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== Biography ==
== Biography ==
Veenstra graduated in [[Education sciences|Educational Sciences]] and [[Pedagogy]] from the University of Groningen in 1994. In 1999 he received his doctorate in [[Sociology of education|Sociology of Education]], supervised by Jules Peschar and [[Tom Snijders]]. From 2000 to 2004, he worked as a postdoc (with Siegwart Lindenberg and [[Hans Ormel]]) and as a data manager at TRAILS.<ref>{{Cite web |title=TRAILS: TRacking Adolescents' Individual Lives Survey |url=https://www.trails.nl/en/ |access-date=2023-03-04 |website=www.trails.nl |language=en}}</ref> TRAILS is a study that has been following a group of youth in their development since 2001. About 2,500 young people are given questionnaires, interviews, and tests every two years. TRAILS researchers examine their physical, mental, and social development.<ref>{{Cite web |title=TRAILS |url=https://scholar.google.nl/citations?user=mhFIkAMAAAAJ&hl=nl |access-date=2023-03-06 |website=scholar.google.nl}}</ref>
Veenstra graduated in [[Education sciences|Educational Sciences]] and [[Pedagogy]] from the University of Groningen in 1994. In 1999 he received his doctorate in [[Sociology of education|Sociology of Education]], supervised by Jules Peschar and [[Tom Snijders]]. From 2000 to 2004, he worked as a postdoc (with Siegwart Lindenberg and [[Hans Ormel]]) and as a data manager at TRAILS.<ref>{{Cite web |title=TRAILS: TRacking Adolescents' Individual Lives Survey |url=https://www.trails.nl/en/ |access-date=2023-03-04 |website=www.trails.nl |language=en}}</ref>


