Access our publications on topics such as bullying, cyberbullying, and other forms of aggression. Also learn more about our work on school crisis prevention and intervention, child sexual abuse prevention, and social emotional learning.
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.
Schildkraut, J., & Nickerson, A. B. (2020). Ready to respond: Effects of lockdown drills and training on school emergency preparedness. Victims and Offenders. Online first publication.
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.