A conceptual framework for preventing aggression in elementary schools

Ellis, Alan R.

doi:10.1002/crq.21231

Cited by 6 publications

(4 citation statements)

References 157 publications

(323 reference statements)

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“…Family, school, and community interventions designed to support youth mental health by reducing various forms of interpersonal stressors (see Ellis, 2019 for a discussion) or improving coping skills to manage unchangeable stressors, rest, in part, on the assumption that reduction of these stressors or more adaptive responses to stressors will promote better mental health (McLaughlin & Hatzenbuehler, 2009; National Research Council & Institute of Medicine, 2009). Although extensive research has explored how changes in adaptive coping can impact mental health (Gu et al, 2015; Robinson et al, 2015), limited research has been able to test the assumption regarding changes in interpersonal stressors or to examine whether the timing of mitigation matters.…”

Section: Discussionmentioning

confidence: 99%

U.S. Mexican-origin young adults’ mental health relative to interpersonal stressor transitions from childhood to adolescence.

Curlee¹,

Tein²,

White³

et al. 2024

Cultural Diversity & Ethnic Minority Psychology

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Objectives: This study sought to describe latent transitions in developmentally and culturally salient interpersonal stressors from late childhood to late adolescence and examine whether different transition patterns predicted early adult mental health problems. Method: Data from four waves (Grades 5, 7, 10, 12) of a study of 749 U.S. Mexican-origin youth were used for a latent transition analysis (LTA) of family, peer, and community stressors; distal outcomes of externalizing and internalizing problems were measured 5 years after Grade 12. Latent class analysis (LCA) and LTA were conducted for investigating underlying subgroups of interpersonal stress at each wave and transitions between subtypes over waves. Results: For the LCA, two latent classes emerged at all four waves, representing low and high interpersonal stress. The LTA model with two classes at all waves was conducted with good fit. Six prominent transition classes emerged and related to young adult internalizing and externalizing problems. Transition class related to young adult internalizing and externalizing problems, such that youth who consistently had exposure to interpersonal stress or who had transitions from low to high exposure had more internalizing and externalizing problems. Conclusions: Findings are discussed relative to the developmental salience of these transitions and opportunities to intervene during adolescence to mitigate later mental health problems. Public Significance StatementThe study demonstrates that early and middle adolescence is a developmentally sensitive period in which experiencing a transition in interpersonal stress-whether that transition is good (toward lower interpersonal stress) or bad (toward higher interpersonal stress)-relates to later young adult mental health. The timing of interpersonal stress during adolescence may be more important than number of years of stress in relation to young adult mental health.

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Section: Discussionmentioning

confidence: 99%

U.S. Mexican-origin young adults’ mental health relative to interpersonal stressor transitions from childhood to adolescence.

Curlee¹,

Tein²,

White³

et al. 2024

Cultural Diversity & Ethnic Minority Psychology

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“…Furthermore, learning this in the context of conflicts between informal groups might be easier, for students and for teachers, than in the context of conflicts between formal and stable groups such as youth gangs. Many innovative strategies have been developed that promote peaceful ways to manage interpersonal conflicts in school contexts (e.g., Burrel et al, 2003;Chaux et al, 2017;Duckworth et al, 2019;Durlak et al, 2011;Ellis, 2019;Gonz alez et al, 2019;Hakvoort, 2010;Johnson & Johnson, 1996;Jones et al, 2011;Kreidler, 1991;Mytton et al, 2006;Wilson et al, 2003). However, very few address directly and explicitly intergroup conflicts (e.g., Greniez, 2019;Rodríguez, 2014), in spite of the amount of violence that comes from intergroup interactions.…”

Section: Discussionmentioning

confidence: 99%

Dynamics of conflicts between informal groups in adolescence: Qualitative analysis in the school context

Rodríguez

Chaux

2021

Conflict Resolution Qtrly

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Conflicts between informal groups are common in adolescence, and can lead to much aggression, but have been much less studied than conflicts between stable groups such as gangs. Seeking to understand better their conflict dynamics, informal groups were identified with a peer-nomination method applied to 121 adolescents from Bogot a, Colombia (12-16 years), and 23 semi-structured interviews were conducted. Most conflicts escalated to verbal or physical aggression. Whether conflicts escalated or de-escalated seemed to depend on beliefs legitimizing aggression, social identities, online (vs. face-to-face only) interactions, and on third parties interventions. Results provide insights for prevention of school violence.

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“…Hansen and Umbreit () provide a timely and useful review of the literature thus far, demonstrating the effectiveness of RJ and discussing research that is still needed. Similarly, recent work by Ellis () marshals a wealth of research on causes of aggression and violence. His work emphasizes that we cannot overlook larger systemic contexts in our understanding of what produces violent behavior such as the hate crimes and bullying our dialogues work to prevent.…”

Section: Introductionmentioning

confidence: 99%

“Students can change a school”: Understanding the role of youth leadership in building a school culture of peace

Duckworth

Albano

Munroe

et al. 2019

Conflict Resolution Qtrly

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What is the impact of youth interfaith dialogues on students and school communities? What role does the inclusion of opportunities for youth leadership in the “program design play? We implemented a series of such dialogues, which then led to youth‐designed and implemented peace projects at their school sites. Using qualitative and quantitative assessments, this article adds to the literature on critical peace education, offering useful insights for both practitioners and researchers.

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A conceptual framework for preventing aggression in elementary schools

Cited by 6 publications

References 157 publications

U.S. Mexican-origin young adults’ mental health relative to interpersonal stressor transitions from childhood to adolescence.

U.S. Mexican-origin young adults’ mental health relative to interpersonal stressor transitions from childhood to adolescence.

Dynamics of conflicts between informal groups in adolescence: Qualitative analysis in the school context

“Students can change a school”: Understanding the role of youth leadership in building a school culture of peace

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