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The purpose of this paper is to investigate the prevalence of aggressive behaviour among children and adolescents with intellectual disability (ID) and to demonstrate a possible link with moral judgement.

This study was carried out using two scales on a sample of 60 young people with ID in specialized schools. The first scale was “Behavior Problems Inventory-Short Form” (Rojahn et al., 2012) used to assess the frequency of aggressive behaviour and the second involved several scenarios about social situations of aggressiveness to assess moral judgement.

The main findings indicate that children and adolescents with ID gave more importance to the factor “consequences” than to that of “intent”. Moreover, there was a link between moral judgement and aggressive behaviour. Indeed, aggressive people found it harder to take into account the other’s point of view. Regarding moral judgement, they gave greater importance to the “consequences” factor than non-aggressive people.

The study aimed to establish, for the first time, a link between aggressiveness and moral judgement (blame) in ID (Anderson, 1996). This study clearly provides useful information regarding public health for patients, professionals and families. The authors were able to measure a similar frequency of aggressive behaviour in both children and adolescents with ID. The authors also highlighted a link between these aggressive behaviours and moral judgement. This knowledge should enhance understanding of manifestations of aggressiveness in this population, and improve diagnostic assessment. It should also help define appropriate directions for educational interventions to prevent the onset of aggressive behaviour or delinquency.

The purpose of this paper is to review the literature on war play and aggression. The paper begins with an introduction to play and the theories of Piaget, Vygotsky, and Corsaro. This is followed by a definition of pretend aggression and the war play debate. Literature is reviewed on how violent television, war toys, and war play shapes children’s imaginary play and aggressive behaviors. Attention is also given to the teacher’s role in war play and the methods used to investigate war play. Suggestions are made for future approaches to the study of war play within the context of the peer culture. The paper concludes with implications for early childhood educators.

Distinguishing between physical and social aggression, this study aimed to examine whether the predictive effect of aggression on resource control is moderated by prosocial behavior and corresponds to a linear or a curvilinear trend. Moderating effects of children's social preference among peers and child sex in this context were also tested.

Based on a sample of 682 kindergarten children (348 girls; average age 72.7 months, 3.6 SD), multilevel regressions revealed additive linear effects of social preference and prosociality on resource control.

Moderate (but not high) levels of social aggression also facilitated resource control for disliked children. There was no such threshold effect for well‐liked children, who increasingly controlled the resource the more socially aggressive they were. In contrast, physical aggression hampered resource control unless used very modestly.

The present study has a number of positive features. First, the distinction between physical and social aggression improves our understanding of the relation between aggression and social competence and sketches a more differentiated picture of the role of different forms of aggression in resource control. Second, this study combines the concept of resource control with the concept of social preference and investigates curvilinear effects of aggression. Third, the direct observation of resource control in the Movie Viewer increases the internal validity of this study.

To fill this gap, this paper aims to translate the children’s scale of hostility and aggression: reactive/proactive (C-SHARP) into French and then tested its psychometric properties and established the first French standards.

This paper assess the aggressive behavior of 305 children and adolescents with intellectual disability (ID). This paper tested the scale’s factor structure (confirmatory factor analysis), internal consistency and inter-rater reliability.

The results support a factor structure similar to the US version. Factor analysis yielded a five-factor solution, namely, verbal aggression (12 items), bullying (12 items), covert aggression (11 items), hostility (9 items) and physical aggression (8 items). The French-speaking version of the C-SHARP shows good reliability (internal consistency) and good inter-rater reliability. The French version demonstrated encouraging evidence of validity. This paper also established French norms that were similar to US norms. This paper concludes that the French-speaking version of the C-SHARP must benefit from additional psychometric analyzes to confirm its adaptation for research and the clinic.

There is no tool currently available in France for the evaluation of aggressive behavior in children and adolescents with ID. The C-SHARP (Farmer and Aman, 2009) is the only questionnaire that specifically assesses aggression in children and adolescents with ID, its form, frequency and its proactive or reactive qualities. The French version of the C-SHARP could be a useful diagnostic tool to assess aggressive behavior in children and adolescents with ID and to identify and set up appropriate support strategies.

The aim of the current study was to develop and assess a method for obtaining peer‐, selfand teacher‐nominations of the participant roles in peer victimisation appropriate for use with children between the ages of five and eight years. Sixty‐eight five‐year‐olds and 69 eight‐year‐olds and their teachers took part. Peer‐nominations (including self‐nominations) were obtained from five‐ and eight‐year‐olds for participant roles of aggressor, reinforcer, assistant, defender, outsider, passive and provocative victim; and similar nominations from their teachers. At both ages, children were able to nominate for all the roles, and consistent gender differences were found. Test‐retest reliability (over an interval of one week) was moderate to high for all roles in eight‐year‐olds, but only for aggressor and provocative victim in five‐year‐olds. There was evidence for role discrimination, but five‐year‐olds gave similar nominations for aggressor and provocative victim. Within‐class pupil agreement was significant for aggressor and provocative victim at both ages, and for passive victim and defender at eight years. Peer‐ and teacher‐ratings showed better agreement with each other than with self‐nominations. The findings are discussed in relation to children's developing abilities to identify and report various roles, as well as developmental changes in the nature of peer‐aggression.

