Developmental Issues in School-Based Aggression Prevention from a Social-Cognitive Perspective

Contemporary research on the development and prevention of aggressive behavior in childhood and adolescence emphasizes the importance of social-cognitive factors such as perceptual biases, problem-solving skills, and social-moral beliefs in the maintenance of aggression. Indeed, school-based social-cognitive intervention approaches have been identified as best practices by the Centers for Disease Control and Prevention. However, because child age is an important covariate of both intervention effectiveness and social-cognitive ability, school-based prevention program designers should keep in mind a number of issues identified through developmental research. In this paper, we review the social-cognitive model of aggressive behavior development as applied to prevention programming. We then discuss some of the ways in which the broader developmental research base can inform the design of aggression prevention programs.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45098/1/10935_2005_Article_5.pd

Proximal Peer-Level Effects of a Small-Group Selected Prevention on Aggression in Elementary School Children: An Investigation of the Peer Contagion Hypothesis

Examined peer contagion in small group, selected prevention programming over one school year. Participants were boys and girls in grades 3 (46 groups, 285 students) and 6 (36 groups, 219 students) attending school in low-resource, inner city communities or moderate resource urban communities. Three-level hierarchical linear modeling (observations within individuals within groups) indicated that individual change in aggression over time related to the average aggression of others in the intervention group. The individual child was “pulled” toward peers’ mean level of aggression; so the intervention appeared to reduce aggression for those high on aggression, and to make those low on aggression more aggressive. Effects appeared to be magnified in either direction when the child was more discrepant from his or her peers. From these results we derive a principle of “discrepancy-proportional peer-influence” for small group intervention, and discuss the implications of this for aggregating aggressive children in small group programs.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44593/1/10802_2005_Article_3568.pd

COLLEGE-TO-WORK MIGRATION OF TECHNOLOGY GRADUATES AND HOLDERS OF DOCTORATES WITHIN THE UNITED STATES

This study estimates a series of random parameter logit models of the college-to-work migration decisions of technology graduates and holders of doctorates within the United States. We employ detailed information on the migration-relevant characteristics of individuals, as well as on their actual origins and destinations at the metropolitan scale. In addition to its obvious implications for "brain drain" policies in U.S. metropolitan areas, the study demonstrates the richness of the random parameters technique for behavioral-geographic analysis. We find that science and technology graduates migrate to better educated places, other things equal; that PhD graduates pay greater attention to amenity characteristics than other degree holders; and that foreign students from some immigrant groups migrate to places where those groups are concentrated. Copyright Blackwell Publishing, Inc. 2006