Ann Farrell

Assistant Professor

Office: CRN 333
905-688-5550 x4807

Dr. Ann Farrell is an Assistant Professor in Child and Youth Studies at Brock University. Her research centers on a multidisciplinary understanding of bullying as a complex social problem, including the processes among individual, social, environmental, and cultural factors associated with youth bullying.

Dr. Farrell’s specific research goals include examining the: (1) role of individual factors that contribute to bullying (e.g., personality, temperament), (2) interactions among individual, social, and environmental factors that contribute to bullying, and (3) associations between bullying and other forms of violence in the long-term (e.g., indirect aggression, dating violence). Next, she hopes to examine these associations among diverse and underrepresented youth populations. Dr. Farrell applies statistical methods such as longitudinal, person-centered, and structural equation modeling approaches in her research. By understanding these mechanisms, Dr. Farrell hopes to help prevent violence and facilitate positive relationships among young people.  Previously, Dr. Farrell was a Banting Postdoctoral Fellow and a SSHRC Postdoctoral Fellow at the University of Ottawa in Counselling Psychology, Faculty of Education. She also holds a Ph.D. in Psychology (Lifespan Development) and M.A. in Child and Youth Studies from Brock University.
For information on Dr. Farrell’s research, please visit her research page.

Dr. Farrell is accepting undergraduate and graduate thesis students and is looking for volunteer research assistants. If you are interested in working with Dr. Farrell, please send her an e-mail.

Below is a list of Dr. Farrell’s peer-reviewed publications. For a full list, please click on her Google Scholar page.

Peer-Reviewed Publications:

Farrell, A. H., Vitoroulis, I., *Eriksson, M., & Vaillancourt, T. (2023). Loneliness and well-being in children and adolescents during the COVID-19 pandemic: A systematic review. Children, 10, 279.

Farrell, A. H., & Vaillancourt, T. (2023). Indirect aggression, anxiety, and empathy: Disaggregating between and within person longitudinal associations during childhood and adolescence. Development and Psychopathology, 35(1), 228-240.

Vaillancourt, T., Brittain, H., Farrell, A. H., Krygsman, A., & Vitoroulis, I. (2023). Bullying involvement and the transition to high school: A brief report. Aggressive Behavior, 1-9.

Farrell, A. H. & Vaillancourt, T. (2023). Aggression across the Lifespan. In H. Montgomery (Ed.), Oxford Bibliographies in Childhood Studies. Oxford University Press.

Davis, A. C., Farrell, A. H., Brittain, H., Krygsman, A., Arnocky, S., & Vaillancourt, T. (2022). The dark triad and bullying in adolescence: A three-wave random intercept cross-lagged panel analysis. Journal of Research in Personality, 96, 104178.

Farrell, A. H., & Vaillancourt, T. (2022). Bullying from a psychological perspective: A Response to Magrass and Derber. In C. Donoghue (Ed.), The Sociology of Bullying: Power, Status, and Aggression Among Adolescents.297-303. New York University Press.

Vaillancourt, T., Brittain, H., Krygsman, A., Farrell, A. H., Pepler, D., Landon, S., Saint-Georges, Z., & Vitoroulis, I.  (2022). In-person versus on-line learning in relation to students’ perceptions of mattering during COVID-19: A brief report. Journal of Psychoeducational Assessment, 40(1), 159-169.

Krygsman, A., Farrell, A. H., Brittain, H., & Vaillancourt, T. (2022). Depression symptoms, mattering, and anti-mattering: Longitudinal associations in young adulthood. Journal of Psychoeducational Assessment, 40(1), 77-94.

Farrell, A. H., & Vaillancourt, T. (2021). Joint trajectories of adolescent narcissism and self-esteem predict interpersonal features in young adulthood. Journal of Research in Personality, 93, 104127.

 Vaillancourt, T., Brittain, H., Krygsman, A., Davis, A., Farrell, A. H., Desmarais, R., Hammill, C., Karasz, S., Morgan, R., Ritchie, A., & Sanderson, C. (2021). Commentary: Assessing the quality of research that examine change in children’s mental health in the context of COVID-19. University of Ottawa Journal of Medicine, 11(1).

 Farrell, A. H., & Vaillancourt, T. (2021). Examining the joint development of antisocial behavior and personality: Predictors and trajectories of adolescent indirect aggression and Machiavellianism. Developmental Psychology, 57(5), 805-813.

 Vaillancourt T., Brittan, H., Krgysman, A., Farrell, A. H., Landon, S., & Pepler, D. J. (2021). School bullying pre-COVID-19 and during COVID-19: Results from a population-based randomized design. Aggressive Behavior, 47, 557-569.

 Farrell, A. H., & Vaillancourt, T. (2021). The impact of childhood bullying trajectories on young adulthood antisocial trajectories. Journal of Youth and Adolescence, 50, 1782-1796.

 Farrell, A. H., & Vaillancourt, T. (2021). Childhood predictors of adolescent joint trajectories: A multi-informant study on bullying perpetration and hypercompetitiveness. Journal of Clinical Child & Adolescent Psychology. Online first:

 Vaillancourt, T. & Farrell, A. H. (2021). Mean kids become mean adults: Trajectories of indirect aggression from age 11 to 22. Aggressive Behavior, 47(4), 394404.

