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School bullying and cyberbullying represent the most common forms of victimization during childhood and adolescence in many countries across the globe. Although they can be studied as distinct phenomena with their own defining characteristics, there is evidence to suggest that they are related and often co-occur. The present research aimed to estimate the rates of school bullying and cyberbullying, studied their evolution by age, and analyzed any possible overlap between the two. An empirical study was carried out with a large sample of children and adolescents in Galicia, Spain (N = 2083), where 10–17 year olds were presented with The European Bullying Intervention Project Questionnaire and European Cyberbullying Intervention Project Questionnaire. School bullying was found to be more prevalent than cyberbullying, with 25.1% involved as victims and 14.3% as bully-victims, while the cyberbullying rates were 9.4% for victims and 5.8% for bully-victims. Perpetration rates were similar for school and cyberbullying (4.4% and 4.3% respectively). The overlap between both phenomena adds to the evidence for a whole-community approach to tackling all types of bullying and victimization experiences, as opposed to each in silo. The clear age differences in bullying behaviours also suggest the appropriateness of tailoring anti-bullying programs to target specific age groups.
Rafael Pichel; Mairéad Foody; James O’Higgins Norman; Sandra Feijóo; Jesús Varela; Antonio Rial. Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It? Sustainability 2021, 13, 8527 .
AMA StyleRafael Pichel, Mairéad Foody, James O’Higgins Norman, Sandra Feijóo, Jesús Varela, Antonio Rial. Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It? Sustainability. 2021; 13 (15):8527.
Chicago/Turabian StyleRafael Pichel; Mairéad Foody; James O’Higgins Norman; Sandra Feijóo; Jesús Varela; Antonio Rial. 2021. "Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It?" Sustainability 13, no. 15: 8527.
Since the 1970s, a proliferation of research and concept analysis of resiliency/e has attempted to clarify whether it is a trait or a state. Based on this dualistic approach, studies have either operationalized “resiliency” as a personality trait or “resilience” as a dynamic state. The present review of the concept argues that the trait-state dualism is likely to be a conceptual fallacy, one fundamental reason for the lack of consensus. To facilitate and build consensus, the present conceptual review calls for a transactional approach instead of the dualistic approach to the definition.
Seffetullah Kuldas; Mairéad Foody. Neither Resiliency-Trait nor Resilience-State: Transactional Resiliency/e. Youth & Society 2021, 1 .
AMA StyleSeffetullah Kuldas, Mairéad Foody. Neither Resiliency-Trait nor Resilience-State: Transactional Resiliency/e. Youth & Society. 2021; ():1.
Chicago/Turabian StyleSeffetullah Kuldas; Mairéad Foody. 2021. "Neither Resiliency-Trait nor Resilience-State: Transactional Resiliency/e." Youth & Society , no. : 1.
This study examined Pre-Service Teachers’ (PSTs; N = 92; 75% women, 25% men) tendency to blame students or to feel responsibility when confronted with different vignettes of the sharing of youth produced sexual images. Self-report measures of empathy and rape myth acceptance were collected. Findings showed that PSTs felt more responsible for girl targets depending on the vignette type. Moreover, they blamed the target more in the attention seeking vignette compared to other vignette types. Finally, PSTs who tended to blame the target showed lower levels of empathic concern and higher levels of rape myth acceptance. Implications for teaching education are discussed.
Beatrice Sciacca; Angela Mazzone; James O’Higgins Norman; Mairéad Foody. Blame and responsibility in the context of youth produced sexual imagery: The role of teacher empathy and rape myth acceptance. Teaching and Teacher Education 2021, 103, 103354 .
AMA StyleBeatrice Sciacca, Angela Mazzone, James O’Higgins Norman, Mairéad Foody. Blame and responsibility in the context of youth produced sexual imagery: The role of teacher empathy and rape myth acceptance. Teaching and Teacher Education. 2021; 103 ():103354.
Chicago/Turabian StyleBeatrice Sciacca; Angela Mazzone; James O’Higgins Norman; Mairéad Foody. 2021. "Blame and responsibility in the context of youth produced sexual imagery: The role of teacher empathy and rape myth acceptance." Teaching and Teacher Education 103, no. : 103354.
