Publications by category
Journal articles
McGuire L, Palmer SB, Rutland A (In Press). Children’s and adolescents’ evaluations of peers who challenge their group: the role of gender norms and identity. Social Development
Yuksel AS, Palmer SB, Rutland A (In Press). Developmental Differences in Bystander Behavior towards Intergroup and Intragroup Exclusion. Developmental Psychology
Palmer SB, Filippou A, Argyri EK, Rutland A (In Press). Minority- and Majority-Status Bystander Reactions To, and Reasoning About, Intergroup Social Exclusion.
Journal of Experimental Child Psychology Full text.
McGuire L, Palmer S, Faber N (In Press). The development of speciesism: Age-related differences in the moral view of animals.
Social Psychological and Personality Science Full text.
Austin S, Lee F, Palmer SB (2021). A mixed methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls.
Educational and Child PsychologyAbstract:
A mixed methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls
Background: the self-esteem and school experiences of mixed-race adolescents in the United Kingdom is overlooked in research, despite studies showing mixed-race adolescents may have poorer mental health outcomes than their monoracial peers (e.g. Wong et al. 2012).
Aims: This study explored if and how the school experiences and self-esteem of mixed-race girls differed from monoracial peers, and potential mechanisms accounting for differences in self-esteem.
Sample: Quantitative questionnaires (Phase 1) sampled 109 girls (Mage=13.9 years). Interviews (Phase 2) sampled 12 mixed-race girls (Mage=14.3 years).
Methods: This study used a mixed-methods design. Phase 1 examined self-esteem scores, prevalence of peer-based discrimination, and related support factors (ethnic identity exploration and affirmation, peer support and friendship diversity). Phase 2 involved semi-structured interviews.
Results: Mixed-race girls reported lower self-esteem than monoracial peers from Black and Minority Ethnic (BME) backgrounds. Friendship support predicted mixed-race girls’ self-esteem. Interview data showed that microaggressions (i.e. everyday comments communicating hostile racial messages), family racial socialisation practices (i.e. how youth learn about their own ethnicity and navigating racism) and school diversity were important in understanding the self-esteem of mixed-race girls.
Conclusions: This study provides insight into adolescent mixed-race girls’ school experiences and self-esteem, with implications for practitioners and families. We discuss areas for further research.
Abstract.
Wallrich L, Palmer SB, Rutland A (2021). Adolescents challenging discrimination: the benefits of a perspective-taking and action-planning intervention on self-efficacy.
JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY,
31(5), 530-536.
Author URL.
Full text.
Van de Vyver J, Leite AC, Abrams D, Palmer SB (2018). Brexit or Bremain? a person and social analysis of voting decisions in the EU referendum. Journal of Community & Applied Social Psychology, 28(2), 65-79.
Palmer SB, Abbott N (2017). Bystander Responses to Bias-Based Bullying in Schools: a Developmental Intergroup Approach.
Child Development Perspectives,
12(1), 39-44.
Full text.
Palmer SB, Cameron L, Rutland A, Blake B (2017). Majority and minority ethnic status adolescents' bystander responses to racism in school. Journal of Community & Applied Social Psychology, 27(5), 374-380.
Abrams D, Palmer SB, Van de Vyver J, Hayes D, Delaney K, Guarella S, Purewal K (2016). Adolescents' Judgments of Doubly Deviant Peers: Implications of Intergroup and Intragroup Dynamics for Disloyal and Overweight Group Members. Social Development, 26(2), 310-328.
Mulvey KL, Palmer SB, Abrams D (2016). Race-Based Humor and Peer Group Dynamics in Adolescence: Bystander Intervention and Social Exclusion. Child Development, 87(5), 1379-1391.
Palmer SB, Rutland A, Cameron L (2015). The development of bystander intentions and social-moral reasoning about intergroup verbal aggression. British Journal of Developmental Psychology, 33(4), 419-433.
Abrams D, Rutland A, Palmer SB, Purewal K (2014). Children's responses to social atypicality among group members - advantages of a contextualized social developmental account. British Journal of Developmental Psychology, 32(3), 257-261.
Abrams D, Palmer SB, Rutland A, Cameron L, Van de Vyver J (2014). Evaluations of and reasoning about normative and deviant ingroup and outgroup members: Development of the black sheep effect. Developmental Psychology, 50(1), 258-270.
Abrams D, Rutland A, Palmer SB, Pelletier J, Ferrell J, Lee S (2014). The role of cognitive abilities in children's inferences about social atypicality and peer exclusion and inclusion in intergroup contexts. British Journal of Developmental Psychology, 32(3), 233-247.
Palmer S, Rutland A (2011). Do children want skinny friends? the role of "weight" in children's friendship preferences and intergroup attitudes. Anales de Psicologia, 27, 698-707.
Chapters
Palmer SB, Mulvey KL, Rutland A (2021). Developmental differences in evaluations of and reactions to bullying among children and adolescents. In Smith PK, O'Higgins-Norman J (Eds.) Handbook of Bullying, Wiley-Blackwell.
Abrams D, Powell C, Palmer SB, Van de Vyver J (2017). Toward a Contextualized Social Developmental Account of Children's Group‐based Inclusion and Exclusion. In (Ed) The Wiley Handbook of Group Processes in Children and Adolescents, 124-143.
Abrams D, Powell C, Palmer S, Van de Vyver J (2017). Toward a contextualized social developmental account of children’s group-based inclusion and exclusion: the developmental model of subjective group dynamics. In Rutland A, Nesdale D, Spears Brown C (Eds.) The Wiley-Blackwell Handbook of Group Processes in Children and Adolescents, UK: John Wiley & Sons Ltd, 124-143.
