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Online Peer Engagement in Adolescence: Positive and Negative Aspects of Online Social Interaction

1st edition., 2020

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Definitions of bullying: Age differences in understanding of the term, and the role of experience

British journal of developmental psychology, 2006-11, Vol.24 (4), p.801-821

2006

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The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour

Early child development and care, 2020-04, Vol.190 (6), p.806-821

2020

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Friendships in middle childhood: Links to peer and school identification, and general self‐worth

British journal of developmental psychology, 2019-06, Vol.37 (2), p.211-229

2019

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Peer relations and friendships in early childhood: The association with peer victimization

Aggressive behavior, 2022-07, Vol.48 (4), p.431-442

2022

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Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood

Aggressive behavior, 2018-07, Vol.44 (4), p.394-405

2018

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Developmental trends of hot and cool executive function in school-aged children with and without autism spectrum disorder: Links with theory of mind

Development and psychopathology, 2019-05, Vol.31 (2), p.541-556

2019

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Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood

Social development (Oxford, England), 2017-11, Vol.26 (4), p.907-920

2017

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Cool and hot executive function as predictors of aggression in early childhood: Differentiating between the function and form of aggression

British journal of developmental psychology, 2016-06, Vol.34 (2), p.181-197

2016

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Empathy online and moral disengagement through technology as longitudinal predictors of cyberbullying victimization and perpetration

Children and youth services review, 2020-09, Vol.116, p.105144, Article 105144

2020

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Associations between and development of cool and hot executive functions across early childhood

British journal of developmental psychology, 2018-03, Vol.36 (1), p.142-148

2018

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Theory of Mind and Young Children's Behaviour: Aggressive, Victimised, Prosocial, and Solitary

International journal of environmental research and public health, 2023-05, Vol.20 (10), p.5892

2023

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Everyday executive function and adaptive skills in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories

Autism & developmental language impairments, 2018-01, Vol.3

2018

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Peer Victimisation in Early Childhood; Observations of Participant Roles and Sex Differences

International journal of environmental research and public health, 2021-01, Vol.18 (2), p.415

2021

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A Qualitative Exploration of Practitioners’ Understanding of and Response to Child-to-Parent Aggression

Journal of interpersonal violence, 2022-06, Vol.37 (11-12), p.NP8274-NP8296

2022

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Hot and cool executive function in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories

Child neuropsychology, 2018-11, Vol.24 (8), p.1088-1114

2018

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The emergence of cyberbullying in childhood: Parent and teacher perspectives

Psicología educativa (Madrid), 2016-06, Vol.22 (1), p.39-48

2016

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Are super‐face‐recognisers also super‐voice‐recognisers? Evidence from cross‐modal identification tasks

Applied cognitive psychology, 2021-05, Vol.35 (3), p.590-605

2021

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Moral Reasoning about Aggressive Behavior in Relation to Type of Aggression, Age and Gender in South Korean Pupils

International journal of environmental research and public health, 2021-02, Vol.18 (5), p.2288

2021

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Peer Aggression and Victimisation: Social Behaviour Strategies in Early Childhood in Spain

Early childhood education journal, 2023-06, Vol.51 (5), p.837-849

2023

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Attachment hierarchies for Spanish adolescents: family, peers and romantic partner figures

Attachment & human development, 2019-11, Vol.21 (6), p.551-570

2019

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Hot and Cool Executive Function and its Relation to Theory of Mind in Children with and without Autism Spectrum Disorder

Journal of cognition and development, 2017-08, Vol.18 (4), p.399-418

2017

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Cool and hot executive functions at 5 years old as predictors of physical and relational aggression between 5 and 6 years old

International journal of behavioral development, 2019-03, Vol.43 (2), p.157-165

2019

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The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S)

Emotional and behavioural difficulties, 2020-10, Vol.25 (3-4), p.230-243

2020

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Bullying in different contexts: Commonalities, differences and the role of theory

Aggression and violent behavior, 2009-03, Vol.14 (2), p.146-156

2009

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Online Peer Engagement in Adolescence: Positive and Negative Aspects of Online Social Interaction

Definitions of bullying: Age differences in understanding of the term, and the role of experience

The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour

Friendships in middle childhood: Links to peer and school identification, and general self‐worth

Peer relations and friendships in early childhood: The association with peer victimization

Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood

Developmental trends of hot and cool executive function in school-aged children with and without autism spectrum disorder: Links with theory of mind

Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood

Cool and hot executive function as predictors of aggression in early childhood: Differentiating between the function and form of aggression

Empathy online and moral disengagement through technology as longitudinal predictors of cyberbullying victimization and perpetration

Associations between and development of cool and hot executive functions across early childhood

Theory of Mind and Young Children's Behaviour: Aggressive, Victimised, Prosocial, and Solitary

Everyday executive function and adaptive skills in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories

Peer Victimisation in Early Childhood; Observations of Participant Roles and Sex Differences

A Qualitative Exploration of Practitioners’ Understanding of and Response to Child-to-Parent Aggression

Hot and cool executive function in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories

The emergence of cyberbullying in childhood: Parent and teacher perspectives

Are super‐face‐recognisers also super‐voice‐recognisers? Evidence from cross‐modal identification tasks

Moral Reasoning about Aggressive Behavior in Relation to Type of Aggression, Age and Gender in South Korean Pupils

Peer Aggression and Victimisation: Social Behaviour Strategies in Early Childhood in Spain

Attachment hierarchies for Spanish adolescents: family, peers and romantic partner figures

Hot and Cool Executive Function and its Relation to Theory of Mind in Children with and without Autism Spectrum Disorder

Cool and hot executive functions at 5 years old as predictors of physical and relational aggression between 5 and 6 years old

The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S)

Bullying in different contexts: Commonalities, differences and the role of theory

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