Sexting has been identified as an emerging online phenomenon among adolescents. However, research investigating its behavioural correlates and the sexting behaviours (i.e., sending and/or receiving) is still scarce. The present study investigated the association between different sexting behaviours and various behavioural problems among Irish adolescents. A sample of 848 students aged 15–18 participated in the study (Mage = 16.4 years). A self-report measure assessing the sharing of sexual images among teenagers was created and administered for the purpose of this study. The Strengths and Difficulties Questionnaire was adopted to detect emotional and behavioural problems. Findings showed that senders of sexts are more likely to be girls, whereas receivers are more likely to be boys. Two-way sexting (i.e., sending and receiving sexts) was more prominent among boys, LGBTQ adolescents, and positively associated with peer problems. Findings are discussed in terms of their theoretical and practical relevance.
Mairéad Foody; Angela Mazzone; Derek Alan Laffan; Magnus Loftsson; James O'higgins Norman. “It's not just sexy pics”: An investigation into sexting behaviour and behavioural problems in adolescents. Computers in Human Behavior 2020, 117, 106662 .
AMA StyleMairéad Foody, Angela Mazzone, Derek Alan Laffan, Magnus Loftsson, James O'higgins Norman. “It's not just sexy pics”: An investigation into sexting behaviour and behavioural problems in adolescents. Computers in Human Behavior. 2020; 117 ():106662.
Chicago/Turabian StyleMairéad Foody; Angela Mazzone; Derek Alan Laffan; Magnus Loftsson; James O'higgins Norman. 2020. "“It's not just sexy pics”: An investigation into sexting behaviour and behavioural problems in adolescents." Computers in Human Behavior 117, no. : 106662.
Corrigendum: Friendship Quality and Gender Differences in Association With Cyberbullying Involvement and Psychological Well-Being
Mairéad Foody; Lian McGuire; Seffetullah Kuldas; James O'higgins Norman. Corrigendum: Friendship Quality and Gender Differences in Association With Cyberbullying Involvement and Psychological Well-Being. Frontiers in Psychology 2020, 10, 1 .
AMA StyleMairéad Foody, Lian McGuire, Seffetullah Kuldas, James O'higgins Norman. Corrigendum: Friendship Quality and Gender Differences in Association With Cyberbullying Involvement and Psychological Well-Being. Frontiers in Psychology. 2020; 10 ():1.
Chicago/Turabian StyleMairéad Foody; Lian McGuire; Seffetullah Kuldas; James O'higgins Norman. 2020. "Corrigendum: Friendship Quality and Gender Differences in Association With Cyberbullying Involvement and Psychological Well-Being." Frontiers in Psychology 10, no. : 1.
In recent times, sibling bullying has emerged of interest to researchers concerned with the emotional and behavioural implications for victimization regardless of type and setting. This research attempts to extend current knowledge on both peer and sibling bullying and to determine the effects of poly-setting victimization. This paper is concerned with the following objectives: (1) determining the current rate of bullying and victimization among siblings and peers in a large sample of adolescents; (2) investigating the relationship between sibling and peer bullying and depression and behaviour; (3) highlighting the carry-over effects of bullying from one setting to another; and (4) determining the overall association of poly-setting victimization with depression and behaviour. Over 2,000 adolescents aged between 12 and 15 years participated in an online survey. Results found lower rates of sibling bullying compared to international studies. Sibling victims of bullying were at increased risk of becoming peer victims. Poor friendship quality, disliking school, along with peer and sibling bullying involvement predicted scores in the clinical range for outcome measures of internalizing and externalizing problem. The current study has clinical and educational implications for working with all important stakeholders (i.e., schools, parents, siblings) to reduce bullying and improve mental health.
Mairéad Foody; Muthanna Samara; James O'higgins Norman. Bullying by siblings and peers: Poly‐setting victimization and the association with problem behaviours and depression. British Journal of Educational Psychology 2019, 90, 138 -157.
AMA StyleMairéad Foody, Muthanna Samara, James O'higgins Norman. Bullying by siblings and peers: Poly‐setting victimization and the association with problem behaviours and depression. British Journal of Educational Psychology. 2019; 90 (S1):138-157.
