Introduction - University of Washington



Introduction

This resource notebook is aimed at giving support and resources to those parents, teachers, and professionals that find themselves having to interact and work with physically or sexually aggressive youth. While brief and fleeting bouts of aggression, in many youth, can sometimes be attributed to natural rebellious tendencies, when the situation persists there is a good chance that something may need to be done immediately. This is, of course, due to the unique and frightening reality that aggression in youth presents and when one is not sure of their own or other’s safety, a situation may develop that is not secure and has the potential to compromise the well being and safety of all those involved.

With all of that in mind, this notebook was put together with the hope of offering not only phone numbers to call, but also with possible explanations and insights into why certain children are acting in aggressive ways, with an overarching desire to try and present a comprehensive look at what some of the causes of aggression are and how to handle it once it has presented itself. There are four distinct sections to this notebook, with the first being a list of agencies in the greater Seattle area that may be of help to those needing counseling or referral assistance in dealing with aggressive youth. This is by no means meant to be a fully comprehensive list, as certain situations may require more specialized aid or interventions, yet this list is a place to begin, a resource that will aid to get the ball rolling on getting the help that is needed. The next section is a list of websites that discuss the problem of aggression in youth, with many of these websites offering their own lists of resources and help to those needing it. The final two sections of the notebook include a bibliography of some of the most current research aimed at exploring and discussing the problem of aggression in youth, including a short annotated bibliography of five current studies that were done concerning aggression. Finally, there is a list of books available that, in one way or another, discuss or deal with the issues surrounding aggression in children.

With all of these resources put together in one notebook, it is the hope of the author that anyone who is having to work with or interact with a child who is showing aggressive behavior will be able to find the help and information needed to make informed decisions.

Section 1

Agencies and Services Available

• Federal Way Youth and Family Services

Individual, group, and family counseling is available for $7-$76 per hour. Special classes focus on parenting issues, teen pregnancy prevention, support groups for survivors of sexual abuse, children of alcoholics, and non-offending parents. Services include advocacy for families show are having difficulty accessing services; a delinquency prevention program for young offenders; an anger management class for women; and domestic violence and anger management classes for men who batter women.

Website: home.~fwyfs

Phone: 253.835.9975

Address: 33705 9th Ave. S. Federal Way, WA 98003

Similar regional or city based service providers:

o Vashon Youth and Family Services

▪ Phone: 206.463.5511

o Kent Youth and Family Services

▪ Phone: 253.859.0300

o Renton Area Youth and Family Services

▪ Phone: 425.271.5600

o Youth Eastside Services

▪ Phone: 425.747.4937

o Central Youth and Family Services

▪ Phone: 206.322.7676

o Auburn Youth Resource

▪ Phone: 253.939.2202

o Mercer Island Youth and Family Services

▪ Phone: 206.236.3525

o Northshore Youth and Family Services

▪ 425.485.6541

• Harborview Medical Center: Anger Management and Domestic Violence Program

Program provides comprehensive evaluation and treatment for anger and domestic violence. Services include a diagnostic assessment, individualized treatment plan, consultation with abused family members, and, if needed, referral to shelter or other support services. The core of the program is attendance at a weekly therapy group of a minimum of 24 sessions. Intake evaluation is $350; a six month program which includes individual and group therapy is $1,190-$1,800. Payments are accepted from most major insurance plans. Some clients may be eligible for a sliding scale discount.

Website: washington.edu/medical/hmc

Phone: 206.731.3025

Address: 325 9th Ave. Seattle, WA 98104

• Mentor Health Northwest

Behavioral health care provider serves adults, children, families, and older adults for emotional and behavioral problems. Issues include stress, grief and loss, depression, parenting and step parenting, abuse, relationships, ADHD, trauma, and other life problems. Alcohol and chemical dependency treatment is available to adults, as well as anger management and domestic violence perpetrator treatment. Individual and group therapy sessions are available as well as day and evening appointments. Fees are based on a sliding scale. Medicare, medical coupons, private insurance, HMO plans, and self pay are accepted.

Phone: 425.827.9100 Toll Free: 800.828.1449

Address: Multiple locations, call for information.

• United Indians of All Tribes foundation

Multi-service agency that primarily serves Native Americans and Alaska Natives; serves others as space allows. Family program offers individual, group, and family counseling, often in the home. Also offers men and women support groups, anger management workshops, parenting and other classes, and referrals to chemical dependency counseling. Also offers two youth programs for street children and transitional housing for youth and young adults.

Phone: 206.285.4425

Address: PO Box 99100 Seattle, WA 98199

• Catholic Community Services

Multi-service agency provides a variety of services that address the needs of children, families, and older adults. Call for information.

Website:

Phone: 206.328.5774

Address: Multiple locations, call for information.