He was appointed professor of sociology in 2011. In 2015, he received a 1.5 Million NWO Vici Grant for a research program, titled ''Anti-bullying programs 2.0: Tailored interventions to minimize bullying''.
He was appointed professor of sociology in 2011. In 2015, he received a 1.5 Million NWO Vici Grant for a research program, titled ''Anti-bullying programs 2.0: Tailored interventions to minimize bullying''.
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== Research ==
== Research ==
Veenstra examines and directs research on the social development of youth. This line of research examines, for instance, [[social norm]]s,<ref>{{Cite journal |last1=Veenstra |first1=René |last2=Lodder |first2=Gerine M. A. |date=2022 |title=On the microfoundations of the link between classroom social norms and behavioral development |url=http://journals.sagepub.com/doi/10.1177/01650254221100228 |journal=International Journal of Behavioral Development |language=en |volume=46 |issue=5 |pages=453–460 |doi=10.1177/01650254221100228 |s2cid=249489065 |issn=0165-0254}}</ref> [[social influence]],<ref>{{Cite journal |last1=Laursen |first1=Brett |last2=Veenstra |first2=René |date=2021 |title=Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research |journal=Journal of Research on Adolescence |language=en |volume=31 |issue=4 |pages=889–907 |doi=10.1111/jora.12606 |issn=1050-8392 |pmc=8630732 |pmid=34820944}}</ref> social network processes related to bullying,<ref>{{Cite web |last1=Veenstra |first1=René |last2=Huitsing |first2=Gijs |date=2021 |title=The Wiley Blackwell Handbook of Bullying. Volume 1 (pp. 196-214) |script-title= |url=https://osf.io/preprints/socarxiv/fbxwt/ |access-date=2023-03-04 |website=osf.io |publisher=Wiley}}</ref> and the healthy context paradox.<ref>{{Cite journal |last1=Huitsing |first1=Gijs |last2=Lodder |first2=Gerine M. A. |last3=Oldenburg |first3=Beau |last4=Schacter |first4=Hannah L. |last5=Salmivalli |first5=Christina |last6=Juvonen |first6=Jaana |last7=Veenstra |first7=René |date=2019 |title=The Healthy Context Paradox: Victims' Adjustment During an Anti-Bullying Intervention |url=https://doi.org/10.1007/s10826-018-1194-1 |journal=Journal of Child and Family Studies |language=en |volume=28 |issue=9 |pages=2499–2509 |doi=10.1007/s10826-018-1194-1 |s2cid=254596741 |issn=1573-2843}}</ref> His line of research uses various analysis techniques, including [[social network analysis]] techniques such as stochastic actor-oriented models, as implemented in R Siena a program developed by [[Tom Snijders]] and colleagues.<ref>{{Cite web |title=Siena in R: RSiena |url=https://www.stats.ox.ac.uk/~snijders/siena/siena_r.htm |access-date=2023-03-04 |website=www.stats.ox.ac.uk}}</ref> His group also collected high-quality datasets, such as SNARE,<ref>{{Citation |last1=Laninga-Wijnen |first1=L. |title=SNARE Codebook |date=2023 |url=https://dataverse.nl/dataset.xhtml?persistentId=doi:10.34894/JX2FYB |access-date=2023-03-04 |publisher=DataverseNL |language=en |doi=10.34894/jx2fyb |last2=Dijkstra |first2=J. K. |last3=Franken |first3=A. |last4=Gremmen |first4=M. C. |last5=Harakeh |first5=Z. |last6=Pattiselanno |first6=K. |last7=van Rijsewijk |first7=L. G. M. |last8=Vollebergh |first8=W. A. M. |last9=Veenstra |first9=R.}}</ref> KiVa NL,<ref>{{Cite journal |last1=Veenstra |first1=René |last2=Huitsing |first2=Gijs |last3=Oldenburg |first3=Beau |last4=van der Ploeg |first4=Rozemarijn |last5=Rambaran |first5=J. Ashwin |last6=Lodder |first6=Gerine M. A. |last7=Berends |first7=Sanne M. |date=2020 |title=The KiVa Anti-Bullying Program in the Netherlands: Waves 1-5 |url=https://dataverse.nl/dataset.xhtml?persistentId=doi:10.34894/QAY3CW |publisher=DataverseNL |doi=10.34894/QAY3CW}}</ref> and PRIMS.<ref>{{Citation |last1=Zwier |first1=Dieuwke |title=Peer Relations in the Transition from Primary to Secondary education (PRIMS) |date=2023 |url=https://dataverse.nl/dataset.xhtml?persistentId=doi:10.34894/U6XDT0 |access-date=2023-03-04 |publisher=DataverseNL |language=en |doi=10.34894/u6xdt0 |last2=Lorijn |first2=Sofie J. |last3=van den Brink |first3=Eline |last4=Bol |first4=Thijs |last5=Geven |first5=Sara |last6=van de Werfhorst |first6=Herman G. |last7=Engels |first7=Maaike C. |last8=Veenstra |first8=René}}</ref>
Veenstra examines and directs research on the social development of youth. This line of research examines, for instance, [[social norm]]s,<ref>{{Cite journal |last1=Veenstra |first1=René |last2=Lodder |first2=Gerine M. A. |date=2022 |title=On the microfoundations of the link between classroom social norms and behavioral development |url=http://journals.sagepub.com/doi/10.1177/01650254221100228 |journal=International Journal of Behavioral Development |language=en |volume=46 |issue=5 |pages=453–460 |doi=10.1177/01650254221100228 |s2cid=249489065 |issn=0165-0254}}</ref> [[social influence]],<ref>{{Cite journal |last1=Laursen |first1=Brett |last2=Veenstra |first2=René |date=2021 |title=Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research |journal=Journal of Research on Adolescence |language=en |volume=31 |issue=4 |pages=889–907 |doi=10.1111/jora.12606 |issn=1050-8392 |pmc=8630732 |pmid=34820944}}</ref> social network processes related to bullying,<ref>{{Cite web |last1=Veenstra |first1=René |last2=Huitsing |first2=Gijs |date=2021 |title=The Wiley Blackwell Handbook of Bullying. Volume 1 (pp. 196-214) |script-title= |url=https://osf.io/preprints/socarxiv/fbxwt/ |access-date=2023-03-04 |website=osf.io |publisher=Wiley}}</ref> and the healthy context paradox.<ref>{{Cite journal |last1=Huitsing |first1=Gijs |last2=Lodder |first2=Gerine M. A. |last3=Oldenburg |first3=Beau |last4=Schacter |first4=Hannah L. |last5=Salmivalli |first5=Christina |last6=Juvonen |first6=Jaana |last7=Veenstra |first7=René |date=2019 |title=The Healthy Context Paradox: Victims' Adjustment During an Anti-Bullying Intervention |url=https://doi.org/10.1007/s10826-018-1194-1 |journal=Journal of Child and Family Studies |language=en |volume=28 |issue=9 |pages=2499–2509 |doi=10.1007/s10826-018-1194-1 |s2cid=254596741 |issn=1573-2843}}</ref> His line of research uses various analysis techniques, including [[social network analysis]] techniques such as stochastic actor-oriented models, as implemented in R Siena a program developed by [[Tom Snijders]] and colleagues.<ref>{{Cite web |title=Siena in R: RSiena |url=https://www.stats.ox.ac.uk/~snijders/siena/siena_r.htm |access-date=2023-03-04 |website=www.stats.ox.ac.uk}}</ref> His group also collected high-quality datasets, such as TRAILS, SNARE,<ref>{{Citation |last1=Laninga-Wijnen |first1=L. |title=SNARE Codebook |date=2023 |url=https://dataverse.nl/dataset.xhtml?persistentId=doi:10.34894/JX2FYB |access-date=2023-03-04 |publisher=DataverseNL |language=en |doi=10.34894/jx2fyb |last2=Dijkstra |first2=J. K. |last3=Franken |first3=A. |last4=Gremmen |first4=M. C. |last5=Harakeh |first5=Z. |last6=Pattiselanno |first6=K. |last7=van Rijsewijk |first7=L. G. M. |last8=Vollebergh |first8=W. A. M. |last9=Veenstra |first9=R.}}</ref> KiVa NL,<ref>{{Cite journal |last1=Veenstra |first1=René |last2=Huitsing |first2=Gijs |last3=Oldenburg |first3=Beau |last4=van der Ploeg |first4=Rozemarijn |last5=Rambaran |first5=J. Ashwin |last6=Lodder |first6=Gerine M. A. |last7=Berends |first7=Sanne M. |date=2020 |title=The KiVa Anti-Bullying Program in the Netherlands: Waves 1-5 |url=https://dataverse.nl/dataset.xhtml?persistentId=doi:10.34894/QAY3CW |publisher=DataverseNL |doi=10.34894/QAY3CW}}</ref> and PRIMS.<ref>{{Citation |last1=Zwier |first1=Dieuwke |title=Peer Relations in the Transition from Primary to Secondary education (PRIMS) |date=2023 |url=https://dataverse.nl/dataset.xhtml?persistentId=doi:10.34894/U6XDT0 |access-date=2023-03-04 |publisher=DataverseNL |language=en |doi=10.34894/u6xdt0 |last2=Lorijn |first2=Sofie J. |last3=van den Brink |first3=Eline |last4=Bol |first4=Thijs |last5=Geven |first5=Sara |last6=van de Werfhorst |first6=Herman G. |last7=Engels |first7=Maaike C. |last8=Veenstra |first8=René}}</ref>

