Bonnie Woodward
Biographic Data
| ID | 6620823 |
|---|---|
| NAME | Bonnie Woodward |
| GIVEN NAMES | Bonnie |
| FAMILY NAME | Woodward |
| SIGNATURE | WOODWARD B |
| AFFILIATIONS | Department of Psychology University of Maryland Baltimore County Maryland USA |
| ORCID | 0000-0003-3147-1676 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Testing the effectiveness of the Developing Inclusive Youth program
The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likel…
When to intervene and take a stand
Children ( n = 121, M = 9.86 years, SD = 0.64) and adolescents ( n = 101, M = 12.84 years, SD = 0.69) evaluated proactive and passive bystander behaviour to intergroup name‐calling ( N = 222, 54% female). Scenarios depicted ingroup perpetrators and outgroup victims who were from a stigmatized group (ethnicity) or a non‐stigmatized group (school affiliation), with bystanders depicted as being proactive (intervening to help) or passive (failing to …
No prominent works on this page.
Testing the effectiveness of the Developing Inclusive Youth program
The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likel…
When to intervene and take a stand
Children ( n = 121, M = 9.86 years, SD = 0.64) and adolescents ( n = 101, M = 12.84 years, SD = 0.69) evaluated proactive and passive bystander behaviour to intergroup name‐calling ( N = 222, 54% female). Scenarios depicted ingroup perpetrators and outgroup victims who were from a stigmatized group (ethnicity) or a non‐stigmatized group (school affiliation), with bystanders depicted as being proactive (intervening to help) or passive (failing to …
Developmental psychology (2 works) · Ethnic group (2 works) · Peer group (2 works) · Psychology (2 works) · Sociology (2 works) · Aggression (1 work) · Bullying, Victimization, and Aggression (1 work) · Bystander effect (1 work) · Context (archaeology (1 work) · Control (management) (1 work)