Chicago/Turabian StyleMairéad Foody; Muthanna Samara; James O'higgins Norman. 2019. "Bullying by siblings and peers: Poly‐setting victimization and the association with problem behaviours and depression." British Journal of Educational Psychology 90, no. S1: 138-157.
Current literature has documented the detrimental effects of cyberbullying which include a range of internalizing and externalizing problems for those involved. Although critical, this research can sometimes ignore social-ecological aspects of a child’s life that can potentially ‘buffer’ the negative psychological effects of such involvement. With this in mind, this cross-sectional investigation of 12–16 year olds [M(SD): 13.5(1) years] in Ireland focused on the role of friendship quality and gender in association with cyberbullying involvement and psychological well-being (N = 2410). The Cyberbullying and Online Aggression Scale was used to measure cyber perpetration and victimization. A modified version of the Cambridge Friendship Questionnaire was included to investigate peer friendship quality. Finally, the Moods and Feeling Questionnaire and the Strengths and Difficulties Questionnaire were chosen to provide a measurement of psychological well-being. Prevalence rates for various types of cyberbullying roles (cyber bullies, victims and bully/victims) are presented, as well as differences for psychological well-being, friendship quality and cyberbullying involvement. In addition, regression models were used to determine the associations between gender, age, friendship quality and involvement in cyberbullying with psychological well-being. The results are considered in terms of the current literature and directions for future research are suggested.
Mairéad Foody; Lian McGuire; Seffetullah Kuldas; James O’Higgins Norman. Friendship Quality and Gender Differences in Association With Cyberbullying Involvement and Psychological Well-Being. Frontiers in Psychology 2019, 10, 1723 .
AMA StyleMairéad Foody, Lian McGuire, Seffetullah Kuldas, James O’Higgins Norman. Friendship Quality and Gender Differences in Association With Cyberbullying Involvement and Psychological Well-Being. Frontiers in Psychology. 2019; 10 ():1723.
Chicago/Turabian StyleMairéad Foody; Lian McGuire; Seffetullah Kuldas; James O’Higgins Norman. 2019. "Friendship Quality and Gender Differences in Association With Cyberbullying Involvement and Psychological Well-Being." Frontiers in Psychology 10, no. : 1723.
The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.
Mairéad Foody; Helena Murphy; Paul Downes; James O’Higgins Norman. Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions. Pastoral Care in Education 2018, 36, 126 -140.
AMA StyleMairéad Foody, Helena Murphy, Paul Downes, James O’Higgins Norman. Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions. Pastoral Care in Education. 2018; 36 (2):126-140.
Chicago/Turabian StyleMairéad Foody; Helena Murphy; Paul Downes; James O’Higgins Norman. 2018. "Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions." Pastoral Care in Education 36, no. 2: 126-140.
Bullying kann das Recht von Kindern auf eine sichere Lernumgebung beeinträchtigen und so ihre soziale und emotionale Entwicklung negativ beeinflussen. Um Bullying-Verhalten in irischen Schulen zu reduzieren und ihm vorzubeugen, hat das irische Bildungsministerium im Jahr 2013 die Anti-Bullying-Maßnahmen für Grundschulen und weiterführende Schulen eingeführt. In diesem Beitrag wird die Effektivität dieser Maßnahmen im Hinblick auf ihre erfolgreiche Anwendung in Schulen und mögliche Auswirkungen auf Schülerinnen und Schüler, Lehrpersonen und die breitere Schulgemeinschaft bewertet. Auf der Basis erfolgreicher Implementierung und aktueller Forschungsergebnisse zum Bullying in Irland werden Empfehlungen für weitere stützende Maßnahmen auf politischer Ebene gegeben, um eine effektive und nachhaltige Veränderung im Hinblick auf diesen wichtigen Problemkreis zu erreichen. Involvement in bullying can impact on children’s right to a safe learning environment, negatively influencing their social and emotional development. To reduce and prevent bullying behaviours in Irish schools, the Department of Education and Skills implemented the Anti-Bullying Procedures for Primary and Post-Primary schools in 2013. This paper evaluates the effectiveness of these Procedures for best practice in schools, potential impacts on pupils, staff and the wider school community. Considering the principles of best practice and recent research on bullying in Ireland, we make recommendations for further supports at policy level to create effective and sustainable change on this important topic.
