TY - JOUR
AU - Krach, S Kathleen
AB - PRACTICE HIGHLIGHTS Fighting Aggression in the Schools: Evaluating the Second Step Curriculum Malaya Monk and S. Kathleen Krach afety concerns, increased staff turnover, 15 to 30 minutes (Frey et al., 2000). Lessons across emotional problems, and truancy are just a all grades generally consist of a warm-up activity, a S few outcomes of aggressive behavior in visual presentation of the week’s theme, discus- schools (Ellis, 2019). Schools should consider sion, and practice activities (Frey et al., 2000; Moy implementing prevention-based aggression pro- & Hazen, 2018). Lessons and unit activities vary grams to obtain long-term benefits (James et al., depending on the grade level of the student. Les- 2019). Some prevention programs focus on social– sons for younger students typically involve photo emotional (SE) skills like emotional awareness, cards, songs, emotion cards, and puppets that teach empathy, regulation, and relationship skills (Taylor impulse control skills. The middle school curricula et al., 2017). Others address deficits in executive tend to revolve around changing beliefs and atti- functioning (EF) such as inhibitory control, work- tudes toward aggression, and the format includes ing memory, and attention (Diamond & Ling, more videos, activities, group discussions, and pre- 2016). Second Step was designed to address 
TI - Fighting Aggression in the Schools: Evaluating the Second Step Curriculum
JF - Children & Schools
DO - 10.1093/cs/cdad010
DA - 2023-05-11
UR - https://www.deepdyve.com/lp/oxford-university-press/fighting-aggression-in-the-schools-evaluating-the-second-step-1jOn3k02Wf
SP - 179
EP - 182
VL - 45
IS - 3
DP - DeepDyve
ER -