• Childhaven Crisis Nursery

Childhaven’s Crisis Nursery provides a 24-hour crisis phone line, crisis intervention, resource referral, and free emergency respite care for children, birth to six years old, during family crisis or other stressful situation. No DSHS referral needed. Older siblings up to age 12 may be considered for service on a case-by-case basis.

Website:

Phone: 206.328.5437

Address: 322 Broadway Seattle, WA 98122

• Ruth Dykeman Children’s Center – Youth and Family Services

o Residential and Community Based Services

Separate residential treatment programs for emotionally impaired girls and boys, ages 8-17. Programs include individualized treatment and education plans, in-home crisis family service, aftercare, and a special juvenile sex offender program for boys. Accepts DSHS placements and private referrals.

Phone: 206.242.1698

Address: 1033 SW 152nd St. Seattle, WA 98166

Website:

o Youth and Family Services

Provides short-term crisis intervention, long-term individual and family counseling, and special services for at risk youth. Cost is $0-$70 per hour, and medical coupons are accepted. Focuses on youth and families living in Southwest Seattle and the Highline School District.

Phone: 206.243.5544

Address: 15001 8th Ave. SW Seattle, WA 98166

• Ryther Child Center

Outpatient therapy included individual, group, and family therapy. Brief intensive treatment is available for families who are experiencing an immediate crisis situation. Intake fee is $100 and sessions cost $35-$75. Residential treatment for severely emotionally disturbed children, ages 6-18, and their families included diagnosis, individual, family, and group therapy in grouped residences. Residents attend public schools or on-campus program. 6 months of aftercare includes coordination of community services. Preschool day treatment and outpatient service programs are available for children, ages 3-6, with severe or chronic behavioral or emotional problems.

Website:

Phone: 206.525.5050 Toll Free: 800.833.6388

Address: 2400 NE 95th St. Seattle, WA 98115-2499

• Fairfax Hospital

Fairfax Hospital provides brief, acute psychiatric inpatient stabilization for children, adolescents, and adults. Treatment includes individual, group, and family therapy; medications; and therapeutic activities in individually tailored programs as determined by a multidisciplinary treatment team.

Website: fairfax.html

Phone: 425.821.2000 Toll Free: 800.435.7221

Address: 10200 NE 132nd St. Kirkland, WA 98034

• Children’s Hospital and Medical Center – Mental Health Services

Offers inpatient and outpatient mental health services at several sites for severely emotionally disturbed children up to age 18. Crisis intervention is available. Psychological services include interdisciplinary evaluation and treatment, neurobehavioral disorders clinic, and child psychiatry and behavioral medicine clinic. Coordinates intensive in-home interventions for children at risk to determine the need for hospitalization. Also offers assessment and rehabilitation services.

Website:

Phone: 206.528.2760

Address: 4800 Sand Point Way NE Seattle, WA 98105-0371

• Seattle Children’s Home

Manages three transitional housing programs for homeless adolescents and young adults, specializing in treatment for those with behavioral, psychosocial, and mental health problems. Flying Colors is a full day therapeutic childcare for children ages 2½-5 who exhibit emotional problems.

Phone: 206.283.3300

o Children’s Crisis Response Team

Provides immediate service, 24 hours daily, for anyone up to age 21 in mental health crisis. Children and their families are helped over the telephone or in person. Services include on-site response within one hour of call if necessary; crisis de-escalation; same day and next day appointment coordination, emergency medication review and management; in-home support services including one-to-one family workers, school coordination, parent education, referrals to services, and access to on-going therapy.

Website:

Phone: 206.461.3222

Address: 2142 10th Ave. W Seattle, WA 98119

• Parent Place

Provides individual, couples, and family counseling on parenting related uses such as teen rebellion, communication, and marital problems. Counseling tends to be problem-focused and short-term.

Phone: 206.364.9933

Address: 15064 15th Ave. NE Shoreline, WA 98155

• Program for Early Parent Support

Organized neighborhood discussion and support groups for parents with infants, ages birth to 4 months old. Groups meet in participants’ homes. Outreach and teen groups for parents of children, birth-3 years old. Meet at several family centers and high school. Meeting sites are located throughout King County.

Website: ofc_peps.html

Phone: 206.547.8570

Address: 4649 Sunnyside Ave. N #324 Seattle, WA 98102-6900

• Pioneer Human Services – Pioneer Counseling

Provides individual, group, and family counseling. Teaches anger management classes for youth, ages 11-19, and parenting education classes. Offers drop-out prevention counseling for at-risk youth at Northend middle schools.

Phone: 206.527.1405

Address: 8288 Lake City Way NE Seattle, WA 98115

Section 2

Online Resources

National Youth Violence Prevention Resource Center

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Who Are We?

The National Youth Violence Prevention Resource Center is a “one-stop shop” for information on youth violence prevention, sponsored by the Centers for Disease Control and Prevention and other Federal agencies.

