PUBLISHED papers resulting from SURE Project
Published articles
Bivol, M., Herrero Romero, R., Granizo, L., Shenderovich, Y., Shukla, S. & Kotova, M. (2024). Mechanisms behind school-based interventions to improve migrant adolescents' and youth's wellbeing through a whole-school approach: A Realist Review. PROSPERO 2024 CRD42024574074. https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42024574074
Grealy, K. (2023). La percepción de profesionales de las entidades sociales sobre las necesidades, el desarrollo y la atención a adolescentes y jóvenes migrantes en Madrid capital. [Perception by professionals from social entities of their assistance to adolescent and young migrants’ needs and development in Madrid]. Master thesis. Universidad Autónoma de Madrid. https://repositorio.uam.es/handle/10486/710967
Grealy, K., Herrero Romero, R., Granizo, L., van der Meulen, K. & del Barrio, C. (2024). La atención a adolescentes y jóvenes migrantes en entidades sociales en la Comunidad de Madrid. Necesidades, buenas prácticas y recomendaciones. [Assistance to adolescents and young migrants in social entities in the Community of Madrid. Needs, good practices and recommendations]. Research report. https://www.sure-project.com/noticias
Articles under review
Herrero Romero, R., van der Meulen K., Granizo, L., del Barrio, C., Puyol, P., Lara, L., & Olmos, R. (under review). Interpersonal risk and protective factors for adolescents’ psychosocial wellbeing in secondary education: A latent profile analysis. Journal of Psychosocial Intervention.
Lara, L., van der Meulen., K, Olmos, R., Granizo, L. & Herrero Romero, R. (under review). Desarrollo y validación de un cuestionario para evaluar el clima escolar desde la perspectiva del alumnado de Educación Secundaria. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica (RIDEP)
Articles submitted to journals for publication
Puyol, P., Herrero Romero, R., van der Meulen, K., del Barrio, C. & Granizo, L. (submitted). Psychosocial wellbeing of adolescents and youths from a migrant/non-migrant background: A comparative study.
Articles in preparation
Bivol, M., Herrero Romero, R., Granizo, L., Shenderovich, Y., Shukla, S. & Kotova, M. (in preparation). Mechanisms behind school-based interventions to improve migrant adolescents' and youth's wellbeing through a whole-school approach: A Realist Review.
Puyol, P., van der Meulen, K., Herrero Romero, R., Patel, N. & Olmos, R. (in preparation). The influence of acculturation processes on the associations between ethnic discrimination and educational engagement in migrant background youths.
Granizo, L., Puyol, P., van der Meulen, K. & del Barrio, C. (in preparation). Young migrants’ perceptions of barriers and support from school, teachers, peers and family.
Van der Meulen, K., Granizo, L., del Barrio, C., Herrero Romero, R. & Puyol, P. (in preparation). School climate in the eyes of young migrants: a mixed-method study.
PUBLICATIONS by SURE Project researchers related to SURE study themes
(by year and alphabetic order)
2024
Blackwell, A., Gardner, F., Parras Cardona, JR., Herrero Romero, R., J., Fang, Z., Taakur, S., WHO (2024). Designing, implementing, evaluating, and scaling up parenting interventions: A handbook for decision-makers and implementers. World Health Organization. https://www.who.int/publications/b/68499
Chen, Y. & van der Meulen, K. (2024). Percepción de las relaciones familiares y orientación cultural en jóvenes de origen chino en España [Perception of family relationships and cultural orientation among youth of Chinese origin in Spain]. Migraciones, 1–24. https://doi.org/10.14422/mig.2024.010
Fang, Z., Martin, M., Copeland, L., Evans, R. & Shenderovich, Y. (2024). Parenting interventions during the COVID-19 pandemic: A systematic review of the rationales, process, feasibility, acceptability, and impacts of adaptation. Trauma, Violence & Abuse, 25(5). https://doi.org/10.1177/15248380241266183
Herrero Romero, R., Gardner, F. & Lachman, J. (in press, 2024). Designing and Implementing Parenting Interventions in Latin America and Caribbean: A guide for decision-makers. Guide commissioned by PAHO.