== TRAILS ==
TRAILS is a [[cohort study]] that has been following a group of youth in their development since 2001.<ref>{{Cite web |last=Hartman |first=Catharina A. |last2=Jennifer S. Richards, Charlotte Vrijen, Albertine J. Oldehinkel, Anoek M.Oerlemans, Tina Kretschmer |year=2022 |title=Cohort Profile Update: The TRacking Adolescents’ Individual Lives Survey—The Next Generation (TRAILS NEXT) |url=https://academic.oup.com/ije/article/51/5/e267/6573376?login=false |access-date=2023-03-23 |website=International Journal of Epidemiology}}</ref> About 2,500 young people are given questionnaires, interviews, and tests every two years. TRAILS researchers examine their [[Health|physical]], [[Mental health|mental]], and social development.<ref>{{Cite web |title=TRAILS |url=https://scholar.google.nl/citations?user=mhFIkAMAAAAJ&hl=nl |access-date=2023-03-06 |website=scholar.google.nl}}</ref> Topics that have been studied with TRAILS include bullying and victimization<ref>{{Cite journal |last=Veenstra |first=René |last2=Lindenberg |first2=Siegwart |last3=Oldehinkel |first3=Albertine J. |last4=De Winter |first4=Andrea F. |last5=Verhulst |first5=Frank C. |last6=Ormel |first6=Johan |year=2005 |title=Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents |url=https://doi.org/10.1037/0012-1649.41.4.672 |journal=Developmental Psychology |volume=41 |pages=672-682}}</ref>, acceptance and rejection by parents and peers<ref>{{Cite journal |last=Sentse |first=Miranda |last2=Lindenberg |first2=Siegwart |last3=Omvlee |first3=Annelies |last4=Ormel |first4=Johan |last5=Veenstra |first5=René |date=2010 |title=Rejection and Acceptance Across Contexts: Parents and Peers as Risks and Buffers for Early Adolescent Psychopathology. The TRAILS Study |url=https://doi.org/10.1007/s10802-009-9351-z |journal=Journal of Abnormal Child Psychology |language=en |volume=38 |issue=1 |pages=119–130 |doi=10.1007/s10802-009-9351-z |issn=1573-2835 |pmc=PMC2809937 |pmid=19707865}}</ref>, and [[Health equity|health disparities]] between [[Heterosexuality|heterosexual]] and [[LGBT|LGB]] adolescents<ref>{{Cite journal |last=Kiekens |first=Wouter |last2=la Roi |first2=Chaïm |last3=Bos |first3=Henny M. W. |last4=Kretschmer |first4=Tina |last5=van Bergen |first5=Diana D. |last6=Veenstra |first6=René |date=2020 |title=Explaining Health Disparities between Heterosexual and LGB Adolescents by Integrating the Minority Stress and Psychological Mediation Frameworks: Findings from the TRAILS Study |url=https://doi.org/10.1007/s10964-020-01206-0 |journal=Journal of Youth and Adolescence |language=en |volume=49 |issue=9 |pages=1767–1782 |doi=10.1007/s10964-020-01206-0 |issn=1573-6601 |pmc=PMC7423798 |pmid=32076922}}</ref>


