Review of the current knowledge concerning youth violence and gang behavior considers risk factors for violence and gang formation, functions served by violence and gang membership, and strategies that have been empirically validated to be either beneficial or ineffective. Following an introductory chapter, the first chapter looks at the nature of…

This study found that the abuse of girls in the coeducational schools where the research took place was widespread and took the form of aggressive sexual behavior, intimidation and physical assault by older boys, sexual advances by male teachers, and corporal punishment and verbal abuse by both female and male teachers (on boys as well as girls).…

In-depth interviews were conducted with 13 special education teachers who work with aggressive students to better understand their work experiences and career decisions. Analysis of textual information supported two interrelated themes: (1) the unpredictability of aggression; and (2) the role of student teacher relationships as important to…

This brief paper summarizes the current literature concerning youth aggression and violence especially risk, resilience, and prevention. It summarizes risk factors for aggression and violence including child characteristics (e.g., hyperactivity, risk-taking, emotional disturbance), home conditions (e.g., harsh and ineffective parental discipline,…

Two decades in which educators have seriously tried to eradicate bullying in schools have met with only modest success. Moreover, bullying is no longer being viewed exclusively as a problem for schools and school children. This book examines bullying behavior in a wide range of settings, including kindergartens and schools, workplaces, the home,…

This report discusses the outcomes of a study that investigated the incidence and impact of serious student misconduct on schools, whether students with disabilities are being disciplined differently from those without disabilities, and the role that the Individuals with Disabilities Education Act 1997 (IDEA) plays in schools' ability to properly…

Seventeen children who had been removed from deleterious family backgrounds and placed in institutional care were exposed to imaginative play training. They showed significant increments in levels of imaginative play, positive emotionality, prosocial behaviors, and in measures of divergent thinking and story-telling skills, and decreases in levels…

Results suggest that, especially at older ages, children who are both aggressive and withdrawn represent a less mature, less socially skilled group that is potentially at risk for poor adjustment later in life. (Author)

The study determined the effects of Structured Learning Therapy (SLT) in treating 60 Puerto Rican fathers who had exhibited family aggression. The validity of using a short-term therapy program such as SLT to counteract a longstanding cultural tradition was questioned. (SB)

Canadian seventh-graders were given intelligence, mathematics, and English tests. These scores and their class grades were compared with personality questionnaire measures of aggression, self-concept, and attitudes. Substantial correlations were obtained between the ability and personality variables, with marked sex differences. (Author/SJL)

Argues that teachers play a major role in guiding children toward responsible anger management. Addresses what researchers know about the development of children's feeling, expression, and understanding of anger. Examines factors contributing to managing anger including memory, language, and self-referential and self-regulatory behaviors.…

Used the Revised Class Play to assess dimensions of peer reputation among two cohorts of ninth-grade, inner-city students. Found that popularity, isolation, aggressive/disruptive reputation, and prosocial orientation generally showed expected patterns of associations with students' adjustment, with the exception that aggression was linked with…

Fighting violence requires a networking approach among schools, community, and parents. This article advises elementary school counselors: (a) focus on the causes of aggression; (b) identify children with the propensity for behaving aggressively; and (c) prevent aggressive responses in children and adolescents by introducing techniques and…

Investigated fourth, sixth, and eighth graders' thinking about the role of a bystander and the role of a victim in the context of aggression. Findings suggest that evaluation of behavioral responses on the part of bystanders and victims is influenced by the relationship among the parties involved. (RJM)

This longitudinal study examined relationships among 4 risk factors (social supports, maternal psychological adjustment, maternal preparation for parenting, and child temperament), maternal predisposition for aggressive coping, and maternal abuse potential in 75 adolescent mothers and their children. Preparation for parenting was most strongly…