Bandura A, Caprara GV, Barbaranelli C, Gerbino M, Pastorelli C (2003) Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning. Child Dev 74:769–782.
Bergen-Cico (2015) Fostering Self-Regulation Through Curriculum Infusion of Mindful Yoga: A Pilot Study of Efficacy and Feasibility.

Blakely-McClure, S. J., & Ostrov, J. M. (2016). Relational aggression, victimization and self-concept: testing pathways from middle childhood to adolescence. Journal of youth and adolescence, 45(2), 376-390.

Brackett, M. A., & Rivers, S. E. (2014). Transforming students’ lives with social and emotional learning. International handbook of emotions in education, 368-388.

Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national survey on how social and emotional learning can empower children and transform schools. Washington, DC: Civic Enterprises.

Caprara, G. V., Kanacri, B. P. L., Gerbino, M., Zuffianò, A., Alessandri, G., Vecchio, G., … & Bridglall, B. (2014). Positive effects of promoting prosocial behavior in early adolescence Evidence from a school-based intervention. International Journal of Behavioral Development, 38(4), 386-396.

Carver, C. S., & Scheier, M. F. (2014). Dispositional optimism. Trends in Cognitive Sciences, 18(6), 293–299.

Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30(7), 879–889.

Conley, C. S., Rudolph, K. D., & Bryant, F. B. (2012). Explaining the longitudinal association between puberty and depression: Sex differences in the mediating effects of peer stress.
Development and Psychopathology, 24, 691–701. S0954579412000259.

Diener M., Lucas R. (2004). Adults’ desires for children’s emotions across 48 countries: Associations with Individual and National Characteristics. Journal of Cross-Cultural Psychology, 35 (5): 525-547.

Duckworth A., Seligman M. (2005). Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science, 16 (12): 939-944.

Eisenberg N and Fabes RA (1998) Prosocial development. In: Damon W (Series ed.), and Eisenberg N (vol. ed.), Handbook of child psychology: vol. 3 Social, emotional, and personality development. Wiley, New York, 5th ed., pp 701–778.

Elias, M. J., Parker, S. J., Kash, M., Weissberg, R. P., & O’Brien, M. U. (2008). Social and emotional learning, moral education, and character education: A comparative analysis and a view toward convergence. In L. P. Nucci & D. Narváez (Eds.), Handbook of moral and character education (pp. 248 – 266). New York: Routledge.

Folmer, A. S., Cole, D. A., Sigal, A. B., Benbow, L. D., Satterwhite, L. F., Swygert, K. E., & Ciesla, J. A. (2008). Age-related changes in children’s understanding of effort and ability: Implications for attribution theory and motivation. Journal of Experimental Child Psychology, 99(2), 114-134.

Geboers, E., Geijsel, F., Admiraal, W., & ten Dam, G. (2013). Review of the effects of citizenship education. Educational Research Review,9, 158-173.

Hebert, Y. M., & Wilkinson, L. (2000). The citizenship debates: Conceptual, policy, experiential, and educational issues. In Y. M. Hebert (Ed.), Citizenship in Transformation in Canada (pp. 3 – 36). Toronto, CA: University of Toronto Press.

Lawlor, M. S. (2016). Mindfulness and Social Emotional Learning (SEL): A Conceptual Framework. In Handbook of Mindfulness in Education (pp. 65-80). Springer New York.

Layous K., Nelson S., Oberle E., Schonert-Reichl K., Lyubomirsky S. (2012). Kindness Counts: Prompting Prosocial Behavior in Preadolescents Boosts Peer Acceptance and WellBeing. PLoS ONE, 7 (12): e51380

McLeod, B. D., Wood, J. J., & Weisz, J. R. (2007). Examining the association between parenting and childhood anxiety: A meta-analysis. Clinical Psychology Review, 27(2), 155-172. doi:10.1016/j.cpr.2006.09.002

Mackrell, S.V.M, Kotelnilova, P.L., & Hayden, E.P., (2016). The role of pubertal development in emerging depression risk in middle childhood. Personality and Individual Differences, 98, 315 – 319.

Moilanen, K. L. (2007). The Adolescent Self-regulatory Inventory: The development and validation of a questionnaire of short-term and long-term self-regulation. Journal of Youth and Adolescence, 36(6), 835–848.

Oberle, E., Schonert-Reichl, K. A., & Zumbo, B. D. (2011). Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences. Journal of youth and adolescence, 40(7), 889-901.