Positive things are happening, making it less and less likely you and other teens will experience a violent event, such as a school shooting, that seems to capture the attention of TV stations and newspapers around the world.

But where do you go if you’re wondering how to help a friend who is depressed, what to do if someone you know is planning to commit a violent act, or how to start a nonviolence program in your school? What can you do to make a positive difference?

Check out the resources on this web site or call us toll-free at 1-866-SAFEYOUTH (1-866-723-3968). We’ll help you find out what you need to know about violence – how to prevent it, and how it influences the decisions that you and other teens make.

Main Website:

Directly Concerning Aggression:

Children’s Services Practice Notes

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Welcome to Children’s Services Practice Notes, a newsletter designed to enhance the practice of North Carolina’s child welfare workers by providing them with information about research and practice models.

Produced four times a year, Practice Notes is sponsored by the North Carolina Division of Social Services and the Family and Children’s Resource Program, part of the Jordan Institute for Families and the School of Social Work at the University of North Carolina at Chapel Hill.

In summarizing recent research, we try to give you new ideas for refining your practice. However, this publication is not intended to replace regular supervision and peer consultation—only to enhance them.

Main Website:

Link to Working with Aggressive Youth article:

Washington State Department of

Social and Health Services

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Listed below are some of the programs available through DSHS and a direct link to a description of the program below it. Just type the address into your web browser’s address bar directly as it appears and you’ll be taken directly to it:

o Sexually Aggressive Youth Program



o Family Reconciliation Services



o Behavioral Rehabilitation Services and Children’s Hospitalization Alternative Program



o Family Support Services



o Respite Care Services



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Girls and Boys Town, the original Father Flanagan’s Boys’ Home, is a leader in the treatment and care of abused, abandoned and neglected girls and boys. Throughout its 86-year history, the nonprofit, nonsectarian organization has provided these children with a safe, caring, loving environment where they gain confidence to get better and learn skills to become productive citizens. Girls and Boys Town alumni have gone on to become successful in all facets of life.

Call With any Problem, Anytime

1-800-448-3000 (TDD 1-800-448-1833)

Open 24 hours a day, everyday

The Girls and Boys Town National Hotline is a 24-hour crisis, resource and referral line. Accredited by the American Association of Suicidology, our Hotline is staffed by trained counselors who can respond to your questions every day of the week, 365 days a year. Over the past decade, more than 5 million callers have found help at the end of the line.

This organization provides training for professionals, parents, and kids & teens on how to deal with myriad life problems. They offer workshops, professional development, parent classes, and book lists – just to name a few of the resources this site has to offer. The address to their website is listed below.



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Speaking, consulting and writing on child development and parent-child communication.

Dr. Lawrence Kutner is one of America’s best-known speakers, writers, broadcasters and psychologists specializing in families and children. For seven years he wrote the internationally syndicated, award-winning “Parent & Child” column for the New York Times. He’s been a child development columnist and contributing editor of Parents and Parenting magazines.

Dr. Kutner is the author of five books on child development and parent-child communication. He’s the co-founder and co-director of the Harvard Medical School Center for Mental Health and Media, and is on the psychiatry faculty at Harvard Medical School and Massachusetts General Hospital.

This website is very exhaustive in its offerings of parental advice and resources for parents. There is a great section on aggresstive behavior in kids, and the link that will take you directly to this section is below, with the address to the website’s homepage below that.

Aggression Section:

Homepage:

Section 3

Research

The following is a list of articles and studies that have to do directly with aggression in youth. They are listed by title, followed by the authors and the publication they were published in. Also included, when available, is a quick abstract that tells you exactly what the particular article is about.

These articles touch on many different topics, such as causal relations between environment and aggression, TV violence and its effect on aggression, family structures and dynamics as they pertain to aggression, etc. This list is being offered with the hope that if you’re serious about learning about aggression in children, you’ll take the time to go to your public library or closest University campus and find these articles to read. Following the list is a brief annotated bibliography that has in it five of the studies listed in full text form with a discussion of their methods and outcomes.

Family structure and aggressive behavior in a population of urban elementary school children.

Pearson, Jane L, Ialongo, Nicholas S, Hunter, Andrea G, Kellam, Sheppard G. Journal of the American Academy of Child and Adolescent Psychiatry. Baltimore: May 1994. Vol. 33, Iss. 4; p. 540.

o Associations between family structure and 393 fourth-grade children's aggressive behavior were examined. Boys and girls in mother-alone families were rated to be more aggressive relative to mother-father families.

Parental influences on students' aggressive behaviors and weapon carrying. Pamela Orpinas, Nancy Murray, Steven Kelder. Health Education and Behavior. Thousand Oaks: Dec 1999. Vol. 26, Iss. 6; p. 774.

o Orpinas describes the association between four family constructs--family structure, relationship with parents, parental monitoring and perception of parental attitudes toward fighting--and aggressive behaviors and weapon carrying among middle school students.

