The popularity of mindfulness-based interventions (MBIs) is growing rapidly in schools. Decisions regarding the use of these interventions must be based on empirical evidence. There is robust evidence for the use of MBIs with adults, but research on MBIs with youth is nascent. The purpose of this meta-analytic review was to add to the literature…

Drawing from theory and research into social comparison processes, the present study sought to determine children's motives for comparison in addition to the coexistence of class and individual comparisons in school physical education. The main and interactive effects of these types of comparisons were examined in relation to pupils'…

To investigate the relationship between relational aggression and school performance, this study examined the relative and combined associations among relational aggression, overt aggression, and victimization and children's academic performance. Additionally this study examined the relative associations among relational and overt aggression and…

The number of children and adolescents using prescription medications is continually climbing. The preceding articles have offered discussions on a multitude of areas within this subject matter. This article will serve to summarize some of those points raised with particular emphasis on where we go from here in terms of training and professional…

The use of antipsychotic medications within the school-age population is rapidly increasing. Although typical antipsychotics may be used in rare cases, this influx is largely secondary to the availability of the atypical antipsychotics. Reduction of possible adverse effects and increased efficacy represent the primary basis for the atypical…

Examines convergent and discriminant validity for the Home and Community Social Behavior Scales (HCSBS). The Social Competence scale evidenced strong positive correlations with measures of social skills and adaptability. The Antisocial Behavior scale evidenced strong positive correlations with measures of externalizing behavior problems. Results…

Provides a review of the literature in the area of social characteristics of children with AD/HD, and outlines interventions for working with specific social problems. Presents possible reasons for the peer rejection of AD/HD students and includes inappropriate social behavior, social knowledge deficits and biases, and negative interactions with…

Four second-grade teachers completed the Classroom Behavior Inventory for every student in their class (N=101). Subjects were classified as either reflective (N=32) or impulsive (N=32) by using the Matching Familiar Figures Test (MFF). (Author)

Examined the effect of course content and cognitive style on classroom behavior in 29 low-achieving boys ages 12 to 14 who completed the Embedded Figures Test. Comparisons of classroom behavior observations showed field independent subjects were more disruptive, but behavior was principally influenced by course content. (JAC)

Psychotropic medications prescribed frequently to children and adolescents for the treatment of anxiety, depression, and attention deficit hyperactivity disorder are reviewed. Pediatric pharmacological options based on double-blind, randomized studies are examined. We advocate that psychotropic medications be used only in conjunction with…

Teachers' ratings of 56 Hispanic, 56 Black, and 56 White elementary students using the Teacher Checklist of School Behavior showed Hispanics' behavior was rated less favorably than others. Hispanics were perceived as avoiding peer and teacher interaction and exhibiting more physical reactions (e.g., absenteeism, physical complaints). (NRB)

Examines whether the criterion-related validity of the Devereux Behavior Rating Scales--School Form (DSF) can be generalized to racial/ethnic subpopulations. Results based on 267 children support the DSF's utility in screening for serious emotional disturbance. Findings suggest its criterion related validity are generalizable to Caucasian, African…

This ethnographic study of a self-contained classroom of eight-, nine-, and ten-year-olds examined sexual differences in peer interactions. Within the observed classroom, males and females established separate social systems which had only limited contact with each other. Males were found to interact with significantly more classmates than…