Lara, L., Miranda-Zapara, E., Saracostti, M., & de-Toro, X. (in press, 2024). The predictive influence of family, teachers, and peers on affective, cognitive, and behavioral school engagement in primary and secondary school students. Revista de Psicodidáctica.
Loureiro, C., van der Meulen, K. & del Barrio, C. (2024). Why I listen to music: Emotion regulation and identity construction through music in mid-adolescence. Empiria, 60(1), 145-168. https://doi.org/10.5944/empiria.60.2024.39285
Martin, M., Shenderovich, Y., Caron, E., Smith, J. D., Siu, G. & Breitenstein, S. M. (2024). The case for assessing and reporting on facilitator fidelity: Introducing the fidelity of implementation in parenting programs guideline. Global Implementation Research and Applications 4, 1-10.
Shukla, S., Abejirinde, I. O., Meyer, S. R., Shenderovich, Y. & Steinert, J. I. (2024). Mechanisms behind gender transformative approaches targeting adolescent pregnancy in low- and middle-income countries: a realist synthesis protocol. Systematic Reviews 13(1), article 95. https://doi.org/10.1186/s13643-024-02513-4
2023
Brugman, D., van der Meulen, K., & Gibbs, J. C. (2024). Moral judgment, self-serving cognitive distortions, and peer bullying among secondary school adolescents. Journal of Moral Education, 53(3), 412–432 (online 05/2023). https://doi.org/10.1080/03057240.2023.2209289
Martin, M., Steele, B., Spreckelsen, T. F., Lachman, J. M., Gardner, F. & Shenderovich, Y. (2023). The association between facilitator competent adherence and outcomes in parenting programs: A systematic review and SWiM analysis. Prevention Science 24, 1314-1326. https://doi.org/10.1007/s11121-023-01515-3
Moore, G., Evans, R. E., Hawkins, J., Shenderovich, Y. & Young, H. (2023). What does 'following the guidance' mean in an era of increasingly pluralistic guidance for the development, evaluation and implementation of interventions? Journal of Epidemiology and Community Health 77, 753-754. https://doi.org/10.1136/jech-2023-220880
Rudgard, W. E., Granvik Saminathen, M., Orkin, M., Banougnin, B. H., Shenderovich, Y. & Toska, E. (2023). Protective factors for adolescent sexual risk behaviours and experiences linked to HIV infection in South Africa: a three-wave longitudinal analysis of caregiving, education, food security, and social protection. BMC Public Health 23, article 1452. https://doi.org/10.1186/s12889-023-16373-5
Shenderovich, Y. et al. (2023). Family-focused intervention to promote adolescent mental health and well-being in Moldova and North Macedonia (FLOURISH): Feasibility study protocol. BMJ Open 13, article e080400. https://doi.org/10.1136/bmjopen-2023-080400
Shukla, S., Castro Torres, A. F., Vasumati Satish, R., Shenderovich, Y., Omolade Abejirinde, I. & Steinert, J. I. (2023). Factors associated with adolescent pregnancy in Maharashtra, India: a mixed-methods study. Sexual and Reproductive Health Matters 31(1), article 2249284. https://doi.org/10.1080/26410397.2023.2249284
2022
Moore, G., Anthony, R., Angel, L., Hawkins, J., Morgan, K., Copeland, L., Murphy, S., Van Godwin, J., & Shenderovich, Y. (2022). Mental health and life satisfaction among 10–11-year-olds in Wales, before and one year after onset of the COVID-19 pandemic. BMC Public Health, 22, 379. https://doi.org/10.1186/s12889-022-12752-6
Shenderovich, Y., Sacolo-Gwebu, H., Fang, Z., Lachman, J., Cluver, L., Ward, C. (2022). Adaptations and staff experiences in delivering parenting programmes and other family support services in three community-based organisations in Cape Town, South Africa during the COVID pandemic. Global Public Health, 18(1), 2129725. https://doi.org/10.1080/17441692.2022.2129725
2021
Herrero Romero, R., & de Oliveira Correa, A. (2021). Mapping of parenting programmes for adolescents in Latin America and the Caribbean: Guidance on the implementation and evaluation of parenting programmes for parents of adolescents and adolescent parents. UNICEF Latin America and Caribbean Regional Office.
