Christina Salmivalli
PhD
christina.salmivalli@utu.fi +358 29 450 2715 +358 40 099 5473 Assistentinkatu 7 Turku |
Peer relations; Social development; Bullying; Prevention; Intervention
I am professor of psychology and the deputy head of the INVEST flagship at the University of Turku, Finland. I have done research on school bullying and its evidence-based prevention for three decades. My team developed the KiVa® antibullying program, which is implemented in large scale in Finland and in 25 other countries. I received the Finnish Science Award in 2017. In 2020, I was a recipient the European Research Council’s (ERC) Advanced Grant for a 5-year project to study the most challenging cases of bullying. In 2021, I received the William Thierry Prayer Award (European Association for Developmental Psychology) for excellence in research on human development, and in 2024 the ISSBD award for Distinguished Contributions to the International Advancement of Research and Theory in Behavioral Development
I have > 250 publications including peer-reviewed empirical articles and reviews, 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 in the areas of social development, peer relations, prevention and interevntion, and research skills. I have trained thousands of teachers in Finland and internationally on topics related to peer relations and bullying,
- Does defending affect adolescents' peer status, or vice versa? Testing the moderating effects of empathy, gender, and anti-bullying norms (2023)
- Journal of Research on Adolescence
- Early maladaptive schemas are associated with self-injury thoughts and behavior in adolescents (2023)
- BMC Psychiatry
- Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change (2023)
- Journal of School Psychology
- Focus on targeted interventions addressing bullying: what explains their success or failure? (2023)
- European Journal of Developmental Psychology
- Interventions That Failed: Factors Associated with the Continuation of Bullying After a Targeted Intervention (2023)
- International journal of bullying prevention
- 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 problems (2023)
- Development and Psychopathology
- The dynamic associations between social dominance goals and bullying from middle to late childhood: The moderating role of classroom bystander behaviors (2023)
- Journal of Educational Psychology
- The longitudinal role of classroom defending norms in victims’ psychological adjustment, causal attributions, and social comparisons (2023)
- Developmental Psychology
- Transition to emerging adulthood during the COVID-19 pandemic: Changes in anxiety and the role of inclusion/exclusion experiences (2023)
- European Journal of Developmental Psychology
- Bidirectional Associations of Prosocial Behavior with Peer Acceptance and Rejection in Adolescence (2022)
- Journal of Youth and Adolescence
- Bullying Interrupted: Victimized Students in Remote Schooling During the COVID-19 Pandemic (2022)
- International journal of bullying prevention
- Does defending victimized peers put youth at risk of being victimized? (2022)
- Child Development
- Effectiveness of the KiVa Antibullying Program with and without the Online Game in Chile: a Three-Arm Cluster Randomized Controlled Trial (2022)
- Prevention Science
- Effects of the KiVa Anti-Bullying Program on Affective and Cognitive Empathy in Children and Adolescents (2022)
- Journal of Clinical Child and Adolescent Psychology
- Facilitators and Barriers to the Sustainability of a School‑Based Bullying Prevention Program (2022)
- Prevention Science
- Heritability of Bullying and Victimization in Children and Adolescents: Moderation by the KiVa Antibullying Program (2022)
- Journal of Clinical Child and Adolescent Psychology
- 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
- Rumination Mediates the Longitudinal Associations Between Elementary-School Victimization and Adolescents' Internalizing Problems (2022)
- Journal of Interpersonal Violence
- What Works for Whom in School-Based Anti-bullying Interventions? An Individual Participant Data Meta-analysis (2022)
- Prevention Science
- Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade (2021)
- Journal of Research on Adolescence