Fears and other suspected risk factors for carrying lethal weapons among urban youths of middle-school age. Arria A, Borges G, Anthony JC. Archives of Pediatrics & Adolescent Medicine. Jun 1997. Vol. 151, Iss. 6; p. 555

o OBJECTIVE: To estimate the strength of a suspected causal association between fearfulness and carrying a lethal weapon among urban middle-school students, while holding constant other suspected risk factors.

Developmental Trajectories of Externalizing Behaviors in Childhood and Adolescence. Ilja L Bongers, Hans M Koot, Jan van der Ende, Frank C Verhulst. Child Development. Chicago: Sep/Oct 2004. Vol. 75, Iss. 5; p. 1523

o This article describes the average and group-based developmental trajectories of aggression, opposition, property violations, and status violations using parent reports of externalizing behaviors on a longitudinal multiple birth cohort study of 2,076 children aged 4 to 18 years.

Physical aggression during early childhood: trajectories and predictors. Tremblay RE, Nagin DS, Seguin JR, Zoccolillo M. Pediatrics. Jul 2004. Vol. 114, Iss. 1; p. e43.

o OBJECTIVES: Physical aggression in children is a major public health problem. Not only is childhood physical aggression a precursor of the physical and mental health problems that will be visited on victims, but also aggressive children themselves are at higher risk of alcohol and drug abuse, accidents, violent crimes, depression, suicide attempts, spouse abuse, and neglectful and abusive parenting. Furthermore, violence commonly results in serious injuries to the perpetrators themselves. Although it is unusual for young children to harm seriously the targets of their physical aggression, studies of physical aggression during infancy indicate that by 17 months of age, the large majority of children are physically aggressive toward siblings, peers, and adults. This study aimed, first, to identify the trajectories of physical aggression during early childhood and, second, to identify antecedents of high levels of physical aggression early in life. Such antecedents could help to understand better the developmental origins of violence later in life and to identify targets for preventive interventions.

A comparison of teacher-rated and self-reported threats of interpersonal violence. Albert K Liau, Daniel J Flannery, Kathleen Quinn-Leering. The Journal of Early Adolescence. Thousand Oaks: Aug 2004. Vol. 24, Iss. 3; p. 231.

o The association between teachers' identification of children who use threats and children's self-identification as threateners was explored. The role of age, gender, and various student characteristics in influencing teachers' identification of threateners was examined. Participants were 3,201 children in Grades 3 through 6. Results indicated significant but low associations between teacher and child self-reports of threatening behavior. Although there was agreement among the majority (67%) of students, teacher and self-reports diverged for a significant number of students (33%), thereby revealing the unique perspectives each brings to the task of documenting verbal threats. Concordance rates between teacher identification and children self-reports of threatening behavior were lower for students with higher levels of aggression and peer rejection. Implications for schools are discussed.

The role of media in children's development: An ecological perspective. Amy Jordan. Journal of Developmental and Behavioral Pediatrics. Baltimore: Jun 2004. Vol. 25, Iss. 3; p. 196.

o This article reviews the literature on the role of media in children's physical, behavioral, and cognitive development. Using Bronfenbrenner's ecological perspective, the review focuses on the contexts of childhood that shape the availability and use of the media. The relationship between children's media uses/exposures and their ecological contexts are traced through three areas of the research literature: disordered eating, anti- and prosocial behaviors; and school achievement. While traditional and newer forms of electronic and print media are considered, the review gives particular attention to the ways in which ecological contexts shape the impact of television on children's development. The article offers evidence-based suggestions for parents concerning best practices for children's media use, and concludes with an agenda for future research in the field of children and media.

Preteens talking to parents: Perceived communication and school-based aggression. Simone F Lambert, Craig S Cashwell. Family Journal. Alexandria: Apr 2004. Vol. 12, Iss. 2; p. 122.

o In order to combat escalating aggression and violence in schools, it is important to understand the relationship between intrafamilial communication and aggressive behaviors. In this study, the authors examined the link between preadolescents' perceptions of parent-child communication and their levels of school-based aggressive behavior. The results indicate that perceived effective communication was highest for mother-girl dyads, followed in order by mother-boy, father-boy, and father-girl dyads. Second, no difference between preadolescents’ levels of aggressive behaviors in school on the basis of gender of child was found. Finally, the results indicated that preadolescents' perceptions of effective parent-child communication were negatively correlated with school-based aggression. Implications for prevention and intervention strategies are discussed.