Herrero Romero, R., Hall, J. E., Cluver, L., Meinck, F., & Hinde, E. (2021). How does exposure to violence affect school delay and academic motivation for adolescents living in socio-economically disadvantaged communities in South Africa? Journal of Interpersonal Violence. https://doi.org /10.1177/088626051877959
Karga, S., Chatzipemou, T., & Bibou-Nakou, I. (2021). Parents and bullying. In P. K. Smith & J. O. Norman (Eds.), The Wiley Blackwell handbook of bullying: A comprehensive and international review of research and intervention (pp. 433–449). Wiley Blackwell. https://doi.org/10.1002/9781118482650.ch24
Lara, L., Dominguez-Lara, S., Gómez-Espino, J. M., Acevedo, F., Aparicio, J., Saracostti. M., & Miranda-Zapata, E. (2021). Adaptación y validación del Cuestionario de Compromiso Escolar en países iberoamericanos [Adaptation and validation of Questionnaire of School engagement for Ibero-American countries]. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 59(2), 95-108. https://doi.org/10.21865/RIDEP59.2.08
Shenderovich, Y., Boyes, M., Degli Esposti, M., Casale, M., Toska, E., Roberts, K. J., Cluver, L. (2021). Adolescent-caregiver relationships and mental health outcomes among adolescents living with HIV: A prospective cohort study in South Africa. BMC Public Health, 21, 172. https://www.doi.org/10.1186/s12889-020-10147-z
Van der Meulen, K., del Barrio, C., Solovera, B., Nieto, M. & Corrochano, L. (2021). Proyecto Cibermentores-Tres Cantos: una experiencia de ayuda entre iguales en el buen uso de las TIC [Cybermentors-Tres Cantos Project: an experience of peer support in the proper use of ICT]. Cuadernos de Pedagogía, 520, 52-57.
Van der Meulen, K., Granizo, L. & del Barrio, C. (2021). Emotional peer support interventions for students with SEND: a systematic review. Frontiers in Psychology, 12, Artículo 797913.
https://doi.org/10.3389/fpsyg.2021.797913
Vega, L. & Hoyos, O. (2021). Procesos de aculturación en una población de migrantes venezolanos radicados en una ciudad fronteriza [Acculturation processes among Venezolan migrants living in a border town]. Unpublished Master thesis (L Vega’s). Universidad del Norte. Colombia
2016 - 2020
Bibou-Nakou, I. (2016). Needs Assessment and Awareness Raising Program for Bullying in Schools. Technical Report, Daphne Project EU.
Bibou, I. et al (2018). A digital/online educational module & monitoring/recommendations guidelines for trainers regarding the psychosocial support of refugees. SUCRE-IO4-PSS Μonitoring recommendations guidelines. Technical Report.
Bibou-Nakou, I. (2018). Temporality as a contested issue of the psychosocial role of NGOs in responding to refugees in Greece. Images of refugees in the age of populism: the role of academia, NGOs and social media. IASFM, Thessaloniki.
Bibou-Nakou I. & A. Markos (2017): Greek teachers’ experience and perceptions of child abuse/neglect, Advances in School Mental Health Promotion. http://dx.doi.org/10.1080/1754730X.2017.1333916
Del Barrio, C. (2016). Implicar a los estudiantes [Involving students]. Diario El País, 14/10/2016, p. 23, national ed.
http://politica.elpais.com/politica/2016/10/14/actualidad/1476460914_270844.html
Del Barrio, C. & van der Meulen, K. (2017). ¿Y qué ocurre en secundaria? [What is going on in Secondary education]. Cuadernos de Pedagogía, 480, 18-21. Monograph From violence to caring. Ideas and strategies to improve interpersonal relationships in schools.
