Debra Pepler

The development and treatment of childhood aggression.

Contents: K. Goldberg, Foreword. Introduction: Current Challenges in the Development and Treatment of Childhood Aggression. Part I:The Development of Childhood Aggression. Section 1:Descriptive and Predictive Studies on Childhood Aggression. D.P. Farrington, Childhood Aggression and Adult Violence: Early Precursors and Later Life Outcomes. D.R. Offord, M.C. Boyle, Y.A. Racine, The Epidemiology of Antisocial Behavior in Childhood and Adolescence. L.A. Serbin, D.S. Moskowitz, A.E. Schwartzman,J.E. Ledingham, Aggressive, Withdrawn, and Aggressive/Withdrawn Children in Adolescence: Into the Next Generation. R.E. Tremblay, Commentary:Aggression, Prosocial Behavior, and Gender: Three Magic Words, But No Magic Wand. Section 2:Dispositional Factors Associated with Childhood Aggression. P. Brennan, S. Mednik, E. Kandel, Congenital Determinants of Violent and Property Offending. J.E. Bates, K. Bayles, D.S. Bennett, B. Ridge, M.M. Brown, Commentary:Origins of Externalizing Behavior Problems at Eight Years of Age. A. Cheyne, Bad Seeds and Vile Weeds: Metaphors of Determinism. Section 3:Familial Factors Associated with Childhood Aggression. G.R. Patterson, D. Capaldi, L. Bank, An Early Starter Model for Predicting Delinquency. L.D. Eron, L.R. Huesmann, A. Zelli, Commentary:The Role of Parental Variables in the Learning of Aggression. R.D. Peters, Expanding the Perspective on Contributing Factors and Service Delivery Approaches to Childhood Aggression. Section 4:Social-Cognitive and Peer Relational Factors Associated with Childhood Aggression. K.A. Dodge, The Structure and Function of Reactive and Proactive Aggression. K.H. Rubin, L.A. Bream, L. Rose-Krasnor, Social Problem Solving and Aggression in Childhood. R.B. Cairns, B.D. Cairns, Commentary:Social Cognition and Social Networks: A Developmental Perspective. J.E. Ledingham, Social Cognition and Aggression. Part II:Treatment of Childhood Aggression. Section 5:Familial Interventions. M.S. Forgatch, The Clinical Science Vortex: A Developing Theory of Antisocial Behavior. R. Forehand, N. Long, Prevention of Aggression and Other Behavior Problems in the Early Adolescent Years. J.E. Dumas, Commentary:From Simplicity to Complexity: Parent Training is Coming of Age. Section 6:Social Cognitive Interventions. P.C. Kendall, K.R. Ronan, J. Epps, Aggression in Children/Adolescents: Cognitive-Behavioral Treatment Perspectives. D.J. Pepler, G. King, W. Byrd, A Social-Cognitively Based Social Skills Training Program for Aggressive Children. L. Rose-Krasnor, Commentary:Social Cognitive Treatment Programs. Section 7:Peer and School-Based Interventions. J.D. Coie, M. Underwood, J.E. Lochman, Programmatic Intervention with Aggressive Children in the School Setting. D. Olweus, Bully/Victim Problems Among Schoolchildren: Basic Facts and Effects of a School-Based Intervention Program. C. Gagnon, Commentary:School-Based Interventions for Aggressive Children: Possibilities, Limitations, and Future Directions.

Observations of Bullying in the Classroom

Abstract The prevalence and nature of bullying was assessed on the basis of observations of childrens interactions in the classroom. This study was based on a systemic-developmental model of bullying and victimization. Participants were drawn from 1 public school in metropolitan Toronto. Twenty-seven children (19 boys, 8 girls) identified by teachers as aggressive and nonaggressive were targeted for filming. The 27 children were identified from the total number of students (N = 190) in the 8 classrooms. There were 60 bullying episodes observed from 28 hr of video and remote audio recordings of classroom observations. Bullying occurred twice every hour in the classroom and was short in duration. The boys and girls bullied at the same rate. Peers were involved in some capacity (from actively participating to passively onlooking) in 85% of the bullying episodes. Results suggest that bullying unfolds in a peer context in the classroom and is related to the type of classroom activity and individual characteri...

Observations of Bullying in the Playground and in the Classroom

The present study employed naturalistic observations to compare bullying and victimization in the playground and in the classroom. The results indicated that there were more opportunities to observe aggression and receive and initiate aggression in the playground than in the classroom. The frequency of bullying was higher in the playground (4.5 episodes per hour) than in the classroom (2.4 episodes per hour). The nature of bullying reflected the constraints of the context (i.e. direct bullying was more prevalent in the playground and indirect bullying was more prevalent in the classroom). Being at the receiving end of aggression was more likely to occur in the playground as compared to the classroom. Nonaggressive children were more likely to bully in the playground, whereas aggressive children were more likely to bully in the classroom. There was no difference across context in the proportion of episodes of reinforcement with peers present or in the rate of peer and teacher intervention. The results highlight the necessity of a systemic intervention programme that addresses not only the individual characteristics of bullies and victims, but also the roles of the peer group, teachers and the school.