Everyday Marital Conflict and Child Aggression. E Mark Cummings, Marcie C Goeke-Morey, Lauren M Papp. Journal of Abnormal Child Psychology. New York: Apr 2004. Vol. 32, Iss. 2; p. 191.

o Children's immediate aggressive responding to exposure to marital conflict was examined. Participants were 108 families with 8- to 16-year-old children (53 boys, 55 girls), with diary records of children's reactions to marital conflict in the home completed by 103 mothers (n D 578 records) and 95 fathers (n D 377 records) during a 15-day period. Child responses to analog presentations of marital conflict tactics were also obtained. Exposure to destructive conflict tactics and negative parental emotionality increased the likelihood of aggressive behavior in children when they witnessed marital conflict, whereas constructive conflict tactics and positive parental emotionality decreased the probability of aggression. Conflict topics presumed to be threatening to the child (child- or marital-related) also heightened the likelihood of aggression. Aggressive responding to conflict in both home and laboratory predicted externalizing behavior problems. Fathers' and mothers' separate diary reports, and child responses to analog presentation of conflict, provided generally consistent findings. An exposure hypothesis for marital conflict as an influence on child aggression is discussed.

Exposure to violent video games increases automatic aggressiveness. Eric Uhlmann, Jane Swanson. Journal of Adolescence. London: Feb 2004. Vol. 27, Iss. 1; p. 41.

o The effects of exposure to violent video games on automatic associations with the self were investigated in a sample of 121 students. Playing the violent video game Doom led participants to associate themselves with aggressive traits and actions on the Implicit Association Test. In addition, self-reported prior exposure to violent video games predicted automatic aggressive self-concept, above and beyond self-reported aggression. Results suggest that playing violent video games can lead to the automatic learning of aggressive self-views.

Early childcare and physical aggression: Differentiating social selection and social causation. Anne I H Borge, Michael Rutter, Sylvana Cote, Richard E Tremblay. Journal of Child Psychology and Psychiatry. Malden: Feb 2004. Vol. 45, Iss. 2; p. 367.

o Background: Some research findings have suggested that group day-care may be associated with an increased risk for physical aggression. Methods: Cross-sectional maternal questionnaire data from a representative sample of 3431 Canadian 2- to 3-year-olds were used to compare rates of physical aggression shown by children looked after by their own mothers and those attending group day-care. A family risk index (using occupational level, maternal education, size of sibship, and family functioning) was created to test whether any difference in physical aggression might reflect social selection rather than social causation. Results: Aggression was significantly more common in children looked after by their own mothers than in those attending group day-care. Strong social selection associated with family risk was found, not only in the sample as a whole, but even within the high-risk subsample. However, after taking social selection into account, physical aggression was significantly more common in children from high-risk families looked after by their own parents. No such difference was evident in the majority (84%) of children from low-risk families. Conclusion: Insofar as there are any risks for physical aggression associated with homecare they apply only to high-risk families.

Aggressive and nonaggressive boys' physiological and congnitive processes in response to peer provocations. Susan Craven Williams, John E Lochman, Nancy C Phillips, Tammy D Barry. Journal of Clinical Child and Adolescent Psychology. Mahwah: Dec 2003. Vol. 32, Iss. 4; p. 568.

o This study examined physiological and social-cognitive correlates of aggression in an in vivo laboratory provocation situation. Fifty-one male participants (ages 9 to 13) were selected based on teacher aggression screenings, ranging from normative to high levels. A provocation was induced by the experimenter communicating a threat from an unseen "peer" in the laboratory. Bivariate linear regression analyses showed that aggression significantly predicted heart rate at both pre- and postinduction, and aggression significantly predicted attributions of intent following the provocation. Results indicated that aggression was a significant predictor of changes in hostile attribution and heart rate following the threat induction. A positive correlation also was found between heart rate change and attribution change. The findings suggest that both physiological and social-cognitive processes should be addressed in clinical interventions with aggressive children.

The influence of media violence on youth. Craig A Anderson, Leonard Berkowitz, Edward Donnerstein, L Rowell Huesmannl. Psychological Science. New York: Dec 2003. Vol. 4, Iss. 3; p. 81.

o Research on violent television and films, video games, and music reveals unequivocal evidence that media violence increases the likelihood of aggressive and violent behavior in both immediate and long-term contexts. The effects appear larger for milder than for more severe forms of aggression, but the effects on severe forms of violence are also substantial (r= .13 to .32) when compared with effects of other violence risk factors or medical effects deemed important by the medical community (e.g., effect of aspirin on heart attacks).

Family-based treatment for childhood antisocial behavior: Experimental influences on dropout and engagement. Prinz, Ronald J, Miller, Gloria E. Journal of Consulting and Clinical Psychology. Arlington: Jun 1994. Vol. 62, Iss. 3; p. 645.

o A systematic study of parental dropout was conducted that involved the random assignment of 147 families with a markedly aggressive child to a standard family treatment (SFT) or to an enhanced family treatment (EFT). EFT produced a significantly lower dropout rate than SFT overall.

