Racial Microaggressions and Anti-Racism: A Review of the Literature with Implications for School-Based Interventions and School Psychologists.

Many racial-ethnic minoritized individuals are repeatedly exposed to subtle actions reflecting racial slights, termed racial microaggressions (RMAs), which are associated with adjustment problems in early adult and adult populations. Early adolescence represents a unique developmental period when minoritized youth begin their racial-ethnic identity exploration and are subjected to stereotypes and prejudice, thereby making them vulnerable to RMAs. Based upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist, a systematic literature search, screening and review of RMA literature focusing on high schoolers and younger youth was conducted and yielded 54 publications.

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 specifically investigate the longitudinal relationship between relational peer victimization and academic engagement in a sample of 204 Black 3rd through 5th grade elementary school students by utilizing multiple informants: students and their parents reported on relational peer victimization, and teachers reported on students' academic engagement.

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 for urban, minority youth. Teachers and peers frequently disagree about which students are relationally aggressive. Factors associated with peer and teacher discordant and concordant identification of relationally aggressive students were explored including prosocial behavior, perceived popularity, academic competence, and gender.

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 this study was to examine the extent to which affective empathy (experiencing someone else's emotions) and cognitive empathy (perspective-taking) predicted subsequent cyberbullying perpetration in middle childhood. Participants were 105 fourth-and fifth-grade students from two urban elementary schools ( = 9.

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 program, was designed to be appropriate and responsive to the needs of youth within the urban school context. A preliminary trial of PRAISE evinced positive effects for girls but was less effective for boys.

Scaling and Disseminating Brief Bullying Prevention Programming: Strengths, Challenges, & Considerations.

Peer bullying occurs frequently among middle school youth, negatively impacting students and the broader school climate. However, during these years there is a gap in translating empirically supported prevention science into school-based practices. This paper describes how the evidence-based Free2B bullying prevention multi-media assembly was disseminated by a team of educators, researchers, and technologists to over 14,000 students in 40 middle schools across the state.

Bullying perpetration among youth: The contributions of child disclosure and parent-teacher connection.

Despite research emphasizing the importance of parents in addressing children's bullying perpetration, there has been little prior research that explored how parental knowledge, particularly from child-initiated disclosure of their daily behaviors and experiences, may impact the child's overt, relational, and cyberbullying perpetration longitudinally. The current study examined the longitudinal relations between parent-reported child disclosure and the child's overt, relational, and cyberbullying perpetration, and the roles of parent-teacher connection in moderating the relations. This study utilized data gathered from 110 fourth to 5th grade children (M age = 10.

The Free2B Multi-Media Bullying Prevention Experience: An Exemplar of Scientific Edutainment.

Objective: The objective of the current article is to highlight an example of a new paradigm, . The manuscript describes how educational researchers and technologists worked together to develop a multi-media bullying prevention experience, called Free2B for middle school students paying particular attention to ensure that the programming was not only relevant to all students but also was appealing and responsive to the needs of urban youth. Bullying is the most common form of aggression experienced among school-aged youth, which impairs students' learning and social-emotional functioning and has financial costs to society.

Measuring Relational and Overt Aggression by Peer Report: A Comparison of Peer Nominations and Peer Ratings.

Peer report of aggression has typically been obtained through peer nominations. The purpose of this study was to identify the extent to which peer nominations and peer ratings identified the same children as aggressive and to explore whether the two methods were equally accurate in identifying children at risk for poor social adjustment. Participants were 1051 students in third, fourth, or fifth grade and were predominantly African American (76.

A Methodological Study of Order Effects in Reporting Relational Aggression Experiences.

Unlike the overt nature of physical aggression, which lends itself to simpler and more direct methods of investigation, the often-masked nature of relational aggression has led to difficulties and debate regarding the most effective tools of study. Given concerns with the accuracy of third-party relational aggression reports, especially as individuals age, self-report measures may be particularly useful when assessing experiences with relational aggression. However, it is important to recognize validity concerns-in particular, the potential effects of item order presentation-associated with self-report of relational aggression perpetration and victimization.

The Broader Impact of Friend to Friend (F2F): Effects on Teacher-Student Relationships, Prosocial Behaviors, and Relationally and Physically Aggressive Behaviors.

Girls often harm others' social standing by starting rumors about peers or by excluding others from peer group activities, which is called relational aggression. Although relational aggression is not a new phenomenon, there have been relatively few interventions designed to address this, especially for urban ethnic minority girls. The Friend to Friend (F2F) program, developed through an iterative participatory action research process, has proven to be effective in improving targeted relationally aggressive urban girls' social problem-solving knowledge and decreasing levels of relational aggression, with effects being maintained 1 year after treatment.

Measuring Community-Based Participatory Research Partnerships: The Initial Development of an Assessment Instrument.

