Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 3 |
Descriptor
African American Children | 3 |
Aggression | 3 |
Urban Areas | 3 |
Coping | 2 |
Friendship | 2 |
Gender Differences | 2 |
Prevention | 2 |
Academic Achievement | 1 |
Academic Education | 1 |
Achievement Gains | 1 |
Achievement Tests | 1 |
More ▼ |
Author
Bradshaw, Catherine P. | 3 |
Waasdorp, Tracy Evian | 2 |
Bagdi, Aparna | 1 |
Ialongo, Nicholas S. | 1 |
Kellam, Sheppard G. | 1 |
Zmuda, Jessika H. | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Elementary Education | 1 |
Grade 1 | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Waasdorp, Tracy Evian; Bagdi, Aparna; Bradshaw, Catherine P. – Journal of School Violence, 2010
Although there is a growing body of research documenting the deleterious effect of experiencing relational aggression, few studies have explored how children cope with relational aggression, especially when it occurs between close friends. Moreover, relational aggression is understudied among urban African American children. Using data from a…
Descriptors: African American Children, Aggression, Bullying, Prevention
Waasdorp, Tracy Evian; Bradshaw, Catherine P. – Journal of Child and Family Studies, 2009
Increasing research documents the negative short- and long-term effects of relational aggression on children's behavior and social-emotional functioning. Although parents likely play an important role in the way children learn to cope with and attempt to resolve relational aggression, there is little research on this issue. The present study…
Descriptors: African American Children, Aggression, Friendship, Coping
Bradshaw, Catherine P.; Zmuda, Jessika H.; Kellam, Sheppard G.; Ialongo, Nicholas S. – Journal of Educational Psychology, 2009
This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 urban, primarily African American children. The classroom-centered intervention combined the Good Behavior…
Descriptors: African American Children, Intervention, Aggression, Educational Objectives