Selected Publications

Fredrick, S. S., Jenkins, L., & Dexter, C. (in press). Defenders. In L. Rosen, S. Scott, & S. Kim (Eds.), Bullying in My Eyes: Understanding the Vantage Point of the Bully, Victim, and Bystander. London, United Kingdom: Palgrave Macmillan.

Fredrick, S. S., Jenkins, L., & Ray, K. (2020). Dimensions of empathy and bystander intervention in bullying in elementary school. Journal of School Psychology, 79, 31-42. 

Jenkins, L. N., Fredrick, S. S., & Nickerson, A. (2018). The assessment of bystander intervention in bullying: Examining measurement invariance across gender. Journal of School Psychology, 69, 73-83. 

Jenkins, L. N. & Fredrick, S. S. (2017). Social capital and bystander behavior in bullying: Internalizing problems as a barrier to prosocial intervention. Journal of Youth and Adolescence, 46, 757-771.  

Nickerson, A. B., Aloe, A. M., & Werth, J. M. (2015). The relation of empathy and defending in bullying: A meta-analytic investigation. School Psychology Review, 44, 372-390.

Werth, J. M., Nickerson, A. B., Aloe, A. M., & Swearer, S. M. (2015). Bullying victimization and the social and emotional maladjustment of bystanders: A propensity score analysis. Journal of School Psychology, 53, 295-308.

Nickerson, A. B., Aloe, A. M., Livingston, J. A. & Feeley, T. H. (2014). Measurement of the bystander intervention model for bullying and sexual harassment. Journal of Adolescence, 37, 391-400. 

Nickerson, A. B., & Taylor, D. (2014). Empathetic responsiveness, group norms, and prosocial affiliations in bullying roles. School Psychology Quarterly, 29, 99-109. 

Nickerson, A. B., Mele, D., & Princiotta, D. (2008). Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions. Journal of School Psychology, 46, 687-703. 

Nickerson, A. B., Shisler, S. M., Eiden, R. D., Ostrov, J. M., Schuetze, P., Godleski, S. A., & Delmerico, A. M. (2020). A longitudinal study of gun violence attitudes: Role of childhood aggression and exposure to violence, and early adolescent bullying perpetration and victimization. Journal of School Violence, 19, 62-76.

Dorio, N., Fredrick, S. S., & Demaray, M. K. (2019). School engagement and the role of peer victimization, depression, and rumination. Journal of Early Adolescence, 39, 962-992. 

Livingston, J., Derrick, J., Testa, M., Wang, W., Nickerson, A., Espelage, D., & Miller, K. (2019). Proximal associations among bullying, mood, and substance use: A daily report study. Journal of Child and Family Studies, 28, 2558-2571. 

Fredrick, S. S., & Demaray, M. K. (2018). Peer victimization and suicidal ideation: The role of gender and depression in a school-based sample. Journal of School Psychology, 67, 1-15. 

Cosgrove, H., Nickerson, A. B., & DeLucia-Waack, J. (2017). Past peer victimization and current adult attachment in college students. Journal of College Counseling, 20, 22-36.  

Nickerson, A. B., & Orrange-Torchia, T. (2015). The mental health impact of bullying. In P. Goldblum, D. Espelage, J. Chu, & B. Bongar (Eds.), The challenges of youth bullying and suicide (pp. 39-49). New York: Oxford University Press.

Nickerson, A. B.  (2019). Preventing and intervening with bullying in schools: A framework for evidence-based practice. School Mental Health, 11, 15-28. 

Drevon, D. D., Kim, S. Y., & Fredrick, S. S. (2018). Natural mentoring relationships as a protective factor for victims of bullying. Journal of School Violence, 17, 405-416. 

Cook, E. E., Nickerson, A. B., Werth, J. M., & Allen, K. P. (2017). Service providers’ attributions about and responses to bullying of individuals with disabilities. Journal of Intellectual Disabilities, 21, 277-296. 

Cosgrove, H., & Nickerson, A. B. (2017). Anti-bullying/harassment legislation and educator perceptions of severity, effectiveness, and school climate: A cross-sectional analysis. Educational Policy, 31, 518-545. 

Jenkins, L. N., Fredrick, S. S., & Wenger, J. L. (2017). Peer victimization and social-emotional outcomes: The role of teacher and peer support. Aggressive Behavior, 44, 176-184. 

Sherer, Y. C., & Nickerson, A. B. (2010). Anti-bullying practices in American schools: Perspectives of school psychologists. Psychology in the Schools, 47, 217-229. 

Kim, S., & Fredrick, S. S. (in press). North America commentary. In T. Yuichi & O. Insoo (Eds.), Tackling Internet Abuse and Cyberbullying: Innovative Usage of Games, Apps, and Manga. New York: Routledge.

Kwon, M., Seo, Y., Nickerson, A. B., Dickerson, S., Park, E., & Livingston, J. A. (2020). Sleep quality as a mediator of the relationship between cyber victimization and depression. Journal of Nursing Scholarship. Online first publication. 

Nickerson, A. B., Guttman-Lapin, D., & VanHout, S. (2018). Bullying and cyberbullying prevalence as a form of violence in education. In H. Shapiro (Ed.), The handbook of violence in education: Forms, factors, and preventions (pp. 327-358). Hoboken, NJ: Wiley & Sons.