Frick, L.T., Menin, M.S.S., Tognetta, L.R.P. & del Barrio, C. (2019). Estratégias antibullying para o ambiente escolar. Revista IberoAmericana de Estudos em Educação, 14(3), 1152-1181. https://doi.org/10.21723/riaee.v14i3.12380
Granizo, L. (2019). ¿Para qué venir a la escuela?: la visión del alumnado [Why to come to school: students’ views]. In VVAA, Investigación en el ámbito escolar: un acercamiento multidimensional a las variables psicológicas y educativas (pp. 205-210). ASUNIVEP.
Granizo, L., van der Meulen, K., & del Barrio, C. (2019). Voz y acción en el instituto: cómo el alumnado de secundaria percibe su participación [Voice and action in the school: how secondary education students perceive their participation]. Revista Internacional de Educación para la Justicia Social (RIEJS) 8(2), 131-145. ISSN 2254-3139. https://doi.org/10.15366/riejs2019.8.2.007
Herrero Romero, R., Cluver, L., Hall, J., & Steinert, J. (2018). Socioeconomically disadvantaged adolescents and educational delay in two provinces in South Africa: Impacts of personal, family and school characteristics. Education as Change, 22 (1), 1-22. https://doi.org/10.25159/1947-9417/2308
Herrero Romero, R., Hall, J., & Cluver, L. (2018). Exposure to violence, teacher support and school delay amongst adolescents in South Africa. British Journal of Educational Psychology, 81(1), 1-21. http://doi.org/10.1111/bjep.12212
Herrero Romero, R., Hall, J. E., Cluver, L., & Meinck, F. (2018). Can supportive parenting protect against school delay amongst violence-exposed adolescents in South Africa? Child Abuse & Neglect, 78, 31-45. http://doi.org/10.1016/j.chiabu.2017.09.025
Herrero Romero, R., Shenderovich, Y., Steinert, J., Meinck, F., & Hamel, K. (2018). Technical Report for Violence Free Schools (component of the Safe Schools common approach). Save the Children. https://www.ungei.org/publication/technical-report-violence-free-schools
Higginson, A., Benier, K., Shenderovich, Y., Bedford, L., Mazerolle, L., & Murray, J. (2018). Factors associated with youth gang membership in low- and middle- income countries: a systematic review. Campbell Systematic Reviews, 14(1), 1-128. https://www.doi.org/10.4073/csr.2018.11
Lara, L. (2017). Adolescentes latinoamericanos en España: Aculturación, autonomía conductual, conflictos familiares y bienestar subjetivo [Latin-American students in Spain: acculturation, behavioural autonomy, family conflicts and subjective wellbeing]. Universitas Psychologica, 16(2), 1-11. https://doi.org/10.11144/Javeriana.upsy16-2.alea
Lara, L. (2018). Ethnic identities of immigrant and native adolescents: Development and relationship to life satisfaction. Psicologia: Reflexão e Crítica, 31(19), 1-9. https://doi.org/10.1186/s41155-018-0100-5
Lara, L. & Martínez-Molina, A. (2016). Validación de la Escala de Identidad Étnica Multigrupo-Revisada en adolescentes inmigrantes y autóctonos residentes en España [Validation of Multigroup Ethnic Identity Scale-Revised in immigrant and native adolescents in Spain]. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14(1), 591-601.
https://doi.org/10.11600/1692715x.14140110515.
Murray, J., Shenderovich, Y., Gardner, F., Mikton, C., Derzon, J. H., Liu, J., & Eisner, M. (2018). Risk factors for antisocial behavior in low-and middle-income countries: A systematic review of longitudinal studies. Crime and Justice, 47(1), 255-364. https://www.doi.org/10.1086/696590
Shenderovich, Y., Eisner, M., Cluver, L. D., Doubt, J., Berezin, M., Majokweni, S., & Murray, A. L. (2018). What affects attendance and engagement in a parenting programme in South Africa? Prevention Science, 19(7), 977-986. https://www.doi.org/10.1007/s11121-018-0941-2
Shenderovich, Y., Eisner, M., Cluver, L. D., Doubt, J., Berezin, M., Majokweni, S., & Murray, A. L. (2019). Delivering a parenting programme in rural South Africa: The impact of implementation on intervention outcomes. Journal of Child and Family Studies, 28(4), 1005-1017.
