Claire Garandeau

Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher - Do Students' Empathy and Callous-Unemotional Traits Matter? (2022)

Journal of Youth and Adolescence

Johander, Eerika; Trach, Jessica; Turunen, Tiina; Garandeau, Claire F.; Salmivalli, Christina

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

What Works for Whom in School-Based Anti-bullying Interventions? An Individual Participant Data Meta-analysis (2022)

Prevention Science

Hensums Maud, de Mooij Brechtje, Kuijper Steven C., Cross Donna, DeSmet Ann, Garandeau Claire F., Joronen Katja, Leadbeater Bonnie, Menesini Ersilia, Palladino Benedett Emanuela, Salmivalli Christina, Solomontos-Kountouri Olga, Veenstra R., Fekkes M., Overbeek Geertjan

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Does Being Defended Relate to Decreases in Victimization and Improved Psychosocial Adjustment Among Victims? (2022)

Journal of Educational Psychology

Laninga-Wijnen Lydia, van den Berg Yvonne H. M., Garandeau Claire F., Mulder Saskia, de Castro Bram O.

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Examining the Potential Mental Health Costs of Defending Victims of Bullying: A Longitudinal Analysis (2021)

Research on Child and Adolescent Psychopathology

Malamut Sarah T., Trach Jessica, Garandeau Claire F., Salmivalli Christina

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

School Bullying: The Role of the Peer Group Does Not Preclude Individual Responsibility (2021)

Yhteiskunnasta, rakkaudella-blogi

Garandeau Claire F.

(Yleistajuinen artikkeli tai blogikirjoitus (E1))

Correction to: Different Approaches to Address Bullying in KiVa Schools: Adherence to Guidelines, Strategies Implemented, and Outcomes Obtained (2021)

Prevention Science

Johander E., Turunen T., Garandeau C.F., Salmivalli C.

(O2 Muu julkaisu )

Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade (2021)

Journal of Research on Adolescence

Salmivalli Christina, Laninga-Wijnen Lydia, Malamut Sarah T., Garandeau Claire F.

(Vertaisarvioitu katsausartikkeli tieteellisessä aikakauslehdessä (A2))

Can positive environments have negative effects? Evidence of a healthy context paradox for victims of school bullying (2021)

INVEST blog

Garandeau Claire F.

(Yleistajuinen artikkeli tai blogikirjoitus (E1))

Classroom status hierarchy moderates the association between social dominance goals and bullying behavior in middle childhood and early adolescence (2020)

Journal of Youth and Adolescence

Pan Bin, Zhang Liang, Ji Linqin, Garandeau Claire F., Salmivalli Christina, Zhang Wenxin

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Classroom Status Hierarchy Moderates the Association between Social Dominance Goals and Bullying Behavior in Middle Childhood and Early Adolescence (2020)

Journal of Youth and Adolescence

Pan B., Zhang L., Ji L., Garandeau C.F., Salmivalli C., Zhang W.

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

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Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher - Do Students' Empathy and Callous-Unemotional Traits Matter? (2022)

What Works for Whom in School-Based Anti-bullying Interventions? An Individual Participant Data Meta-analysis (2022)

Does Being Defended Relate to Decreases in Victimization and Improved Psychosocial Adjustment Among Victims? (2022)

Examining the Potential Mental Health Costs of Defending Victims of Bullying: A Longitudinal Analysis (2021)

School Bullying: The Role of the Peer Group Does Not Preclude Individual Responsibility (2021)

Correction to: Different Approaches to Address Bullying in KiVa Schools: Adherence to Guidelines, Strategies Implemented, and Outcomes Obtained (2021)

Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade (2021)

Can positive environments have negative effects? Evidence of a healthy context paradox for victims of school bullying (2021)

Classroom status hierarchy moderates the association between social dominance goals and bullying behavior in middle childhood and early adolescence (2020)

Classroom Status Hierarchy Moderates the Association between Social Dominance Goals and Bullying Behavior in Middle Childhood and Early Adolescence (2020)