Oberle E., Schonert-Reichl K., Stwear Lawlor M., Thomson K. (2012). Mindfulness and Inhibitory Control in Early Adolescence. Journal of Early Adolescence, 32 (4): 565-588.
Oberle E., Schonert-Reichl K., Hertzman C., Zumbo B. (2014). Social–emotional competencies make the grade: Predicting academic success in early adolescence. Journal of Applied Developmental Psychology, 35 (3): 138-147.

Olsson C., McGee R., Nada-Raja S., Williams S. (2013). A 32-Year Longitudinal Study of Child and Adolescent Pathways to Well-Being in Adulthood. Journal of Happiness Studies, 14 (3) 1069-1083.

Oppenheimer, C. W., Ladouceur, C. D., Waller, J. M., Ryan, N. D., Allen, K. B., Sheeber, L., … & Silk, J. S. (2016). Emotion socialization in anxious youth: Parenting buffers emotional reactivity to peer negative events. Journal of abnormal child psychology, 1-12.

Ostafin, Robinson, & Meier (2015). Handbook of mindfulness and self-regulation. New York: Springer.

Peneva, I., & Mavrodiev, S. (2013). A historical approach to assertiveness.Psychological Thought, 6(1), 3-26. doi:10.5964/psyct.v6i1.14

Schreier H., Schonert-Reichl K., & Chen E. (2013). Effect of volunteering on risk factors for cardiovascular disease in adolescents: a randomized controlled trial. JAMA Pediatrics,167 (4): 327-332.

Schonert-Reichl, K. (2011). Promoting Empathy in School-Aged Children. School rampage shootings and other youth disturbances: Early preventative interventions, 159-204.

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51, 52–66. doi:10.1037/a0038454

Skinner, E. A., & Zimmer-Gembeck, M. J. (2016). Development of coping during middle childhood: Cognitive reappraisal, mental modes of coping, and coordination with demands. In E. A. Skinner & M. J. Zimmer-Gembeck, The Development of Coping (pp. 163–183). Cham: Springer International Publishing. Retrieved from

Thomson, K. C., Schonert-Reichl, K. A., & Oberle, E. (2015). Optimism in early adolescence: Relations to individual characteristics and ecological assets in families, schools, and neighborhoods. Journal of Happiness Studies, 16(4), 889-913.

Valiente, C., Eisenberg, N., Haugen, R. G., Spinrad, T. L., Hofer, C., Liew, J., et al. (2011). Children’s effortful control and academic achievement: Mediation through social functioning. Early Education and Development, 22, 411–433. doi:10.1080/10409289. 2010.505259.

Weissberg, R.P., Durlak, J.A., Domitrovich, C.E., & Gullotta, T.P. (2015). Social and emotional learning: Past, present, and future. In J.A. Durlak, C.A. Domitrovich, R.P. Weissberg, & T.P. Gullotta (Eds.) Handbook of social and emotional learning(3-19). New York, NY: Guildford Press.

Adolphus, K., Lawton, C. L., & Dye, L. (2013). The effects of breakfast on behavior and academic performance in children and adolescents. Frontiers in Human Neuroscience, 7, 1–28. doi:10.3389/fnhum.2013.00425

American Academy of Sleep Medicine. (2011). Sleep loss in early childhood may contribute
to the development of ADHD symptoms. ScienceDaily. Retrieved April, 2015 from www.

Berge, J. M., Wall, M., Hsueh, T.-F., Fulkerson, J. A., Larson, N., & Neumark-Sztainer, D. (2015). The protective role of family meals for youth obesity: 10-year longitudinal associations. The Journal of Pediatrics, 166(2), 296–301. doi:10.1016/j.jpeds.2014.08.030

Cain N & Gradisar M (2010). Electronic media use and sleep in school-aged children and adolescents: a review. Sleep Medicine, 11, 735-742.

Deshmukh-Taskar, P. R., Nicklas, T. A., O’Neil, C. E., Keast, D. R., Radcliffe, J. D., and Cho, S. (2010). The relationship of breakfast skipping and type of breakfast consumption with nutrient intake and weight status in children and adolescents: The National Health and Nutrition Examination Survey 1999-2006. Journal of American Dietetic Association, 110, 869–878. doi: 10.1016/j.jada. 2010.03.023

Evans, E. H., Tovée, M. J., Boothroyd, L. G., & Drewett, R. F. (2013). Body dissatisfaction and disordered eating attitudes in 7- to 11-year-old girls: Testing a sociocultural model. Body Image, 10(1), 8–15. doi:10.1016/j.bodyim.2012.10.001

Falbe J., Davison K., Franckle R., Ganter C., Gortmaker S., Smith L., Land T., Taveras
E. (2015). Sleep Duration, Restfulness, and Screens in the Sleep Environment. Pediatrics,
135 (2).