Publications by year
In Press
McGuire L, Palmer SB, Rutland A (In Press). Children’s and adolescents’ evaluations of peers who challenge their group: the role of gender norms and identity. Social Development
Yuksel AS, Palmer SB, Rutland A (In Press). Developmental Differences in Bystander Behavior towards Intergroup and Intragroup Exclusion. Developmental Psychology
Palmer SB, Filippou A, Argyri EK, Rutland A (In Press). Minority- and Majority-Status Bystander Reactions To, and Reasoning About, Intergroup Social Exclusion.
Journal of Experimental Child Psychology Full text.
McGuire L, Palmer S, Faber N (In Press). The development of speciesism: Age-related differences in the moral view of animals.
Social Psychological and Personality Science Full text.
2021
Austin S, Lee F, Palmer SB (2021). A mixed methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls.
Educational and Child PsychologyAbstract:
A mixed methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls
Background: the self-esteem and school experiences of mixed-race adolescents in the United Kingdom is overlooked in research, despite studies showing mixed-race adolescents may have poorer mental health outcomes than their monoracial peers (e.g. Wong et al. 2012).
Aims: This study explored if and how the school experiences and self-esteem of mixed-race girls differed from monoracial peers, and potential mechanisms accounting for differences in self-esteem.
Sample: Quantitative questionnaires (Phase 1) sampled 109 girls (Mage=13.9 years). Interviews (Phase 2) sampled 12 mixed-race girls (Mage=14.3 years).
Methods: This study used a mixed-methods design. Phase 1 examined self-esteem scores, prevalence of peer-based discrimination, and related support factors (ethnic identity exploration and affirmation, peer support and friendship diversity). Phase 2 involved semi-structured interviews.
Results: Mixed-race girls reported lower self-esteem than monoracial peers from Black and Minority Ethnic (BME) backgrounds. Friendship support predicted mixed-race girls’ self-esteem. Interview data showed that microaggressions (i.e. everyday comments communicating hostile racial messages), family racial socialisation practices (i.e. how youth learn about their own ethnicity and navigating racism) and school diversity were important in understanding the self-esteem of mixed-race girls.
Conclusions: This study provides insight into adolescent mixed-race girls’ school experiences and self-esteem, with implications for practitioners and families. We discuss areas for further research.
Abstract.
Wallrich L, Palmer SB, Rutland A (2021). Adolescents challenging discrimination: the benefits of a perspective-taking and action-planning intervention on self-efficacy.
JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY,
31(5), 530-536.
Author URL.
Full text.
Wallrich L, Palmer S, Rutland A (2021). Adolescents challenging discrimination: the benefits of a perspective-taking and action-planning intervention on self-efficacy.
Palmer SB, Mulvey KL, Rutland A (2021). Developmental differences in evaluations of and reactions to bullying among children and adolescents. In Smith PK, O'Higgins-Norman J (Eds.) Handbook of Bullying, Wiley-Blackwell.
2018
Van de Vyver J, Leite AC, Abrams D, Palmer SB (2018). Brexit or Bremain? a person and social analysis of voting decisions in the EU referendum. Journal of Community & Applied Social Psychology, 28(2), 65-79.
2017
Palmer SB, Abbott N (2017). Bystander Responses to Bias-Based Bullying in Schools: a Developmental Intergroup Approach.
Child Development Perspectives,
12(1), 39-44.
Full text.
Palmer SB, Cameron L, Rutland A, Blake B (2017). Majority and minority ethnic status adolescents' bystander responses to racism in school. Journal of Community & Applied Social Psychology, 27(5), 374-380.
Abrams D, Powell C, Palmer SB, Van de Vyver J (2017). Toward a Contextualized Social Developmental Account of Children's Group‐based Inclusion and Exclusion. In (Ed) The Wiley Handbook of Group Processes in Children and Adolescents, 124-143.
Abrams D, Powell C, Palmer S, Van de Vyver J (2017). Toward a contextualized social developmental account of children’s group-based inclusion and exclusion: the developmental model of subjective group dynamics. In Rutland A, Nesdale D, Spears Brown C (Eds.) The Wiley-Blackwell Handbook of Group Processes in Children and Adolescents, UK: John Wiley & Sons Ltd, 124-143.
2016
Abrams D, Palmer SB, Van de Vyver J, Hayes D, Delaney K, Guarella S, Purewal K (2016). Adolescents' Judgments of Doubly Deviant Peers: Implications of Intergroup and Intragroup Dynamics for Disloyal and Overweight Group Members. Social Development, 26(2), 310-328.
Mulvey KL, Palmer SB, Abrams D (2016). Race-Based Humor and Peer Group Dynamics in Adolescence: Bystander Intervention and Social Exclusion. Child Development, 87(5), 1379-1391.
2015
Palmer SB, Rutland A, Cameron L (2015). The development of bystander intentions and social-moral reasoning about intergroup verbal aggression. British Journal of Developmental Psychology, 33(4), 419-433.
2014
Abrams D, Rutland A, Palmer SB, Purewal K (2014). Children's responses to social atypicality among group members - advantages of a contextualized social developmental account. British Journal of Developmental Psychology, 32(3), 257-261.
Abrams D, Palmer SB, Rutland A, Cameron L, Van de Vyver J (2014). Evaluations of and reasoning about normative and deviant ingroup and outgroup members: Development of the black sheep effect. Developmental Psychology, 50(1), 258-270.
Abrams D, Rutland A, Palmer SB, Pelletier J, Ferrell J, Lee S (2014). The role of cognitive abilities in children's inferences about social atypicality and peer exclusion and inclusion in intergroup contexts. British Journal of Developmental Psychology, 32(3), 233-247.
2011
Palmer S, Rutland A (2011). Do children want skinny friends? the role of "weight" in children's friendship preferences and intergroup attitudes. Anales de Psicologia, 27, 698-707.
