Esther Mertens

174 | Chapter 7 Sijtsema, J. J., & Lindenberg, S. M. (2018). Peer influence in the development of adolescent antisocial behavior: Advances from dynamic social network studies. Developmental Review, 50, 140-154. *Simons-Morton, B., Haynie, D., Saylor, K., Crump, A. D., & Chen, R. (2005). The effects of the Going Places Programon early adolescent substance use and antisocial behavior. Prevention Science, 6, 187-197. Solberg, M. E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior, 29, 239-268. *Soliday, E., Garofalo, J. P., & Rogers, D. (2004). Expressive writing intervention for adolescents’ somatic symptoms andmood. Journal of Clinical Child and Adolescent Psychology, 33, 792-801. *Solomontos-Kountouri, O., Gradinger, P., Yanagida, T., & Strohmeier, D. (2016). The implementation and evaluation of the ViSC program in Cyprus: Challenges of cross-national dissemination and evaluation results. European Journal of Developmental Psychology, 13, 737-755. *Sorrentino, A., Baldry, A. C., & Farrington, D. (2018). The efficacy of the Tabby Improved prevention and intervention program in reducing cyberbullying and cybervictimization among students. International Journal of Environmental Research and Public Health, 15, 2536-2549 Spoth, R., Shin, C., Guyll, M., Redmond, C., & Azevedo, K. (2006). Universality of effects: An examination of the comparability of long-term family intervention effects on substance use across risk-related subgroups. Prevention Science, 7, 209-224. Stevens, G., & De Looze, M. (2018). Welbevinden en psychische problemen [Wellbeing and psychological problems]. In M. Boer, & G. Stevens (Eds.), HBSC 2017: Gezondheid, welzijn en opvoeding van jongeren in Nederland [Health, wellbeing, and child rearing of youth in the Netherlands], (pp. 63-75). Ridderkerk: Ridderprint BV. *Stevens, V., Bourdeaudhuij, I., & Oost, P. (2000). Bullying in Flemish schools: An evaluation of anti-bullying intervention in primary and secondary schools. British Journal of Educational Psychology, 70, 195-210. Stoltz, S., Prinzie, P., De Haan, A., Van Londen, M., Orobio de Castro, B., & Deković, M. (2013). Child personality as moderator of outcome in a school-based intervention for preventing externalizing behavior. European Journal of Personality, 27, 271-279. T Tackett, J. L. (2006). Evaluating models of the personality-psychopathology relationship in children and adolescents. Clinical Psychology Review, 26, 584-599. Tadić, A., Helmreich, I., Mergl, R., Hautzinger, M., Kohnen, R., Henkel, V., & Hegerl, U. (2010). Early improvement is a predictor of treatment outcome in patients with mild major, minor or subsyndromal depression. Journal of Affective Disorders, 120, 86-93. Taylor, B. G., Mumford, E. A., Liu, W., & Stein, N. D. (2017). The effects of different saturation levels of the Shifting Boundaries intervention on preventing adolescent relationship abuse and sexual harassment. Journal of Experimental Criminology, 13, 79-100. Taylor, Z. E., Conger, R. D., Robins, R. W., & Widaman, K. F. (2015). Parenting practices and perceived social support: Longitudinal relations with the social competence of Mexican- origin children. Journal of Laina/o Psychology, 3, 193-208.