The Science of Respect

Frey, K. S., Hirschstein, M. K., Edstrom, L. V., & Snell, J. L. (2009). Observed reductions in school bullying, non-bullying aggression, and destructive bystander behavior: A longitudinal evaluation.Journal of Educational Psychology, 101, 466-81.

Frey, K. S., Hirschstein, M. K., Snell, J. L., Van Schoiack Edstrom, L., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect program.Developmental Psychology, 41, 479-91.

Hirschstein, M. K., Van Schoiack Edstrom, L., Frey, K. S., Snell, J. L., & MacKenzie, E. P. (2007). Walking the talk in bullying prevention: Teacher implementation variables related to initial impact of the Steps to Respect Program.School Psychology Review, 36, 3-21.

Pepler, D. J., Craig, W. M., Connolly, J., & Henderson, K. (2002). Aggression and substance use in early adolescence: My friends made me do it. In C. Wekerle & A. M. Wall (Eds.), The violence and addiction equation: Theoretical and clinical issues in substance abuse and relationship violence (pp. 153–168). Philadelphia: Brunner/Mazel.

Pepler, D. J., Craig, W. M., & O’Connell, P. (1999). Understanding bullying from a dynamic systems perspective. In A. Slater & D. Muir (Eds.), The Blackwell reader in developmental psychology (pp. 440 – 451). Malden, MA: Blackwell.

“Respect is an essential part of Social and Emotional Learning (SEL).”

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