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Despite the use of various anti-bullying programs, bullying continues to plague middle schools. However, there is an approach to bullying that complements other programs and can be easily integrate...

This chapter starts with a brief overview of the laws schools must follow that mandate providing services for students with disabilities. More specifically, the history and process upon which special education services are offered to students with disabilities through the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) will be reviewed. This includes highlighting specific disability areas that students with specific learning disability (SLD) or attention-deficit/hyperactivity disorder (ADHD) frequently qualify for services. As part of this, the chapter will highlight the classification differences between disorders diagnosed within the schools and those in the medical/clinical world. Another important law reviewed is Section 504 of the Rehabilitation Act of 1973. Once this legal background has been established, differences between accommodations and modifications are discussed. Next, a review of various academic accommodations and modifications that are commonly used is provided, including whether there is any empirical basis supporting their usage. Finally, the chapter focuses on how to decide what accommodations and modifications to implement with particular students, including how to set up a monitoring system and make sure skills are in place so that students with SLD or ADHD are able to benefit from their accommodations and modifications.

Narcissists often fail to abide by norms for polite social conduct, but why? The current study addressed this issue by exploring reasons why narcissists use more offensive language (i.e., profanity) than non-narcissists. In this study, 602 participants completed a survey in which they responded on a measure of trait narcissism, rated several offensive words on the degree to which the words were attention-grabbing and offensive, and then indicated how frequently they used the words. Consistent with the idea that narcissists use offensive language to gain attention, narcissists were incrementally more likely to use offensive language if they perceived such language to be highly attention-grabbing, and they were also more likely to perceive offensive language as attention-grabbing. Consistent with the idea that narcissists use more offensive language because they are less sensitive to the offensiveness of the language, an additional mediation analysis showed that narcissists perceived offensive language as less offensive than non-narcissists, a perception that, in turn, enhanced use of offensive language. Thus, this study provides evidence for two mechanisms that underlie narcissists’ frequent use of offensive language, and broadly contributes to the understudied issue of why narcissists violate social-etiquette norms.

This study examined cyberbullying among adolescents across United States and Singapore samples. Specifically, the purpose of the investigation was to study the differential associations between proactive and reactive aggression, and cyberbullying across two cultures. A total of 425 adolescents from the United States ( M age = 13 years) and a total of 332 adolescents from Singapore ( M age = 14.2 years) participated in the study. Results of the moderator analyses suggested that nationality was not a moderator of the relationship between proactive aggression and cyberbullying, and between reactive aggression and cyberbullying. As expected, findings showed proactive aggression to be positively associated with cyberbullying, after controlling for reactive aggression, across both samples. Likewise, as hypothesized, reactive aggression and cyberbullying was not found to be significant after controlling for proactive aggression across both samples. Implications of these findings were discussed: (a) Proactive aggression is a possible risk factor for both bullying and cyberbullying; (b) proactive and reactive aggression could be argued to be distinct as they have different correlates—only proactive aggression contributed to cyberbullying after controlling for reactive aggression; (c) this research extends previous work and contributes toward cross-cultural work using similar and comparable measures across different samples; and (d) prevention and intervention programs targeted at proactive aggressive adolescents could adopt a two-pronged approach by changing mind sets, and by understanding and adopting a set of rules for Internet etiquette.

This study examined how proactive and reactive aggression related to traditional bullying and cyberbullying. Participants were 851 students in Grades 6 through 8 who completed a survey that assessed bullying behaviors, proactive aggression, and reactive aggression. Most of these students were Caucasian and from a rural background. For both traditional bullying and cyberbullying groups, uninvolved students were found to have significantly lower proactive and reactive aggression than bullies and bully-victims. Further, it was found that for traditional and cyberbullying groups, bully-victims had significantly higher proactive and reactive aggression than bullies. Implications and future directions are discussed.

This study examined the effects of normative beliefs about aggression and peer attachment on traditional bullying, cyberbullying, and both types of victimization. Cyberbullying departs from traditional forms of bullying in that it is through forms of technology, such as the Internet, which increases situational anonymity. Eight hundred fifty students in Grades 6 through 8 completed a survey that assessed normative beliefs about aggression, peer attachment, and traditional bullying and cyberbullying behaviors, which suggested that students who are involved with traditional bullying are also involved in cyberbullying. Adolescents with higher normative beliefs about aggression are more likely to be traditional bullies, traditional victims, cyberbullies, and cybervictims. Additionally, peer attachment was found to be negatively associated with both types of bullying and victimization. Implications and future directions are discussed. Language: en

Supervision is a cornerstone of training that allows professionals to bridge the gap from knowledge of concepts to applied practice. However, in-person supervision is not always feasible, which is when telesupervision needs to be considered. This chapter will outline the advantages and disadvantages of telesupervision and provide guidance on how to set up a technological environment that is supportive of the telesupervision process.

The major goals of this study were to (a) investigate the relationships among adolescent students' levels of hope and various academic and psychological indicators of school adjustment, and (b) determine critical levels of hope associated with these indicators. Using the Children's Hope Scale (Snyder, Hoza et al., 1997), results from a hierarchical cluster analysis placed youth into a low, average, and high hope group. Youth in the high hope group differed from students with low hope on all independent measures. Further, youth reporting high hope also differed from students reporting average levels of hope on personal adjustment, global life satisfaction, and self-reported grade point average. Implications of these findings and suggestions for future research are discussed.

We assigned sixty-two test-anxious undergraduates to eye movement desensitization and reprocessing (EMDR), rational emotive therapy (RET), and information only, which were administered in a single session by trained, “blind” therapists. At posttest, EMDR was most effective in reducing distress whereas RET decreased global test anxiety more than information only. These results may reflect the differential impact of EMDR and RET on verbalized distress and on combined affective and cognitive dimensions of test anxiety, respectively. Perceptions of therapist credibility and helpfulness of treatment moderated the results. We discuss the clinical and research implications of these findings.

Although much research investigating multidimensional perfectionism has been conducted among adults from various cultures, little is known of the cross-cultural manifestation of perfectionism among school-age youth. In addition, no cross-cultural studies have compared the perceived life quality of youth identified as adaptive perfectionists (i.e., high personal standards but low distress when the standards are not met), maladaptive perfectionists (i.e., high personal standards, high distress), and non-perfectionists (i.e., significantly lower personal standards). In this study, Croatian youth completed the Almost Perfect Scale-Revised and the Multidimensional Students’ Life Satisfaction Scale. Reports from this group were compared to a group of American youth. Results found differential predictive values of personal standards and discrepancy across satisfaction domains for both groups. Further, adaptive perfectionists reported significantly higher satisfaction across many life domains for both groups than maladaptive perfectionists and non-perfectionists. Males and females reported statistically equivalent satisfaction levels across most life domains-with the exception of friendship satisfaction. Implications of these findings and suggestions for future research conclude the paper.