School-Based Aggression Prevention Programs for Young Children: Current Status and Implications for Violence Prevention

TL;DR: In this article, the authors describe the effects of whole-school positive behavior support on discipline problems and academic outcomes of students enrolled in an urban elementary school, which is designed through technical assistance consultation with teachers that emphasized improving instructional methods, formulating behavioural expectations, increasing classroom activity engagement, reinforcing positive performance, and monitoring efficacy through data-based evaluation.

TL;DR: Results indicated that theCoping Power intervention produced lower rates of covert delinquent behavior and of parent-rated substance use at the 1-year follow-up than did the control cell, and these intervention effects were most apparent for the full Coping Power Program with parent and child components.

TL;DR: Orpinas and Horne as discussed by the authors presented the School Social Development and Bullying Prevention Model, a blueprint for schools that students, teachers, and parents enjoy being a part of and showed how school professionals can prevent and reduce bullying by creating a positive environment and by ensuring all children have the social skills to communicate well and solve problems without aggression.

TL;DR: This paper examined how exposure to relational aggression at school is associated with adoles- cents' perceptions of, and participation in, a hostile school environment and found that adolescents exposed to high levels of relational aggression perceived their school to be less safe, and were less pleased with the general social atmosphere at school.

TL;DR: In the present study, a form of aggression hypothesized to be typical of girls, relational aggression, was assessed with a peer nomination instrument for a sample of third-through sixth-grade children and indicated that girls were significantly more relationally aggressive than were boys.

TL;DR: It is suggested that, in evaluating the benefits of a given treatment, the greatest weight should be given to efficacy trials but that these trials should be followed by research on effectiveness in clinical settings and with various populations and by cost-effectiveness research.

TL;DR: In this article, the authors discuss the challenges in the development and treatment of childhood aggression and discuss the role of social cognition and social networks in the early stages of the development of aggression.