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CURRICULUM VITAE 29-06-2020

Personal details

Surname Lydia Laninga-Wijnen Researcher ID Orcid: 0000-0001-6158-8950 Researcher ID WoS: V-7319-2017

Work Addresses: Department of Sociology Grote Kruisstraat 2/1 9712 TS Groningen The

Department of Interdisciplinary Youth Studies Padualaan 14 3584 CH Utrecht The Netherlands

Email: [email protected] [email protected] [email protected]

Nationality: Dutch

Degrees

January 2020 PhD – approval thesis. Defense was scheduled May 20 (2020) but has been postponed to November 27 (2020) due to COVID-19.

2013-2014 Msc., Utrecht University, the Netherlands, Faculty of Social Sciences Program: Orthopedagogics (academic master’s program). GPA 4.0

2012-2014 MSc., Utrecht University, the Netherlands, Graduate School of Social and Behavioral Sciences Program: Development and Socialisation in Childhood and Adolescence (research master) Thesis: Conflict Resolution Development: Change and Stability of Conflict Resolution Types across Adolescence Graduated GPA 4.0; cum laude, received award for Best Student of the Year

2008 - 2011 BSc., Utrecht University, the Netherlands, Faculty of Social Sciences Program: Pedagogical Sciences; minor in Education Thesis: “The Association between Parental Cognitive Stimulation and Toddler’s Social-Emotional Development”. GPA 4.0.

2003 – 2008 Secondary School, VWO, Ichthus college Veenendaal. GPA: 4.0.

Other Education and Expertise

2019 [Workshop] Advanced SIENA Bayes workshop; University of Groningen [Tom Snijders]

2018 [Workshop] Advanced SIENA users’ workshop; Sunbelt Conference, Utrecht [Tom Snijders]

2017 [Workshop] Bullying, ECDP Conference, Utrecht [René Veenstra & Christina Salmivalli]

2017 [Course] Statistical programming in R, Utrecht [Gerko Vink]

2016 [Workshop] RSIENA: advanced course; Sunbelt Conference, Paris [Christian Steglich]

2016 [Workshop] Meta-analyses, EARA Conference, Spain [Marlies Maes]

2016 [Dosentti course] Teaching course: “Thesis” (BKO-trajectory), Utrecht University [Mirjam Bastings]

2015 [Dosentti course] Teaching course: “Guiding working groups” Utrecht University (BKO- trajectory) [Joris Veenhoven]

2014 [Course] Studying Development. Longitudinal Analyses. [Susan Branje] 2

2014 [Course] Statistical Analysis on Complete Social Networks. GPA: 4.0. [Christian Steglich]

2014 [Course] Applied Multiple Imputation using SPSS and R, Utrecht University. [Stef van Buuren]

Language skills

Native Language Dutch Other Language Skills English (Fluent) French/German (Good comprehension and moderate expression; willing to improve)

Current employment

January 2020 – present Postdoctoral fellow at University of Groningen, Sociology (main position). Data-collection and research to evaluate the Dutch Meaningful Roles Program in primary education. Co-promotor of Xingna Qin, 2nd year PhD-candidate.

January 2020 – present Postdoctoral fellow at Utrecht University (part-time). Research on the SNARE (Social Networks and Risk Behavior in Early Adolescence) project. Data-manager.

Secondary occupations: August 2018 – present Professional Foster Parent (Family house; Shelterzorg B. V. Wijchen);

October 2018 – present Researcher at Spirit! Amsterdam. Institution for Youth Care.