 Farrell, A. H., & Vaillancourt, T. (2020). Adolescent empathic concern and perspective taking: Heterogenous developmental trajectories and childhood social and psychological factors. Journal of Personality, 1-17. Online first:

 Farrell, A. H., & Vaillancourt, T. (2020). Bullying perpetration and narcissistic personality traits across adolescence: Joint trajectories and childhood risk factors. Frontiers in Psychiatry: Child and Adolescent Psychiatry.

Mularczyk, K. P., Farrell, A. H., Volk, A. A., & Book, A. S. (2020). The utility of broad versus specific measures of personality for assessing adolescent antisociality. North American Journal of Psychology, 22(4), 679-700.

 Farrell, A. H., Volk, A. A., & Vaillancourt, T. (2020). Empathy, exploitation, and adolescent bullying perpetration: A longitudinal social-ecological investigation. Journal of Psychopathology and Behavioral Assessment, 42(3), 436-449.

Farrell, A. H., & Dane, A. V. (2020). Bullying, victimization, and prosocial resource control strategies: Differential relations with dominance and alliance formation. Evolutionary Behavioral Sciences, 14(3). 270-283.

 Farrell, A. H., & Vaillancourt, T. (2019). Developmental pathways of perfectionism: Associations with bullying perpetration, peer victimization, and narcissism. Journal of Applied Developmental Psychology.

 Farrell, A. H., & Vaillancourt, T. (2019). Temperament, bullying, and dating aggression: Longitudinal associations for adolescents in a romantic relationship. Evolutionary Psychology, 17(2).

Volk, A. A., Provenzano, D. A., Farrell, A. H., Dane, A. V., Shulman, E. P. (2019). Personality and bullying: Pathways to adolescent social dominance. Current Psychology. 1-12.

Provenzano, D. A., Dane, A. V., Farrell, A. H., Marini, Z. A., & Volk, A. A. (2018). Do bullies have more sex? The role of personality. Evolutionary Psychological Science, 4, 221-232.

 Spadafora, N., Farrell, A. H., Provenzano, D. A., Marini, Z. A., & Volk, A. A. (2018). Temperamental differences and classroom incivility: Exploring the role of individual differences. Canadian Journal of School Psychology, 33, 44-62.

 Farrell, A. H., & Volk, A. A. (2017). Social ecology and adolescent bullying: Filtering risky environments through antisocial personality. Children and Youth Services Review, 83, 85-100.

 Farrell, A. H., Provenzano, D. A., Dane, A. V., Marini, Z. A., & Volk, A. A. (2017). Maternal knowledge, adolescent personality, and bullying. Personality and Individual Differences, 104, 413-416.

 Farrell, A. H., Schiralli, K., & Volk, A. A. (2017). Factors that influence bullying. In T. K. Shackelford, & V. A. Weekes-Shackelford (Eds.). Encyclopedia of Evolutionary Psychological Science. New York: Springer.

 Farrell, A. H.*, Semplonius, T.*, Shapira, M., Zhou, X., Laurence, S., Willoughby, T., Mahy, C. E.V., Mondloch, C. J., & Evans, A. D. (2016). Research activity in Canadian developmental psychology programs. Canadian Psychology/ Psychologie Canadienne, 57, 76-82. *order of authorship was alphabetical for the two first authors

 Farrell, A. H., Provenzano, D. A., Spadafora, N., Marini, Z., A. & Volk, A. A. (2016). Measuring adolescent attitudes toward classroom incivility: Exploring differences between intentional and unintentional incivility. Journal of Psychoeducational Assessment, 34, 577-588.

 Farrell, A. H., & Volk, A. A. (2016). Same-sex school bullying. In T. K. Shackelford, & V. A. Weekes-Shackelford (Eds.), Encyclopedia of Evolutionary Psychological Science. Springer.

Volk, A. A., Farrell, A. H., Franklin, P., Mularczyk, K. P., & Provenzano, D. A. (2016) Adolescent bullying in schools: An evolutionary perspective. In D.C. Geary & D. Berch (Eds.), Evolutionary Perspectives on Child Development and Education. (pp. 167-191). Springer.

 Farrell, A. H., Brook, C., Dane, A. V., Marini, Z., & Volk, A. A. (2015). Associations between adolescent ratings of Rothbart’s temperament model and the HEXACO personality model. Journal of Personality Assessment, 97, 163-171.

Volk, A. A., Della Cioppa, V., Earle, M., & Farrell, A. H. (2015). Social competition and bullying: An adaptive socio-ecological perspective. In V. Zeigler-Hill, L. Welling, & T. Shackelford (Eds.), Evolutionary Perspectives on Social Psychology. (pp. 387-399). Springer.

 Farrell, A. H., Della Cioppa, V., Volk, A. A., & Book, A. S. (2014). Predicting bullying heterogeneity with the HEXACO model of personality. International Journal of Advances in Psychology, 3, 30-39.