Interparental conflict, children's social cognitions, and child aggression: A test of a mediational model. Nicole Eldridge Marcus, Kristin M Lindahl, Neena M Malik. Journal of Family Psychology. Newbury Park: Jun 2001. Vol. 15, Iss. 2; p. 315.

o A multiethnic sample of one hundred fifteen families with a child between the ages of seven and thirteen participated in a survey to determine whether a aggressogenic cognitive style mediates the relationship between interparental conflict and child aggression. The survey, conducted through questionnaires, found support for the mediating effect of aggressogenic cognitions on children's school aggression, but not on children's home aggression.

A mediational model of the impact of interparental conflict on child adjustment in a multiethnic, low-income sample. Nancy A Gonzalez, Steven C Pitts, Nancy E Hill, Mark W Roosa. Journal of Family Psychology. Newbury Park: Sep 2000. Vol. 14, Iss. 3; p. 365.

o Path analysis was used to determine whether the effects of interparental conflict on children's depression and conduct disorder are mediated by 3 dimensions of parenting: acceptance, inconsistent discipline, and hostile control. The study extends the literature by testing this mediational model with a low-income, predominantly ethnic minority sample of preadolescent children and by examining the effects of multiple dimensions of interparental conflict from the child's perspective.

Toddlers' use of force against familiar peers: A percursor of serious aggression? Dale F Hay, Jenny Castle, Lisa Davies. Child Development. Chicago: Mar/Apr 2000. Vol. 71, Iss. 2; p. 457.

o Possible precursors of serious aggression were identified in toddlers' use of force against peers. Instances of grabbing objects and hitting peers were recorded in a sample of 66 British 18- to 30-month-olds, observed at home with familiar peers and seen again 6 months later.

The school context and risk for aggression: Implications for school-based prevention and intervention efforts. Richard Van Acker, Elizabeth Talbott. Preventing School Failure. Washington: Fall 1999. Vol. 44, Iss. 1; p. 12.

o Teachers and school personnel must consider the complex contexts in which aggression develops and then be prepared to implement preventive and ongoing interventions to reduce such aggression over the course of students' lives in school. Such interventions should consist of effective classroom management procedures, engaging academic instruction, and instruction in prosocial behavior. In this article, we discuss key aspects of these interventions for teachers and school personnel in an effort to identify school context variables that can either ameliorate or, if left unchecked, exacerbate the risk for violence and aggression. First, however, we provide a brief overview of general risk factors for the development of violence and aggression.

Why are girls less physically aggressive than boys? Personality and parenting mediators of physical aggression. Gustavo Carlo, Marcela Raffaelli, Deborah J Laible, Kathryn A Meyer. Sex Roles. New York: May 1999. Vol. 40, Iss. 9/10; p. 711.

o The primary goal of the present analysis was to determine whether the commonly observed gender difference in physical aggression could be accounted for by gender differences in selected personality and social contextual factors. Eighty-nine adolescents (M age = 16.0; 52% female; 53% European-American, 38% Latinos) completed self-report measures, including sympathy (empathic concern and perspective taking) and parental involvement (support and monitoring).

A changing profile of aggression in schools: Its impact and implications for school personnel.

Charles R McAdams III, Glenn W Lambie. Preventing School Failure. Washington: Spring 2003. Vol. 47, Iss. 3; p. 122

o This article reports the results of a national survey of school principals and assistant principals regarding the frequency and trends of student aggression over the past two decades The authors describe reactive and proactive subtypes of youth aggression, present the findings of a study that examined current (and changing) trends in reactive and proactive youth aggression and their impact on the educational process, and identify approaches to student aggression for school personnel that are appropriate to the reactive and proactive subtypes and responsive to their current trends.

Assessing aggressive and depressed children's social relations with classmates and friends: A matter of perspective. Mara Brendgen, Frank Vitaro, Lyse Turgeon, Francois Poulin. Journal of Abnormal Child Psychology. New York: Dec 2002. Vol. 30, Iss. 6; p. 609.

o This study examined aggressive, depressed, and aggressive–depressed children’s peer relations from the children's own and from their peers' perspective. Participants were 819 fourth through sixth graders (50.2% girls) who were assessed twice during the same school year. Measures included children's aggression and depression, self-rated and peer-rated social acceptance, number of reciprocal friends, and self-rated and friend-rated friendship quality. Analyses revealed different patterns, depending on the perspective considered. Depression but not aggression was significantly related to difficulties with the peer group and with dyadic friends from the children's own perspective, whereas the opposite pattern was found according to the peers' view. The co-occurrence of aggression and depression entailed significant difficulties with peers regardless of perspective. The implications of these results for the links between children's aggression and depression and their interpersonal relationships are discussed.