== SNARE ==
== SNARE ==

Revision as of 11:07, 23 March 2023

René Veenstra
Born (1969-10-16) October 16, 1969 (age 54)
Groningen
CitizenshipDutch
Alma materUniversity of Groningen
Known forSocial Network Analysis, Bullying, Peer influence
Scientific career
FieldsSociology
InstitutionsUniversity of Groningen
ThesisLeerlingen – klassen – scholen (1999)
Doctoral advisorJules Peschar, Tom Snijders
Websitehttp://www.rene-veenstra.nl

René Veenstra (Groningen, October 16, 1969) is a professor of sociology at the University of Groningen, the Netherlands. He is the scientific director of the Interuniversity Center for Social Science Theory and Methodology (ICS).[1] The ICS is a joint graduate school of the sociological departments at the University of Groningen, Utrecht University, Radboud University Nijmegen, and the University of Amsterdam.

Biography

Veenstra graduated in Educational Sciences and Pedagogy from the University of Groningen in 1994. In 1999 he received his doctorate in Sociology of Education, supervised by Jules Peschar and Tom Snijders. From 2000 to 2004, he worked as a postdoc (with Siegwart Lindenberg and Hans Ormel) and as a data manager at TRAILS.[2]

He was appointed professor of sociology in 2011. In 2015, he received a 1.5 Million NWO Vici Grant for a research program, titled Anti-bullying programs 2.0: Tailored interventions to minimize bullying.

He is a member of the steering committee of the GUTS[3] (Growing Up Together in Society) research program, funded by the Ministry of Education, Culture, and Science with 22 million euros. This 10-year program (2023-2032) was initiated by Eveline Crone. The program has the ambition to understand how youth grow up in a complex society. GUTS combines social network research with neuropsychology.[4]

Research

Veenstra examines and directs research on the social development of youth. This line of research examines, for instance, social norms,[5] social influence,[6] social network processes related to bullying,[7] and the healthy context paradox.[8] His line of research uses various analysis techniques, including social network analysis techniques such as stochastic actor-oriented models, as implemented in R Siena a program developed by Tom Snijders and colleagues.[9] His group also collected high-quality datasets, such as TRAILS, SNARE,[10] KiVa NL,[11] and PRIMS.[12]

