<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Janet Reis</style></author><author><style face="normal" font="default" size="100%">Mickey Trockel</style></author><author><style face="normal" font="default" size="100%">Peter F. Mulhall</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Individual and School Predictors of Middle School Aggression</style></title><secondary-title><style face="normal" font="default" size="100%">Youth &amp; Society</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Early adolescent aggression</style></keyword><keyword><style  face="normal" font="default" size="100%">Middle school aggression</style></keyword><keyword><style  face="normal" font="default" size="100%">Predictors of middle school aggression</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">3</style></number><volume><style face="normal" font="default" size="100%">38</style></volume><pages><style face="normal" font="default" size="100%">322-347</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Hierarchical linear modeling is used to assess individual student, family, and school predictors of aggression in 111,662 students in sixth, seventh, and eighth grades. Nine measures of problem-solving strategies, quality of family and peer interaction, and perceptions of school climate are analyzed at the individual student level. Eight measures of school climate are included in the analysis at the school level. Aggression is operationalized with student self-report of the previous 6-month frequency of hitting others, being mean to others, and getting into a fight. At the level of the individual student, measures of problem solving were most strongly predictive of aggression. Inclusion of students in policy and rule processes, cultural sensitivity education, and teaching that emphasizes understanding over memorization were significant predictors of aggression at the school level. The potential for abatement of student aggression across individual and school levels offers opportunities for further testing of interventions for the child and the school.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">S. S. Williams</style></author><author><style face="normal" font="default" size="100%">Peter F. Mulhall</style></author><author><style face="normal" font="default" size="100%">Janet Reis</style></author><author><style face="normal" font="default" size="100%">J. O. DeVille</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Adolescents carrying handguns and taking them to school: Psychosocial correlates among public school students in Illinois</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Adolescence</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Illinois</style></keyword><keyword><style  face="normal" font="default" size="100%">Risk Factors</style></keyword><keyword><style  face="normal" font="default" size="100%">youth</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2002</style></year></dates><number><style face="normal" font="default" size="100%">5</style></number><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">551-567</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The current study sought to examine psychosocial correlates of adolescents carrying a handgun and taking a handgun to school. Survey participants were approximately 22,000 6th, 8th, and 10th grade public school students from throughout Illinois. Results showed that the strongest correlates of handgun carrying behaviours were variables directly associated with handguns and violence, both behaviours and beliefs, as well as delinquency variables. These findings have many implications for intervention by parents, schools, and policy makers to reduce the incidence of adolescent handgun carrying and taking a handgun to school. (C) 2002 The Association for Professionals in Services for Adolescents. Published by Elsevier Science Ltd. All rights reserved. [References: 29] 29</style></abstract><notes><style face="normal" font="default" size="100%">English Article Current Contents(R)/Social &amp;amp; Behavioral Sciences. Reprint available from: Williams SS Univ Illinois, Dept Community Hlth 1206 S 4th St Champaign, IL 61820 USA Univ Illinois, Dept Community Hlth Champaign, IL 61820 USA 0009 J. Adolesc</style></notes></record></records></xml>
