Physical aggression directed toward parents by their adolescents is a serious issue both practically and scientifically. In contrast to the extensive literature on other forms of aggression within families (e.g., marital violence, child physical abuse) as well as youth aggression construed broadly, a major gap exists in our knowledge of youth-to-parent physical aggression (YPA). In this study, we analyzed data on three forms of physical aggression (YPA, interparental, and parent-to-youth) from 232 mother-adolescent dyads drawn from a database of families referred for the clinical treatment of emotional and behavioral problems in their adolescent children. Analyses indicated that YPA is prevalent (57% by sons and 49% by daughters in 1 year) and significantly likely to co-occur with interparental and parent-to-youth aggression in the family. Follow-up analyses suggested important sex differences in these relations.

Recent research demonstrating that relational aggression is associated with peer relationship difficulties, internalizing and externalizing behaviors, social processing deficits, and possibly later mental health disorders among girls has emphasized the need to address the unique expression of aggression amongst females. Despite these findings, almost all aggression interventions have been directed towards physically aggressive boys. In the current manuscript, authors describe the acceptability and initial effectiveness of a culturally-adapted social problem solving/social skills intervention for inner-city third to fifth grade urban, African American, relationally aggressive girls called the Friend to Friend Program. The authors partnered with youth, teachers, parents, and playground supervisors to design the program, and the current study presents preliminary data suggesting that the intervention is viewed as highly acceptable by participating girls and teachers. Further, the intervention appears to have promise for decreasing at-risk girls' levels of relationally and physically aggressive behaviors, hostile attributions, and loneliness.

Despite considerable fiscal and structural support for youth service programs, research has not demonstrated consistent outcomes across participants or programs, suggesting the need to identify critical program processes. The present study addresses this need through preliminary examination of the role of program empowerment in promoting positive identity development in inner-city, African American youth participating in a pilot school-based service program. Results suggest that participants who experienced the program as empowering experienced increases in self-efficacy, sense of civic responsibility, and ethnic identity, over and above general engagement and enjoyment of the program. Preliminary exploration of differences based on participant gender suggests that some results may be stronger and more consistent for males than females. These findings provide preliminary support for the importance of theoretically grounded program processes in producing positive outcomes for youth service participants.