Integrating biological and social processes in relation to early-onset persistent aggression in boys and girls. Patricia A Brennan, Jason Hall, William Bor, Jake M Najman, Gail Williams. Developmental Psychology. Washington: Mar 2003. Vol. 39, Iss. 2; p. 309.

o This study examined the relationship between biological and social risk factors and aggressive behavior patterns in an Australian high-risk sample of 370 adolescents. Perinatal, temperamental, familial, sociodemographic, and behavioral data were collected during interviews completed during pregnancy, immediately postpartum, and when the children were 6 months old and 5, 14, and 15 years old. Youths were given tests of verbal and neuropsychological functioning at the age 5 and age 15 follow-ups. Youths were divided into early-onset persistent aggression, adolescent-onset aggression, and nonaggressive behavior groups. Results revealed that the interaction of biological and social risk factors was significantly related to early-onset persistent aggression. Gender and developmental phase of measurement moderated the relationship between biosocial risks and the outcomes of early-onset persistent aggression and adolescent-onset aggression.

Moderating effects of mothers' attribution on the relationships between their affect and parenting behaviors and children's aggressive behaviors. Emiko Katsurada, Alan I Sugawara. Journal of Child and Family Studies. New York: Mar 2000. Vol. 9, Iss. 1; p. 39.

o We examined Bugental's (1987) transactional model in the context of the relationships between aggressive children and their mothers. Based on Bugental's model, it was hypothesized that mothers who possessed the attributional style of low self-control and high child-control over hypothetical child care failure were more likely to manifest negative affect and negative parenting behaviors toward their child, only when their child is aggressive.

Externalizing behaviors and television viewing in children of low-income minority parents.

Gupta VB, Nwosa NM, Nadel TA, Inamdar S. Clinical Pediatrics. Jun 2001. Vol. 40, Iss. 6; p. 337.

o The parents of 151 children, ages 4-16 years, attending the pediatric outpatient clinic of an urban hospital were surveyed to determine if aggressive behavior among children of low literacy and low-income parents is related to excessive television viewing or to sociological variables such as ethnicity/race, education, occupation, and parents' marital status.

Examining the social context of bullying behaviors in early adolescence. Dorothy L Espelage, Kris Bosworth, Thomas R Simon. Journal of Counseling and Development : JCD. Alexandria: Summer 2000. Vol. 78, Iss. 3; p. 326.

o Familial and adult influences, peer relations, and distal contextual factors were tested as correlates of a continuous measure of bullying behavior within a sample of 558 middle school students. Only 19.5% of the sample reported exhibiting no bullying behavior in the past 30 days.

Section 4

Book List

Sexually Aggressive Children : Coming To Understand Them by Sharon K. Araji (Editor). SAGE Publications. August 4, 1997.

o Summarizes the clinical, conceptions, treatment, and research that have been developed from observation and trial-and-error over the past decade and a half. Among the unifying themes among the various approaches are the need to address directly a child's altered development, to educate and collaborate across natural divisions of agencies, to respond compassionately to a child's trauma, and to help children acquire greater skills in impulse control and self-management.

Working With Parents of Aggressive Children: A Practitioner's Guide by Timothy A. Cavell. American Psychological Association (APA). April 1, 2000.

o Texas A&M Univ., College Station. Outlines strategies for developing a parent-child relationship characterized by emotional acceptance, behavioral containment, and prosocial guidance. Also addressed are parenting goals, family structure, and parental self-care.

Winning Cooperation from Your Child!: A Comprehensive Method to Stop Defiant and Aggressive Behavior in Children (Developments in Clinical Psychiatry) by Kenneth Wenning. Jason Aronson; Revised edition. June 1, 1999.

o Winning Cooperation from Your Child provides parents and therapists with a comprehensive, home-based behavioral recovery program for oppositional, defiant, and aggressive children. In response to the national epidemic of defiant and aggressive behavior, Kenneth Wenning offers a range of specific techniques to promote cooperative behavior in children.

Mommy, I Can't Sit Still! Coping With Hyperactive and Aggressive Children by K.D. Dr. O'Leary. New Horizon Press Publishers; 4th edition. October 1, 1989.

o New strategies and treatments for disturbed children.

Parent Management Training: Treatment for Oppositional, Aggressive, and Antisocial Behavior in Children and Adolescents by Alan E. Kazdin. Oxford University Press. December 1, 2004.

o Currently in the mental health professions, there is keen interest in evidence-based treatments. Among the psychotherapies for children and adolescents, parent management training (PMT) is without peer. No other treatment for children has been as thoroughly investigated, and as widely applied as has PMT. In this book, Dr. Alan Kazdin brings together the conceptual and empirical bases of this treatment, as applied to children and adolescents with oppositional, aggressive, and antisocial behavior. The book's first half provides the background, principles, and concepts underlying PMT, detailing the clinical application of treatment with concrete examples of how therapists should work with parents and children. Kazdin also highlights the wide body of research on PMT to demonstrate the empirical basis of this intervention, to convey what is understood about how PMT works, and to identify what can be done to enhance the effects of treatment. The book's second half is a treatment manual of PMT, as applied in outpatient treatment for children and adolescents referred for oppositional, aggressive, and antisocial behavior. The PMT manual, which in its entirety is included in the book, details the particulars of the therapy: what is done to and by whom, what is said by the therapist, and what to expect at each stage of treatment. It also contains handouts, charts, and aides for parents. Both halves of the book move from the general (background, principles, and theory) to the specific (e.g., techniques; dialogues among the therapist, parent, and child; and materials used in treatment). Informed by research, the book remains concrete and grounded in clinical realities. Alan Kazdin is one of the most respected clinical psychologists in the country and has dedicated over twenty years to research and treatment for children.

