The researches at the CBR has written lots of articles. Here you can find an overview of the articles written in English in 2009. There are much more articles written in Norwegian (see the norwegian pages).

Bru, E. (2009). Academic outcomes in school classes with disruptive pupils. Social Psychology of Education, 12 (4), 461-479

Caravita, S., Di Blasio, P., & Salmivalli, C. 2009. Unique and interactive effects of empathy and social status on involvement in bullying. Social Development, 18 (1), 140-163

Caravita, S., Pöyhönen, V., & Salmivalli, C. 2009. Prosocial involvement in antisocial situations: defending the victims of bullying. In M. Pörhölä & T. Kinney (Eds.), Anti- and prosocial communication: Theories, methods, and applications, 18, 173-182. Peter Lang Publishers

Cosmovici, E., Idsoe, T, Bru, E. & Munthe, E. (2009). Perceptions of learning environment and on-task orientation among students reporting different achievement levels: A study conducted among Norwegian secondary school students. Scandinavian Journal of Educational Research, 53 (4), 379 ? 396

Chirita, R., Cosmovici, E.M.& Bolos, A. (2009). Atypical antipsychotics monotherapy in Type I bipolar disorder patients. Romanian Journal of Psychopharmacology, 1

Ellingsen, I. T., Størksen, I., & Stephens, P. (Publisert online 2009). Q methodology in social work research. International Journal of Social Research Methodology

Ertesvåg, S.K. (2009). Classroom leadership: the effect of a school development program. Educational psychology, 29 (5), 515-539

Ertesvåg, S.K., Roland, P., Vaaland, G.S., Størksen, S.& Veland, J. (In press) The Challenge of Continuation ?Schools? continuation of the Respect programme. Accepted for publication in Journal of Educational Change. Online June 2009

Fandrem, H. (2009). Psychological and sociocultural adaptation among adolescent in Norway with immigrant background. A study of depressive symptoms and bullying. Doctoral thesis. University of Stavanger

Fandrem, H., Strohmeier, D. & Roland, E. (2009). Bullying and Victimization among Native and Immigrant Adolescents in Norway: The Role of Proactive and Reactive Aggressiveness. Journal of Early Adolescents, 29 (6), 898-923

Fandrem, H., Sam, D. L. & Roland, E. (2009). Depressive Symptoms among Native and Immigrant Adolescents in Norway: The Role of Gender, Age and Urbanization. Social Indicators Research, 92 (1), 91-109.

Fandrem, H., Ertesvåg, S., Strohmeier, D. & Roland, E. (Publisert online 2009). Bullying and Affiliation ? A study of Peer group in Native Norwegian and Immigrant Adolescents in Norway. European Journal of Developmental Psychology.

Hodges, E., Peets,. K., & Salmivalli, C. 2009. A Person x Situation Approach to Understanding Aggressive Behavior and Underlying Aggressogenic Thought. In M. J. Harris (Ed.), Bullying, rejection, and peer victimization: A social cognitive neuroscience perspective. New York: Springer

Midthassel, U.V. & Minton, S.J. & O?Moore, M. (2009). Conditions for the implementation of anti-bullying programmes in Norway and Ireland: a comparison of contexts and strategies. Compare. A journal of comparative and international education, 39 (6), 273-750

Munthe, E. & Thuen, E. (2009). Lower secondary school teachers? perceptions of problems among students. Teachers and Teaching, 15, 563-578

Roland, E., Bru, E., Midthassel, U.V. & Vaaland, G.S. (Publisert online 2009). The Zero programme against bullying: effects of the programme in the context of the Norwegian manifesto against bullying. Social Psychology of Education.

Salmivalli, C., & Peets, K. 2009. Preadolescents? peer-relational schemas and social goals across relational contexts. Social Development, 18, 817-832

Salmivalli, C., Kärnä, A., & Poskiparta, E. 2009. From peer putdowns to peer support: A theoretical model and how it translated into a national anti-bullying program. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds). Handbook of Bullying in Schools: An International Perspective. New York: Routledge

Salmivalli, C., & Peets, K. 2009. Bullies, victims, and bully-victim relationships. In K. Rubin, W. Bukowski, & B. Laursen (Eds.), Handbook of Peer Interactions, Relationships, and Groups. New York: Guilford Press, pp. 322-340

Sitsema, J., Veenstra, R., Lindenberg, S., & Salmivalli, C. 2009. An Empirical Test of Bullies? Status Goals: Assessing Direct Goals, Aggression, and Prestige. Aggressive Behavior, 35, 57-67

Studsrød, I. & Bru, E. (2009). The Role of Perceived Parental Socialization in School Adjustment among Norwegian High School Students. British Journal of Educational Psychology, 79 (3), 529-546

Thorsen, A. A. (2009).Teachers' priorities and beliefs. A venture into beliefs, methodologies, and insights. Stavanger: University of Stavanger

Thuen, E. & Bru, E. (2009). Are changes in students perceptions of the learning environment related to changes in emotional and behavioural problems? School Psychology International, 3, 115-136.

Veland, J., Midthassel, U.V. & Idsoe, T. (2009). Socio-economic status and perceived social inclusion in school: Interactions of disadvantages. Scandinavian Journal of Educational Research, 53 (6), 515-531