Flament, M. F., Hill, E. M., & Buchholz, A. (2012). Internalization of the thin and muscular body ideal a nd disordered eating in adolescence: The mediation effects of body esteem. Body Image, 9, 68–75. doi:10.1016/j.bodyim.2011.07.007

Forrest, C. B., Bevans, K. B., Riley, A. W., Crespo, R., & Louis, T. A. (2013). Health and school outcomes during children’s transition into adolescence. Journal of Adolescent Health, 52(2), 186–194. doi:10.1016/j.jadohealth.2012.06.019

Fulkerson J., Story M., Mellin A., Leffert N., Neumark-Sztainer D., French S.
(2006). Family dinner meal frequency and adolescent development: relationships with
developmental assets and high-risk behaviors. Journal of Adolescent Health, 39 (3); 337-

Fulkerson, J. A., Larson, N., Horning, M., & Neumark-Sztainer, D. (2014). A review of associations between family or shared meal frequency and dietary and weight status outcomes across the lifespan. Journal of Nutrition Education and Behavior, 46(1), 2–19. doi:10.1016/j.jneb.2013.07.012

Gattario, K. H., Frisén, A., & Anderson-Fye, E. (2014). Body image and child well-Being. In A. Ben-Arieh, F. Casas, I. Frønes, & J. E. Korbin (Eds.), Handbook of child well-being (pp. 2409–2436). Dordrecht: Springer Netherlands. Retrieved from

Harrison, M. E., Norris, M. L., Obeid, N., Fu, M., Weinstangel, H., & Sampson, M. (2015). Systematic review of the effects of family meal frequency on psychosocial outcomes in youth. Canadian Family Physician, 61(2), 96–106.

Hildenbrand A., Daly B., Nicholls E., Brooks-Holliday S., Kloss J. (2013). Increased Risk
for School Violence-Related Behaviors Among Adolescents With Insufficient Sleep. Journal
of School Health, 83 (6): 408-414.

Larson N., Fulkerson J., Story M., Neumark-Sztainer D. (2013). Shared meals among
young adults are associated with better diet quality and predicted by family meal patterns
during adolescence. Public Health Nutrition Journal, 16 (5): 883-893.

O’Neil A., Quirk S., Housden S., Brennan S., Williams L., Pasco J., Berk M., Jacka
F. (2014). Relationship between diet and mental health in children and adolescents: a
systematic review. American Journal of Public Health, 104 (10): e31-42.

McMakin D, Alfano C. (2015). Sleep and anxiety in late childhood and early adolescence.
Current Opinion in Psychiatry, 28(6):483-9.

ParticipACTION. Are Canadian kids too tired to move? The 2016 ParticipACTION Report Card on Physical Activity for Children and Youth. Toronto: ParticipACTION; 2016.

Pearson N, Braithwaite R.E., Biddle S.J., van Sluijs E.M., Atkin A.J. (2014). Associations between sedentary behaviour and physical activity in children and adolescents: a meta- analysis. Obesity Reviews, 15, 666-675.

Reichelt, A. C. (2016). Adolescent maturational transitions in the prefrontal cortex and dopamine signaling as a risk factor for the development of obesity and high fat/high sugar diet induced cognitive deficits. Frontiers in Behavioral Neuroscience, 10, 1–17. doi:10.3389/fnbeh.2016.00189

Smaldone A, Honig J., Byrne M. (2007). Sleepless in America: inadequate sleep and
relationships to health and well-being of our nation’s children. Pediatrics, 119 (suppl 1):

Van den Berg, P. A., Mond, J., Eisenberg, M., Ackard, D., & Neumark-Sztainer, D. (2010). The link between body dissatisfaction and self-esteem in adolescents: Similarities across gender, age, weight status, race/ethnicity, and socioeconomic status. Journal of Adolescent Health, 47(3), 290–296. doi:10.1016/j.jadohealth.2010.02.004

Cozolino, L. (2014). Attachment-Based Teaching: Creating a Tribal Classroom (The Norton Series on the Social Neuroscience of Education). WW Norton & Company.

Duggins, S. D., Kuperminc, G. P., Henrich, C. C., Smalls-Glover, C., & Perilla, J. L. (2016). Aggression among adolescent victims of school bullying: Protective roles of family and school connectedness. Psychology Of Violence, 6(2), 205-212. doi:10.1037/a0039439.

