Shelley Hymel
Affiliations: | University of British Columbia, Vancouver, Vancouver, BC, Canada |
Area:
Educational Psychology Education, Social Psychology, Social Structure and DevelopmentGoogle:
"Shelley Hymel"Children
Sign in to add traineeGina L. Harrison | grad student | 2001 | UBC |
Tracy Vaillancourt | grad student | 2001 | UBC |
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Publications
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Morrison KE, Hymel S, Craig W, et al. (2023) Teen perceptions of adolescent dating violence. Journal of Adolescence |
Frey KS, Onyewuenyi AC, Hymel S, et al. (2020) Honor, face, and dignity norm endorsement among diverse North American adolescents: Development of a Social Norms Survey: International Journal of Behavioral Development. 45: 256-268 |
Thornberg R, Wänström L, Hymel S. (2019) Individual and Classroom Social-Cognitive Processes in Bullying: A Short-Term Longitudinal Multilevel Study. Frontiers in Psychology. 10: 1752 |
Trach J, Hymel S. (2019) Bystanders' affect toward bully and victim as predictors of helping and non-helping behaviour. Scandinavian Journal of Psychology |
Hymel S, Katz J. (2019) Designing Classrooms for Diversity: Fostering Social Inclusion Educational Psychologist. 54: 331-339 |
Konishi C, Hymel S, Danbrook MC, et al. (2018) Changes in Bullying in Relation to Friends, Competitiveness, and Self-Worth Canadian Journal of School Psychology. 34: 234-248 |
Hymel S, Darwich L. (2018) Building peace through education Journal of Peace Education. 15: 345-357 |
Hymel S, Low A, Starosta L, et al. (2017) Promoting Mental Well-Being Through Social-Emotional Learning in Schools: Examples from British Columbia Canadian Journal of Community Mental Health. 36: 97-107 |
Trach J, Lee M, Hymel S. (2017) A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics Journal of Emotional and Behavioral Disorders. 26: 11-20 |
Konishi C, Miyazaki Y, Hymel S, et al. (2017) Investigating associations between school climate and bullying in secondary schools: Multilevel contextual effects modeling School Psychology International. 38: 240-263 |