Naturalistic Observations of Peer Interventions in Bullying

This study examined peer intervention in bullying using naturalistic observations on school playgrounds. The sample comprised 58 children (37 boys and 21 girls) in Grades 1 to 6 who were observed to intervene in bullying. Peers were present during 88% of bullying episodes and intervened in 19%. In 47% of the episodes, peers intervened aggressively. Interventions directed toward the bully were more likely to be aggressive, whereas interventions directed toward the victim or the bully-victim dyad were more likely to be nonaggressive. The majority (57%) of interventions were effective in stopping bullying. Boys were more likely to intervene when the bully and victim were male and girls when the bully and victim were female. The implications for anti-bullying interventions are discussed.

Observations of Bullying and Victimization in the School Yard

The purpose of this research was to describe bullying on the playground The subjects were children observed either bullying or being victimized on the playground. Bullying episodes were identified with 90% inter-rater agreement. Bullying occurred regularly on the playground, approximately once every seven minutes and was of short duration, 38 seconds. The majority of bullying episodes (68%) occurred within 120 feet of the school building. Adults were found to have intervened in 4% of the episodes, while peers intervened in 11% of the episodes. However, adults were more likely to intervene than peers if they were present. Peers were involved in some capacity in 85% of the episodes. Boys bullied more than girls and were more likely to bully victims of the same-sex and repeatedly target the same victim. There were no gender differences in the type of bullying and aggression. Children in the primary and junior grades were equally likely to be involved in bullying and tended to bully students from the same grade level. The results are discussed from an individual difference, socialinteractional, and ecological perspective.

Bullying Experiences among Children and Youth with Autism Spectrum Disorders

Few studies have investigated bullying experiences among children diagnosed with autism spectrum disorders (ASD); however, preliminary research suggests that children with ASD are at greater risk for being bullied than typically developing peers. The aim of the current study was to build an understanding of bullying experiences among children with ASD based on parent reports by examining rates of various forms of bullying, exploring the association between victimization and mental health problems, and investigating individual and contextual variables as correlates of victimization. Victimization was related to child age, internalizing and externalizing mental health problems, communication difficulties, and number of friends at school, as well as parent mental health problems. Bullying prevention and intervention strategies are discussed.

A Comparison of Eclectic Treatment with Webster-Stratton's Parents and Children Series in a Children's Mental Health Center: A Randomized Controlled Trial

Few studies have evaluated the effectiveness of empirically supported therapy in applied settings, or typical service in such settings. In this study, parents seeking help at a childrens mental health center for managing their 3- to 8-year-old childrens behaviors were randomly assigned to one of three conditions: Webster-Strattons Parents and Children Series (PACS) parenting groups (46 families), the eclectic approach to treatment typically offered at the center (46 families), or a wait-list control group (18 families). After 15 weeks, mothers in both treatments reported fewer child behavior problems than mothers on the wait list. Mothers in the PACS program reported fewer behavior problems and greater satisfaction with treatment than mothers in the eclectic treatment. These findings support the effectiveness of the PACS program, relative to typical service, for parents seeking help managing their childrens behavior.

Emotional Regulation and Display in Classroom Victims of Bullying: Characteristic Expressions of Affect, Coping Styles and Relevant Contextual Factors

Research suggests that victims of bullying may lack skills in emotional regulation, a process which facilitates coping with provocative situations to lessen the stress of negative emotions (Cicchetti, Ackerman, & Izard, 1995). The present study examined the emotional regulation and display patterns of victims during classroom bullying episodes. Children in grades one through six were observed during free play in the winter and spring of three consecutive school years. Results of the study indicated that the coping styles observed in victims of bullying can be grouped into two distinct clusters: 1) problem-solving strategies that are associated with the de-escalation and resolution of bullying episodes; and 2) aggressive strategies that tend to perpetuate and escalate the bullying interaction. Parallels were found between victims’ and bullies’ emotional displays. Results are discussed in the context of how maladaptive emotional regulation processes may act as risk factors for chronic victimization.

Identifying and Targeting Risk for Involvement in Bullying and Victimization

Bullying is a relationship problem in which power and aggression are used to cause distress to a vulnerable person. To assess and address bullying and victimization, we need to understand the nature of the problem, how the problem changes with age and differs for boys and girls, the relevant risk factors (those individual or environmental indicators that may lead to bullying and victimization), and the protective factors that buffer the impact of risk. For children involved in bullying, we need to assess its extent and the associated social, emotional, psychological, educational, and physical problems. Bullying is a systemic problem; therefore, assessments of bullying need to extend beyond the individual child to encompass the family, peer group, school, and community. We recommend that assessments at each of these levels reflect the scientific research on bullying and victimization. With attention to the problems associated with bullying, we can work collectively to make schools and communities safer for children and youth.

Risk and Protective Factors Associated with Disordered Eating During Early Adolescence

Risk and protective factors associated with disordered eating were examined among 363 girls (X age =12.9 years) in middle-level school. The variables included self-report ratings of competence and of the importance of physical appearance and social acceptance by peers, self-oriented and socially prescribed perfectionism, negative events, and parental support. In a multivariate regression analysis, low competence in physical appearance, high importance of social acceptance, high self-oriented perfectionism, and low paternal support were correlated significantly with reports of high levels of disordered eating. The negative influence of low physical appearance competence on disordered eating was attenuated for those girls who placed low, as compared with high, levels of importance on physical appearance. Paternal support was found to have a protective function in regard to disordered eating for those girls who experienced high, as compared with low, levels of school-related negative events. Implications for school-based prevention strategies are discussed.