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Espelage, Dorothy L.; Low, Sabina; Van Ryzin, Mark J.; Polanin, Joshua R. – School Psychology Review, 2015
Social-emotional learning programs are increasingly being implemented in U.S. schools to address a wide range of problematic behaviors (e.g., bullying, delinquency) and to promote academic success. The current study examined the direct and indirect impact of the Second Step Middle School Program (Committee for Children, 2008) on bullying,…
Descriptors: Middle School Students, Program Descriptions, Control Groups, Social Development
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Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C. – School Psychology Review, 2014
This study examines the roles of emotionally supportive teacher-child interactions and child characteristics (aggressive-disruptive behavior and low peer social preference) in first-, third, and fifth-grade children's perceptions of teacher closeness and sense of peer community. Results from a series of multilevel models suggest that emotionally…
Descriptors: Teacher Student Relationship, Interaction, Student Characteristics, Aggression