An historical and descriptive account of the procedures and techniques used in a program applying social learning theory to the treatment of aggressive children is presented. (JMF)

A sample of ten abused toddlers ranging in age from one to three years and ten matched controls from families experiencing stress were observed during social interactions with caregivers and with peers in their day care settings. (JMB)

While all subjects improved on personality factors measuring social precision, persistence, and control after a physical fitness program of jogging, calisthenics, and recreational activities, a longer and intensified period of regular exercise is necessary to cause a dramatic change in personality parameters.

If the counselor does nothing to relieve the anxiety engendered by hostile interchanges, the family may view him as just one more discordant element in their unhappy system and leave him very quickly. (Author)

A 16-year-old male, who presented an 11-year history of severe temper outbursts, was apparently successfully treated by a self-control treatment program. The treatment procedure is described in detail. (Author)

The relation of (1) reason for father's absence (whether by death or by divorce) and (2) age of onset of father absence to teacher ratings and doll play interview scores of masculinity-feminity, aggression and dependency-independence were examined. (MS)

In this study, 11 males with autism and mental retardation were administered risperidone. Substantial clinical improvement was noted almost immediately; patients with aggression, self-injury, explosivity, and poor sleep hygiene were most improved. The modal dose for optimal response was 0.5 mg bid. Weight gain was a significant side effect.…

Provides elementary school counselors with a multifaceted framework for addressing the problem of bullying in schools. Examines the prevalence of bullying, what it is, and characteristics of the bully, and exposes some bullying myths and why schools tolerate bullying. Offers a systemic approach to intervention and summarizes empirical research.…

Explores some of the features connected with peer sexual harassment in schools. Focuses on the antecedents to bullying, describing how psychological, physical, and sexual vulnerability can lead to bullying. Emphasizes the importance of adults in offering vulnerable children compassionate and clearheaded support and intervention. (RJM)

Provides an overview of recent research concerning children who are habitually abused by peers. Reviews three sets of influences on victimization: (1) family factors, such as family relations that impede a child's autonomy; (2) behavioral attributes of the child, such as submissiveness; and (3) social risk factors, such as the absence of…

Extends L. Berkowitz's neoassociationist aggression model by considering the role of personality variables. Experiment one tested the hypothesis that high-trait-aggressive individuals have more developed aggressive cognitive-associative networks than low-trait-aggressive individuals. In experiment two, participants rated the stimulus words used in…

Studied attitudes toward college social context and expectations regarding sexual aggression with 66 sorority members (females) and 34 fraternity members (males). Results show differences in men's and women's expectations and responses, and highlight how men's expectations are related to women's resistance to unwanted sex. (SLD)

Proclivities toward rape and sexual force were studied among 159 college men at a small church-affiliated college. In completing a questionnaire, 34% reported some proclivity to rape or force sex, and those who reported such proclivities held more gender stereotyped attitudes. (SLD)

Explores nonpunitive ways to deal with bullies and their victims in school settings. Appropriate consequences for the bully and role play training for bullies, victims, and other children are among the possible solutions. Parent participation can be very important, but any approach must begin with establishing the child's trust. (SLD)

This study assessed child-rearing practices and attitudes of Australian parents of 27 children (ages 7-11) with hyperactivity, hyperactivity-aggression, or no disability. Results found that the mothers of children with hyperactivity were using more consequences (time-out, reasoning, etc.) than comparison mothers, whereas the fathers reported…