Esther Mertens

| 175 General Discussion Telzer, E. H., Van Hoorn, J., Rogers, C. R., & Do, K. T. (2018). Social influence on positive youth development: A developmental neuroscience perspective. Advances in Child Development and Behavior, 54, 215-258. Ter Vrugte, J., De Jong, T., Wouters, P., Vandercruysse, S., Elen, J., & Van Oostendorp, H. (2015). When a game supports prevocational math education but integrated reflection does not. Journal of Computer Assisted Learning, 31, 462-480. *Thomaes, S., Bushman, B. J., Orobio de Castro, B., Cohen, G. L., & Denissen, J. J. A. (2009). Reducing narcissistic aggression by buttressing self-esteem: An experimental field study. Psychological Science, 20, 1536-1542. *Thompkins, A. C., Chauveron, L. M., Harel, O., & Perkins, D. F. (2014). Optimizing violence prevention programs: an examination of program effectiveness among urban high school students. The Journal of School Health, 84, 435-443. Timmermans, A., Naaijer, H., Keuning, J., & Zijsling, D. (2017). Cohortonderzoek COOL5-18 basisrapport meting VO-3 in 2014 [Cohort study COOL5-18 report measurement VO-3 in 2014]. Groningen: GION onderwijs/onderzoek. *Tomyn, J. D., Fuller-Tyszkiewicz, M., Richardson, B., & Colla, L. (2016). A comprehensive evaluation of a universal school-based depression prevention program for adolescents. Journal of Abnormal Child Psychology, 44, 1621-1633. *Trip, S., Bora, C., Sipos-Gug, S., Tocai, I., Gradinger, P., Yanagida, T., & Strohmeier, D. (2015). Bullying prevention in schools by targeting cognitions, emotions, and behavior: Evaluating the effectiveness of the REBE-ViSC program. Journal of Counseling Psychology, 62, 732-740. Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27-56. *Tunariu, A. D., Tribe, R., Frings, D., & Albery, I. P. (2017). The iNEAR programme: An existential positive psychology intervention for resilience and emotional wellbeing. International Review of Psychiatry, 29, 362–372. V Van de Bongardt, D., Reitz, E. Overbeek, G., Boislard, M., Burk, B., & Deković (2017). Observed normativity and deviance in friendship dyads’ conversation about sex and the relations with youths’ perceived sexual peer norms. Archives of Sexual Behavior, 46, 1793-1806. Van den Noortgate, W., López-López, J. A., Marín’Martínez, F., & Sánchez-Meca, J. (2013). Three- level meta-analysis of dependent effect sizes. Behavior Research Methods, 45, 576-594. *Van der Meulen, K., Granizo, L., & del Barrio, C. (2010). Using EQUIP for educators to prevent peer victimization in secondary school. Journal of Research in Character Education, 8, 61-76. Van der Put, C. E., Assink, M., Gubbels, J., & Boekhout van Solinge, N. F. (2018). Identifying effective components of child maltreatment interventions: A meta-analysis. Clinical Child and Family Psychology Review, 21, 171-202. Van Leeuwen, K. G., Mervielde, I., Braet, C., & Bosmans, G. (2004). Child personality and parental behavior as moderators of problem behavior: Variable- and person-centered approaches. Developmental Psychology, 40, 1028-1046. Van Ness, P. H., Murphy, T. E., Araujo, K. L. B., Pisani, M. A., & Allore, H. G. (2007). The use of missingness screens in clinical epidemiologic research has implications for regression modeling. Journal of Clinical Epidemiology, 60, 1239-1245. 7

RkJQdWJsaXNoZXIy ODAyMDc0