Previous work experience

2014 – 2020 PhD candidate (part-time), Utrecht University, the Netherlands, Interdisciplinary Social Science Project: Peer norms as context in adolescent processes and social development Supervisors: Zeena Harakeh, Senior Researcher at TNO Leiden, Wilma Vollebergh, Professor (Utrecht University); René Veenstra, Professor, Jan Kornelis Dijkstra, Associate Professor (University of Groningen). Funded by: Dutch Organization for Scientific Research (NWO). Expected date of defense: November 27, 2020

2015 Work visit of one month to Ann Arbor, Michigan, collaboration with Allison Ryan and her research lab

2014– present Teaching at the Bachelor’s degree program in Interdisciplinary Social Science (Utrecht University): Risk Behavior and Addiction during Adolescence; and Bachelor Theses. Teaching bacherlor theses and master theses at department of sociology, University of Groningen.

2013 – 2015 Altrecht Jeugd, Department of Autism. Internship of a year, followed by a year work experience job as researcher and clinical psychologist. I developed and provided Social Skills Training and Floorplay and monitored the effectiveness of these trainings.

2011 – 2013 Teacher assistant, Utrecht University, the Netherlands, Department of Methods and Statistics. Teaching in Summer School on Applied Multivariate Statistics in SPSS (Ellen Hamaker), Conference on Mediation and Moderation using Spss and Mplus (Rens van der Schoot), multiple statistical courses (Nijs Lagerweij) and Bachelor Theses.

2012 – 2013 Junior Researcher, University Utrecht, the Netherlands Projects: Conamore, Radar 2.0 (Wim Meeus, Susan Branje) and SAD (Yvonne Stikkelbroek)

2010 – 2012 Care provider at “Zorgboerderij De Barrage”, Werkhoven. Providing care for children and youth with attachment problems, mental and behavioral disorders.

2007 – 2014 Care provider at “De Hoevelaar”, Werkhoven; Philadelphia.

Publications

First author: Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2020). Who sets the aggressive popularity norm? It’s the number and strength of aggressive, prosocial and bi-strategic adolescents in classrooms. Journal of Abnormal Child Psychology, 48, 13-27. Doi: 10.1007/s10802-019-00571-0 Laninga-Wijnen, L., Harakeh, Z., Steglich, C., Dijkstra, J. K., Veenstra, R. & Vollebergh, W. A. M. (2020). The role of prosocial and aggressive popularity norm combinations in prosocial and aggressive friendship processes. Journal of Youth and Adolescence, 49, 645-663. Doi: 10.1007/s10964-019-01088-x Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2019). Classroom popularity 3

hierarchy predicts prosocial and aggressive popularity norms across the school year. Child Development, 90, e637- e635. Doi: 10.1111/cdev.13228 Laninga-Wijnen, L., Gremmen, M. C., Dijkstra, J. K., Veenstra, R., Vollebergh, W. A. M., & Harakeh, Z. (2018). The role of academic status norms in friendship selection and influence processes related to academic achievement. Developmental Psychology, 2, 337-350. Doi: 10.1037/dev0000611 Laninga-Wijnen, L., Ryan, A. M., Harakeh, Z., Shin, H., & Vollebergh, W. A. M. (2018). The moderating role of popular peers’ achievement goals in 5th- and 6th-graders’ achievement-related friendships: A social network analysis. Journal of Educational Psychology, 110, 289-307. Doi: 10.1037/edu0000210 Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2018). Aggressive and prosocial peer norms: Change, stability and associations with adolescent aggressive and prosocial behavior development. Journal of Early Adolescence, 38, 178-203. Doi: 10.1177/0272431616665211 Laninga-Wijnen, L., Harakeh, Z., Steglich, C. E. G., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2017). The norms of popular peers moderate friendship dynamics of adolescent aggression. Child Development, 88, 1265 – 1283. doi: 10.1111/cdev.12650 Laninga-Wijnen, L., Harakeh, Z., Steglich, C. E. G., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2017). Populaire jongeren zetten een norm voor vriendschappen en agressie in de klas. Kind & Adolescent, 38, 212-232.

