Rates and Types of Student Aggression against Teachers: A Comparative Analysis of U.S. Elementary,Middle, and High Schools

Student perpetrated violence against teachers is widespread, yet few studies differentiate teacher experiences of violence by school level (i.e., elementary, middle, and high school). This study, based upon 2,558 pre-kindergarten through 12^th grade teacher survey responses, revealed differences in types of student aggression against teachers by school level. Middle and high school teachers were more likely to report verbal harassment compared to elementary school teachers. Middle school teachers were most likely to report property offenses. Elementary and middle school teachers were more likely to report physical aggression than high school teachers. Demographic predictors of teacher-directed violence were also examined at each school level. Across all school levels, urban teachers had a greater probability of experiencing a violent incident. For elementary teachers, race/ethnicity and teaching experience were also significant risk factors. Future research, policy, and practice implications and recommendations are discussed.

     

Life events can trigger depressive exacerbation in the early course of schizophrenia

Previous studies have linked life events with depression in chronic schizophrenia, but those studies had methodological limitations. Using a prospective research design and examining events that were clearly independent of the patients' illnesses, the authors sought to determine whether stressful life events could trigger depressive symptoms in the early course of schizophrenia. Schizophrenia patients (n = 99) were followed for 1 year from a point of outpatient stabilization. Life event interviews were conducted every 4 weeks and symptom assessments every 2 weeks. Survival analyses showed a significantly increased risk for an exacerbation of significant depressive symptoms following an independent life event. Of interest is that an analysis of competing risk showed that the odds of psychotic exacerbation following a major independent life event were not significantly greater than the odds of depressive exacerbation. The risk of depression and of psychosis after experiencing a stressful life event is significantly increased for the first month, but the risk period can extend to 3 months.     

Conceptualizations of Giftedness and the Development of Talent: Implications for Counselors

The authors present a historical perspective on giftedness, highlighting the impact of key research studies on practice, research, and policy. A comprehensive model is presented emphasizing that giftedness is domain specific and developmental and involves the cultivation of psychosocial as well as cognitive skills. Implications for counselors are discussed, specifically which psychosocial issues and skills should be the focus of counseling at each stage of talent development and what counselors can do to support the development of gifted students.