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It is believed that repeated exposure to real-life and to entertainment violence may alter cognitive, affective, and behavioral processes, possibly leading to desensitization. The goal of the present study was to determine if there are relationships between real-life and media violence exposure and desensitization as reflected in related characteristics. One hundred fifty fourth and fifth graders completed measures of real-life violence exposure, media violence exposure, empathy, and attitudes towards violence. Regression analyses indicated that only exposure to video game violence was associated with (lower) empathy. Both video game and movie violence exposure were associated with stronger proviolence attitudes. The active nature of playing video games, intense engagement, and the tendency to be translated into fantasy play may explain negative impact, though causality was not investigated in the present design. The samples' relatively low exposure to real-life violence may have limited the identification of relationships. Although difficult to quantify, desensitization to violence should be further studied using related characteristics as in the present study. Individual differences and causal relationships should also be examined.

The Attitudes Toward Violence Scale was designed to assess the impact of violence prevention programs. The scale demonstrates good internal reliability and a meaningful two-factor solution: reactive violence and culture of violence. Being male, of a non-European American ethnicity, or being a victim of violence predicted endorsement of proviolence attitudes. (Author/MKA)

Compared commercial ratings of electronic games with ratings by 201 fourth graders. There was general agreement for games with obviously nonviolent or very violent content, but much more disagreement about the violence in cartoon-type games. Recommends including consumer perceptions in a rating system. (SLD)

This study examined a national random sample of teachers regarding their perceptions and practices concerning school bullying prevention activities. A total of 359 of 700 (52.4%) teachers responded. Most (86.3%) teachers had serious talks with both the bully and victim. Less than one-third set aside classroom time to discuss bullying (31.7%) or involved students in creating classroom rules against bullying (31.2%). Most perceived no barriers to implementing these activities. Teachers perceived post-bullying activities as the most effective means of reducing bullying problems, followed by improved student supervision, and by environmental bullying prevention activities. The findings suggest that preprofessional and continuing education are needed to improve teacher knowledge about effective classroom-based bullying prevention activities., In recent years, the United States has focused increased attention on school bullying, in part due to increased media attention on school-based homicides and suicides. An increase in school shootings [...]

Electronic game-playing has been linked to adjustment problems in player subgroups. This study examined relationships among time commitment, gender, preference for violent games, and self-concept in 364 fourth and fifth graders. Main effects were identified for game preference and gender, with stronger preference for violent games being associated with lower self-perceived behavioral conduct. Implications for future research are discussed.

Objective: This study was undertaken to examine whether alleged child sexual abuse perpetrators are handled differently by the courts than other alleged felony perpetrators. Comparisons were made from the time of prosecutorial case acceptance through prosecution to sentencing, with emphasis on judicial and prosecutorial decision-making and plea-bargaining. Method: Data were retrospectively abstracted on the entire defendant population of cases of sexual abuse of children and adolescents (ages 2-17) over a 5-year period. Using a case-flow analysis, comparisons were made between a child sexual abuse cohort and a cohort of matched felony cases from a single jurisdiction. Results: Three important findings emerged. First, compared to other felons, abuse perpetrators were employed, had been married, were mostly European American, and were older than 30 years of age. Second, in the abuse cohort, as many as 14% had a previous sexual or violent record compared to 2% in the comparison group. Third, similar percentages of perpetrators in both groups were released on their own recognizance, had the charges against them dropped, and were found guilty. As well, no differences between groups were found in the proportion of individuals sentenced to jail, probation, counseling, or work release. Conclusions: Although the treatment of perpetrators of child sexual abuse was similar to the treatment of perpetrators of other felonies, the profile of the child abuse perpetrator was quite different. Knowledge about this profile may impact prosecution or treatment and recidivism rates, to the extent that recidivism is related to characteristics of the abuse perpetrator.

Treatment with methylphenidate (Ritalin) may not affect creative ability in children with attention deficit hyperactivity disorder (ADHD). Children with ADHD may not be more creative than normal children. ADHD is a childhood mental disorder that is characterized by impulsiveness, distractibility, and disorganization. Researchers compared the creative ability of 19 boys between eight and 11 years old with ADHD to that of 21 normal boys in the same age range. A test for evaluating non-verbal thinking was administered twice. The boys with ADHD took their normal dose of methylphenidate prior to the first test and took no medication before the second. The creative ability of the boys with ADHD was not higher than that of the normal boys. Treatment with methylphenidate did not affect the creative ability of the boys with ADHD.

The relationship between language and behavior disorders was investigated. The teacher and parents of 12 children in a special public preschool for children with documented chronic otitis media and language disorders completed the Louisville Behavior Checklist. Most deviant behavior was reported on scales measuring cognitive and social-interactive skills. (Author/BN)

This study's purpose was to examine relationships among dental anxiety, psychological functioning, coping, and pain perception in child and adolescent dental patients and their parents. Participants were recruited from private dental offices and included 129 9- to 15-year-old patients and 84 parents. The children completed self-report measures of dental anxiety, dental coping, and pain perception, while parents completed selfreport measures of dental anxiety, dental coping, and child's psychological functioning. The intraclass correlation coefficient method was used to examine each hypothesis. For child-ren, correlational analyses indicated positive relationships between dental anxiety and total psychological symptoms, and dental anxiety and pain perception. Both child and parent coping measures were examined using principal axis factor analysis. Clear 2-factor structures (ie, approach and avoidant-based coping factors) emerged. The children's approach-based coping was negatively related to both dental anxiety and pain perception; their use of avoidant-based coping was also negatively related to dental anxiety. Psychological functioning emerged as a mediating variable between dental anxiety and pain perception. The findings suggest that dental professionals and clinicians should consider dental anxiety and general psychological functioning to reduce pain perception in the office. Additionally, the child's coping type and approach should be considered in treatment planning. [ABSTRACT FROM AUTHOR]

The strategy of grade retention (requiring a student to repeat a school grade) began early in the 19th century; concern about its impact on a child's social and emotional development surfaced in the 1930s. Researchers have disagreed as to the efficacy of grade retention and attempts to pinpoint objective standards for making the retention‐or‐promotion decision have not been uniformly successful. Here, the authors describe their in‐progress research, which is aimed at identifying specific criteria for making the decision; they proceed from the premise that students may benefit from specialized educational services more than from merely repeating the same curriculum. [ABSTRACT FROM PUBLISHER]

Guidelines are presented to aid in the management of single-incident, nonviolent sexual exploitation of the preschool child. Objectives include safeguarding the child, dealing with any physical trauma and facilitating a quick resolution of the acute emotional crisis for the child and the parents. [ABSTRACT FROM AUTHOR]

Details of a consultative approach to management of one time, nonviolent, nonincestual sexual molestation of a young child are presented. Family recovery can best be assisted by the health professionals who are contacted first. Health professionals may lack expertise in counseling, and child mental health professionals should be prepared to provide detailed consultation. A consultant-directed basic approach and suggestions for managing possible complications are presented. [ABSTRACT FROM AUTHOR]

The video game industry insists that it is doing everything possible to provide information about the content of games so that parents can make informed choices; however, surveys indicate that ratings may not reflect consumer views of the nature of the content. This article describes some of the currently popular video games, as well as developments that are on the horizon, and discusses the status of research on the positive and negative impacts of playing video games. Recommendations are made to help parents ensure that children play games that are consistent with their values.