Academic misconduct is common in both secondary and higher education and schools still lag behind in preventing unethical behavior. The present research addressed the effectiveness of formative activities aimed at improving ethical behavior of students in secondary education. The probability of engaging in cheating, harming others, hiding…

We report findings from a 40 middle school randomized controlled trial of an adapted version of Coping Power (Lochman & Wells, 2002a) for middle schoolers, called the Early Adolescent Coping Power (EACP) Program (Bradshaw et al., 2019) to determine the impact of EACP on adolescents' mental health outcomes, as indicated by student self-reported…

Research suggests that a cycle of misbehavior can escalate quickly from corrections over minor rule infractions to threats of serious disciplinary consequences. There is also evidence that Black youth may be especially at risk for these escalations due to subtle or implicit racial bias, or cultural mismatches that may lead teachers to believe that…

Students with emotional or behavioral disorders (EBD) often display externalizing behaviors (e.g., aggression and defiance) and experience internalizing symptoms (e.g., anxiety and depression). When left untreated, these difficulties can result in negative outcomes for students in school and beyond. Cognitive-behavioral interventions (CBIs) offer…

This dissertation is an exploration of the experiences and perceptions the behavior support plan (BSP) had on individuals placed into residential services or an independent living facility through a state waiver in Indianapolis, Indiana. Autistic high school graduates were addressed in this study to look at the various behaviors they faced when…

The purpose of this article is to determine the effectiveness of role-playing games (RPGs) as an intervention program to reduce bullying. Eighty-six French 6th-graders were randomly assigned to either the empathy training program involving three RPG sessions of 60 minutes or to the control condition in which students benefited from three sessions…

Research suggests that individuals with autism spectrum disorder (ASD) are at risk of exhibiting aggressive behaviors due to deficits in social communication and restricted and repetitive interests. Individuals with greater symptom severity and/or low cognitive abilities are at the greatest risk of developing aggressive behaviors that tend to be…

The negative consequences for victims and perpetrators of school violence are significant, multifaceted and, if left unchecked, can have personal costs that may last well into their adult lives. Universal violence preventive interventions may not be sufficiently effective in mitigating problems among middle school youth who exhibit risk of violent…

An experimental investigation was attempted to examine the effectiveness of Anger Reversal Technique to manage anger among adolescent school students. One group pretest post-test experimental design was adopted. Speilberger's State Anger Scale was administered to assess the level of anger. A random sample of 50 male and 50 female adolescents were…

Positive Behavioral Interventions and Supports (PBIS) has been shown to be a promising approach for improving a range of behavioral health and academic outcomes for youth. This study leveraged data from the scale-up of PBIS and a randomized controlled trial, both conducted in Maryland, to estimate the dollars saved per 100 students as a result of…

This article describes a study of two male clinicians' implementation of a 10-week, school-based integrated cognitive-behavioral group counseling intervention with psychodynamic process elements at a school in the Bronx, NY for inner-city middle school boys who have experienced complex trauma. The authors define complex trauma and describe the…

Three types of student misbehavior, varying in severity, were measured in self-report surveys completed by excluded students: distracting others, resisting teachers' attempts to ensure engagement with work, and aggressive behavior. Results show that excluded students exhibiting less severe misbehavior are more amenable to the logic of teacher…

Second Step is a social-emotional, skill-based, violence-prevention programme, which has been adapted for several European countries. The various versions of the programme (for kindergarten/preschool, elementary school, middle school) have been evaluated in a series of research studies. The outcomes and study designs of these studies are reported…

This study addresses the compromise skills that are taught to students diagnosed with autistic spectrum disorders (ASD) and related social and communication deficits. A private school in the southeastern United States implemented an emergence theory-based curriculum to address these skills, yet no formal analysis was conducted to determine its…

Problem Statement: Aggression is defined as any kind of behavior intended to hurt others. Aggression generally arises due to the interaction between individual (e.g., social and emotional difficulties, low self-esteem, peer rejection, academic failure) and environmental (e.g., poverty, lack of family supervision, limited social support, conflicts…