• Ganging up or sticking together? Group processes and children's responses to text‐message bullying 

  Jones, Sian; Manstead, Antony S. R.; Livingstone, Andrew G. (Wiley, 2011-01-17)

  Drawing on social identity theory and intergroup emotion theory (IET), we examined group processes underlying bullying behaviour. Children were randomly assigned to one of three groups: a perpetrator's group, a target's ...

• Birds of a feather bully together: Group processes and children's responses to bullying 

  Jones, Sian; Manstead, Antony S. R.; Livingstone, Andrew (Wiley, 2010-12-23)

  Recent research has shown that a group-level analysis can inform our understanding of school bullying. The present research drew on social identity theory and intergroup emotion theory. Nine- to eleven-year olds were ...

• Rotten apple or rotten barrel? Social identity and children's responses to bullying 

  Jones, Sian; Haslam, S. Alexander; York, Lucy; Ryan, Michelle K. (Wiley, 2010-12-23)

  Recent research has suggested that bullying behaviour may be understood as a group process, where those involved act in ways predicted by social identity theory (Ojala & Nesdale, 2004). One relevant phenomenon is the black ...

• Adolescence: Traditional bullying 

  Jones, Sian (Wiley-Blackwell, 2019)

  This entry gives a brief overview of the field of traditional bullying in adolescence, reviewing research internationally on the topic, to outline our current understanding of the problem. The entry begins by defining ...

• Vocal fundamental and formant frequencies affect perceptions of speaker cooperativeness 

  Knowles, Kristen K.; Little, Anthony C. (Taylor & Francis, 2015-09-11)

  In recent years, the perception of social traits in faces and voices has received much attention. Facial and vocal masculinity are linked to perceptions of trustworthiness, however, while feminine faces are generally ...

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