Relational aggression, harm through injury or manipulation of a relationship, has become fashionable, particularly in the popular press. Mental health professionals in schools can better serve students when they understand what is known about relational aggression, how it influences social behavior, and how it is related to children's well-being. This article discusses the definition, identification, and consequences of relational aggression. Available intervention programs are introduced, and future directions for research, assessment, and intervention are addressed.

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The Systematic Screening for Behavior Disorders (SSBD), a multistage screening system designed to identify elementary school—age children at risk for emotional and behavioral disorders, was evaluated for use with middle and junior high school students. During SSBD Stage 1, teachers identified 123 students in grades 6 through 9 with characteristics of internalizing and externalizing disorders. Teachers then completed SSBD Stage 2 behavior rating scales, the Teacher Report Form, and the Social Skill Rating System on 119 of these students identified as at-risk during Stage 1. Office discipline referrals and cumulative grade point averages for at-risk students were compared to those of students not designated by teachers. SSBD Stage 2 scores were compared with scores from the Teacher Report Form and Social Skill Rating System. Internal consistency and interrater reliability of the SSBD were also examined. Results provide evidence for the reliability and validity of SSBD ratings of early adolescent students.

The introductory article to this special edition of School Psychology International, “Using Children’s Literature to Strengthen Social and Emotional Learning,” describes the need for a broader base of support for children’s mental health needs. Both nationally and internationally, the limited number of mental health professionals demands alternative options for the delivery of mental health services. Schools are recommended as one proposed venue for providing these services to children and youth. As such, teachers need easy-to-use basic information about mental health resources that are viable, yet rely on minimal professional support and supervision. One option is bibliotherapy, using books and stories to support social emotional needs. From the mental health perspective of both prevention and intervention, bibliotherapy is proposed not just as a professional’s therapeutic tool, but also as a layman’s resource to address students’ basic social emotional needs. We offer resources from a website that includes basic bibliotherapy lesson plans, posters, activities, and video clips—all centered on the five foundational competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL). This website [ http://education.byu.edu/sociallearning ] is geared to educators and mental health professionals who work with elementary school children, ages 5–11.

Children’s literature is a therapeutic tool for facilitating emotional growth and healing. Stories provide a catalyst for change, providing children with other perspectives and options for thoughts, feelings and behaviours. Appropriately shared stories provide opportunities for children to gain insight and learn healthier ways to face difficulties. To increase familiarity with bibliotherapy the following information is reviewed: a background of literature’s therapeutic use; the stages of involvement, identification, catharsis, insight and universalism; suggestions for effectively selecting and sharing stories and strategies for creating a positive and productive learning experience. A list of children’s books is provided to support counselling interventions.