Esther Mertens

| 173 General Discussion S Salmivalli, C., & Isaacs, J. (2005). Prospective relations among victimization, rejection, friendlessness, and children’s self- and peer-perceptions. Child Development, 76, 1161-1171. *Sanchez-Jimenez, V., Munoz-Fernandez, N., & Ortega-Rivera, J. (2018). Efficacy evaluation of “Dat-e Adolescence”: A dating violence prevention program in Spain . PloS One, 13, doi:10.1371/journal.pone.0205802. Satorra, A., & Bentler, P. M. (2010). Ensuring positiveness of the scaled difference chi-square test statistic. Psychometrika, 75, 243-248. Sauter, F. M., Heyne, D., Blöte, A. W., Van Widenfelt, B. M., & Westenberg, P. M. (2010). Assessing therapy-relevant cognitive capacities in young people: Development and psychometric evaluation of the Self-Reflection and Insight Scale for youth. Behavioral and Cognitive Psychotherapy, 38, 303-317. *Schramm, D. G., & Gomez-Scott, J. (2012). Merging relationship education and child abuse prevention knowledge: An evaluation of effectiveness with adolescents. Marriage and Family Review, 48, 792-808. Schrijvers, C. T. M., & Schuit, A. J. (2010). Middelengebruik en seksueel gedrag van jongerenmet een laag opleidingsniveau [Substance use and sexual behavior of youth with low educational levels]. Bilthoven: Rijksinstituut voor Volksgezondheid en Milieu (RIVM). *Schultz, L. H., Barr, D. J., & Selman, R. L. (2001). The value of a developmental approach to evaluating character development programmes: An outcome study of Facing History and Ourselves. Journal of Moral Education, 30, 3-27. Schum, L., & Stolberg, A. L. (2007). Standardization of the co-parenting behavior questionnaire. Journal of Divorce and Remarriage, 47, 103-132. Senf, K., & Liau, A. K. (2013). The effects of positive interventions on happiness and depressive symptoms, with an examination of personality as a moderator. Journal of Happiness Studies, 14, 591-612. Shek, D. T. L., & Leung, J. T. Y. (2016). Developing social competence in a subject on leadership and intrapersonal development. International Journal onDisability and HumanDevelopment, 51, 165-173. *Shek. D. T. L., &Ma, C. M. S. (2011). Impact of the Project P.A.T.H.S. in the junior secondary school years: Individual growth curve analyses. The Scientific World Journal, 11, 253–266. *Shinde, S., Weiss, H. A., Varghese, B., Khandeparkar, P., Pereira, B., Sharma, A., … Patel, V. (2018). Promoting school climate and health outcomes with the SEHER multi-component secondary school intervention in Bihar, India: a cluster-randomised controlled trial. Lancet, 392, 2465-2477. Shiner, R., & Caspi, A. (2003). Personality differences in childhood and adolescence: Measurement, development, and consequences. Journal of Child Psychology and Psychiatry, 44, 2-32. *Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-based intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies, 15, 1289-1311. *Sibinga, E. M. S., Perry-Parrish, C., Chung, S., Johnson, S. B., Smith, M., & Ellen, J. M. (2013). School-basedmindfulness instruction for urbanmale youth: A small randomized controlled trial. Preventive Medicine, 57, 799-801. 7