Second author: Busch V., Laninga-Wijnen L., Schrijvers A. J. P., De Leeuw J. R. J. (2015). Associations of health behaviors, school performance and psychosocial problems in adolescents in The Netherlands. Health Promotion International, 32(2), 280-291. Doi: 10.1093/heapro/dav058.2015 Busch, V., Laninga-Wijnen, L., van Yperen, T. A., Schrijvers, A. J. P., & De Leeuw, J. R. J. (2015). Bidirectional longitudinal associations of perpetration and victimization of peer bullying with psychosocial problems in adolescents: A cross- lagged panel study. School Psychology International, 36(5), 532–549. doi:10.1177/0143034315604018 Branje, S., Laninga-Wijnen, L., Rongqin, Y., & Meeus, W. (2014). Associations among school and friendship identity in adolescence and romantic relationships and work in emerging adulthood. Emerging Adulthood, 2, 6 – 16. Nijhof, K. S., Laninga-Wijnen, Konijn, C., L., Van Domburgh, L., Popma, A., & Mulder, E. (2020). Kleinschalige voorzieningen binnen de jeugdhulp: Een eerste verkenning. Kind en Adolescent Praktijk. Veenstra, R., & Laninga-Wijnen, L. (2021). The prominence of peer interactions, relationships, and networks. In L. Crockett, G. Carlo, & J. Schulenberg (Eds.), Handbook of Adolescent and Young Adult Development. American Psychological Association.

Last author: De Baat, M., Konijn, C., Nijhof, K., & Laninga-Wijnen, L. (2020). Gezinshuizen en kleinschalige voorzieningen voor oudere jeugd: wanneer werkt het? In: Uithuisgeplaatste jeugdigen: Sleutels tot succes in de behandeling. Harder, Knorth & Kuiper (Eds). Stevens, G., Veldkamp, C., Harakeh, Z., & Laninga-Wijnen, L. (2020). Associations between ethnic minority status and popularity in adolescence: the role of ethnic classroom composition and aggression. Journal of Youth and Adolescence, 49, 605-617. McKellar, S., E., Ryan, A., North, E. A., Rausch, N. R., & Laninga-Wijnen, L. (accepted for publication). Teachers' emphasis on mastery goals moderates the behavioral correlates of popularity in early adolescent classrooms. Merrill Palmer Quarterly.

(re-)submitted: De Vries, E., Kaufman, T. M. L., Veenstra, R., Laninga-Wijnen, L., & Huitsing, G. (submitted). Bullying and victimization trajectories after the school transition to secondary education: Implications for status and affection. Journal of Youth and Adolescence. Garandeau, C. G., Laninga-Wijnen, L., Salmivalli, C. (R&R). Effects of the KiVa Anti-Bullying Program on Affective and Cognitive Empathy: The Role of Student Characteristics and Classroom Norms. Journal of Clinical Child and Adolescent Psychology. Laninga-Wijnen, L., Van den Berg, Y. H. M., Mainhard, T., & Cillessen, A. H. N. (under review). The role of aggressive peer norms in students’ perceptions of the classroom peer climate and school adjustment at elementary schools. Child Development Laninga-Wijnen, L., Van den Berg, Y. H. M., Mainhard, T., & Cillessen, A. H. N. (under review). The role of defending norms in victims’ classroom climate perceptions and psychosocial maladjustment in secondary school. Journal of Abnormal Child Psychology. Qin, X., Kaufman, T. M. L., Laninga-Wijnen, L., & Yunyun, C., & Chen, X. (R&R).The impact of academic achievement, parental control and support on depressive symptom trajectories among Chinese early adolescents. Journal of Abnormal Child Psychology

Awards and honors

2020 EARA Young Scholar Award for best and most promising young researcher in Europe in the field of Youth Studies.

2020 Child Development Award for being at the top 10% of mostly downloaded papers: Classroom popularity hierarchy predicts prosocial and aggressive popularity norms across the school year

2019 First prize “CAS-article of the Year”. Paper: “Classroom popularity hierarchy predicts prosocial and aggressive popularity norms across the school year” 4

2018 Second prize “CAS-article of the Year”. Paper: “The moderating role of popular peers’ achievement goals in 5th- and 6th-graders’ achievement-related friendships: A social network analysis.”