TRAILS

TRAILS is a cohort study that has been following a group of youth in their development since 2001.[13] About 2,500 young people are given questionnaires, interviews, and tests every two years. TRAILS researchers examine their physical, mental, and social development.[14] Topics that have been studied with TRAILS include bullying and victimization[15], acceptance and rejection by parents and peers[16], and health disparities between heterosexual and LGB adolescents[17]

SNARE

SNARE (Social Network Analysis of Risk behavior in Early adolescence) is a Dutch adolescent social network dataset with about 1,800 students from two schools: one in the middle and one in the north of the Netherlands.[18] Longitudinal social network studies using SNARE focused on how friends select and influence each other in academic achievement,[19] aggression,[20][21] and helping.[22][23]

KiVa NL

KiVa NL is a dataset collected to evaluate the KiVa anti-bullying intervention in the Netherlands.[24] KiVa was originally a Finnish program and was developed by Christina Salmivalli. The intervention prevents and tackles bullying effectively.[25] KiVa emphasizes the role of the whole group in bullying. Teachers are important for instructing students and breaking the power that bullies have over their classmates.[26] KiVa NL contains about 10,000 students from 98 schools in total. Data collection started in 2012 with a pre-assessment in Grades 2-5 and was followed up every six months for two years, resulting in five waves of data. Longitudinal social network studies using KiVa NL focused on the co-development of, on the one hand, bullying and victimization, and, on the other hand, antipathies,[27] defending,[28] friendships,[29] and popularity.[30]

Recognition

He was a visiting professor at the Department of Psychology at the University of Turku, Finland (2007-2012). He was an editor of the Journal of Research on Adolescence from 2010 to 2016. He is an elected member of the Royal Holland Society of Sciences and Humanities and an elected fellow of the International Society for the Study of Behavioral Development. He was a keynote speaker at the World Anti-Bullying Forum in 2019.[31] He was the keynote speaker in the Martini Church at the opening of the Academic Year in Groningen in 2022.[32]

