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Markey, Patrick M.; Ferguson, Christopher J.; Hopkins, Lauren I. – American Journal of Play, 2020
Whether kids should be encouraged to play video games remains a topic of debate among many parents, who often entertain some of the myths associated with video game play. The authors review the latest scientific evidence to dispel worries that video game play contributes to obesity, desensitizes players to real-world violence, and causes…
Descriptors: Video Games, Educational Benefits, Interpersonal Competence, Visual Perception
Wong, Rose; Jones, Terry – Journal of Social Work Education, 2018
This study examines the phenomenon of microaggressions as experienced by students and perpetrated by students and faculty in one of the most ethnically and racially diverse MSW programs in the nation. Microaggressions are the daily slights, insults, and invalidations experienced by minorities, which are, in essence, subtle forms of racism and…
Descriptors: Student Attitudes, Aggression, Educational Experience, Social Work
Albrecht, Susan Fread; Mathur, Sarup R.; Jones, Ruth E.; Alazemi, Saad – Education and Treatment of Children, 2015
The purpose of this paper was to summarize the implementation of a schoolwide tiered intervention program in three Midwestern U.S. elementary schools over a period of three years. The program, Social Skills Training and Aggression Reduction Techniques plus Time-Away (START[superscript Plus]) includes components of social skills training at the…
Descriptors: Interpersonal Competence, Intervention, School Activities, Elementary Schools
What Works Clearinghouse, 2012
"The Incredible Years" is an intervention composed of training programs for children, parents, and teachers that is intended to reduce children's aggression and improve their social skills. The three programs (child, parent, and teacher) can be used independently or in combination. The child program focuses on building social and…
Descriptors: Intervention, Early Childhood Education, Disabilities, Preschool Children
Schick, Andreas; Cierpka, Manfred – Emotional & Behavioural Difficulties, 2013
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…
Descriptors: Prevention, Violence, Aggression, Interpersonal Competence
Smits, Ilse; Doumen, Sarah; Luyckx, Koen; Duriez, Bart; Goossens, Luc – Social Development, 2011
This study examined the intervening role of empathy in the relations between identity styles (i.e., information-oriented, normative, and diffuse-avoidant styles), and inter-personal behaviors (i.e., prosocial behavior, self- and other-oriented helping, and physical and relational aggression). In a sample of 341 emerging adults, it was found that…
Descriptors: Prosocial Behavior, Aggression, Empathy, Interpersonal Competence
What Works Clearinghouse, 2013
"Tools for Getting Along" is a 26-lesson curriculum designed to help upper elementary school teachers establish a positive, cooperative classroom atmosphere. Lessons are intended to reduce disruptive and aggressive behavior by helping students develop anger management skills. Students use problem-solving steps to generate, implement, and…
Descriptors: Evidence, Intervention, Aggression, Emotional Disturbances
Ozdemir, Selda – International Journal of Special Education, 2010
Research has consistently documented that children with attention deficit/hyperactivity disorder (AD/HD) have significant problems in peer relationships and are strongly rejected by their typically developing peers. There is a growing recognition that traditional interventions, such as social skills trainings are no longer sufficient to address…
Descriptors: Interpersonal Competence, Attention Deficit Hyperactivity Disorder, Peer Relationship, Intervention
Baetens, Imke; Claes, Laurence; Muehlenkamp, Jennifer; Grietens, Hans; Onghena, Patrick – Journal of Adolescence, 2012
The aim of the present study was to examine differences in psychological symptoms and sense of self-competence between adolescents with and without non-suicidal self-injurious behavior. We collected data in a sample of 281 Flemish adolescents. Psychological symptoms and self-competencies were assessed by means of the Youth Self-Report (YSR) and…
Descriptors: Social Problems, Aggression, Self Destructive Behavior, Adolescents
Dirks, Melanie A.; Treat, Teresa A.; Weersing, V. Robin – Social Development, 2010
Increasingly, theorists have suggested that social competence is an evaluative construct that will vary as a function of who is judging behavior. This study examined how two key groups in children's social environments--peers (N = 663, age range = 10.83-15.25 years) and teachers (N = 49)--rated the effectiveness of different behaviors generated by…
Descriptors: Aggression, Social Behavior, Interpersonal Competence, Social Environment
What Works Clearinghouse, 2012
"First Step to Success" is an early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns. The program uses a trained behavior coach who works with each student and his or her class peers, teacher, and parents for approximately 50 to 60 hours over a three-month period.…
Descriptors: Early Intervention, Behavior Modification, Aggression, Antisocial Behavior
Yeager, David Scott; Dweck, Carol S. – Educational Psychologist, 2012
Because challenges are ubiquitous, resilience is essential for success in school and in life. In this article we review research demonstrating the impact of students' mindsets on their resilience in the face of academic and social challenges. We show that students who believe (or are taught) that intellectual abilities are qualities that can be…
Descriptors: Academic Achievement, Personality Traits, Resilience (Psychology), Individual Characteristics
Espelage, Dorothy L.; Hong, Jun Sung; Rao, Mrinalini A.; Low, Sabina – Theory Into Practice, 2013
This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does…
Descriptors: Peer Groups, Victims, Bullying, Intervention
Elledge, L. Christian; Cavell, Timothy A.; Ogle, Nick T.; Malcolm, Kenya T.; Newgent, Rebecca A.; Faith, Melissa A. – School Psychology Quarterly, 2010
We examined the degree to which children with and without a history of stable peer victimization differentially endorse strategies for dealing with school bullies. Participants were 323 children, 58 of whom met criteria for chronic peer victimization. Children with a history of stable peer victimization differed from comparison children in how…
Descriptors: Bullying, Victims of Crime, Males, Peer Relationship
Handen, Benjamin L.; Sagady, Amie E.; McAuliffe-Bellin, Sarah – Journal of Mental Health Research in Intellectual Disabilities, 2009
Attention-deficit/hyperactivity disorder (ADHD) affects 9-12% of individuals with intellectual disability (ID). Although psychostimulant medication is often the primary treatment modality, little is known regarding the effects of such agents on social interactions and play in this population. Additionally, the role of ADHD symptoms in social and…
Descriptors: Play, Mental Retardation, Drug Therapy, Children