2017 Second prize “CAS-article of the Year”. Paper: “The norms of popular peers moderate friendship dynamics of adolescent aggression”

2013 Best Poster Award at the Symposium of the Graduate School of Social and Behavioral Sciences, Utrecht University, the Netherlands

2013 Best Student of the Year Award

2011 Prize: Student visit to Baskent University, Ankara

Membership

2020 Open science community Utrecht

2019 Member of the PhD student delegation of Utrecht University in the national research assessment Pedagogical and Educational Sciences.

Presentations

September, 2019 ECDP meeting, Greece (Athens) Chair and presenter of Symposium 1: What does it take to stop school bullying? The complex interplay between individual, dyadic, and contextual factors in understanding prosocial and antisocial behavior of youth. Presenter in Symposium 2: The role of peer relations in adolescent development

May, 2019 Spirit! And Hoenderloo organized a workshop about foster care in the Netherlands. I presented our research findings during this workshop.

April, 2018 SRA Biennial meeting; Minneapolis, USA. Chair and presenter at Symposium: “Peer Norms Matter for Aggressive and Prosocial Behavior” Poster presentation: The Role of Academic Norm Salience in Friendship Selection and Influence related to Academic Achievement: The SNARE study. Poster presentation: Teachers’ Emphasis of Mastery Goals Moderates the Behavioral Correlates of Popularity in Early Adolescent Classrooms.

February, 2018 Radboud University Nijmegen, Developmental Psychology Department. Individual Presentation: “Popular Peers Set The Norm for Friendships and Behaviors within the Classroom”.

April, 2017 SRCD Biennial meeting; Texas, USA. Chair and Presenter at Symposium: “What do the Popular Ones Do? Implications for Peer Relations and Adolescent Academic Performance.”

April, 2015 SRCD conference, Philadelphia. Presenter at symposium: “Follow the Leader(s)?! Peer influence on the Development of Behavior and Friendships in the School Context.”

September, 2016 EARA Conference, Spain. Presenter at Symposium: “The role of Peer Norms in Friendship Processes related to Aggression”.

June, 2014 Prague Presents Psychology meeting. Czech, Prague. Individual Presentation: The influence of peer norms on individual prosocial and antisocial behavior development.

April, 2013 Tilburg University, The Netherlands. Individual Presentation: Associations among school and friendship identity in adolescence and romantic relationships and work in emerging adulthood.

Media

Appearing as “friendship expert” in the media: 6-2020: Times Educational Supplement: Social relationships in Classrooms 6-2020: Magazine Cosmogirl! “Friends” 12-2019: Magazine Jente: “Friendships matter!” 8-2019: Dutch website for secondary school students: What are friends, actually? www.scholieren.com/vriendschap 11-10-2018: UU-site article “friendship”. https://www.uu.nl/nieuws/gaan-vrienden-op-elkaar-lijken 21-2-2018: Child Lecture, organized by organization “Youth”: https://vimeo.com/264984813 3-10-2017: Radio-interview 3FM! About Friendship: https://www.youtube.com/watch?v=xjZrrDUJ-hw

Twitter: 5

@WijnenLydia Researchgate: https://www.researchgate.net/profile/Lydia_Laninga-Wijnen

Computer experience

Analyses SPSS, Mplus, “R” (SIENA/SNA/NETWORK/IGRAPH), UCINET, STOCNET, HLM Other MS Office, Open Office, Lightroom, Photoshop

Personal

Activities/hobby’s Employee of Hot-R Ballonvaarten and Barlo Ballonvaarten (Hot air balloon companies) / Mountainbiking / Playing piano / Cooking

Character Extravert, Enthusiastic, Well-organized, Flexible, Conscientious

Reference

René Veenstra, Dr. Prof. Tom ter Bogt, Prof Wilma Vollebergh, Prof.

e-mail : [email protected] [email protected] [email protected]