Psychology Commons^™

Gender And Ethnicity: Are They Associated With Differential Outcomes Of A Biopsychosocial Social-Emotional Learning Program?, Ronnie I. Newman, Odikia Yim, David Shaenfield

Psychology Faculty Publications

Context: Social-emotional learning (SEL) program outcomes may be enhanced when programs take into account gender and ethnicity differences, yet few studies directly examine these variables. The limited literature further suggests improved outcomes accrue by integrating physiological techniques, such as yoga and meditation, directly into SEL curricula to reduce stress.

Aims: This study investigated the association between outcomes of a yogic breath-based biopsychosocial SEL intervention across gender and ethnicity.

Methods: Fifty-nine high school students were evaluated on 4 positive (self-esteem, identity formation, anger coping ability, planning, and concentration) and 3 negative SEL outcomes (impulsivity, distractibility, and endorsement of aggression). Using a …

An Observational Study Of Delivered And Received Aggression, Gender, And Social-Psychological Adjustment In Preschool: Abstract "This White Crayon Doesn't Work ... ", Jamie M. Ostrov, Kathleen E. Woods, Elizabeth A. Jansen Yeh, Juan F. Casas, Nikki R. Crick

Psychology Faculty Publications

A semi-structured observational study investigated gender differences in delivered and received relational, physical, verbal, and nonverbal aggression in a young preschool sample (N = 60). Findings revealed that gender differences in subtypes of aggression may be apparent as early as 3 years of age. Specifically, girls were found to deliver and receive more relational aggression than males, whereas boys tended, although not significantly, to deliver and significantly received more physical aggression than females. Relational and physical subtypes of delivered and received aggression were differentially associated with preschoolers' social-psychological adjustment.

Toward A More Comprehensive Understanding Of Peer Maltreatment: Studies Of Relational Victimization, Nikki R. Crick, Juan F. Casas, David A. Nelson

Psychology Faculty Publications

Although many past studies of peer maltreatment have focused on physical victimization, the importance of an empirical focus on relational victimization has only recently been recognized. In relational victimization, the perpetrator attempts to harm the target through the manipulation of relationships, threat of damage to them, or both. We review what is currently known about relational victimization with three issues in mind: (a) developmental changes in the manifestation of relational victimization, (b) gender differences in the likelihood of being victimized, and (c) evidence that relational victimization is harmful.