Brown, C. F., Demaray, M. K., & Secord, S. M. (2014). Cyber victimization in middle school and relations to social emotional outcomes. Computers in Human Behavior, 35, 12-21. 

Nickerson, A. B., & Schildkraut, J. (2021). State anxiety prior to and after participating in lockdown drills among students in a rural high school. School Psychology Review, 1-13. doi: 10.1080/2372966X.2021.1875790

Schildkraut, J., Nickerson, A. B., & Ristoff, T. (2020). Locks, lights, out of sight: Assessing students’ perceptions of emergency preparedness across multiple lockdown drills. Journal of School Violence, 19, 93-106. https://doi.org/10.1080/15388220.2019.1703720

Schildkraut, J., & Nickerson, A. B. (2020). Ready to respond: Effects of lockdown drills and training on school emergency preparedness. Victims and Offenders, 15, 619-638. doi.org/10.1080/15564886.2020.1749199

Nickerson, A. B., & Cornell, D. (2019). Threat assessment and school crisis preparedness. In M. Mayer & D. Osher (Eds). Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook for Education, Safety, and Justice Professionals, Families, and Communities. New York: Praeger.

Nickerson, A.B., Cook, E., Cruz, M., & Parks, T. (2019). Transfer of school crisis prevention and intervention training knowledge and skills: Training, trainee, and work environment predictors. School Psychology Review, 48, 237-250.

Nickerson, A. B., & Cornell, D. Crisis prevention, response, and recovery (2019). In S. R. Jimerson & M. Mayer (Eds.), School safety and violence prevention: Science, practice, and policy driving change (pp. 223-246). Washington, DC: American Psychological Association.

Nickerson, A. B., Serwacki, M. L., Brock, S. E., Savage, T. A., Woitaszewski, S. A., & Reeves, M. A. (2014). Program evaluation of the PREPaRE School Crisis Prevention and Intervention Training Curriculum. Psychology in the Schools, 51, 466-479. 

Nickerson, A., Tulledge, J., Manges, M., Kesselring, S., Parks, T., Livingston, J. A., & Dudley, M. (2019). Randomized controlled trial of the Child Protection Unit: Grade and gender as moderators of CSA prevention concepts in elementary students. Child Abuse and Neglect, 96. 

Kim, S., Nickerson, A. B., Livingston, J., Dudley, M., Manges, M., Tulledge, J., & Allen, K. (2019). Teacher outcomes from Second Step Child Protection Unit: Moderating roles of preparedness and treatment acceptability. Journal of Child Sexual Abuse, 28, 726-744. 

Allen, K., Livingston, J., & Nickerson, A. (2019). Child sexual abuse prevention education: A qualitative study of teachers’ experiences implementing the Second Step Child Protection Unit. American Journal of Sexuality Education. Online first publication. 

Nickerson, A. B., Livingston, J. A., & Kamper-DeMarco, K. (2018). Evaluation of Second Step Child Protection videos: A randomized controlled trial. Child Abuse & Neglect, 76, 10-12. 

Ettekal, I., Eiden, R., Nickerson, A. B., Molnar, D. S., & Schuetze, P. (2019). Developmental cascades to children’s conduct problems: The role of socioeconomic adversity, maternal sensitivity, depression and substance use, and children’s conscience. Development and Psychopathology, 32, 85-103. 

Lemke, M., & Nickerson, A. B. (2020). Educating refugee and hurricane displaced youth in troubled times: Countering a politics of fear through identity- and trauma-informed schooling. Children’s Geographies. Online first publication. 

Perry, K. J., Ostrov, J. M., Shisler, S., Eiden, R. D., Nickerson, A. B., Godleski, S. A., & Schuetze, P. (2020). Pathways from early family violence to adolescent reactive aggression and violence victimization. Journal of Family Violence. Online first publication. 

Yang, C., Fredrick, S., Nickerson, A., Jenkins, L., & Xie, J. S. (2019). Initial Development and Validation of the Multidimensional Teacher Victimization Scale. School Psychology, 34, 244-252. 

Yang, C., Jenkins, L., Fredrick, S., Chen, C., Xie, J., & Nickerson, A. (2019). Teacher victimization by students in China: A multilevel analysis. Aggressive Behavior, 45, 169-180. 

Fredrick, S. S., Traudt, S., & Nickerson, A. (in press). Social emotional learning practices in schools and bullying prevention. In J. Liew, T. Spinrad, & D. Fisher (Eds.), Encyclopedia of Education. New York: Routledge.

Fredrick, S. S., Drevon, D. D., & Jervinsky, M. (2019). Measurement invariance of the Student Risk Screening Scale across time and gender. School Psychology Quarterly, 34, 159-167. 

Nickerson, A., Fredrick, S. S., Allen, K., & Jenkins, L. (2019). Social Emotional Learning (SEL) practices in schools: Effects on perceptions of bullying victimization. Journal of School Psychology, 73, 74-88.  

Nickerson, A. B. (2018). Can SEL reduce school violence? Educational Leadership, 76, 46-50.

Nickerson, A. B., & Fishman, C. (2013). Promoting mental health and resilience through strength-based assessment in US schools. Educational and Child Psychology, 30, 7-17.

Nickerson, A. B., & Fishman, C. (2009). Convergent, divergent, and predictive validity of the Devereux Elementary Student Strength Assessment. School Psychology Quarterly, 24, 48-59.