Reviews the research on the efficacy of prevention and intervention programs for aggressive behavior among preschoolers who are otherwise typically developing. Summarizes some key characteristics of 17 studies: (1) model/treatment focus; (2) target sample; (3) design; (4) reliability; (5) treatment description; (6) duration and follow-up; and (7)…

An open, prospective assessment of the treatment of severe aggression and self-injurious behavior (SIB) with paroxetine in 15 institutionalized persons with mental retardation was undertaken. Frequency and severity of aggression and SIB were charted. Results found that aggression severity only was reduced over the entire four-month follow-up…

Presents information on 24 and 34 months of successful treatment with Risperidone of a young woman and young man with autism and profound mental retardation. Treatment with Risperidone resulted in positive changes for aggressive, self-injurious, and anti-social behavior. After treatment, subjects were able to participate in social activities. (CR)

Suggests several intervention qualities (punishment, catharsis, and cohabitation) characteristic of approaches that do and do not yield violence-reducing outcomes. Proposes more effective perspectives on youth violence intervention including complexity, prescriptiveness, situationality, and aggression-as-learned behavior. (Author/JDM)

Reviews four types of evidence from published literature that supports the conclusion that grouping deviant youth for treatment may produce unintended, harmful effects. Recommends a research agenda designed to help clinicians provide the highest level of care for children and adolescents with behavior problems. (Author/MKA)

Compares emotional and behavioral problems as well as suicidal thoughts and tendencies for boys and girls with a history of sexual abuse to boys and girls without such a history. Both sexually abused boys and girls reported significantly more emotional problems, behavioral problems, suicidal thoughts, and suicide attempts than their nonabused…

Examines differences between rage and violence. States that attitudes towards violence are influenced by: family, peer group, the media, weapons, school structure, and community. Strategies for preventing rage and aggression include: (1) communicating clear behavioral expectations; (2) giving frequent praise and other forms of recognition; and (3)…

This article examines the need to consider social interactional processes in the development of interventions to address the adjustment of aggressive and disruptive youth with mild disabilities. Misconceptions surrounding peer rejections and problem behaviors are identified, and are considered in relation to research on the social relations of…

Reviews efforts to categorize anger-related patterns among youth and proposes an empirically derived typology for males based upon a multidimensional conceptualization of anger in school settings. Uses a two-stage clustering procedure to develop six anger preference styles that described a sample of 200 students in grades 6-12. (MKA)

Compared to college students who only watched a violent virtual reality game, those who played the game exhibited a higher heart rate after the game, reported more dizziness and nausea during the game, and exhibited more aggressive thoughts on a posttest questionnaire. Results suggest support for arousal and cognitive, but not psychoanalytic,…

Evaluated psychometric properties of the Aggression Scale, a self-report measure of aggressive behaviors for middle school students. Found that reliability scores were high. Found no significant variations by gender, ethnicity, or grade level. Also found stability through 2 years, and positive association with independent ratings of student…

Examined association between adolescents' perception of parent-adolescent attachment quality and adolescent aggression, as mediated by social cognition and self-esteem. Found that higher social cognition was associated with lower self-reported aggression when parent-adolescent attachments and adolescent self-esteem were controlled. When…

A study investigated the situation and characteristics of people with mental retardation reported to exhibit challenging behaviors in two areas of England. Results indicate challenging behaviors were shown by 10-15 percent of people with mental retardation, two-thirds were men/boys, and close to two-thirds were adolescents or young adults.…

Compares bullying and victimization in the playground and in the classroom through naturalistic observations. Results indicate that there were more opportunities to observe aggression and receive and initiate aggression in the playground than in the classroom. Nonaggressive children were more likely to bully in the playground, whereas aggressive…

Mothers and infants were observed in the laboratory when the infants were 12, 18, and 24 months. Mothers reported their child's behavior at 36 months. Predictors of boys' externalizing behavior at two and three years were maternal unresponsiveness and infant attention seeking, aggression, and noncompliance. For girls, infant noncompliance was…