Esther Mertens

| 163 General Discussion Dishion, T. J., Andrews, D. W., & Crosby, L. (1995). Antisocial boys and their friends in early adolescence: Relationship characteristics, quality, and interactional process. Child Development, 66, 139-151. Dishion, T. J., Crosby, L., Rusby, J. C., Shane, D., Patterson, G. R., & Baker, J. (1989). Peer Process Code: Multidimensional system for observing adolescent-peer interaction. (Available from the Oregon Social Learning Center, 160 E. 4th Ave., Eugene, OR 97401) Dishion, T. J., Spracklen, K. M., Andrews, D. W., & Patterson, G. R. (1996). Deviancy training in male adolescent friendships. Behavior Therapy, 27, 373-390. Dodge, K. A., & Coie, J. D. (1987). Social-information-processing factors in reactive and proactive aggression in children’s peer groups . Journal of Personality and Social Psychology, 53, 1146– 1158. Doehne, M., Von Grundherr, M., & Schäfer, M. (2018). Peer influence in bullying: The autonomy- enhancing effect of moral competence. Aggressive Behavior, 44, 591-600. *Domino, M. (2013). Measuring the impact of an alternative approach to school bullying. The Journal of School Health, 83, 430-437. Dray, J., Bowman, J., Campbell, E., Freund, M., Wolfenden, L., Hodder, R. K., McElwaine, K., …, Wiggers, J. (2017). Systematic review of universal resilience-focused interventions targeting child and adolescent mental health in the school setting. Journal of the American Academy of Child and Adolescent Psychiatry, 56, 813-824. Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939-944. Dufner, M., Gebauer, J. E., Sedikides, C., & Denissen, J. J. A. (2019). Self-enhancement and psychological adjustment: Ameta-analytic review. Personality and Social Psychology Review, 23, 48-72. Duncan, T. E., & Duncan, S. C. (2004). An introduction to Latent Growth Curvemodeling. Behavior Therapy, 35, 333-363. *DuRant, R. H., Treiber, F., Getts, A., McCloud, K., Linder, C. W., &Woods, E. R. (1996). Comparison of two violence prevention curricula for middle school adolescents. Journal of Adolescent Health, 19, 111-117. Durlak, J. A. (2009). How to select, calculate, and interpret effect sizes. Journal of Pediatric Psychology, 34, 917-928. Durlak, J. A., & DuPre, E. P. (2008). Implementationmatters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327-350. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. Dutch Youth Institute (NJi) (2020). Databank Effectieve Jeugdinterventies. [Database Effective Youth interventions. Acknowledge interventions.] Retrieved from https://www.nji.nl/nl/ Databank/Databank-Effectieve-Jeugdinterventies/Erkende-interventies Accessed 19 June 2020. Duval, S., & Tweedie, R. (2000a). A nonparametric ‘trim and fill’ method of accounting for publication bias in meta-analysis. Journal of the American Statistical Association, 95, 89-99. Duval, S., & Tweedie, R. (2000b). Trim and Fill: A simple funnel-plot based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56, 455-460. 7