OCD in Children and Adolescents: A Cognitive-Behavioral Treatment Manual by John S. March & Karen Mulle. The Guilford Press; Manual edition. May 21, 1998.

o Clinicians at the Duke University Medical Center offer a treatment program for young people with obsessive-compulsive disorder. It has been shown effective in eliminating or alleviating symptoms in children across a wide range of ages and aptitudes. They provide a session-by-session guide to assessment, treatment planning, and skills-based intervention and include a section on overcoming common therapeutic roadblocks.

Handbook Of Behavioral And Emotional Problems In Girls (Issues in Clinical Child Psychology) by Deborah Bell, Sharon L. Foster, Eric J. Mash. Kluwer Academic/Plenum Publishers. December 31, 2004.

o In one easy-to-use volume, the Handbook not only examines the most current theory and research as it relates to girls, it also addresses the possibility for real-world assessment as well as treatment and prevention of their emotional and behavioral disorders. It provides clinicians, academics, and mental health professionals with a comprehensive and well-balanced presentation that focuses solely on the unique behaviors and emotions of girls.

The Defiant Child: A Parent's Guide to Oppositional Defiant Disorder by Douglas Riley. Taylor Trade Publishing. August 1, 1997.

The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children by Ross W. Greene. HarperCollins; 2nd edition. January 23, 2001.

o An explosive child who frequently exhibits severe noncompliance, temper outbursts, and verbal or physical aggression. If this sounds like your child, you're probably feeling frustrated, guilt-ridden, and overwhelmed. At last, Dr. Ross Greene offers help for you and your child. Now updated with new practical information, The Explosive Child lays out a sensitive, practical approach to helping your child at home and school, including:

• reducing hostility and antagonism between the child and adults

• anticipating situations in which the child is most likely to explode

• creating an environment in which explosions are less likely to occur

• focusing less on reward and punishment and more on communication and collaborative problem solving

• helping your child develop the skills to be more flexible and handle frustration more adaptively

In The Explosive Child, you'll find ways to regain and optimism and to handle your child's difficulties competently and with compassion. With Dr. Green's realistic, expert advice, you and your child will discover a relationship you can both feel good about.

What Parents Need to Know About Odd: Up-To-Date Insights and Ideas for Managing Oppositional Defiant Disorder and Other Defiant Behaviors by James D. Sutton. Friendly Oaks Publications; Bk&CD-Rom edition. January 1, 2003.

Your Defiant Child: Eight Steps to Better Behavior by Russell A. Barkley & Christine M. Benton. The Guilford Press. October 6, 1998.

o Every child has "ornery" moments, but more than 1 in 20 American children exhibit behavioral problems that are out of control. For readers struggling with an unyielding or combative child, YOUR DEFIANT CHILD: EIGHT STEPS TO BETTER BEHAVIOR offers the understanding and guidance they need. Drawing on Dr. Russell A. Barkley's many years of work with parents and children, the book clearly explains what causes defiance, when it becomes a problem, and how it can be resolved. The book's comprehensive eight-step program stresses consistency and cooperation, promoting changes through a system of praise, rewards, and mild punishment. Readers learn tools and strategies for establishing clear patterns of discipline, communicating with children on a level they can understand, and reducing family stress overall. Filled with helpful charts, questionnaires, and checklists, YOUR DEFIANT CHILD helps parents get their child's behavior back on track and restore harmony in the home.

From Defiance to Cooperation: Real Solutions for Transforming the Angry, Defiant, Discouraged Child by John F. Taylor, Ph.D. Three Rivers Press; 1st edition. June 28, 2001.

o How do you deal with a difficult and defiant child or teenager? What can you do if your child has been diagnosed with oppositional defiant disorder (ODD) or is resentful and constantly in trouble at school? Are there constructive ways to channel such oppositional energy and determination? Dr. John F. Taylor will tell you how.

Inside, you'll find new hope and hundreds of specific, sensible, and easy-to-implement suggestions for improving life with a rebellious and argumentative child. Parents and teachers — anyone who deals with difficult children, teens, or young adults — will also learn how to tap the potential of these natural-born leaders by discovering how to:

·Understand why an oppositional attitude exists

·Open up new, safer avenues for children to express needs and wants

·Enhance communication, avoid common mistakes, and reduce undesirable behavior

·Teach a child conscience-based self-control

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