Safety and Home–School Relations as Indicators of Children Well Being: Whose Perspective Counts?

Author:

Ben-Arieh Asher,McDonell James,Attar-Schwartz Shalhevet

Publisher

Springer Science and Business Media LLC

Subject

General Social Sciences,Sociology and Political Science,Arts and Humanities (miscellaneous),Developmental and Educational Psychology

Reference17 articles.

1. Aber, J. L., & Jones, S. (1997). Indicators of positive development in early childhood: Improving concepts and measures. In R. M. Hauser, B. V. Brown, & W. R. Prosser (Eds.), Indicators of children’s well-being (pp. 395–408). New York: Russell Sage Foundation.

2. Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications for cross-informants correlations for situational specifity. Psychological Bulletin, 101, 213–232. doi: 10.1037/0033-2909.101.2.213 .

3. American Association of University Women Educational Foundation. (2001). Hostile hallways: Bullying, teasing and sexual harassment in school. Washington, DC: Author.

4. Ben-Arieh, A., Kaufman, N. H., Andrews, A. B., Goerge, R., Lee, B. J., & Aber, L. (2001). Monitoring and measuring children’s well being. Dordrechet: Kluwer Academic Publishers.

5. Benbenishty, R., & Astor, R. A. (2005). School violence in context: Culture, neighborhood, family, school, and gender. New York: Oxford University Press.

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