This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Frey, K. S. Articles by Guzzo, B. A. Search for Related Content PubMed Articles by Frey, K. S. Articles by Guzzo, B. A. Social Bookmarking                   What's this?

Second Step

Preventing Aggression by Promoting Social Competence

Committee for Children, University of Washington

Miriam K. Hirschstein

Committee for Children

Barbara A. Guzzo

Committee for Children

Childhood aggression predicts later high-risk behaviors. In this article, we describe Second Step, a primary prevention program designed to deter aggression and promote social competence of children from preschool through Grade 9. The curriculum is organized around three areas of social-emotional competency: empathy, social problem solving, and anger management. Theory and findings related to these core competencies are described, as are features of lessons, teacher training, and classroom instruction that promote learning and use of specific behavioral skills. Classroom, school, and family contexts that support student use and transfer of skills are also discussed. A review of formative and outcome evaluation studies of Second Step highlights challenges and recommendations related to program implementation.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				J. P. Schwartz, S. M. Hage, I. Bush, and L. K. Burns Unhealthy parenting and potential mediators as contributing factors to future intimate violence: a review of the literature. Trauma Violence Abuse, July 1, 2006; 7(3): 206 - 221. [Abstract] [PDF]

				D. Cullinan, S. Osborne, and M. H. Epstein Characteristics of Emotional Disturbance Among Female Students Remedial and Special Education, October 1, 2004; 25(5): 276 - 290. [Abstract] [PDF]

				S. Lohrmann and J. Talerico Anchor the Boat: A Classwide Intervention to Reduce Problem Behavior Journal of Positive Behavior Interventions, April 1, 2004; 6(2): 113 - 120. [Abstract] [PDF]

				A. T. Vazsonyi, L. M. Belliston, and D. J. Flannery Evaluation of a School-Based, Universal Violence Prevention Program: Low-, Medium-, and High-Risk Children Youth Violence and Juvenile Justice, April 1, 2004; 2(2): 185 - 206. [Abstract] [PDF]

				H. M. Walker, V. M. Nishioka, R. Zeller, H. H. Severson, and E. G. Feil Causal Factors and Potential Solutions for the Persistent Underidentification of Students Having Emotional or Behavioral Disorders in the Context of Schooling Assessment for Effective Intervention, January 1, 2000; 26(1): 29 - 39. [Abstract] [PDF]