Research Papers

 

Fox, C., Hunter, S.C., & Jones, S.E. (in press, Aug 2016). Reciprocity between humor styles and psychosocial adjustment in children. Europe’s Journal of Psychology, Special Humor Issue.

Fox, C., Hunter, S.C., & Jones, S.E. (2016). Children’s humor types and psychosocial adjustment. Personality and Individual Differences, 89, 86-91.OPEN ACCESS HERE: http://www.sciencedirect.com/science/article/pii/S0191886915006200

Hunter, S.C., Fox, C., & Jones, S.E. (2016). Humor style similarity and difference in friendship dyads. Journal of Adolescence, 46, 30-37. OPEN ACCESS HERE –http://www.sciencedirect.com/science/article/pii/S0140197115002481

Fox, C., Hunter, S.C., & Jones, S.E. (2015). The relationship between peer victimization and children’s humor styles: It’s no laughing matter! Social Development, 24(3), 443-461. JOURNAL LINK HERE: http://onlinelibrary.wiley.com/doi/10.1111/sode.12099/full

 

Jones, S.E., Fox, C.L., Gilman, H., James, L., Karic, T., Wright-Bevans, K., & Caines, V. (2013). “I’m being called names and I’m being hit”: Challenges of longitudinal research on bullying among 11-13 year-olds. Pastoral Care in Education. 

http://www.tandfonline.com/doi/abs/10.1080/02643944.2013.835857#.Vo5yj5CfLHY 

Over the past 25 years a burgeoning literature has emerged which concentrates on the antecedents, experiences, and effects of peer victimization and bullying in schools. Although many advances have been made in this research area, there remain relatively few research papers in the academic literature that discuss the complexities of research (a) with children, rather than adults, (b) in schools, , or (c) on a sensitive research topic such as bullying. Here, we aim to address this apparent deficit, by drawing on our own experiences of a longitudinal research project, gathering quantitative data, to examine humour use and bullying among children aged 11-13 years, in the UK.  We explain and critically evaluate our research choices, from designing questionnaires and engaging with parents, pupils and school staff, to our methods of data collection. In so doing, we highlight both the range of options available to researchers, the importance of dialogue surrounding these choices in the wider research community, and the need for evidence-based best practice in this research area.

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