Examines whether the positive association between social support and well-being is attributable more to an overall beneficial effect of support (main- or direct-effect model) or to a process of support protecting persons from potentially adverse effects of stressful events (buffering model). The review of studies is organized according to (1) whether a measure assesses support structure (the existence of relationships) or function (the extent to which one's interpersonal relationships provide particular resources) and (2) the degree of specificity (vs globality) of the scale. Special attention is given to methodological characteristics that are requisite for a fair comparison of the models. It is concluded that there is evidence consistent with both models. Evidence for the buffering model is found when the social support measure assesses the perceived availability of interpersonal resources that are responsive to the needs elicited by stressful events. Evidence for a main effect model is found when the support measure assesses a person's degree of integration in a large social network. Both conceptualizations of social support are correct in some respects, but each represents a different process through which social support may affect well-being. Implications for theories of social support processes and for the design of preventive interventions are discussed.

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Stress, social support, and the buffering hypothesis.

This chapter suggests that delinquency conceals two distinct categories of individuals, each with a unique natural history and etiology: A small group engages in antisocial behavior of one sort or another at every life stage, whereas a larger group is antisocial only during adolescence. According to the theory of life-course-persistent antisocial behavior, children's neuropsychological problems interact cumulatively with their criminogenic environments across development, culminating m a pathological personality. According to the theory of adolescence-limited antisocial behavior, a contemporary maturity gap encourages teens to mimic antisocial behavior in ways that are normative and adjustive. There are marked individual differences in the stability of antisocial behavior. The chapter reviews the mysterious relationship between age and antisocial behavior. Some youths who refrain from antisocial behavior may, for some reason, not sense the maturity gap and therefore lack the hypothesized motivation for experimenting with crime.

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Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy.

This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

http://explorefhp.com/wp-content/uploads/2013/03/Durlak-Weissberg-Child-Development-Meta-Analysis.pdf

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions

A new questionnaire on aggression was constructed Replicated factor analyses yielded 4 scales: Physical Aggression, Verbal Aggression, Anger, and Hostility Correlational analysis revealed that anger is the bridge between both physical and verbal aggression and hostility The scales showed internal consistency and stability over time Men scored slightly higher on Verbal Aggression and Hostility and much higher on Physical Aggression There was no sex difference for Anger The various scales correlated differently with various personality traits Scale scores correlated with peer nominations of the various kinds of aggression These findings suggest the need to assess not only overall aggression but also its individual components

The aggression questionnaire.

Etude de la coherence entre differentes sources (269 echantillons utilisees dans 119 etudes) concernant les evaluations des problemes affectifs et comportementaux d'enfants et d'adolescents âges de 1 1/2 a 19 ans

Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity.

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Television violence viewing and aggression in females

Learning is a broad term covering many different phenomena. It is convenient to segment learning into three different problems in induction: the collection and use of stochastic information on past performance in order to improve performance, the determination of which variables are relevant to the decisions being made, and the derivation of performance rules in the predicate calculus from the collected data. This study concentrates on the first problem.

A study of heuristic learning methods for optimization tasks requiring a sequence of decisions

Children's sex role preference, sex of television model, and imitation of aggressive behaviors

/pdf/differential-effects-of-television-violence-on-kibbutz-and-t9b2sea7wf.pdf

Differential Effects of Television Violence on Kibbutz and City Children.

Dans cet article, nous présentons un modèle cognitif-écologique du comportement agressif et de son développement. Ce modèle souligne le rôle des processus cognitifs qui orientent le comportement et explicite à la fois leur mode de développement dans le temps et selon les contextes et leurs influences dans ces mêmes contextes. Le point de départ du modèle est la reconnaissance de la nature tantôt fonctionnelle tantôt dysfonctionnelle de l’agression au plan de l’adaptation et du caractère inné de certains des processus qui la fonde. Nous identifions les cognitions importantes en rapport avec les comportements agressifs et les mécanismes par lesquels le contexte influence ces cognitions, parmi eux l’apprentissage vicariant, les renforcements et les standards normatifs. Selon notre modèle, contexte, cognition et comportement interagissent les uns avec les autres. Nous montrons enfin que ce modèle offre certains « insights » pour la compréhension des processus d’intervention susceptibles d’empêcher le développement des comportements agressifs et antisociaux chez les jeunes. Abstract

L. Rowell Huesmann

Papers

Television violence viewing and aggression in females

A study of heuristic learning methods for optimization tasks requiring a sequence of decisions

Children's sex role preference, sex of television model, and imitation of aggressive behaviors

Differential Effects of Television Violence on Kibbutz and City Children.

Une théorie cognitivo-écologique du comportement agressif.