Psychological- and sociological-criminological research refers to, for example, cumulative risk factor models (e.g., Lösel & Bender, 2003) and Situational Action Theory (SAT; e.g., Wikström, 2006). The German longitudinal study "Chances and Risks in the Life Course" (research project A2, Collaborative Research Center 882; e.g.,…

Bullying perpetration at school is a long-term predictor of aggression, delinquency, and violence. Most research concentrates on risk factors for such developments, whereas protective factors have been rarely addressed. Therefore, the present study investigates potentially protective effects of family and child characteristics in a prospective…

Two studies investigated in which situations teachers (would) investigate whether a student was lying or telling the truth and how these situations were perceived. Results of Study 1 indicate that teachers (would) interview students when it comes to use of unfair means, aggressive behavior, theft, absence without permission, bullying, and…

Aggressive behavior between children in schools is a topic that receives much interest as violence and aggressive behavior cause many maladaptive social outcomes in the school setting. In the current study the Implicit Association Test (IAT) was adapted as a measure of children's implicit aggression, by assessing the association of the self…

The development of aggressiveness between 5 and 17 years and some parental influences on this development were analyzed using data from Germany. International studies have shown a "camel humps" curve, i.e., a peak of aggression of children (primarily boys) between 2 and 4 years and a second peak of antisocial or aggressive behavior of…

The relations between adolescents' habitual usage of media violence and their tendency to engage in aggressive and prosocial behavior in a school setting were examined in a cross-sectional study with 1688 7th and 8th graders in Germany who completed measures of violent media exposure and normative acceptance of aggression. For each participant,…

The effectiveness of a peer-mediation-program for third grade students (elementary school) was evaluated through a longitudinal study. The sample consisted of 262 students, 141 boys and 121 girls, drawn from thirty classrooms in fifteen elementary schools. There was one intervention and one control-class in each school. The evaluation was carried…

Children and adolescents with aggressive disorders are prevalent in child welfare settings. Therefore, the assumption is that child welfare services would benefit from a cognitive-behavioral intervention. This study investigates whether implementation of the training with aggressive children (TAC) could improve the outcome of child welfare. Twelve…

Recent theory on social dominance suggests that aggressive individuals should be socially successful if they also display prosocial behavior. The combination of coercive and prosocial strategies of resource control (i.e., bistrategic control) is thought to facilitate hierarchy ascension. Adolescents (N = 929, grades 7-10) were queried about the…

Reports on a study of 2,553 students' attitudes toward aggression in schools. Finds differentiated results based on demographic data and with the students' personal involvement in the aggressive acts as either the perpetrator or victim. Discusses practical consequences of the study for schools. (CFR)

Reports on a study of the extent and distribution of several forms of aggression and violence in schools in Schleswig-Holstein (Germany). Includes responses from 2,382 persons in a representative sample. Finds a slight increase in violence during the past three years but a high frequency of verbal aggression. (CFR)

Reports on a survey of 1,077 German students and 233 teachers about different forms of student violence. Finds that the perpetrators were nearly all male, while victims were both male and female. Observes that, in comparison with previous studies, the rate of school violence does not appear to be on the increase. (CFR)