Gadermann A., Guhn M., Schonert-Reichl K., Hymel S., Thomson K., Hertzman C. (2015). A population-based study of children’s well-being and health: the relative importance of social relationships, health-related activities, and income. Journal of Happiness Studies, 1-26.

Gifford-Smith, M., Brownell, C. (2003). Childhood peer relationships: Social acceptance, friendship, and peer networks. Journal of School Psychology, 41 (4): 235-284.

Guhn, M., Schonert-Reichl, K. A., Gadermann, A. M., Hymel, S., & Hertzman, C. (2013). A population study of victimization, relationships, and well-being in middle childhood. Journal of Happiness Studies, 14(5), 1529-1541.

Guhn, M., Gadermann, A. M., Almas, A., Schonert-Reichl, K. A., & Hertzman, C. (2016). Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood. Early Childhood Research Quarterly, 35, 76-84.

Harter S. (1999). The Construction of the Self: A developmental perspective. New York, NY, US: Guilford Press.

Kidd, C., Palmeri, H., & Aslin, R. N. (2013). Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability. Cognition, 126(1), 109-114.

McNeely C., Nonnebaker J., Blum R. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of School Health. Journal of School Health, 72, 138-146.

Milteer, R. M., Ginsburg, K. R., Mulligan, D. A., Ameenuddin, N., Brown, A., Christakis, D. A., … & Levine, A. E. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129(1), e204-e213.

Moretti, M.M., Obsuth, I., Craig, S.G., & Bartolo, T. (2015). An attachment-based intervention for parents of adolescents at risk: Mechanisms of change. Attachment and Human Development, 18, 1-17. doi: 10.1080/14616734.2015.1006383.

Oberle, E., Schonert-Reichl, K. A., Guhn, M., Zumbo, B. D., & Hertzman, C. (2014). The Role of Supportive Adults in Promoting Positive Development in Middle Childhood A Population-Based Study. Canadian Journal of School Psychology, 29(4), 296-316.

Oberle E., Schonert-Reichl K., Thomson K. (2010). Understanding the link between social and emotional well-being and peer relations in early adolescence: gender-specific predictors of peer acceptance. Journal of Youth Adolescence, 39 (11): 1330-1342.

Olsson, C., McGee, R., Nada-Raja, S., & Williams, S. (2013). A 32-year longitudinal study of child and adolescent pathways to well-being in adulthood. Journal of Happiness Studies, 14(3), 1069-1083.

Oldfield, J., Humphrey, N., & Hebron, J. (2016). The role of parental and peer attachment relationships and school connectedness in predicting adolescent mental health outcomes. Child and Adolescent Mental Health, 21(1), 21-29.

Prince-Embury, S., Keefer, K. V., & Saklofske, D. H. (2016). Fostering Psychosocial Skills: School-Based Promotion of Resiliency in Children and Adolescents. In
Psychosocial Skills and School Systems in the 21st Century(pp. 301-324). Springer International Publishing.

Skiba, R. J., Chung, C. G., Trachok, M., Baker, T. L., Sheya, A., & Hughes, R. L. (2014). Parsing disciplinary disproportionality contributions of infraction, student, and school characteristics to out-of-school suspension and expulsion. American Educational Research Journal, 51(4), 640-670.

Theron, L., Liebenberg, L., & Ungar, M. (2015). Youth resilience and culture. Nertherlands: Springer.

Veiga, F., Wentzel, K., Melo, M., Pereira, T., Faria, L., & Galvão, D. (2014). Students’engagement in school and peer relations: A literature review. InI Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação(pp. 196-211).

Wang, C., Hatzigianni, M., Shahaeian, A., Murray, E., & Harrison, L. J. (2016). The combined effects of teacher-child and peer relationships on children’s social-emotional adjustment. Journal of School Psychology, 59, 1-11.

Blyth, D., Olson, B., & Walker, K. (2015). Intentional practices to support social & emotional learning. University of Minnesota Extension. Youth Development Issue Brief. February, 247-261.

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old.Science,333(6045), 959-964.

Diamond, A. (2014). Want to Optimize Executive Functions and Academic Outcomes?: Simple, Just Nourish the Human Spirit. In Minnesota Symposia on Child Psychology (Vol. 37, p. 205). NIH Public Access.

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta‐analysis of after‐school programs that seek to promote personal and social skills in children and adolescents. American journal of community psychology, 45(3-4), 294-309.

