Sarah Woods
Biographic Data
| ID | 5706085 |
|---|---|
| NAME | Sarah Woods |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Woods |
| SIGNATURE | WOODS S |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0001-5084-5384 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 1 |
Individual and social network predictors of the short‐term stability of bullying victimization in the United Kingdom and Germany
Background. There is still relatively little research on the social context within which bullying develops and remains stable. Aim. This study examined the short‐term stability of bullying victimization among primary school students in the United Kingdom and Germany (mean age, 8.9 years) and the individual and social network factors that contributed to remaining a victim of bullying. Sample. The sample consisted of 454 children (247 males and 207…
Effectiveness of Witness Preparation and Cross-Examination Non-Directive and Directive Leading Question Styles on Witness Accuracy and Confidence
There is presently little research that examines the effects of preparing witnesses to give the most accurate evidence in court. The aim of the investigation reported in this article was to explore whether witness preparation in the form of preparation statements would impact upon outcomes in respect of cross-examination questioning strategies employed in court. Specifically, the study focused upon familiarisation and leading question style effec…
Affective Agents for Education Against Bullying
Expressive characters in anti-bullying education
Expressive behaviour can be considered a subset of behaviour in general for an embodied agent, whether this is a living human, a robot or a graphically embodied synthetic character. We can think of it as that behaviour interpreted by others as directly signalling an affective state. It may be a distinctly produced behaviour, as in facial expression or gesture, but it may also be a behavioural modifier as in posture or tone of voice. Because in pr…
Direct and relational bullying among primary school children and academic achievement
Bullying and victimization of primary school children in England and Germany
Differences in definitions and methodologies for assessing bullying in primary school children between countries have precluded direct comparisons of prevalence rates and school factors related to bullying. A total of 2377 children in England (6-year-olds/Year 2: 1072; 8-year-olds/Year 4: 1305) and 1538 in Germany (8-year-olds/Year 2) were questioned individually using an identical standard interview. In both countries the types of bullying to vi…
The Association between Direct and Relational Bullying and Behaviour Problems among Primary School Children
The prevalence of direct and relational bullying and their differential relationship to behaviour problems in young primary school children was investigated. Individual interviews were conducted with 1982 children aged 6–9 years (mean age 7.6 years) and 1639 parents completed the Strength and Difficulties Questionnaire regarding behaviour problems of their children. Of the 1639 children with both data sets, 4.3% were direct bullies, 39.8% victims…
Bullying and victimization of primary school children in England and Germany
Differences in definitions and methodologies for assessing bullying in primary school children between countries have precluded direct comparisons of prevalence rates and school factors related to bullying. A total of 2377 children in England (6-year-olds/Year 2: 1072; 8-year-olds/Year 4: 1305) and 1538 in Germany (8-year-olds/Year 2) were questioned individually using an identical standard interview. In both countries the types of bullying to vi…
The Association between Direct and Relational Bullying and Behaviour Problems among Primary School Children
The prevalence of direct and relational bullying and their differential relationship to behaviour problems in young primary school children was investigated. Individual interviews were conducted with 1982 children aged 6–9 years (mean age 7.6 years) and 1639 parents completed the Strength and Difficulties Questionnaire regarding behaviour problems of their children. Of the 1639 children with both data sets, 4.3% were direct bullies, 39.8% victims…
Bullying and victimization of primary school children in England and Germany
Differences in definitions and methodologies for assessing bullying in primary school children between countries have precluded direct comparisons of prevalence rates and school factors related to bullying. A total of 2377 children in England (6-year-olds/Year 2: 1072; 8-year-olds/Year 4: 1305) and 1538 in Germany (8-year-olds/Year 2) were questioned individually using an identical standard interview. In both countries the types of bullying to vi…
Direct and relational bullying among primary school children and academic achievement
Affective Agents for Education Against Bullying
Expressive characters in anti-bullying education
Expressive behaviour can be considered a subset of behaviour in general for an embodied agent, whether this is a living human, a robot or a graphically embodied synthetic character. We can think of it as that behaviour interpreted by others as directly signalling an affective state. It may be a distinctly produced behaviour, as in facial expression or gesture, but it may also be a behavioural modifier as in posture or tone of voice. Because in pr…
Effectiveness of Witness Preparation and Cross-Examination Non-Directive and Directive Leading Question Styles on Witness Accuracy and Confidence
There is presently little research that examines the effects of preparing witnesses to give the most accurate evidence in court. The aim of the investigation reported in this article was to explore whether witness preparation in the form of preparation statements would impact upon outcomes in respect of cross-examination questioning strategies employed in court. Specifically, the study focused upon familiarisation and leading question style effec…
Individual and social network predictors of the short‐term stability of bullying victimization in the United Kingdom and Germany
Background. There is still relatively little research on the social context within which bullying develops and remains stable. Aim. This study examined the short‐term stability of bullying victimization among primary school students in the United Kingdom and Germany (mean age, 8.9 years) and the individual and social network factors that contributed to remaining a victim of bullying. Sample. The sample consisted of 454 children (247 males and 207…
Psychology (7 works) · Developmental psychology (5 works) · Bullying, Victimization, and Aggression (4 works) · Injury prevention (4 works) · Medicine (4 works) · Poison control (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Child Development and Digital Technology (3 works) · Social Psychology (3 works) · Aggression (2 works)