As illustrated in this paper, many recent prevention programs for aggressive children include a peer component where normative peers are involved as socialization agents in the hope to change aggressive children’s behaviors. Preventive interventions with normative peers should be the easiest to implement and may also have the strongest impact during early childhood. In turn, it is expected that normative children’s perceptions towards aggressive children will be modified if they have the opportunity to witness their newly learned skills. With regard to peer influences on aggressive behavior, the conclusion may be that current knowledge warrants preventive intervention trials that would correspond to small scale efficacy trials. When implementing prevention programs aimed at the peer context, there should be an awareness of what is known and what is not known about peer dynamics. Two processes in the relationships between children have been associated with adverse developmental outcomes in children: peer rejection and affiliation with deviant peers. These processes have been linked to negative outcomes, such as aggression, delinquency, violence, and school failure. Many prevention programs aim at manipulating peer dynamics in their effort to prevent aggression and violence. These programs can provide valuable insight through which peer dynamics are linked with aggression and violence. The focus of this paper was (1) to establish the current state of knowledge with respect to the use of peers in prevention programs for aggressive children and (2) to use the results generated from these prevention programs to stretch the knowledge further of the role of peers in the development of aggression and related antisocial behaviors. References