Fredricks, J. A., & Simpkins, S. D. (2013). Organized out-of-school activities and peer relationships: Theoretical perspectives and previous research. New Directions for Child and Adolescent Development, 2013(140), 1-17. doi:10.1002/cad.20034

Gibson, E. L., & Barr, R. D. (2015). Building a Culture of Hope for Youth At Risk: Supporting Learners with Optimism, Place, Pride, and Purpose. National Youth-At-Risk Journal, 1(1), 22.

Greene, R. W. (2011). Collaborative Problem Solving Can Transform School Discipline: Adults, Students, and Schools Benefit When Behavioral Challenges Are Viewed through Accurate Lenses and Students Participate in Resolving Them. Phi Delta Kappan, 93(2), 25.

Haimovitz, K., & Dweck, C. S. (2016). What predicts children’s fixed and growth intelligence mind-sets? Not their parents’ views of intelligence but their parents’views of failure. Psychological science, 0956797616639727.

Immordino-Yang, M. H., Christodoulou, J. A., & Singh, V. (2012). Rest is not idleness implications of the brain’s default mode for human development and education. Perspectives on Psychological Science, 7(4), 352-364.

Lewallen, T. C., Hunt, H., Potts‐Datema, W., Zaza, S., & Giles, W. (2015). The whole school, whole community, whole child model: A new approach for improving educational attainment and healthy development for students. Journal of School Health, 85(11), 729-739.

Li, H., Liebenberg, L., & Ungar, M. (2015). Understanding service provision and utilization for vulnerable youth: Evidence from multiple informants. Children and Youth Services Review, 56, 18-25.

McGee R., Williams S., Howden-Chapman P., Martin J., Kawachi I. (2006). Participation in clubs and groups from childhood to adolescence and its effects on attachment and self-esteem. Journal of Adolescence, 29 (1): 1-17.

Pierce K., Bolt D., Lowe-Vandell D. (2010). Specific Features of After-School Program Quality: Associations with Children’s Functioning in Middle Childhood. American Journal of Community Psychology, 45 (3-4): 381-393.

Prince-Embury, S., Keefer, K. V., & Saklofske, D. H. (2016). Fostering Psychosocial Skills: School-Based Promotion of Resiliency in Children and Adolescents. In Psychosocial Skills and School Systems in the 21st Century(pp. 301-324). Springer International Publishing.

Rooney, L. E., Videto, D. M., & Birch, D. A. (2015). Using the whole school, whole community, whole child model: Implications for practice. Journal of School Health, 85(11), 817-823.

Ungar, M. (2013). Resilience after maltreatment: The importance of social services as facilitators of positive adaptation. Child abuse & neglect, 37(2), 110-115.

Wade C. (2015). The longitudinal effects of after-school program experiences, quality, and regulatable features on children’s social-emotional development. Child and Youth Services Review, 48, 70-79.

Weiss, H. (2013). Fifteen years of evaluation of 21st Century Community Learning Centers: A driver for program quality and capacity in the field. Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success, 17-23.

Zeldin, S., Christens, B. D., & Powers, J. L. (2013). The psychology and practice of youth-adult partnership: Bridging generations for youth development and community change. American journal of community psychology, 51(3-4), 385-397.

Bear, G. G., Whitcomb, S. A., Elias, M. J, & Blank, J. C. (2015). SEL and Schoolwide Positive Behavioral Interventions and Supports. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg & T. P. Gullotta (Eds.), Handbook of Social and Emotional Learning: Research and Practice (pp. 453-467). New York: Guilford Press.

Binfet, J., Gadermann, A., & Schonert-Reichl, K. (2016). Measuring kindness at school: psychometric properties of a school kindness scale for children and adolescents. Psychology in the Schools, 53(2), 111-126.

Currie C. (2012). Social Determinants of Health and Well-Being among Young People.
Health Behaviour in School-aged Children (HBSC) Study. International Report from the
2009/23010 Survey, Copenhagen, WHO Regional Office for Europe.

Darling-Hammond, L. (2015). Foreword. Social and emotional learning: Critical skills for building healthy schools. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg & T. P. Gullotta (Eds.), Handbook of Social and Emotional Learning: Research and Practice (pp. xi-xiii). New York: Guilford Press.

Guhn M., Schonert-Reichl K., Gadermann A., Hymel S., Hertzman C. (2013). A Population Study of Victimization, Relationships, and Well-Being in Middle Childhood. Journal of Happiness Studies, 14 (5): 1529-1541.