References

  1. ^ "ICS | Interuniversity Center for Social Science Theory and Methodology". ICS. Retrieved 2023-03-04.
  2. ^ "TRAILS: TRacking Adolescents' Individual Lives Survey". www.trails.nl. Retrieved 2023-03-04.
  3. ^ "GUTS". growinguptogetherinsociety.com. Retrieved 2023-03-04.
  4. ^ Güroğlu, Berna; Veenstra, René (2021). "Neural Underpinnings of Peer Experiences and Interactions: A Review of Social Neuroscience Research". Merrill-Palmer Quarterly. 67 (4): 416–456. doi:10.1353/mpq.2021.0021. ISSN 1535-0266. S2CID 252288196.
  5. ^ Veenstra, René; Lodder, Gerine M. A. (2022). "On the microfoundations of the link between classroom social norms and behavioral development". International Journal of Behavioral Development. 46 (5): 453–460. doi:10.1177/01650254221100228. ISSN 0165-0254. S2CID 249489065.
  6. ^ Laursen, Brett; Veenstra, René (2021). "Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research". Journal of Research on Adolescence. 31 (4): 889–907. doi:10.1111/jora.12606. ISSN 1050-8392. PMC 8630732. PMID 34820944.
  7. ^ Veenstra, René; Huitsing, Gijs (2021). "The Wiley Blackwell Handbook of Bullying. Volume 1 (pp. 196-214)". osf.io. Wiley. Retrieved 2023-03-04.
  8. ^ Huitsing, Gijs; Lodder, Gerine M. A.; Oldenburg, Beau; Schacter, Hannah L.; Salmivalli, Christina; Juvonen, Jaana; Veenstra, René (2019). "The Healthy Context Paradox: Victims' Adjustment During an Anti-Bullying Intervention". Journal of Child and Family Studies. 28 (9): 2499–2509. doi:10.1007/s10826-018-1194-1. ISSN 1573-2843. S2CID 254596741.
  9. ^ "Siena in R: RSiena". www.stats.ox.ac.uk. Retrieved 2023-03-04.
  10. ^ Laninga-Wijnen, L.; Dijkstra, J. K.; Franken, A.; Gremmen, M. C.; Harakeh, Z.; Pattiselanno, K.; van Rijsewijk, L. G. M.; Vollebergh, W. A. M.; Veenstra, R. (2023), SNARE Codebook, DataverseNL, doi:10.34894/jx2fyb, retrieved 2023-03-04
  11. ^ Veenstra, René; Huitsing, Gijs; Oldenburg, Beau; van der Ploeg, Rozemarijn; Rambaran, J. Ashwin; Lodder, Gerine M. A.; Berends, Sanne M. (2020). "The KiVa Anti-Bullying Program in the Netherlands: Waves 1-5". DataverseNL. doi:10.34894/QAY3CW. {{cite journal}}: Cite journal requires |journal= (help)
  12. ^ Zwier, Dieuwke; Lorijn, Sofie J.; van den Brink, Eline; Bol, Thijs; Geven, Sara; van de Werfhorst, Herman G.; Engels, Maaike C.; Veenstra, René (2023), Peer Relations in the Transition from Primary to Secondary education (PRIMS), DataverseNL, doi:10.34894/u6xdt0, retrieved 2023-03-04
  13. ^ Hartman, Catharina A.; Jennifer S. Richards, Charlotte Vrijen, Albertine J. Oldehinkel, Anoek M.Oerlemans, Tina Kretschmer (2022). "Cohort Profile Update: The TRacking Adolescents' Individual Lives Survey—The Next Generation (TRAILS NEXT)". International Journal of Epidemiology. Retrieved 2023-03-23.{{cite web}}: CS1 maint: multiple names: authors list (link)
  14. ^ "TRAILS". scholar.google.nl. Retrieved 2023-03-06.
  15. ^ Veenstra, René; Lindenberg, Siegwart; Oldehinkel, Albertine J.; De Winter, Andrea F.; Verhulst, Frank C.; Ormel, Johan (2005). "Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents". Developmental Psychology. 41: 672–682.
  16. ^ Sentse, Miranda; Lindenberg, Siegwart; Omvlee, Annelies; Ormel, Johan; Veenstra, René (2010). "Rejection and Acceptance Across Contexts: Parents and Peers as Risks and Buffers for Early Adolescent Psychopathology. The TRAILS Study". Journal of Abnormal Child Psychology. 38 (1): 119–130. doi:10.1007/s10802-009-9351-z. ISSN 1573-2835. PMC 2809937. PMID 19707865.{{cite journal}}: CS1 maint: PMC format (link)
  17. ^ Kiekens, Wouter; la Roi, Chaïm; Bos, Henny M. W.; Kretschmer, Tina; van Bergen, Diana D.; Veenstra, René (2020). "Explaining Health Disparities between Heterosexual and LGB Adolescents by Integrating the Minority Stress and Psychological Mediation Frameworks: Findings from the TRAILS Study". Journal of Youth and Adolescence. 49 (9): 1767–1782. doi:10.1007/s10964-020-01206-0. ISSN 1573-6601. PMC 7423798. PMID 32076922.{{cite journal}}: CS1 maint: PMC format (link)
