This study examined how intergroup processes and social-cognitive factors shape bystander responses to bias-based and general bullying. Participants included sixth and ninth graders (N = 179, M = 13.23) who evaluated how likely they would be to intervene if they observed bullying of immigrant-origin and nonimmigrant-origin peers. Adolescents'…

The traditional model of translation from basic laboratory science to efficacy trials to effectiveness trials to community dissemination has flaws that arise from false assumptions that context changes little or matters little. One of the most important findings in developmental science is that context matters, but this fact is not sufficiently…

This research explored the contribution of social goal orientation, specifically, development (improving social skills and relationships), demonstration-approach (gaining positive judgments), and demonstration-avoidance (minimizing negative judgments). Children (N = 373; M age = 7.97, SD = 0.34) were followed from 2nd to 3rd grades. Validity of…

Examines videotaped excerpts of treatment sessions from an intervention study to explore the changes occurring during social skills training and their relation to treatment outcome. Children who received social skills training displayed more conversational skills and received more positive peer support than children who were not coached.…

Responds to Belsky's critique of the Neonatal Behavioral Assessment Scale and suggests explanations for the disparity in results when using the Scale as an intervention device with new families. (HOD)

Focuses on implications for intervention and highlights conceptual and methodological advances in studies establishing a causal link between social behavior and peer status. Studies reviewed investigate social interaction over time, use fine-grained coding systems, employ multiple measures, and videotape behavior in carefully designed analogue…