https://www.doi.org/10.1007/s10826-018-01319-y
Shenderovich, Y., Thurston, A., & Miller, S. (2016). Cross-age tutoring in kindergarten and elementary school settings: A systematic review and meta-analysis. International Journal of Educational Research, 76, 190-210. https://www.doi.org/10.1016/j.ijer.2015.03.007
Sutherland, A., Harshfield, A., Shenderovich, Y. (2019). Trial evaluation protocol: Primary Science Quality Mark. Londres: Education Endowment Foundation.
Sutherland, A., Prideaux, R., Belanger, J., Broeks, M., & Shenderovich, Y., & van der Staaij, S. (2018). Motivating teachers with incentivised pay and coaching’ randomised control trial. RAND Europe. https://www.doi.org/10.7249/RR2145
Van der Meulen, K., Brugman, D., Hoyos, O. & del Barrio, C. (2019). Peer bullying, self-serving cognitive distortions and school moral climate perception in Spanish and Dutch secondary school students. Infancia y Aprendizaje/Journal for the Study of Education and Development, 42(2), 337-373. https://doi.org/10.1080/02103702.2019.1578923
Van der Meulen, K., Granizo, L., del Barrio, C. & de Dios, M.J. (2019). El programa EQUIPAR para Educadores: sus efectos en el pensamiento y la conducta social. [EQUIPforEducators Program: its effects in social thinking and behaviour]. Pensamiento Psicológico, 17(2), 89-105. https://doi.org/10.11144/Javerianacali.PPSI17-2.peee
2011 - 2015
Bibou-Nakou, I., Tsiantis, J., Assimopoulos, H., Chatzilambou, P., & Giannakopoulou, D. (2012). School factors related to bullying: a qualitative study of early adolescent students. Social Psychology of Education, 15(2), 125–145. https://doi.org/10.1007/s11218-012-9179-1
Del Barrio, C., Barrios, A., Granizo, L., van der Meulen, K., Andrés, S. & Gutiérrez, H. (2011). Contribuyendo al bienestar emocional de los compañeros: evaluación del Programa Compañeros Ayudantes en un instituto madrileño [Contributing to peers’ emotional wellbeing: evaluation of the Peer Support Program in a highschool in Madrid]. European Journal of Education & Psychology, 4(1), 5-17. http://www.redalyc.org/articulo.oa?id=129318734001
Del Barrio, C., de Dios, M.J., Montero, I. Martín, E., Ochaíta, E., Espinosa, M.A., Gutiérrez, H. & Barrios, A. (2011). Cyberbullying among Spanish secondary school students: A national survey. Proceedings of the 15th European Conference on Developmental Psychology (pp. 369-375). Bolonia: Medimond.
Del Barrio, C., Hoyos, O., Padilla, M.L. & Lara, L. (2013). La sociedad y el yo en la construcción de la identidad nacional [The society and the self in developing the national identity]. Studies in Psychology, 34(1), 49–59. https://doi.org/10.1174/021093913805403066
Del Barrio, C., Padilla, ML., Granizo, L., Lara, L., van der Meulen, K., García, M., Barrios, A. & Gutiérrez, H. (2012). ¿Cuál es mi país? Diversidad en la identidad nacional de adolescentes de origen extranjero [Which country is my country? Diversity in national identity among foreign-background adolescents]. In G Moreno, C Blanco y A Collado (Comps) Las migraciones internacionales en España en tiempos de crisis (pp. 2625-2635). Universidad del País Vasco. http://congresomigraciones2012.com/memoria/
Ferrer, R., Palacio, J., Hoyos, O. & Madariaga, C. (2014). Proceso de aculturación y adaptación del inmigrante: características individuales y redes sociales. Psicología desde el Caribe 31(3), 557-576. http://dx.doi.org/10.14482/psdc.31.3.4766
Granizo, L, del Barrio, C., Barrios, Á., van der Meulen, K., Gutiérrez, H., & Andrés, S. (2011). Compañeros ayudantes: los adolescentes como agentes de una cultura de cuidado mutuo. [Peer supporters: adolescents as agents of a mutual caring culture] Infocop online. National Council of Psychology, Spain.
