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Direct linkClaire F. Garandeau; Tiina Turunen; Jessica Trach; Christina Salmivalli – International Journal of Behavioral Development, 2025
This study examined whether, for bullying perpetrators, admitting to their behavior was associated with specific psychosocial characteristics, and whether it predicted decreases in bullying behavior and a higher responsiveness to a successful anti-bullying program after 9 months of implementation. It also investigated whether participation in an…
Descriptors: Foreign Countries, Elementary School Students, Bullying, Restorative Practices
Emerson, Lisa-Marie; de Diaz, Natalja Nabinger; Sherwood, Ashra; Waters, Allison; Farrell, Lara – International Journal of Behavioral Development, 2020
Research on mindfulness-based interventions (MBIs) has proliferated in recent years and the integration of mindfulness-based programs in school settings has been at the forefront of implementation research. Recent reviews of studies evaluating the efficacy of school-based mindfulness programs have produced mixed findings, which may in part be due…
Descriptors: Metacognition, Integrity, Educational Environment, Intervention
Blok, Henk; Fukkink, Ruben G.; Gebhardt, Eveline C.; Leseman, Paul P. M. – International Journal of Behavioral Development, 2005
Although it is generally believed that early intervention programmes are an effective means to stimulate children's cognitive development, many questions remain concerning programme design and delivery. This article reviews 19 studies into the effectiveness of early intervention programmes published from 1985 onward. The database comprised 85…
Descriptors: Early Intervention, Effect Size, Cognitive Development, Delivery Systems