Hymel S., Shonert-Reichl K., Bonanno R., Vaillancourt T., Henderson N. (2010).
Handbook of Bullying in Schools: An International Perspective, Chapter 8: Bullying and
Morality: Understanding How Good Kids Can Behave Badly, 2010, Routledge.

Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science and Medicine, 159, 30 – 37.

Rimm-Kaufman, S. E., & Hulleman, C. S. (2015). SEL in elementary school settings: Identifying mechanisms that matter. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg & T. P. Gullotta (Eds.), Handbook of Social and Emotional Learning: Research and Practice (pp. 151-166). New York: Guilford Press.

van Harmelen A. L., Gibson, J. L., St. Clair, M. C., Owens, M., Brodbeck, J., Dunn, V., … Goodyer, I. M. (2016). Friendships and family support reduce subsequent depressive symptoms in at-risk adolescents. PLoS ONE 11(5): e0153715. doi:10.1371/journal. pone.0153715

van Noorden, T. H., Haselager, G. J., Cillessen, A. H., & Bukowski, W. M. (2015).
Empathy and involvement in bullying in children and adolescents: A systematic review.
Journal of youth and adolescence, 44(3), 637-657.

Wang, M. T., & Degol, J. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28 (2), 315 – 352. doi:10.1007/s10648-015-9319-1.

Gadermann, A. M., Guhn, M., Schonert-Reichl, K. A., Hymel, S., Thomson, K., & Hertzman, C. (2016). A Population-based study of children’s well-being and health: The relative importance of social relationships, health-related activities, and income. Journal of Happiness Studies, 17(5), 1847–1872. doi:10.1007/s10902-015-9673-1

Guhn, M., Schonert-Reichl, K. A., Gadermann, A. M., Marriott, D., Pedrini, L., Hymel, S., & Hertzman, C. (2012). Well-being in middle childhood: An assets-based population-level research-to-action project. Child Indicators Research, 5(2), 393–418.Rutter, M. (2012). Resilience as a dynamic concept. Development and Psychopathology, 24, 335-344.

Sapienza, J. K., & Masten, A. S. (2011). Understanding and promoting resilience in children and youth. Current Opinion in Psychiatry, 24, 267 – 273.

Ungar, M. (2015). Practitioner review: Diagnosing childhood resilience – a systemic approach to the diagnosis of adaptation in adverse social and physical ecologies. Journal of Child Psychology and Psychiatry, 56, 4 – 17.

Zaff, J. F., Donlan, A. E., Jones, E. P., & Lin, E. S. (2015). Supportive developmental systems for children and youth: A theoretical framework for comprehensive community initiatives. Journal of Applied Developmental Psychology, 40, 1-7.

Eccles J. (1999). The development of children ages 6 to 14. The Future of Children, 9 (2):

Eccles, J. (2004). Schools, academic motivation, and stage-environment fit. In R. M.
Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2 ed., pp. 125-153).
New York: John Wiley and sons.

Jacobs R., Reinecke M., Gollan J., Kane P. (2008). Empirical evidence of cognitive
vulnerability for depression among children and adolescents: A cognitive science and
developmental perspective. Clinical Psychology Review, 28 (5): 759-782.

Rubin K., Wojslawowics J., Rose-Krasnor L., Booth-LaForce C., Burgess K. (2006).
The Best Friendships of Shy/Withdrawn Children: Prevalence, Stability, and Relationship
Quality. Journal of Abnormal Child Psychology, 34 (2): 139-153.

Schonert-Reichl, K. A. (2011). Middle childhood inside and out: The psychological and
social worlds of Canadian children ages 9-12, Full Report. Report for the United Way
of the Lower Mainland. Vancouver: University of British Columbia. Available online at

Schonert-Reichl, K. A., Guhn, M., Gadermann, A. M., Hymel, S., Sweiss, L., &
Hertzman, C. (2013). Development and validation of the Middle Years Development
Instrument (MDI): Assessing children’s well-being and assets across multiple contexts.
Social indicators research, 114(2), 345-369.

UN General Assembly, Convention on the Rights of the Child, 20 November 1989,
United Nations, Treaty Series, vol. 1577, p. 3, available at:
docid/3ae6b38f0.html [accessed May 2015]

Varni, J. W., Limbers, C. A., & Burwinkle, T. M. (2007). How young can children reliably
and validly self-report their health-related quality of life?: An analysis of 8,591 children
across age subgroups with the PedsQL™ 4.0 Generic Core Scales. Health and quality of life
outcomes, 5(1), 1-13.