Karga, S., Bibou-Nakou, I. & Giaglis, G. (2013). Parental views of children’s bullying experience, coping strategies and their association with parenting practices. In K. Dekker & M. Dijkstra (Eds) School bullying: Predictive factors, coping strategies and effects on mental health (Chap. 1). Nova Science Pub.
Lara, L. (2014). Psychological well-being of immigrants in Spain: The immigrant paradox. Procedia-Social and Behavioral Sciences, 132, 544-548. https://doi.org/10.1016/j.sbspro.2014.04.351
Lara, L., & García, M. (2012). El desarrollo de la identidad étnica en adolescentes colombianos: Un estudio comparativo entre adolescentes colombianos en Colombia y España [The development of ethnic identity: A comparative study between Colombian adolescents in Colombia and Spain]. In G Moreno, C Blanco y A Collado (Comps.) Las migraciones internacionales en España en tiempos de crisis (pp. 4476-4491). Universidad del País Vasco. http://congresomigraciones2012.com/memoria/
Lara, L., & Padilla, M. L. (2012). Actitudes de aculturación y valores personales de los adolescentes autóctonos [Acculturation attitudes and personal values in native adolescents]. International Journal of Developmental and Educational Psychology, 1(1), 337-346. https://www.redalyc.org/pdf/3498/349832342034.pdf
Smith, P.K., del Barrio, C. & Tokunaga, R. (2013) Definitions of Bullying and Cyberbullying: How Useful Are the Terms? In S. Bauman, D. Cross y J. Walker (Eds) Principles of Cyberbullying Research. Definitions, measures and methodology (pp.26-40). Routledge.
Van der Meulen, K & del Barrio, C (2015). Yuganda Ninchi ga Umidasu Hanshakaiteki Koudou [Applying EQUIP for Educators in Spanish Secondary Education]. In H Yoshizawa, A Onishi, G Gini & T Yoshida (Eds), Cognitive distortions of antisocial youth: Research and treatment (pp. 191-208, 253-255). Kitaohji. http://www.kitaohji.com/english_data/contents_and_affiliation_English.pdf
2006 - 2010
Defensor del Pueblo [Spanish Ombudsman]-UNICEF (2007) Violencia escolar: el maltrato entre iguales en la educación secundaria obligatoria 1999-2006. Nuevo estudio y actualización del Informe 2000 [School violence: peer bullying in Compulsory Secondary Education 1999-2006. New study and Report 2000 updated]. Developed by C del Barrio, ME Espinosa, E Martín, E Ochaíta, I Montero, H Gutiérrez, A Barrios y MJ de Dios. The Office of the Spanish Ombudsman.
Del Barrio, C. & Hoyos, O. (2006). El significado cognitivo y afectivo de la identidad nacional en niños y adolescentes colombianos y españoles [Cognitive and emotional meaning of national identity in Colombian and Spanish children and adolescents]. En M. Carretero, A. Rosa y M. González, Enseñanza de la historia y memoria colectiva (pp. 145-167). Paidós.
Del Barrio, C., Martín E., Montero I., Gutiérrez H., Barrios A. & de Dios MJ. (2008). Bullying and social exclusion in Spanish secondary schools: National trends from 1999 to 2006. International Journal of Clinical & Health Psychology 8(3), 657-677.
DiBiase, A-M, Gibbs, J, Potter, B, van der Meulen K, Granizo, L & del Barrio, C (2010). EQUIPAR para Educadores: Adolescentes en situación de conflicto. Adaptación española de A-M DiBiase, J Gibbs & B Potter (2005): EQUIP for Educators: Teaching youth (grades 5-8) to think and act responsibly. La Catarata.
