FRIENDS for Life is an anxiety prevention programme that integrates cognitive behavioural approach with social and emotional learning. The current study examines the effects of the FRIENDS for Life programme in a school environment, with outcomes focusing on anxiety and aggression. The theoretical basis for the joint prevention and intervention of…

A growing body of research has documented a link between variation in implementation dosage and outcomes associated with preventive interventions. Complier Average Causal Effect (CACE; Jo, 2002) analysis allows for estimating program impacts in light of variation in implementation. This study reports intent-to-treat (ITT) and CACE findings from a…

Three generations of developmental epidemiologically based randomized field trials of the Good Behavior Game (GBG) have been delivered to Baltimore elementary schools. With the collaboration of family and community partners, all three trials were directed at decreasing proximal targets of aggressive behavior and improving learning in first-grade…

A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of…

This study examined whether participating in the ViSC social competence program is able to reduce different types of reported problem behaviors including bullying perpetration and victimization as well as promoting various social competencies in elementary school children. Two wave longitudinal self-report and teacher report data was available…

Restraint and seclusion are crisis or emergency responses, which should only be used in extreme situations (e.g., a student engaging in repeated forceful physical aggression toward self or others) when risk of serious and imminent physical harm or injury is high and when an emergency response may reduce that risk. Restraint and seclusion are not…

The aim of this research was to critically examine methods for reducing incidences of aggression within adolescence. To achieve this aim, a proactive intervention programme was devised and implemented aimed at changing attitudes towards physical and relational aggression through social skills education within the College's tutorial programme. The…

Background: High school completion provides health and economic benefits. The purpose of this study is to describe dropout rates based on longitudinal trajectories of aggression and study skills using teacher ratings. Methods: The sample consisted of 620 randomly selected sixth graders. Every year from Grade 6 to 12, a teacher completed a…

This study explores the use of framing techniques to help educators, administrators, and leaders to determine the effectiveness of programs designed to reduce elementary school male aggression.

This article describes Prevent-Teach-Reinforce for Young Children (PTR-YC), a model based on extensive research that is designed for feasibility and effectiveness for treating challenging behaviors in classroom settings. This model is designed to meet the needs of children with and without disabilities who engage in challenging behavior that…

The purpose of the study was the theoretical justification and experimental verification of content, complex forms and methods to ensure effective prevention and psycho-pedagogical correction of bullying in school. 53 teenage students from Kazan took part in the experiment. A complex of diagnostic techniques for the detection of violence and…

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…

The purpose of this study was to determine whether the Fight-Free Schools violence prevention process had an effect on the frequency of aggressive acts of elementary school students. Participants included approximately 600 students ranging from Kindergarten to 5th grade in a suburban school in the Midwestern United States. Data were collected over…

Bullying in schools is recognised as a global problem. In the USA, school shootings and increasing school aggression focused research on the causes of bullying and interventions that could reduce or eliminate bullying behaviours. A variety of bullying programs have generated mixed results with some actually increasing bullying behaviours. There…

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is…