21 Result(s)

Article

Relational Peer Victimization as a Predictor of Academic Engagement

Peer victimization can be detrimental to youth. This study examines a particular type of peer victimization, relational peer victimization, and its effect on students’ engagement in the classroom. We specifica...

Camila Polanco, Brooke S. Paskewich, Stephen S. Leff… in Journal of Child and Family Studies (2023)

Article

Cyberbullying and Empathy Among Late-Elementary School Children

There is currently limited research on the relation between forms of empathy and subsequent cyberbullying in middle childhood, a stage in which cyberbullying behaviors are likely to develop. The purpose of thi...

Krista R. Mehari, Brianna Beulah… in International Journal of Bullying Preventi… (2023)

Reference Work Entry In depth

Strategies for Addressing Racial and Intersectional Microaggressions and Macroaggressions

Racial and intersectional microaggressions refer to subtle discrimination toward people of racial-ethnic minoritized status and other marginalized identities. Macroaggressions are defined as the systemic and i...

Stephen S. Leff, Rui Fu, Jonathan Varghese in Handbook of Anger, Aggression, and Violence (2023)

Living Reference Work Entry In depth

Strategies for Addressing Racial and Intersectional Microaggressions and Macroaggressions

Racial and intersectional microaggressions refer to subtle discrimination toward people of racial-ethnic minoritized status and other marginalized identities. Macroaggressions are defined as the systemic and i...

Stephen S. Leff, Rui Fu, Jonathan Varghese in Handbook of Anger, Aggression, and Violence

Article

Identifying Relationally Aggressive Students: How Aligned are Teachers and Peers?

Relational aggression is characterized by attempts to damage another’s relationships or social status and is a major concern affecting academic, socioemotional, behavioral, and health outcomes, particularly fo...

Chandler E. Puhy, Brian P. Daly, Stephen S. Leff, Tracy E. Waasdorp in School Mental Health (2022)

Article

The Preventing Relational Aggression in Schools Everyday (PRAISE) Program: Adaptations to Overcome Subgroup Differences in Program Benefits

The Preventing Relational Aggression in Schools Everyday (PRAISE) Program is a school-based program that has shown promise for reducing aggression. PRAISE, 20-session classroom-based universal prevention progr...

Tracy Evian Waasdorp, Brooke S. Paskewich, Christine Waanders, Rui Fu… in Prevention Science (2022)

Article

Development, Validation, and Utility of an Instrument to Assess Core Competencies in the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Program

To describe the development and psychometric evaluation of the Core Competency Measure (CCM), an instrument designed to assess professional competencies as defined by the Maternal Child Health Bureau (MCHB) a...

Stephen S. Leff, Katherine T. Baum… in Maternal and Child Health Journal (2015)

Chapter

Better Understanding and Intervening to Prevent Relational Aggression

There has been increased attention paid to the reduction of aggressive behaviors among youth since the Columbine High School massacre in 1999, an incident which reportedly occurred in response to the perpetrat...

Stephen S. Leff, Tracy Evian Waasdorp… in Handbook of School Mental Health (2014)

Article

Develo** Measures of Community-Relevant Outcomes for Violence Prevention Programs: A Community-Based Participatory Research Approach to Measurement

Community-Based Participatory Research is a research paradigm that encourages community participation in designing and implementing evaluation research, though the actual outcome measures usually reflect the “...

Alice J. Hausman, Courtney N. Baker… in American Journal of Community Psychology (2013)

Article

Effect of Aggression and Bullying on Children and Adolescents: Implications for Prevention and Intervention

Peer aggression and bullying is of considerable importance given the large number of youth involved with or witnesses to this behavior and the association with maladjustment and other negative outcomes. This a...

Stephen S. Leff, Tracy Evian Waasdorp in Current Psychiatry Reports (2013)

Article

The Association Between Forms of Aggression, Leadership, and Social Status Among Urban Youth

While much prior research has documented the negative associations between aggression, peer relationships, and social skills, other research has begun to examine whether forms of aggression also may be associa...

Tracy Evian Waasdorp, Courtney N. Baker… in Journal of Youth and Adolescence (2013)

Article

Children’s Sympathy for Peers Who Are the Targets of Peer Aggression

Although a goal of many aggression intervention programs is to increase children’s concern (often termed sympathy or empathy) for their peers as a means of ultimately reducing aggressive behavior, there are no...

Julie Paquette MacEvoy, Stephen S. Leff in Journal of Abnormal Child Psychology (2012)

Article

Preliminary Examination of a Cartoon-Based Hostile Attributional Bias Measure for Urban African American Boys

The current study illustrates how researchers developed and validated a cartoon-based adaptation of a written hostile attributional bias measure for a sample of urban, low-income, African American boys. A seri...

Stephen S. Leff, Elizabeth K. Lefler… in American Journal of Community Psychology (2012)

Chapter

Contemporary Interventions to Prevent and Reduce Community Violence Among African American Youth

While community violence in the United States has diminished since the early 1990s, when its levels peaked to epidemic proportions, it continues to be a major public health problem. Indeed, over the course of ...

Duane E. Thomas, Elizabeth M. Woodburn… in Handbook of African American Health (2011)

Article

Initial Validation of a Knowledge-Based Measure of Social Information Processing and Anger Management

Over the past fifteen years many schools have utilized aggression prevention programs. Despite these apparent advances, many programs are not examined systematically to determine the areas in which they are mo...

Stephen S. Leff, Michael Cassano… in Journal of Abnormal Child Psychology (2010)

Article

Intervention Integrity: New Paradigms and Applications

Stephen S. Leff, Jessica A. Hoffman, Rebecca Lakin Gullan in School Mental Health (2009)

Article

Using Participatory Action Research to Design an Intervention Integrity System in the Urban Schools

While integrity is often thought of as the degree to which a program is applied as intended, researchers have recently widened the lens to include not only monitoring of program content, but also evaluating th...

Rebecca Lakin Gullan, Betsy E. Feinberg, Melanie A. Freedman… in School Mental Health (2009)

Article

Consent Procedures and Participation Rates in School-Based Intervention and Prevention Research: Using a Multi-Component, Partnership-Based Approach to Recruit Participants

Evaluations of school-based interventions and prevention programs typically require parental consent for students to participate. In school-based efforts, program evaluators may have limited access to parents ...

Jessica Blom-Hoffman, Stephen S. Leff, Debra L. Franko… in School Mental Health (2009)

Article

Variations in Anxiety and Depression as a Function of ADHD Subtypes Defined by DSM-IV: Do Subtype Differences Exist or Not?

Concerns have been raised about the ability of diagnostic criteria for attention-deficit/hyperactivity disorder (ADHD) to distinguish subtypes that are clearly distinct from each other with regard to clinical ...

Thomas J. Power, Tracy E. Costigan… in Journal of Abnormal Child Psychology (2004)

Chapter

Training for Effective Practice in the Schools

Reforms in health care and education have highlighted the value of schools as a setting for the delivery of intervention and prevention services for children with or at risk for mental health problems (Kolbe, ...

Thomas J. Power, Patricia H. Manz… in Handbook of School Mental Health Advancing… (2003)