Granizo, L., Naylor, P. & del Barrio, C. (2006). Análisis de las relaciones sociales de los alumnos con Síndrome de Asperger en escuelas integradas de secundaria: un estudio de casos [Analysing interpersonal relationships of pupils with Asperger Syndrome in mainstream secondary schools: a six-case study]. Revista de Psicodidáctica 11(2), pp.281-291. http://www.redalyc.org/articulo.oa?id=17511208
Gutiérrez, H., Barrios, A., de Dios, MJ., Montero I. & del Barrio C. (2008). The incidence of peer bullying as multiple maltreatment among Spanish Secondary Education students. International Journal of Psychology and Psychological Therapy, 8(2), 247-257.
Lara, L., & Padilla, M. L. (2009). Conflicts and autonomy in adolescents: A comparative study between immigrants and non-immigrants. En R. Zukauskiene (Ed., 2010), Proceedings of the 14 European Conference on Developmental Psychology (pp. 375-379). Medimond. http://www.edlearning.it/proceedings/moreinfo/20090818_index.pdf
Lara, L., & Padilla, M. (2010). Valores en adolescentes inmigrantes y autóctonos: Un estudio comparativo [Values in immigrant and native adolescents: A comparative study]. International Journal of Developmental and Educational Psychology, 1(4), 635-642. https://www.redalyc.org/pdf/3498/349832327067.pdf
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 Meulen, K, Gutiérrez, H, del Barrio, C, Hernández, JM & Eguren, P (2006): La respuesta ante el maltrato por abuso de poder hacia el alumnado con síndrome de Asperger o con discapacidad visual [Reacting to bullying to students with Asperger Syndrome or visual impairment]. International Journal of Developmental & Educational Psychology, 3(1), 343-354.
2000 - 2005
Alonqueo P. & del Barrio, C. (2003): The incidence and meaning of peer bullying in a multi-ethnic school. In A. Ross (Ed.) A Europe of Many Cultures (pp. 113-122). CiCe Pub.
Del Barrio, C., Almeida, A., van der Meulen, K., Barrios, A. & Gutiérrez, H. (2003). Representations of peer victimization, emotional attributions and coping strategies using a narrative tool: SCAN-Bullying. Journal for the Study of Education and Development 26(1), 63-78. https://doi.org/10.1174/02103700360536437
Del Barrio C., Gutiérrez H., Hoyos O., Barrios A., van der Meulen K. & Smorti A. (2000). Final report on the use of semi-structured interviews and qualitative approaches to study bullying and social exclusion in schools. http://www.gold.ac.uk/tmr
Del Barrio C., Martín E., Montero I., Fernández I. & Gutiérrez H. (2001) Bullying in Spanish secondary schools: A study on a national scale for the Ombudsman's Report on School Violence. The International Journal of Children’s Rights, 9, 241-257.
Del Barrio, C., van der Meulen, K. & Barrios, A. (2002) Otro tipo de maltrato: el abuso de poder entre escolares [Another type of maltreatment: peer abuse of power]. Bienestar y Protección Infantil, 1 (3), 37-69.
Hoyos, O., del Barrio C & Corral A. (2003): The meaning of national identity amongst Spanish and Colombian children and adolescents. En A. Ross (Ed.) A Europe of Many Cultures (pp.441-448). CiCe Pub. Reproducido como: El significado de la identidad nacional entre niños y adolescentes españoles y colombianos. Psicología desde el Caribe, 13, 74-109
Martín E, Fernández I, Andrés S, del Barrio C & Echeita G (2003) La intervención en los centros escolares: mejora de la convivencia y prevención de conflictos [Intervention in schools: improving interpersonal relationships and preventing conflict]. Infancia y Aprendizaje/Journal for the Study of Education and Development 26(1), 79-95.
Schäfer, M., Korn, S., Smith, P.K., Hunter, S.C., Mora-Merchán, J.A., Singer, M.M., & van der Meulen, K. (2004). Lonely in the crowd: Recollections of bullying. British Journal of Developmental Psychology, 22, 379-394. https://doi.org/10.1348/0261510041552756
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