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NCJRS Abstract

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NCJ Number: 185569 Find in a Library
Title: Juvenile Aggression at Home and at School (From Violence in American Schools: A New Perspective, P 94-126, 1998, Delbert S. Eilliott, Beatrix A. Hamburg, et al., eds. -- See NCJ-185565)
Author(s): Rolf Loeber; Magda Stouthamer-Loeber
Date Published: 1998
Page Count: 33
Sponsoring Agency: Cambridge University Press
Cambridge, CB2 IRP, England
Sale Source: Cambridge University Press
The Pitt Building
Trumpington Street
Cambridge, CB2 IRP,
United Kingdom
Type: Literature Review
Format: Book (Softbound)
Language: English
Country: United Kingdom
Annotation: This analysis of children’s aggression at home and at school focuses on the stability of such aggressive or violent behaviors across different settings and across time, the early behaviors that predict later ones, the risk factors for the most dysfunctional developmental pathways, and the specific adverse developmental pathways.
Abstract: Aggressive behaviors in school settings vary in seriousness from hostile teasing, pushing, bullying, and ostracism to physical fighting, the use of weapons, robbery, homicide, and sex offenses. Youth most often direct aggression in school at peers; they sometimes target teachers. Children’s aggressive behavior in school is moderately stable. The research on developmental pathways reveals incremental stages of involvement in aggressive behavior, with markers that predict the likelihood of progression from mild aggression to serious behavior and sometimes to eventual criminal violence. Aggression in the home relates to aggression in the school setting; certain risk factors in the home predict aggression at school. These risk factors include child abuse, parents’ inadequate child-rearing practices, disruptions in family functioning, antisocial parents, and aggressive interactions between siblings. However, the way in which family risk factors relate to the onset of aggression at school is less clear. Important issues related to aggression in schools relate to aggressive peers, victims becoming aggressors, males’ aggression toward females, males’ assaults on teachers, aggression following school transitions, and aggression and dropping out of school. Further research should focus on several high-priority areas, including the prevalence of different types of aggression across the full range of grade levels and the complex linkages and interactions between aggression in the home, the school, and the community. Figures and 101 references
Main Term(s): Juvenile delinquency factors
Index Term(s): Aggression; Child abuse as delinquency factor; Child development; Crime in schools; Home environment; Parental influence; Problem behavior; Sibling influences on behavior; Violence causes
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http://www.ncjrs.gov/App/publications/abstract.aspx?ID=185569

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