  18. ^ Dijkstra, Jan Kornelis; Kretschmer, Tina; Pattiselanno, Kim; Franken, Aart; Harakeh, Zeena; Vollebergh, Wilma; Veenstra, René (2015). "Explaining Adolescents' Delinquency and Substance Use: A Test of the Maturity Gap: The SNARE study". Journal of Research in Crime and Delinquency. 52 (5): 747–767. doi:10.1177/0022427815582249. ISSN 0022-4278. S2CID 145790713.
  19. ^ Gremmen, Mariola C.; Berger, Christian; Ryan, Allison M.; Steglich, Christian E.G.; Veenstra, René; Dijkstra, Jan K. (2019). "Adolescents' Friendships, Academic Achievement, and Risk Behaviors: Same‐Behavior and Cross‐Behavior Selection and Influence Processes". Child Development. 90 (2): e192–e211. doi:10.1111/cdev.13045. hdl:2027.42/148223. ISSN 0009-3920. PMID 29450883.
  20. ^ Laninga-Wijnen, Lydia; Harakeh, Zeena; Steglich, Christian; Dijkstra, Jan K.; Veenstra, René; Vollebergh, Wilma (2017). "The Norms of Popular Peers Moderate Friendship Dynamics of Adolescent Aggression". Child Development. 88 (4): 1265–1283. doi:10.1111/cdev.12650. PMID 27779756.
  21. ^ Laninga-Wijnen, Lydia; Steglich, Christian; Harakeh, Zeena; Vollebergh, Wilma; Veenstra, René; Dijkstra, Jan Kornelis (2020). "The Role of Prosocial and Aggressive Popularity Norm Combinations in Prosocial and Aggressive Friendship Processes". Journal of Youth and Adolescence. 49 (3): 645–663. doi:10.1007/s10964-019-01088-x. ISSN 1573-6601. PMC 7079708. PMID 31407189.
  22. ^ van Rijsewijk, Loes; Dijkstra, Jan Kornelis; Pattiselanno, Kim; Steglich, Christian; Veenstra, René (2016). "Who helps whom? Investigating the development of adolescent prosocial relationships". Developmental Psychology. 52 (6): 894–908. doi:10.1037/dev0000106. ISSN 1939-0599. PMID 27228450.
  23. ^ van Rijsewijk, Loes G. M.; Snijders, Tom A. B.; Dijkstra, Jan Kornelis; Steglich, Christian; Veenstra, René (2020). "The Interplay Between Adolescents' Friendships and the Exchange of Help: A Longitudinal Multiplex Social Network Study". Journal of Research on Adolescence. 30 (1): 63–77. doi:10.1111/jora.12501. ISSN 1050-8392. PMC 7064895. PMID 30969005.
  24. ^ Huitsing, Gijs; Lodder, Gerine M. A.; Browne, Wiliam J.; Oldenburg, Beau; Van der Ploeg, Rozemarijn; Veenstra, René (2020). "A Large-Scale Replication of the Effectiveness of the KiVa Antibullying Program: a Randomized Controlled Trial in the Netherlands". Prevention Science. 21 (5): 627–638. doi:10.1007/s11121-020-01116-4. ISSN 1573-6695. PMC 7305071. PMID 32394049.
  25. ^ "KiVa Antibullying Program – Blueprints for Healthy Youth Development". Retrieved 2023-03-06.
  26. ^ Veenstra, René; Lindenberg, Siegwart; Huitsing, Gijs; Sainio, Miia; Salmivalli, Christina (2014). "The role of teachers in bullying: The relation between antibullying attitudes, efficacy, and efforts to reduce bullying". Journal of Educational Psychology. 106 (4): 1135–1143. doi:10.1037/a0036110. ISSN 1939-2176.
  27. ^ Kisfalusi, Dorottya; Hooijsma, Marianne; Huitsing, Gijs; Veenstra, René (2022). "How dislike and bullying co‐develop: A longitudinal study of negative relationships among children". Social Development. 31 (3): 797–810. doi:10.1111/sode.12582. ISSN 0961-205X. S2CID 246774305.
  28. ^ Huitsing, Gijs; Snijders, Tom A. B.; Duijn, Marijtje A. J. Van; Veenstra, René (2014). "Victims, bullies, and their defenders: A longitudinal study of the coevolution of positive and negative networks". Development and Psychopathology. 26 (3): 645–659. doi:10.1017/S0954579414000297. ISSN 0954-5794. PMID 24762337. S2CID 8534870.
  29. ^ Rambaran, J. Ashwin; Dijkstra, Jan Kornelis; Veenstra, René (2020). "Bullying as a Group Process in Childhood: A Longitudinal Social Network Analysis". Child Development. 91 (4): 1336–1352. doi:10.1111/cdev.13298. ISSN 0009-3920. PMC 7496633. PMID 31429084.
  30. ^ van der Ploeg, Rozemarijn; Steglich, Christian; Veenstra, René (2020). "The way bullying works: How new ties facilitate the mutual reinforcement of status and bullying in elementary schools". Social Networks. 60: 71–82. doi:10.1016/j.socnet.2018.12.006. ISSN 0378-8733. S2CID 127810013.
  31. ^ "Always take action. Researchers on their results and children's voices on the journey from bullied to acknowledged". World Anti-Bullying Forum. Retrieved 2023-03-04.
  32. ^ Opening Academic Year 2022-2023 (Groningen, September 5, 2022), retrieved 2023-03-06
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