Christina Salmivalli
PhD
christina.salmivalli@utu.fi +358 29 450 2715 +358 40 099 5473 Assistentinkatu 7 Turku ORCID identifier: https://orcid.org/0000-0002-6253-146X |
Peer relations; Social development; Bullying; Prevention; Intervention
I am a Professor of Psychology at University of
Turku since 2003. I did both my master’s degree (1992) and PhD (1998) in the
University of Turku. I have been Academy of Finland post-doctoral research
fellow, academy research fellow, and academy senior research fellow, and
visiting professor in the University of Stavanger (2006-2012), Edith Cowan
University (2011-2013) in Perth, Australia, and (currently) in Shandong University
in Jinan, China.
I have done school-based research on bullying
and its evidence-based prevention for more than 25 years. Together with my team
we developed the KiVa antibullying program (www.kivaprogram.net)
which has been awarded both nationally and internationally, and is widely
implemented in schools in Finland and elsewhere. I have published numerous research
articles, book chapters, and books on the topics of children’s peer relations
and school bullying. My current research interests include different approaches
to tackle bullying and their effectiveness in the short and in the long term,
the sustainability of the implementation of prevention programs, and mediating
mechanisms of program effects.
I have been
involved in teaching mainly related to developmental psychology and research
skills. My main contribution to teaching is, and has been, supervision of graduate
students.
- Is there really a healthy context paradox for victims of bullying? A longitudinal test of bidirectional within- and between-person associations between victimization and psychological problemsBidirectional Associations of Prosocial Behavior with Peer Acceptance and Rejection in Adolescence (2023)
- Development and PsychopathologyJournal of Youth and Adolescence
(A1 Refereed original research article in a scientific journal) - The dynamic associations between social dominance goals and bullying from middle to late childhood: The moderating role of classroom bystander behaviorsBullying Interrupted: Victimized Students in Remote Schooling During the COVID-19 Pandemic (2023)
- Journal of Educational PsychologyInternational journal of bullying prevention
(A1 Refereed original research article in a scientific journal) - The longitudinal role of classroom defending norms in victims’ psychological adjustment, causal attributions, and social comparisons (2023)
- Developmental Psychology
(A1 Refereed original research article in a scientific journal) - Transition to emerging adulthood during the COVID-19 pandemic: Changes in anxiety and the role of inclusion/exclusion experiences (2023)
- European Journal of Developmental PsychologyChild Development
(A1 Refereed original research article in a scientific journal) - Effectiveness of the KiVa Antibullying Program with and without the Online Game in Chile: a Three-Arm Cluster Randomized Controlled Trial (2022)
(A1 Refereed original research article in a scientific journal) - (2022)
(A1 Refereed original research article in a scientific journal) - Does defending victimized peers put youth at risk of being victimized? (2022)
(A1 Refereed original research article in a scientific journal) - (2022)
- Prevention Science
(A1 Refereed original research article in a scientific journal) - Effects of the KiVa Anti-Bullying Program on Affective and Cognitive Empathy in Children and Adolescents (2022)
- Journal of Clinical Child and Adolescent Psychology
(A1 Refereed original research article in a scientific journal) - Facilitators and Barriers to the Sustainability of a School‑Based Bullying Prevention Program (2022)
- Prevention ScienceJournal of Interpersonal Violence
(A1 Refereed original research article in a scientific journal) - Heritability of Bullying and Victimization in Children and Adolescents: Moderation by the KiVa Antibullying ProgramWhat Works for Whom in School-Based Anti-bullying Interventions? An Individual Participant Data Meta-analysis (2022)
- Journal of Clinical Child and Adolescent Psychology
(A1 Refereed original research article in a scientific journal) - Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher: Do Students' Empathy and Callous-Unemotional Traits Matter? (2022)
- Journal of Youth and Adolescence
(A1 Refereed original research article in a scientific journal) - Rumination Mediates the Longitudinal Associations Between Elementary-School Victimization and Adolescents' Internalizing Problems (2022)
(A1 Refereed original research article in a scientific journal) - 2022
- Prevention ScienceResearch on Child and Adolescent Psychopathology
(A1 Refereed original research article in a scientific journal) - Bullying Prevention in Adolescence: Solutions and New Challenges from the Past DecadeIntroduction: A Decade Review of Adolescence Research (2021)
- Journal of Research on Adolescence
(A2 Refereed review article in a scientific journal ) - Examining the Potential Mental Health Costs of Defending Victims of Bullying: A Longitudinal AnalysisLongitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school (2021)
(A1 Refereed original research article in a scientific journal) - Rumination as a Mediator of the Prospective Association Between Victimization and Bullying (2021)
- Journal of Research on Adolescence
(B1 Non-refereed article in a scientific journal) - (2021)
- PLoS ONE
- (2021)
- Research on Child and Adolescent Psychopathology
(A1 Refereed original research article in a scientific journal) - Validation of the revised Olweus bully/victim questionnaire (OBVQ-R) among adolescents in Chile (2021)
- Frontiers in Psychology
(A1 Refereed original research article in a scientific journal)



