Esther Mertens

| 167 General Discussion Hinde, R. A. (1987). Individuals, relationships and culture. Cambridge: Cambridge University Press. Hjemdal, O., Vogel, P. A., Solem, S., Hgen, K., & Stiles, T. C. (2011). The relationship between resilience and levels of anxiety, depression, and obsessive-compulsive symptoms in adolescents. Clinical Psychology and Psychotherapy, 18, 314-321. Hofmann, V., & Müller, C. M. (2018). Avoiding antisocial behavior among adolescents: The positive influence of classmates’ prosocial behavior. Journal of Adolescence, 68, 136-145. Hopson, L. M., Schiller, K. S., & Lawson, H. A. (2014). Exploring linkages between school climate, behavioral norms, social supports, and academic success. Social Work Research, 38, 197-209. *Horn, A. B., Pössel, P., & Hautzinger, M. (2010). Promoting adaptive emotion regulation and coping in adolescence: A school-based programme. Journal of Health Psychology, 16, 258– 273. Horne, A. M., Stoddard, J. L., & Bell, C. D. (2007). Group approaches to reducing aggression and bullying in school. Group Dynamics: Theory, Research, and Practice, 11, 262-271. Huenecke, T. M., & Waas, G. A. (2010). Impact of discussion on peer evaluations: Perceptions of low achievement and effort. The Journal of Experimental Education, 79, 64-83. Hughes, D. J., Kratsiotis, I. K., Niven, K., & Holman, D. (2020). Personality traits and emotion regulation: A targeted review and recommendations. Emotion, 20, 63-67. Hukkelberg, S. S., & Ogden, T. (2013). Working alliance and treatment fidelity as predictors of externalizing problem behaviors in parent management training. Journal of Consulting and Clinical Psychology, 81, 1010-1020. *Huppert, F. A., & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 5, 264-274. Huppert, J. D., Gorman, J. M., Bufka, L. F., Barlow, D. H., Shear, M. K., & Woods, S. W. (2001). Therapists, therapist variables, and Cognitive-Behavioral Therapy outcome in a multicenter trial for panic disorder. Journal of Consulting and Clinical Psychology, 69, 747-755. I *Ingram, K. M., Espelage, D. L., Merrin, G. J., Valido, A., Heinhorst, J., & Joyce, M. (2019). Evaluation of a virtual reality enhanced bullying prevention curriculum pilot trial. Journal of Adolescence, 71, 72-83. J *Jaycox, L. H., McCaffrey, D., Eiseman, B., Aronoff, J., Shelley, G. A., Collins, R. L., & Marshall, G. N. (2006). Impact of a school-based dating violence prevention program among Latino teens: Randomized controlled effectiveness trial. Journal of Adolescent Health, 39, 694-704. *Jiménez-Barbero, J. A., Ruiz-Hernández, J. A., Llor-Zaragoza, L., Pérez-Garcia, M., & Llor-Esteban, B. (2016). Effectiveness of anti-bullying school programs: Ameta-analysis. Children and Youth Services Review, 61, 165-175. Juvonen, J., & Ho, A. Y. (2008). Social motives underlying antisocial behavior across middle school grades. Journal of Youth and Adolescence, 37, 747-756. 7