While it might appear to be a harmless rite of passage, bullying can have deadly consequences for some school children. Reports from Norway, England, and Japan indicate that children have allegedly committed suicide following episodes of severe bullying. Researchers agree that bullying is worldwide in scope and negatively impacts the general…

This book is designed to help adolescents deal with their interpersonal relationships. It utilizes personal stories of teenagers who have experienced difficulties in their own lives to discuss various issues. Specifically, this book discusses how teens can: set physical and emotional boundaries that make them feel comfortable and will keep them…

Terrorism stirs up intense reactions of horror, confusion, sadness, fear, and anger. In the coming months, children and adults alike will be struggling to find meaning for the disaster that befell America on September 11, 2001. This curriculum is about the destructive nature of hatred and wrongful attribution. The curriculum stresses that many…

Findings from the first round of evaluation of an afterschool youth development program are presented. This program, the 4H Afterschool Activity Program, incorporated a specific curriculum of aggression reduction, the BrainPower program, into its ongoing activities, which cover a wide range from homework assistance to arts and crafts. The…

Compares violence and aggression in childrens books and television shows during the past ten years, concluding that conflict has been treated honestly and in proportion to other human behavior in children's books. (RB)

Discussion and evaluation of a one-term elective seminar entitled The Experience of War'' and how its reflected in the literature. (MM)

Data showed that consistent punishment resulted in faster inhibition than inconsistent punishment; subjects who were punished showed less persistence than subjects placed on an extinction schedule. (Authors)

A discussion of the forces that foster violence and suggestions on constructive ways of channeling aggressive energy in young children. (SP)

Results indicated that children exposed to the aggressive program engaged in longer attacks against an ostensible child victim than subjects exposed to the nonaggressive program. (Authors)

The author Concludes from the discussion that; (a) war is not yet absolute; (b) violence against persons is understandable when other channels for conflict are closed; (c) neurosis and war possess positive as well as negative pulls; and (d) normality and law and order may be verbalized goals that are rejected as achieved. (Author)

Suggests a course suitable for the general education of all college students using biological topics as a bridge between sciences and humanities. (AL)