Asserts that teasing and bullying are hurtful to children physically and emotionally, and can seriously affect the child who does the teasing or bullying, the child who is teased or bullied, and bystanders who see it happening. Offers suggestions for Head Start to take positive action to address this behavior before it takes root and grows. (SD)

Videotaped rough and tumble play to examine how preadolescent boys expressed care and intimacy through such play. Found that, when commenting on videotapes, the boys were clear on where and when it was appropriate to express care and intimacy for one another. Findings suggest teachers and administrators reconsider the importance of this kind of…

Reviews the social sciences literature and reports on the interventions used by professionals and policymakers to reduce school violence, in addition to the effectiveness of the interventions. Recommendations consistent with social work principles are made for social workers concerned with school violence. (JPS)

Effects of extinction and negative reinforcement on latency of responses (including aggression and self-injurious behavior) following activity requests to an adolescent girl with mental retardation and autism were evaluated. Results showed that latencies occurred in a predictable order. The response class was expanded to include an appropriate…

Because bullying affects school climate, schools and parents must address it by collaboratively developing guidelines for zero tolerance, effective monitoring, well-publicized consequences, and supports for the parents of both victims and aggressors. (SK)

Examines the effectiveness of short-term cognitive-behavioral therapy with probationary and incarcerated offenders (N=107). Results showed significant changes on a Buss-Durkee guilt scale for probationary offenders, and significant changes in verbal hostility and resentment for incarcerated offenders. (JPS)

Examined whether social cognitions forecast change in aggressive habits over the school year for 189 third through seventh graders. Found that aggression-encouraging cognitions assessed in the fall promoted aggression over the school years, but that such developments hinged on the child's sex and on initial levels of aggression and victimization.…

Notes the shift in bullying behavior to more vicious, violent acts. Explores factors contributing to this behavior, how some schools fail to address the problem, and steps parents can take to keep their child safe and to work with schools to prevent aggressive behavior. (HTH)

Clarifies authors' position on the Social Information Processing (SIP) model. Argues that a definition of social competence free of reference to social desirability to assess links with bullying skills and motivations is possible. Asserts that focusing on motivations might provide a clearer theoretical understanding of bullying and a more…

Examined aggressive and non-aggressive young adolescents' attributions of intent in hypothetical teacher-student interactions. Found that when teachers' intentions were ambiguous, aggressive adolescents were more likely than non-aggressive adolescents to attribute hostile intentions to teachers, were more likely to blame teachers for the outcome,…

This study reports marked reductions in self-injurious behavior and aggression of two adults with profound mental retardation treated with clozapine, who were non-responsive to all other behavioral and psychopharmacological interventions, including risperidone. The most effective dose was 200mg/day. Side effects were mild and the drug was…

Discusses school safety in this era of violence, presenting a public health model of prevention as it applies to the problem of youth violence, discussing causal factors known to be associated with violence and aggression, and examining practical strategies that can be incorporated into existing teacher education programs for addressing violence…

A structured interview was conducted with 68 adults with intellectual disability who were aggressive. At work, the most frequently reported anger-arousing situations involved co-worker conflict and aggression. At home, conflicts with siblings and peers were anger-arousing. Coping responses included aggression, being alone, talking to someone, and…

A study involving 103 children (ages 5-17) examined the clinical utility of the ADHD Symptom Checklist-4 (ADHD-SC4), a screening measure for attention-deficit/hyperactivity disorder (ADHD). Findings support the internal consistency and validity of the ADHD-SC4 as a screening instrument for ADHD, oppositional defiant disorder, and aggressive…

Students from small towns completed surveys on school safety, bullying, drug use, and other school climate issues. About 56 percent reported neither bullying nor victimization. Bully/victim status varied with age and gender and significantly related to risk factors like smoking and drinking. Bullies were more likely to use drugs and tobacco,…