Examines the perceptions of self and the attachment relationship to parents in aggressive and nonaggressive rejected children, as compared to children with an average or popular sociometric status. Results generally confirmed the assumption that only the nonaggressive rejected children perceive themselves as less competent and worthy as a person…

Evaluates the effectiveness of a brief program to prevent physical, psychological, and sexual aggression in dating relationships. The program consisted of an educational video followed by a discussion led by either a female presenter or male/female co-presenters. Participants endorsed more prosocial attitudes about dating aggression immediately…

A questionnaire was administered to 153 of 181 13-year-olds who had been assessed at ages 8-9. Results supported the hypothesis that for the majority, aggressive behavior is not a stable trait and cannot be accurately predicted as a recurrent pattern when using the opinions of teachers, peers, or the children themselves. (SK)

The article examines definitions of behavioral disorders and summarizes recent literature. Issues raised relate to prevalence data, increasing classroom disruption, stability of behavioral disorders into adolescence and adulthood, and the increase in teacher stress attributable to children with behavior disorders. Management approaches including…

Examined differences in hypothetical apperceptive fantasies of committing forcible rape, which are held by male subjects, as compared with the hypothetical apperceptive fantasies of being forcibly raped, held by the female subjects. Developed a critical analysis of social and cross-cultural variables affecting rape. (Author/ABL)

Presents a unit for teaching students to understand and control verbal aggression in their interpersonal relationships. Focuses on enhancing students' understanding of verbal aggression, helping students develop strategies for controlling verbal aggression, and providing activities to stimulate internalization of knowledge and strategies. (SR)

Uses hierarchical cluster analysis to develop a typology of verbal aggression as experienced by undergraduate students. Reveals three broad domains of attack: group membership, personal failings, and relational failings. Demonstrates reliability, predictive validity, and content validity for the typology. Reveals that aggressive messages can be…

Notes that while hitting-aggressive behavior is probably the greatest single behavior concern of teachers, children can be taught appropriate behavior for the classroom. Offers tips for dealing with: roughhousing; existing problems; grabbing toys; and war games, guns, or violent play. Suggests allowing children the choice of an alternative…

A case study is used to show how an eclectic approach to counseling can be helpful in the integration of a child with special educational needs into a mainstream secondary school. Counseling techniques emphasized goal setting, feedback, and modeling to change perceptions, increase self-responsibility, and change behavior. (JPS)

Examined social-cognitive processes of aggressive and nonaggressive boys (n=296) at preadolescent and early adolescent age levels. Found that wide range of social-cognitive processes was distorted and deficient for violent and moderately aggressive boys and that different types of social cognition contributed unique variance in discriminating…

Results from 54 college men who heard misogynous or neutral rap music and then selected neutral, sexual-violent, or assaultive film vignettes to show a female companion suggest that misogynous music facilitates sexually aggressive behavior and support a relationship between cognitive distortions concerning women and sexual aggression. (SLD)

Describes strategies to counteract aggressive responses when students exhibit aggressive behaviors. Promising practices include the conflict cycle, self-management, components of life space interviewing, anger replacement training, and relationship technology. (JPS)

This study investigated aggressive, withdrawn, and prosocial behavior in 21 physically abused, 26 nonabused-neglected, and 21 nonabused-nonneglected children, ages 5-8. No single dimension adequately discriminated children in each of the three groups. Full discrimination was achieved only when aggressive, withdrawn, and prosocial behaviors were…

Finds that more argument and less verbal aggression were observed in constructive as compared to destructive disagreements regardless of context; more verbal aggression was reported in family as compared to organizational disagreements; and participants, when compared to observers, perceived the most argument and verbal aggression. (SR)

Examined factors that predict dropping out of therapy among children referred for treatment of oppositional, aggressive, and antisocial behavior. Several factors related to family (socioeconomic disadvantage, adverse child-rearing practice), parent (stress, life events, history of antisocial behavior), and child functioning (severity and…