Subjects, 139 first- through sixth-grade teachers, read a vignette of a hypothetical emotionally disturbed student and responded to an attitudinal survey. Teachers responded most negatively toward aggressive and least negatively toward withdrawn students. Teachers expressed more concern for mainstreamed students, less concern for others, and the…

Findings from the first round of evaluation of an afterschool youth development program are presented. This program, the 4H Afterschool Activity Program, incorporated a specific curriculum of aggression reduction, the BrainPower program, into its ongoing activities, which cover a wide range from homework assistance to arts and crafts. The…

The author Concludes from the discussion that; (a) war is not yet absolute; (b) violence against persons is understandable when other channels for conflict are closed; (c) neurosis and war possess positive as well as negative pulls; and (d) normality and law and order may be verbalized goals that are rejected as achieved. (Author)

This article offers advice to the classroom teacher for dealing with a child subject to explosive temper tantrums. It discusses why such outbursts may occur; gives a sequence for controlling the tantrum and calming the child; and considers long-term methods for helping the child curb anger and aggression. (SJL)

The Piers-Harris Self-Concept Scale was administered to behaviorally disordered children referred to a child study center for antisocial, aggressive, and criminal behavior. Compared to the aggregate mean for published scores of normal children, the subject group's scores were significantly lower and more variable. (Author)

Characteristics and management of the passive aggressive child in classroom situations are presented in the article. (PHR)

Examined the relationship between sibling interactions and the social adjustment of children with behavior problems. Subjects were 53 aggressive first- and second-grade children, their mothers, and their siblings. Found that children in sibling relationships with moderate levels of warmth and conflict showed better adjustment than did children in…

Two classroom conditions (classroom demand and classroom attention) were systematically manipulated to explore their effects on performance under analogue assessments for a girl (age 7) with severe intellectual disabilities who exhibited aggressive behavior. Results demonstrated higher levels of aggression during demand analogue conditions when…

This article reports results of a national survey of 349 school principals regarding the frequency and trends of student aggression. It describes reactive and proactive subtypes of youth aggression and identifies trends in reactive and proactive youth aggression. Approaches to student aggression appropriate to either the reactive or proactive…

Strategies are needed that assist both current practitioners and counselors-in-training in working safely and effectively with potentially aggressive young people and their families. This safety session is intended to reduce the risk of client violence by opening a forthright dialogue regarding the risk of violent behavior, specifying appropriate…

Notes that while hitting-aggressive behavior is probably the greatest single behavior concern of teachers, children can be taught appropriate behavior for the classroom. Offers tips for dealing with: roughhousing; existing problems; grabbing toys; and war games, guns, or violent play. Suggests allowing children the choice of an alternative…

A case study is used to show how an eclectic approach to counseling can be helpful in the integration of a child with special educational needs into a mainstream secondary school. Counseling techniques emphasized goal setting, feedback, and modeling to change perceptions, increase self-responsibility, and change behavior. (JPS)

Describes strategies to counteract aggressive responses when students exhibit aggressive behaviors. Promising practices include the conflict cycle, self-management, components of life space interviewing, anger replacement training, and relationship technology. (JPS)

Functional analysis conducted during a 90-minute evaluation session identified maintaining variables for aggressive behavior and an alternative replacement response in 3 individuals with severe handicaps. During a subsequent contingency reversal phase, aggressive behavior was substantially reduced and alternative behavior increased. Results…