Assessments of parent and sibling attachments were made when the firstborn child of a two-child family was one, three, and six years old. Sibling conflict and aggression were related to maternal conflict with both children at six years. Affectionate fathering was associated with prosocial sibling interaction. (BC)

Describes a project involving weekly group guidance sessions with the third and fourth grade boys in a North London (England) elementary school. Evaluates the program's effectiveness in relation to racism, sexism, bullying, collaborative group process, and other matters. (DM)

Aggressive and nonaggressive Latino and African-American adolescents read scenarios describing negative outcomes initiated by a hypothetical peer and made judgments about their reactions to the outcomes and about the peer's intentions. Data supported a model in which emotion mediates aggressive behavior. (BC)

Reports on two studies examining the nature of peer group bullying among Australian primary school children ages five through seven years. The first study surveyed 631 children to understand the nature and effects of bullying. In the second study, 76 children were individually interviewed regarding their social problem-solving capacities. (MM)

This article describes a model that deals with classroom behavior problems by incorporating contextual or setting events with traditional learning theory models. The paper discusses examples of setting events that affect children's aggression, ways to assess the effects of setting events on student behavior, and ways in which teachers can…

This article reviews research indicating that teachers' behavior is negatively affected by disruptive and aggressive responses of students with emotional/behavior disorders. It presents strategies to reduce classroom aversiveness, to reduce students' need to escape or avoid instruction through aggressive or disruptive responses, and thereby…

Reviews recent research on children's peer conflicts, examining the structure, participant characteristics, and social and physical context of these conflicts. Explores how children's conflicts are complex social interactions, embracing a wide range of issues, strategies, and outcomes. Discusses implications for teachers. (MDM)

Investigated the types of social issues that produce conflicts; the extent to which children respond positively to protests from others; and the ways in which conflicts are resolved. Results indicated that preschoolers' conflicts were not solely negative or aggressive and that their social interaction and social contexts were multidimensional.…

Aggressive unpopular, withdrawn unpopular, aggressive-withdrawn unpopular, and average status children were identified by peer evaluation and compared in terms of peer and self-perceptions of competence in various social and nonsocial domains. Results indicated that the three groups of unpopular children exhibited distinct profiles according to…

Teachers need to be trained in skills for coping with increasing conflict and aggression in the classroom. Specifically, they need to be able to (1) teach social problem solving and conflict resolution skills; (2) implement verbal and nonverbal intervention techniques; and (3) physically intervene, when necessary, to protect all concerned.…

Children's automatic and reflective responses to social problems were examined. With immediate response, aggressive and nonaggressive rejected boys generated fewer verbal assertion and more conflict-escalating responses than did nonrejected boys. Similar status-related differences were not found for girls. (BC)

Data analyses on 3,346 parents with a minor child living at home found that 63 percent reported one or more instances of verbal aggression. Children (of both sexes and all ages) who experienced this frequently exhibited higher rates of physical aggression, delinquency, and interpersonal problems than other children. (BRM)

Presents issues and current information available on the topic of bullying in the United States to inform professionals on the phenomenon of bullying and how it is related to individual student and school climate issues. Critical research issues are outlined as are recommendations for potential professional response to the problem. (NB)

University women (N=277) completed questionnaires providing retrospective reports of childhood abuse. History of psychological abuse was uniquely associated with low self-esteem, physical abuse was linked to aggression toward others, sexual abuse was related to maladaptive sexual behavior, and physical and emotional abuse together resulted in…

Four individuals (ages 5-21) with severe mental retardation and autism were administered Naltrexone. Results indicated a reduction in such symptoms as hyperactivity, aggressiveness, self-injurious behavior, stereotyped behaviors; and promotion of positive social behaviors. Intermittent administration at low doses seemed more beneficial than more…