The Developmental Dynamics of Aggression and the Prevention of School Violence

Abstract

The authors consider school violence from a dynamic systems conceptualization of aggression. This perspective suggests that aggression and school violence involve the contributions of both school social dynamics and the developmental histories of youth who are at risk for involvement in antisocial behavior. The authors present the concept of correlated constraints to describe the systematic alignment of developmental factors and their role in behavioral continuity and realignment. Building from this perspective, the authors present a theoretical framework that complements public health models of prevention to guide the establishment of comprehensive programs for preventing aggressive and violent behavior in schools. This framework suggests that three distinct but complementary levels of intervention are required to effectively reduce school violence: (a) universal strategies to address contextual factors, including the social dynamics of aggression and the activities of “conventional” peers that promote interpersonal conflict; (b) selective strategies for supporting the strengths of at-risk youth to prevent the negative reorganization of their developmental systems; and (c) indicated strategies involving coordinated services from multiple providers to reorganize the developmental systems of high-risk youth (i.e., youth with emotional and behavioral disorders).

Early predictors of school engagement: Exploring the role of peer relationships

“…On this point, Farmer and colleagues (Farmer, Farmer, Estell, & Hutchins, 2007) build on a prevention framework outlined by the Institute of Medicine (Mrazek & Haggerty, 1994) and the more recent but parallel Response-to-Intervention framework (c.f. Burns & Coolong-Chaffin, 2006) that specifies three levels of assessments/interventions: universal for all children, targeted for students at risk, and indicated for individuals already experiencing problem behaviors.…”

Effects of a Developmentally Based Intervention With Teachers on Native American and White Early Adolescents’ Schooling Adjustment in Rural Settings

“…Some have concluded that social and academic factors come together to create a "developmentally hazardous" environment for positive adjustment (Felner et al, 2007, p. 211; see also Juvonen, 2007). Drawing from stage-environment and other ecological perspectives, scholars have argued that the target of intervention must be schools-to make them more developmentally sensitive places that support positive adjustment in social, behavioral, and academic realms (Farmer, 2000;Farmer, Farmer, Estell, & Hutchins, 2007;Felner et al, 2006;. The primary focus of interventions has been middle schools, and in particular, the middle school transition year.…”

Social preference choices in late elementary school: Within and across group nominations

“…As ethnographic descriptions of bullying and victimization suggest, such youth may become social scapegoats for others who are trying to reduce their own social vulnerability (Adler & Adler, 1998;Evans & Eder, 1993). Therefore, interventions to support highly disliked youth should consider how peer-group dynamics and general ecological factors contribute to their negative social reputations while simultaneously addressing their individual social competence problems (Farmer, Farmer, Estell, & Hutchins, 2007;Swearer & Doll, 2001).…”