Mairéad Foody; Liam Challenor; Helena Murphyy; James O’Higgins Norman. The Anti-Bullying Procedures for Primary and Post-Primary Schools in Ireland: What Has Been Achieved and What Needs to be Done? Bildung und Erziehung 2018, 71, 88 -97.
AMA StyleMairéad Foody, Liam Challenor, Helena Murphyy, James O’Higgins Norman. The Anti-Bullying Procedures for Primary and Post-Primary Schools in Ireland: What Has Been Achieved and What Needs to be Done? Bildung und Erziehung. 2018; 71 (1):88-97.
Chicago/Turabian StyleMairéad Foody; Liam Challenor; Helena Murphyy; James O’Higgins Norman. 2018. "The Anti-Bullying Procedures for Primary and Post-Primary Schools in Ireland: What Has Been Achieved and What Needs to be Done?" Bildung und Erziehung 71, no. 1: 88-97.
Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health is the most obvious concern for those responsible for reducing bullying, however, input from psychologists and mental health professionals is scant and often limited on this topic. This paper outlines what bullying is and the devastating impact it can have on the mental health of those involved. It will outline the most common anti-bullying initiatives as well as the current psychological and educational techniques, which could also be used to alleviate distress associated with bullying involvement. We will focus specifically on the role of mindfulness techniques and argue for more of such exercises to be included in whole-school bullying programmes. We conclude by arguing the need to investigate components relevant to both mindfulness and anti-bullying programmes (e.g., empathy, perspective-taking) as active ingredients for reducing the impact of bullying on mental health.
Mairead Foody; Muthanna Samara. Considering Mindfulness Techniques in School-based Anti-bullying Programmes. Journal of New Approaches in Educational Research 2018, 7, 3 -9.
AMA StyleMairead Foody, Muthanna Samara. Considering Mindfulness Techniques in School-based Anti-bullying Programmes. Journal of New Approaches in Educational Research. 2018; 7 (1):3-9.
Chicago/Turabian StyleMairead Foody; Muthanna Samara. 2018. "Considering Mindfulness Techniques in School-based Anti-bullying Programmes." Journal of New Approaches in Educational Research 7, no. 1: 3-9.
Bullying and cyberbullying have severe psychological and legal consequences for those involved. However, it is unclear how or even if previous experience of bullying and cyberbullying is considered in mental health assessments. Furthermore, the relevance and effectiveness of current legal solutions has been debated extensively, resulting in a desire for a specific legislation. The purpose of this study is to investigate the psychological and legal components of bullying and cyberbullying. This is a qualitative research that includes interviews with five practitioner psychologists and four lawyers in the United Kingdom (UK). Thematic analysis revealed three main themes. One theme is related to the definition, characteristics, and impact of bullying and cyberbullying and the need for more discussion among the psychological and legal professions. Another theme is related to current professional procedures and the inclusion of questions about bullying and cyberbullying in psychological risk assessments. The third theme emphasised the importance of intervention through education. Two key messages were highlighted by the lawyers: ample yet problematic legislation exists, and knowledge will ensure legal success. The study recommends the necessity of performing revisions in the clinical psychological practices and assessments, and the legal policies regarding bullying and cyberbullying. In addition to improving legal success, this will reduce bullying prevalence rates, psychological distress, and psychopathology that can be comorbid or emerge as a result of this behaviour.
Muthanna Samara; Vicky Burbidge; Aiman El Asam; Mairéad Foody; Peter K. Smith; Hisham Morsi. Bullying and Cyberbullying: Their Legal Status and Use in Psychological Assessment. International Journal of Environmental Research and Public Health 2017, 14, 1449 .
AMA StyleMuthanna Samara, Vicky Burbidge, Aiman El Asam, Mairéad Foody, Peter K. Smith, Hisham Morsi. Bullying and Cyberbullying: Their Legal Status and Use in Psychological Assessment. International Journal of Environmental Research and Public Health. 2017; 14 (12):1449.
Chicago/Turabian StyleMuthanna Samara; Vicky Burbidge; Aiman El Asam; Mairéad Foody; Peter K. Smith; Hisham Morsi. 2017. "Bullying and Cyberbullying: Their Legal Status and Use in Psychological Assessment." International Journal of Environmental Research and Public Health 14, no. 12: 1449.
