This review examines empirically based studies of school-based mental health interventions. The review identified 64 out of more than 2,000 articles published between 1990 and 2006 that met methodologically rigorous criteria for inclusion. Of these 64 articles, only 24 examined both mental health "and" educational outcomes. The majority of…

This study examines interpersonal competence configurations in relation to students' concurrent behavior problems and social risks for later adjustment difficulties. Participants are 648 (345 girls, 303 boys) fourth-grade students (65% White, 6.9% African American, 19.5% Hispanic, 4.6% Asian, and 4.0% Other) from the suburbs of a major Midwestern…

This report examines part of a qualitative study on the micropolitical classroom strategies, goals, and consequences that occur among the students and a teacher in an elementary classroom. The paper focuses on the students' micropolitical strategies and goals, and the resulting consequences on their classroom teacher. Micropolitics describes the…

Despite previous research indicating that early negative child behavior and the quality of parent-child relationships are predictive of later externalizing problems, few investigators have attempted to trace these antecedents back to infancy. In a sample of 100 infants from low-income families, infant persistence and maternal responsiveness were…

Five case studies of mentally retarded persons with maladaptive behavior problems are presented to demonstrate an interdisciplinary approach which emphasized coordination between medical and behavioral input in client treatment plans. Case studies involve persons in group home settings who engaged in such maladaptive behaviors as aggression…

The relationships between economic stress on the family and child and parental adjustment were examined for a sample of 199 girls and boys in grades one, four, and seven. These associations were examined separately for families in which both parents were present and in which mothers only were at home. Economic stress was associated with boys'…

Childhood aggression is among the most common and least transitory of childhood dysfunctions. Mother-only families have higher rates of childhood aggression than do intact, father-present homes. The effect of father presence and father absence on the aggressive behavior of family members was examined, along with the behavior patterns in families…

Aggression, tantrums, and self-injury can function as escape behaviors, allowing children to terminate aversive demand (teaching) situations. In one group of six psychotic children, these behaviors were frequent in demand situations, and rare in nondemand situations. Further, when stimuli correlated with the termination of demands were presented,…

This paper attempts to develop guidelines relating to the problem of disruptive pupils in the classroom. A disruptive student is defined as one who interferes with the learning process. He is often male, physically aggressive, verbally hostile, over-age and frequently absent. The study examines the overlap between disruptive behavior and emotional…

Dissonance theory implies that relationships should exist between dissonance-reducing behaviors and measures of tension. It is suggested that dissonance-reducing behavior should be positively correlated across subjects with initial tension but negatively correlated with tension after dissonance-reducing behaviors have occurred. Thirty-six male and…

Social workers' direct work with students can help to reduce the disparity between educational ability and achievement. Interventions with low achievers must include fostering linkages between home and school. Consultation and followup are necessary components for reducing underachievement. The intervention must be done in conjunction with school…

Intermediate grade children (N=24) nominated by teachers for aggressive or hostile behavior were assigned to experimental or control groups, with experimental group receiving a group counseling intervention focusing on cognitive behavior techniques, modeling, role playing, and positive reinforcement. Results suggest that, compared to controls,…

The purpose of this study was to determine how well various peer nomination factors predict to long-term low frequency but highly disruptive elementary age classroom behaviors that result in school disciplinary action. Peer nomination measures to determine six factors (prosocial, social preference, overt aggression, relational aggression,…

A survey was developed to study anger in elementary school students drawing on the experience of school counselors and teachers. The final survey was distributed to elementary school counselors, school administrators, and teachers to use with children referred for anger control issues. In 7 elementary schools, 1 female and 36 male students in…

Addressing the problem of children being emotionally abusive to each other in the form of heckling and the more serious "put-down," this paper suggests that this behavior can stem from a need for attention, resistance, an inability to express feelings more appropriately, or a desire to test an adult's strength. It is important to listen…