Developmental issues in school-based aggression prevention from a social-cognitive perspective

Journal of Primary Prevention

Volumn 26, Issue 5, 2005, Pages 383-400

  Boxer, Paul ^a   Goldstein, Sara E ^a   Musher Eizenman, Dara ^b   Dubow, Eric F ^b,c   Heretick, Donna ^b  

^a UNIVERSITY OF NEW ORLEANS   (United States)

^b BOWLING GREEN STATE UNIVERSITY   (United States)

^c UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Aggression; Development; School based prevention; Social cognitive

Indexed keywords

ACCURACY; AGGRESSION; COGNITION; COMPREHENSION; CONDITIONED REFLEX; EMOTION; EMOTIONAL STABILITY; HEALTH PROGRAM; IMPULSIVENESS; JUVENILE; KNOWLEDGE; MORALITY; MOTIVATION; PRACTICE GUIDELINE; PRIMARY PREVENTION; PROBLEM SOLVING; REVIEW; RISK FACTOR; SCHOOL; SELECTIVE ATTENTION; SOCIAL BEHAVIOR; SOCIAL COGNITIVE THEORY; SOCIAL STATUS;

AGGRESSION; CHILD; CHILD BEHAVIOR DISORDERS; COGNITIVE THERAPY; HUMANS; INTERPERSONAL RELATIONS; SCHOOL HEALTH SERVICES; SOCIAL ADJUSTMENT; SOCIAL BEHAVIOR DISORDERS; STUDENTS; VIOLENCE;

EID: 32144449288     PISSN: 0278095X     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10935-005-0005-9     Document Type: Review

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