Bullying research has gained a substantial amount of interest in recent years because of the implications for child and adolescent development. We conducted a meta-analysis of traditional and cyberbullying studies in the Republic and North of Ireland to gain an understanding of prevalence rates and associated issues (particularly psychological correlates and intervention strategies) among young people (primary and secondary school students). Four electronic databases were searched (PsychArticles, ERIC, PsychInfo and Education Research Complete) for studies of traditional bullying and cyberbullying behaviours (perpetrators, victims or both) published between January 1997 and April 2016. A final sample of 39 articles fit our selection criteria. CMA software was used to estimate a pooled prevalence rate for traditional/cyberbullying victimization and perpetration. A systematic review on the psychological impacts for all types of bullying and previously used interventions in an Irish setting is also provided. The results demonstrate the influence moderating factors (e.g., assessment tools, answer scale, time frame) have on reported prevalence rates. These results are discussed in light of current studies, and points for future research are considered.
Mairéad Foody; Muthanna Samara; James O'higgins Norman. Bullying and cyberbullying studies in the school-aged population on the island of Ireland: A meta-analysis. British Journal of Educational Psychology 2017, 87, 535 -557.
AMA StyleMairéad Foody, Muthanna Samara, James O'higgins Norman. Bullying and cyberbullying studies in the school-aged population on the island of Ireland: A meta-analysis. British Journal of Educational Psychology. 2017; 87 (4):535-557.
Chicago/Turabian StyleMairéad Foody; Muthanna Samara; James O'higgins Norman. 2017. "Bullying and cyberbullying studies in the school-aged population on the island of Ireland: A meta-analysis." British Journal of Educational Psychology 87, no. 4: 535-557.
Cyberbullying is a worldwide problem affecting mental health, education, safety and general well-being for individuals across the globe. Despite the widespread availability of the Internet, research into prevalence rates of cyberbullying in Qatar is lacking and legislating for the crime has been slow to develop. Recently there have been some positive initiatives in the country such as a Cybercrime Prevention Law, the development of a National ICT Strategy, and a website detailing safe practice guidelines for Internet usage. However, the implementation and usage of these initiatives are still limited and there is a lack of awareness of cyberbullying in Qatar. As a result, the risk factors and consequences among school-aged children are unknown. The current paper presents an evaluation of the legislative and public policy solutions to cyberbullying available in Qatar, and outlines the critical challenges that could potentially face educators in shaping best practice guidelines for the future.
Mairéad Foody; Muthanna Samara; Aiman El Asam; Hisham Morsi; Azhar Khattab. A review of cyberbullying legislation in Qatar: Considerations for policy makers and educators. International Journal of Law and Psychiatry 2017, 50, 45 -51.
AMA StyleMairéad Foody, Muthanna Samara, Aiman El Asam, Hisham Morsi, Azhar Khattab. A review of cyberbullying legislation in Qatar: Considerations for policy makers and educators. International Journal of Law and Psychiatry. 2017; 50 ():45-51.
Chicago/Turabian StyleMairéad Foody; Muthanna Samara; Aiman El Asam; Hisham Morsi; Azhar Khattab. 2017. "A review of cyberbullying legislation in Qatar: Considerations for policy makers and educators." International Journal of Law and Psychiatry 50, no. : 45-51.
Investigations of cyberbullying are beginning to emerge in the scientific literature because of their implications for child and adolescent development. In particular, cyberbullying victimisation has been associated with similar negative consequences to traditional or face-to-face bullying such as lower academic achievement, anxiety, and sometimes even suicide. Research has also started to emerge investigating the impact of such incidences on the life of adults. The literature in this area has been steadily growing over the last decade and this review highlights the current situation in terms of relevant features and the psychological impact on victims. The selection process consisted of a comprehensive search that was conducted in January 2015 in the following databases: PsychInfo, ERIC, Web of Science and Medline. A total of 19 papers were included. We conclude with suggestions for online psychological treatment for victims and bullies as a means of coping with the distress caused from cyberbullying experiences
Mairéad Foody; Muthanna Samara; Per Carlbring. A review of cyberbullying and suggestions for online psychological therapy. Internet Interventions 2015, 2, 235 -242.
