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 863932). New York, NY: Wiley. Turiel, E. (2002). The culture of morality: Social development, context, and conflict. Cambridge, England: Cambridge University Press. 182

Turiel, E. (2006). Thought, emotions, and social interactional processes in moral development. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 7-36). Mahwah, NJ: Lawrence Erlbaum Associates. Twemlow, S. W., Fonagy, P., Sacco, F. C., Gies, M. L., Evans, R., & 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. Unnever, J. D. (2005). Bullies, aggressive victims, and victims: Are they distinct groups? Aggressive Behavior, 31, 153–171. Unnever, J. D., & Cornell, D. G. (2003). Bullying, self-control, and ADHD. Journal of Interpersonal Violence, 18, 129–147. Vaillancourt, T., Hymel, S., & McDougall, P. (2003). Bullying is power: Implications for schoolbased intervention strategies. Journal of Applied School Psychology, 19, 157-176. Valois, R. F., Zullig, K. J., Drane, W. J., & Huebner, E. S. (2001). Relationship between life satisfaction and violent behaviors among adolescents. American Journal of Health Behavior, 25, 353–366. van Prooijen, J. (2010). Retributive versus compensatory justice: Observers’ preference for punishing in response to criminal offenses. European Journal of Social Psychology, 40, 72–85. Vedder, P., Boekaerts, M., & Seegers, G. (2005). Perceived social support and well being in school: The role of student ethnicity. Journal of Youth and Adolescence, 34(3), 269–278. Veenstra, R., Lindenberg, S., Oldehinkel, A. J., DeWinter, A. F., Verhulst, F. C., & Ormel, J. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41, 672–682. 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. Veenstraa, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., Verhulstd, F. C., & Ormel, J. (2008). Prosocial and antisocial behavior in preadolescence: Teachers’ and parents’ perceptions of the behavior of girls and boys. International Journal of Behavioral Development, 32(3), 243-251. Voors, W. (2004, 2004). Bullying: Both sides of the fence. Retrieved January 10, 2005, from http://www.onlineparadigm.com/archives/220-W03_A.BM.GI.P.pdf 183

Tisak, M. S., & Jankowski, A. M. (1996). Societal rule evaluations: Adolescent <strong>of</strong>fenders'<br />

reasoning about moral, conventional, and personal rules. Aggressive Behavior, 22, 195-<br />

207.<br />

Tisak, M. S., & Tisak, J. (1996). Expectations and judgments regarding bystanders' and victims'<br />

responses to peer aggression among early adolescents. Journal <strong>of</strong> Adolescence, 19, 383-<br />

392.<br />

Tisak, M. S., Tisak, J., & Goldstein, S. E. (2006). Aggression, delinquency, and morality: A<br />

social-cognitive perspective. In M. Killen & J. Smetana (Eds.), Handbook <strong>of</strong> moral<br />

development (pp. 611-629). Mahwah, NJ: Lawrence Erlbaum Associates.<br />

Tisak, M. S., & Turiel, E. (1988). Variations <strong>of</strong> seriousness <strong>of</strong> transgressions and children's<br />

moral and conventional concepts. Developmental Psychology, 24, 352-357.<br />

Toblin, R. L., Schwartza, D., Gorman, A. H., & Abou-ezzeddinea, T. (2005). Social–cognitive<br />

and behavioral attributes <strong>of</strong> aggressive victims <strong>of</strong> bullying Journal <strong>of</strong> Applied<br />

Developmental Psychology, 26(3), 329-346.<br />

Tokunaga, R. S. (<strong>2010</strong>). Following you home from school: A critical review and synthesis <strong>of</strong><br />

research on cyberbullying victimization. Computers in Human Behavior, 26, 277–287.<br />

Tom, S. R., Schwartz, D., Chang, L., Farver, J. A. M., & Xu, Y. (<strong>2010</strong>). Correlates <strong>of</strong><br />

victimization in Hong Kong children's peer groups Journal <strong>of</strong> Applied Developmental<br />

Psychology, 31(1), 27-37.<br />

Tremblay, R. E., Japel, C., Perusse, D., McDuff, P., Boivin, M., Zoccolillo, M., Montplaisir, J.<br />

(1999). <strong>The</strong> search for the age <strong>of</strong> 'onset' <strong>of</strong> physical aggression: Rousseau and Bandura<br />

revisited. Criminal Behaviour and Mental Health, 9(1), 8-23.<br />

Troup-Gordon, W., & Ladd, G. W. (2005). Trajectories <strong>of</strong> peer victimization and perceptions <strong>of</strong><br />

the self and schoolmates: Precursors to internalizing and externalizing problems. Child<br />

Development, 76(5), 1072-1091.<br />

Turiel, E. (1978). Social regulations and domains <strong>of</strong> social concepts. In W. Damon (Ed.), New<br />

directions for child development, Vol. 1: Social cognition. San Francisco, CA: Jossey-<br />

Bass.<br />

Turiel, E. (1983). <strong>The</strong> development <strong>of</strong> social knowledge: Morality and convention. Cambridge,<br />

MA: Cambridge <strong>University</strong> Press.<br />

Turiel, E. (1998). <strong>The</strong> development <strong>of</strong> morality. In W. Damon & N. Eisenberg (Eds.), Handbook<br />

<strong>of</strong> child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp.<br />

863932). New York, NY: Wiley.<br />

Turiel, E. (2002). <strong>The</strong> culture <strong>of</strong> morality: Social development, context, and conflict. Cambridge,<br />

England: Cambridge <strong>University</strong> Press.<br />

182

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