Background: Although the partnership between academic researchers and community members is paramount to community-based research efforts, a limited number of measures exist to evaluate this construct. Of those in existence, no assessment measures include a comprehensive coverage of the many dimensions of partnerships. In addition, these measures were not designed through an extensive community-based participatory research (CBPR) model, in which the strengths of traditional assessment techniques were integrated with input from stakeholders.

Implementing a Trauma-Informed Approach in Pediatric Health Care Networks.

Pediatric health care networks serve millions of children each year. Pediatric illness and injury are among the most common potentially emotionally traumatic experiences for children and their families. In addition, millions of children who present for medical care (including well visits) have been exposed to prior traumatic events, such as violence or natural disasters.

Friend to Friend: A Randomized Trial for Urban African American Relationally Aggressive Girls.

Objective: To determine the effectiveness of the Friend to Friend (F2F) aggression intervention through a clinical trial with urban African American girls.

Method: A randomized parallel-group study design was conducted comparing the effectiveness of F2F to an attention control condition (called Homework Study Skills and Organization, HSO) among relationally aggressive girls from six urban low-income elementary schools. Analyses of covariance were utilized for comparing post-test measurement between the two conditions while adjusting for pre-test measurement.

The Role of Empowerment in a School-Based Community Service Program with Inner-City, Minority Youth.

Despite considerable fiscal and structural support for youth service programs, research has not demonstrated consistent outcomes across participants or programs, suggesting the need to identify critical program processes. The present study addresses this need through preliminary examination of the role of program empowerment in promoting positive identity development in inner-city, African American youth participating in a pilot school-based service program. Results suggest that participants who experienced the program as empowering experienced increases in self-efficacy, sense of civic responsibility, and ethnic identity, over and above general engagement and enjoyment of the program.

Social cognitions, distress, and leadership self-efficacy: associations with aggression for high-risk minority youth.

Urban ethnic minority youth are often exposed to high levels of aggression and violence. As such, many aggression intervention programs that have been designed with suburban nonethnic minority youth have been used or slightly adapted in order to try and meet the needs of high-risk urban youth. The current study contributes to the literature base by examining how well a range of social-cognitive, emotional distress and victimization, and prosocial factors are related to youth aggression in a sample of urban youth.

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) and targeted by Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs. The CCM is a 44-item self-report measure comprised of six subscales to assess clinical, interdisciplinary, family-centered/cultural, community, research, and advocacy/policy competencies. The CCM was developed in an iterative fashion through participatory action research, and then nine cohorts of LEND trainees (N = 144) from 14 different disciplines completed the CCM during the first week of the training program.

Developing 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 "external" academic researchers' view of program effect and the policy-makers' needs for decision-making. This paper describes a replicable process by which existing standardized psychometric scales commonly used in youth-related intervention programs were modified to measure indicators of program success defined by community partners. This study utilizes a secondary analysis of data gathered in the context of a community-based youth violence prevention program.

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 article reviews current literature on aggression and bullying among school-age youth, including subtypes and differentiating between aggression and bullying. We then highlight important considerations for intervening and preventing these behaviors.

Methods for linking community views to measureable outcomes in a youth violence prevention program.

Background: All parties in community-academic partnerships have a vested interest prevention program success. Markers of success that reflect community's experiences of programmatic prevention success are not always measurable, but critically speak to community-defined needs.

Objective: The purpose of this manuscript was to (1) describe our systematic process for linking locally relevant community views (community-defined indicators) to measurable outcomes in the context of a youth violence prevention program and (2) discuss lessons learned, next steps, and recommendations for others trying to replicate a similar process.

Guidelines for Adapting Manualized Interventions for New Target Populations: A Step-Wise Approach Using Anger Management as a Model.

The use of manual-based interventions tends to improve client outcomes and promote replicability. With an increasingly strong link between funding and the use of empirically supported prevention and intervention programs, manual development and adaptation have become research priorities. As a result, researchers and scholars have generated guidelines for developing manuals from scratch, but there are no extant guidelines for adapting empirically supported, manualized prevention and intervention programs for use with new populations.

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 associated with prosocial skills and increased social status. However, few studies have examined these associations within diverse samples of elementary aged youth. The current study examined the associations between aggression, popularity, social preference, and leadership among 227 urban, ethnic minority (74 % African American, 9 % bi-racial including African American, 12 % other ethnic minorities, and 5 % European American) elementary school youth (average age 9.

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 measures specifically of children's concern for peers who are the targets of peer aggression. A participatory action research (PAR) model was used to create a culturally-sensitive measure of urban African American children's sympathy for peers who are the targets of physical aggression, relational or social aggression, verbal aggression, and property damage. In Study 1, 40 children (M (age) = 9.