Indications are that cyberstanders can be negatively affected by witnessing cyberbullying incidents and are even more likely than direct victims of cyberbullying to report symptoms of stress. However, cyberbystanders are understudied in the cyberbullying literature because most research predominantly focuses on perpetrators or direct victims of…

In the current study, we sought to understand relations among the key intervention targets of social-emotional and character development (SECD) interventions: character virtues, Positive Purpose, and social-emotional learning (SEL). Sixth, seventh, and eighth grade students (n = 1011, ages 11 to 16, M = 12.94, SD = 1.00) from five urban middle…

Emotional skills underpin what teachers do. However, relatively few studies have investigated whether these skills can be formally learnt by teachers and the benefits enhancing teachers' social-emotional skills may have on students. The current research aimed to develop an intervention to improve teachers' social-emotional skills in the classroom…

This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project (CFSP), aimed to reduce cyberbullying among grade 8 students during 2010-2012. In each year, 14-15 year old student "cyber" leaders acted as catalysts to develop and implement whole-school activities to reduce cyberbullying-related…

Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about…