AMA StyleMairéad Foody, Muthanna Samara, Per Carlbring. A review of cyberbullying and suggestions for online psychological therapy. Internet Interventions. 2015; 2 (3):235-242.
Chicago/Turabian StyleMairéad Foody; Muthanna Samara; Per Carlbring. 2015. "A review of cyberbullying and suggestions for online psychological therapy." Internet Interventions 2, no. 3: 235-242.
Recent empirical studies have emerged within the acceptance and commitment therapy (ACT) literature that demonstrate the utility for considering relational frame theory when designing and developing therapeutic interventions. The current study investigated distinction and hierarchical relations when targeted specifically in a self as context exercise. Participants were also exposed to a practice interval placed between two presentations of a distress-induction task, to determine potentially lasting impacts of the interventions. A second aspect of the research examined the extent to which a focus on the self (as opposed to focusing on a hypothetical object) played a role in the outcomes. We hypothesized that the self-based hierarchical relations intervention would be the most effective in terms of distress reduction (e.g., discomfort). This prediction was somewhat supported as statistical analysis demonstrated that both hierarchical conditions (self and object) showed superiority in terms of stress reduction compared to both distinction conditions. These results are discussed with regard to previous translational research between RFT and ACT.
Mairéad Foody; Yvonne Barnes-Holmes; Dermot Barnes-Holmes; Laura Rai; Carmen Luciano. An Empirical Investigation of the Role of Self, Hierarchy, and Distinction in a Common Act Exercise. The Psychological Record 2014, 65, 231 -243.
AMA StyleMairéad Foody, Yvonne Barnes-Holmes, Dermot Barnes-Holmes, Laura Rai, Carmen Luciano. An Empirical Investigation of the Role of Self, Hierarchy, and Distinction in a Common Act Exercise. The Psychological Record. 2014; 65 (2):231-243.
Chicago/Turabian StyleMairéad Foody; Yvonne Barnes-Holmes; Dermot Barnes-Holmes; Laura Rai; Carmen Luciano. 2014. "An Empirical Investigation of the Role of Self, Hierarchy, and Distinction in a Common Act Exercise." The Psychological Record 65, no. 2: 231-243.
Mairéad Foody; Yvonne Barnes-Holmes; Dermot Barnes-Holmes; Niklas Törneke; Carmen Luciano; Ian Stewart; Ciara McEnteggart. RFT for clinical use: The example of metaphor. Journal of Contextual Behavioral Science 2014, 3, 305 -313.
AMA StyleMairéad Foody, Yvonne Barnes-Holmes, Dermot Barnes-Holmes, Niklas Törneke, Carmen Luciano, Ian Stewart, Ciara McEnteggart. RFT for clinical use: The example of metaphor. Journal of Contextual Behavioral Science. 2014; 3 (4):305-313.
Chicago/Turabian StyleMairéad Foody; Yvonne Barnes-Holmes; Dermot Barnes-Holmes; Niklas Törneke; Carmen Luciano; Ian Stewart; Ciara McEnteggart. 2014. "RFT for clinical use: The example of metaphor." Journal of Contextual Behavioral Science 3, no. 4: 305-313.
Sarah Dunne; Mairéad Foody; Yvonne Barnes-Holmes; Dermot Barnes-Holmes; Carol Murphy. Facilitating repertoires of coordination, opposition distinction, and comparison in young children with autism. Behavioral Development Bulletin 2014, 19, 37 -47.
AMA StyleSarah Dunne, Mairéad Foody, Yvonne Barnes-Holmes, Dermot Barnes-Holmes, Carol Murphy. Facilitating repertoires of coordination, opposition distinction, and comparison in young children with autism. Behavioral Development Bulletin. 2014; 19 (2):37-47.
Chicago/Turabian StyleSarah Dunne; Mairéad Foody; Yvonne Barnes-Holmes; Dermot Barnes-Holmes; Carol Murphy. 2014. "Facilitating repertoires of coordination, opposition distinction, and comparison in young children with autism." Behavioral Development Bulletin 19, no. 2: 37-47.