Aggressive student behavior is considered a leading risk factor for teacher stress. However, teachers' coping styles may affect how they perceive and respond to aggressive student behavior. This study tests whether teachers' perceptions of aggressive student behavior mainly mirror objectively observed aggression in presence of the teacher (as…

Bullying victimization is a pervasive problem nationwide and is related to students' psychological distress, including increased loneliness, anxiety, depression, helplessness, and suicidal behaviors. Importantly, not all students respond to peer victimization in the same way. This study examined the effectiveness of students' coping strategies in…

Therapeutic alliance is associated with treatment outcomes across a diverse range of intervention models and clinical populations. Likewise, the perceived quality of working alliance in adult psychotherapy has been a consistent predictor of engagement, while research with children is limited. This study draws from a sample of 180 children who were…

This article presents an individual intervention combining cognitive-behavioral and behavior-analytic approaches to target severe emotion dysregulation in verbal youth with autism spectrum disorder (ASD) concurrent with intellectual disability (ID). The article focuses on two specific individuals who received the treatment within a therapeutic…

School psychology in Singapore gained greater prominence with the development of the National Mental Health Blueprint in 2007 that included a focus on children and adolescents. A partnership between the Ministry of Health and the Ministry of Education was formed to develop a community mental health pilot program called 'Response, Early…

Children with high levels of aggressive behavior and conduct problems create major management problems in school settings and interfere with the learning environment of their classmates and with their own academic achievement. A contextual social-cognitive model can provide a framework for understanding risk factors involved in the development and…

This study investigated gender differences in the moderating and mediating effects of responses to stress on the association between perceived peer stress and symptoms of psychopathology. A sample of 295 middle school students (63.7% female; M[subscript age] = 12.39 years, SD = 0.99) completed self-report surveys on stress, coping, and behavioral…

Student meltdowns can be a frequent source of discouragement for teachers. Mild to moderate verbal outbursts, anger, defacing instructional materials, and withdrawal can cause the most seasoned teacher to wonder if there is a way to help students constructively deal with their frustrations without losing control. There can be situations in which a…

The underrepresentation of women in leadership positions in higher education is well documented. There are a number of potential reasons for this gender disparity, but gender discrimination appears to be an important maintenance factor. The paper proposes a taxonomy of gender microaggressions, which are forms of gender discrimination, to help…

The parent-child parallel group Anger Coping Training (ACT) program aimed to help reactively aggressive children in restructuring cognitive characteristics, so as to reduce childhood aggression. This research program involved experimental and control groups with pre- and postcomparison. Qualitative data were collected through 367 individual…

Compared two Anger Coping group interventions using cognitive-behavioral and social problem-solving training with aggressive boys to control condition. One intervention included teacher consultation component to enhance teachers' behavioral management skills. Treated boys displayed significant improvements in disruptive-aggressive off-task…

Examined longer term preventive effects of school-based intervention with boys referred by classroom teachers as highly aggressive and disruptive. Three years after intervention, boys who had received anger coping (AC) program had lower rates of drug and alcohol involvement and higher levels of self-esteem and social problem-solving skills than…

Provides rationale for and description of school-based anger coping program for aggressive children. Discusses need for school-based, preventive interventions with this population. Outlines conceptual model for this intervention and reviews relevant findings on social cognitive processes. Describes cognitive-behavioral intervention framework and…

Intermediate grade children (N=24) nominated by teachers for aggressive or hostile behavior were assigned to experimental or control groups, with experimental group receiving a group counseling intervention focusing on cognitive behavior techniques, modeling, role playing, and positive reinforcement. Results suggest that, compared to controls,…

This comprehensive guide presents the Anger Coping Program, an empirically supported group intervention for 8-12 year olds with anger and aggression problems. Controlled clinical research has demonstrated this program to reduce teacher- and parent-directed aggression; improve on-task behavior in the classroom; and enhance participants' verbal…