The purpose of this paper is to explore whether the changes in externalising behaviour for young aggressive children differ between two evidence-based parent training (PT) programmes after treatment. The treatment formats between these programmes differ, and the authors were particularly interested in whether this influenced the results for participants with co-occurring problems (child variables such as heightened levels of attention and internalising problems, and parental variables such as marital status and education) and the consequent additional risk of poorer treatment outcomes.

A comparison of the individual treatment programme “Parent Management Training – Oregon model” (PMTO) and the group intervention programme “The Incredible Years” (IY) basic training sessions. Outcomes were explored in matched samples from two earlier Norwegian replication studies. The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure.

There were no significant differences between the two interventions in parent ratings of externalising behaviours and the lack of differing effects between the two treatments remained when the co-occurring risk factors were introduced into the analyses.

The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure.

A possible implication of these findings is that parents should be allowed to choose the treatment format of their preference. Further, individual PT may be more appropriate in rural settings with difficulties in forming group interventions.

Treatment effects did not differ between these two evidence-based interventions.

To the best of the knowledge independent comparisons of two evidence-based PT interventions are not previously conducted.

Identifying autism spectrum disorder (ASD) in children’s early years significantly impacts their academic performance and future life. It allows them to receive special support services and the required early intervention. Preschool teachers spend considerable time with their students, which allows them to observe their behaviors in different settings like classrooms and playgrounds. However, teachers need to be knowledgeable of ASD early assessment to detect them. Whereas, all well-known ASD assessment tools are designed for populations from different cultures than the Gulf Cooperation Councils' (GCC) culture. This study emphasizes the importance of preschool age, from 3 to 5, in indicating children's early signs of ASD. This paper aims to indicate the early signs of ASD in preschool children in the UAE as a model for other GCC countries.

A qualitative method consisting of interviews with preschool teachers and the ASD children’s parents was conducted to investigate the ASD early symptoms in children.

The findings of the study show that there is a direct connection between the opinions expressed by preschool teachers and the parents of children with ASD (Autism Spectrum Disorder). These results also highlight the presence of early indications of ASD among preschool-aged children in the United Arab Emirates, such as difficulties in communication, repetitive actions, delayed speech, excessive focus on tablets, trouble paying attention, hyperactivity, sleep problems, and aggressive behavior.

The outcomes suggest a strong connection between the feedback from preschool teachers and the parents of children with ASD. The study uncovers initial indications of ASD in preschool-aged children from the United Arab Emirates, such as difficulties in communication, repetitive actions, delayed speech, excessive fascination with tablets, problems with attention, hyperactivity, sleep disturbances, and aggressive behavior.

Looks at the influence of television on children’s development as consumers, beginning with a literature review of consumer socialisation which establishes the importance of television as an influential model for children’s expressions of nonverbal behaviour and emotion. Explains the results of a survey of Malaysian schoolchildren which considers demographic variables such as gender and family income, and also personality traits, in relation to television viewing habits and consumer behaviour, including propensity to buy, time spent watching television, preferred type of programme etc. Discusses the results, which indicate the importance of family income as a predictor of differences in socialisation; gender is less influential, and of the six personality traits studied, the aggressive ‐ passive is the most influential on socialisation.

The Peaceful Kids Early Childhood Social‐Emotional (ECSEL) Conflict Resolution Program and curriculum was created to fulfill the need for a developmentally appropriate, theory‐based approach to promoting social‐emotional, cognitive, and conflict resolution skills' development in preschoolers (ages 2 to 6). From Fall 1997 through Fall 1999, an evaluation of this program occurred in 18 classrooms in day care/Head Start centers. Each classroom was randomly assigned to one of three conditions: ECSEL training for (1) day care staff, parents, and children, (2) day care staff and children (but not their parents), and (3) control, no‐training. As predicted, children in the condition where both parents and day care staff were trained showed significant increases in assertiveness, cooperation, and self‐control, and significant decreases in aggressiveness and socially withdrawn behavior. Parents receiving training showed significant reductions in authoritarian and permissive parenting styles and an increase in authoritative parenting style.

This article reviews individual risk factors for bullying, especially gender, age, aggressiveness, low intelligence and achievement, hyperactivity‐impulsiveness, low empathy, low self‐esteem, depression, unpopularity, and physical and biological features. It also reports individual, family and socio‐economic predictors and correlates of bullying discovered in a longitudinal survey of 411 London boys. The most important individual risk factors are low impulsiveness and low empathy, and they could be targeted in cognitive‐behavioural skills training programmes.