This review aims to identify variables that moderate the outcomes of cognitive-behavior therapy for dysfunctional children. Theoretical considerations led to the hypothesis that children's cognitive developmental level would moderate treatment effectiveness, and analyses confirmed this hypothesis. The effect size (0.92) for children presumably functioning at the formal operational level (ages 11-13) was almost twice that for children at less advanced cognitive stages (for ages 5-7, 0.57; for ages 7-11, 0.55). However, changes in cognitive processes and behaviors were not significantly related, indicating the need for further work delineating the specific mechanisms of therapeutic change. Finally, an analysis of the practical significance of outcomes indicated that treatment had produced a meaningful impact on adjustment, although further behavioral improvement was still possible and desirable.

This study defines contrapower harassment in academia as student incivility, bullying, and sexual attention aimed at faculty. A U.S., Alaskan sample of 399 professors (50% women, 88% white) at the state's largest public university was surveyed about their experience with contrapower harassment. Although men reported more sexual attention from students and comparable levels of student incivility-bullying, women reported that such behaviors were more upsetting and had a greater negative impact on their health and work-lives; they were also more likely to take action following such experiences than men. Tenure-track faculty appear to be at increased risk of student hostility. Discussion focuses on how gender and other markers of socio-cultural or institutional power relate to the experience of contrapower harassment.

In this study of a random sample of 524 professors (47% women, 83% White) from 100 colleges and universities across the United States, 91% reported at least one act of student incivility/bullying, 25% experienced at least one sexual behavior from a student, and 1-2% said a student had used or threatened them with violence in the past year. Women, minorities, younger faculty, and those with less experience and credentials reported more incivility/bullying from students. More women (63.3%) than men (50.2%) reported a serious incident of student incivility, bullying, aggression or sexual attention during their careers. Discussion includes recommendations for faculty and administrators concerning reporting, preventing, and handling such experiences.The word "bully" often brings to mind a schoolyard scene with a bigger, stronger, or more popular child menacing a smaller or weaker one. Similarly, a schema for "sexual harassment" involves an authority figure using a position of power to sexually coerce, intimidate, or extract favors from someone lower in status. In higher education, however, bullying

Academic contrapower harassment (ACPH) occurs when someone with seemingly less power in an educational setting (e.g., a student) harasses someone more powerful (e.g., a professor). A representative sample of 289 professors from U.S. institutions of higher education described their worst incident with ACPH. Open-ended responses were coded using a keyword text analysis. Compared to the experiences of men faculty, women faculty reported that students were more likely to challenge their authority, argue or refuse to follow course policies, and exhibit disrespectful or disruptive behaviors. Although sexual harassment was uncommon, men faculty were more likely than women faculty to recount such incidents. Women faculty reported significantly more negative outcomes as a result of ACPH (e.g., anxiety, stress-related illness, difficulty concentrating, wanting to quit) than men faculty, and negative outcomes were most likely to result from ACPH involving intimidation, threats, or bullying from students. Implications for the prevention and reporting of ACPH are discussed.

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