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AbstractThe absence of violence against children is a fundamental children's right and a major milestone of civilized society. Similarly, reports on incidences of violence by children and youth, including severe cases with devastating consequences, speak to the need that the trauma of exposure to violence in childhood needs to be addressed. While violence and its risk factors are generally understood, what is less clear are the essential protective factors, how we can identify those as early as possible, and how we can use them to prevent and address the trauma of violence exposure in children and youth. In this report, I review pathways of child and youth violence through the lens of social‐emotional development as a central protective factor. Negative emotions of frustration and anger can underlie violence and aggression. Kind emotions, such as caring and our ability to connect with others emotionally, can serve as social‐emotional protective factors. A brief review of the central social‐emotional processes and their development is provided, including the human capacity to feel with others and express empathy, be emotionally aware and care about the effects of one's own actions on others, and be able to regulate the self and their emotions. Given the negative widespread and long‐term impact of exposure to violence, I describe research‐informed attempts to prevent violence exposure across development. Taking a humanistic, strength‐based perspective, the focus is on social‐emotional protective factors to address violence and nurture mental health in every child. I conclude with recommendations for practice and policy.

"Prosociality is a cornerstone of a humane, harmonious, and flourishing society. This handbook details how prosociality develops, what factors underlie its growth, and how it can be nurtured in children and adolescents across different social contexts. It aims to inform and assist researchers, students, practitioners, caregivers, and policy makers"--

Im Zuge steigender gesellschaftlicher Unsicherheit sind soziale Kompetenzen zentral für eine gelungene Entwicklung von Kindern und Jugendlichen und Grundlage der sozialen Inklusion in einer diversen Zivilgesellschaft. Über welche sozialen Kompetenzen verfügen Heranwachsende, und wie können sie wirksam gefördert werden? Diese Fragen stehen im Mittelpunkt des Buchs, in dem renommierte deutschsprachige Forschende ihre wissenschaftlichen Erkenntnisse zur Entwicklung und Förderung sozialer Kompetenz darstellen. Durch eine integrative Perspektive auf theoretische Erkenntnisse und Praxisbefunde spricht das Buch Studierende, Forschende und im erzieherischen und therapeutischen Umfeld tätige Personen gleichermaßen an.

AbstractYoung women in advanced industrial countries have been outperforming young men in educational attainment at the same time that their labor market outcomes are still lagging. Sex segregation in education and the labor market is identified as an important source of this imbalance.

"Across Europe, there is an increasing demand for good evidence that can inform policies aimed at reducing violence against and among children and adolescents. However, there is still a paucity of high-quality research on effective prevention of bullying and violence, and researchers from different parts of Europe rarely discuss their findings. The focus section of this issue of the International Journal of Conflict and Violence brings together work by prominent prevention scholars from across Europe, who show that significant progress is being made. The introduction presents nine recommendations about how prevention research could be further strengthened in Europe." (author's abstract)

Across Europe, there is an increasing demand for good evidence that can inform policies aimed at reducing violence against and among children and adolescents. However, there is still a paucity of high-quality research on effective prevention of bullying and violence, and researchers from different parts of Europe rarely discuss their findings. The focus section of this issue of the International Journal of Conflict and Violence brings together work by prominent prevention scholars from across Europe, who show that significant progress is being made. The introduction presents nine recommendations about how prevention research could be further strengthened in Europe. Adapted from the source document.

AbstractThis final article addresses the need to create further evidence that the integration of student support and afterschool programming enhances student learning and thriving inside and outside schools. Many models are being put forward to address student support, but research findings on their effectiveness have been surprisingly mixed and designs have often been flawed. When interventions are tied to classrooms and support students, teachers, and administrators, an increase in effectiveness can be expected as compared to a wraparound model that leaves the classroom and much of the school day as the sole domain of teachers. The authors describe the next steps for the RALLY approach, especially the creation of a train‐the‐trainer model for school districts, after‐school programs, and mental health agencies.

AbstractThe authors provide a selected review of mental health and educational concerns evident in U.S. middle schools and describes promising and important strategies to ameliorate the high rates of students with mental health and academic difficulties. Despite some promising and important strategies, service systems are fragmented, and comprehensive systems of supports are still in development. Furthermore, there remains a lack of integrated developmental considerations in practice. The RALLY approach systematically introduces development and caring adult relationships into preventive practice and combines mental health, education, and youth development to promote students' resiliency and academic potential.

AbstractThe authors introduce the RALLY (Responsive Advocacy for Life and Learning in Youth) approach. RALLY is a school‐ and afterschool‐based approach addressing academic success, youth development, and mental health for youth. Based on developmental and relational principles, RALLY's main goals are to promote students' resiliency, development, and academic functioning, as well as to reduce the typical adolescent's risks. By implementing a new professional role of RALLY practitioners, who are developmental specialists and interconnect the different social worlds of students, RALLY creates the resources to provide social opportunities and quality practices to meet students' needs and facilitate their growth. A three‐tiered system helps to implement mental health and educational practice, thus providing differential support for students with different needs. Early identification of risks and resiliencies helps to avoid chronicity and pinpoint adequate treatments as soon as possible.

This article provides a selective review of research on moral development in adolescence during the past decade. We begin with introducing key concepts and reviewing critical theoretical advances in the field of adolescent moral development. This includes integrative models to the developmental study of morality and dynamic socialization models of moral development. Next, related major empirical findings are presented on moral emotion–behavior links, morality in intergroup contexts, and the socialization of moral development. Next, methodological innovations are presented, including new techniques to assess and analyze moral emotions and moral behaviors. We conclude by pointing to promising future directions for moral development research and practices aimed at promoting ethical growth and civic responsibility in adolescents around the globe.

Some people believe that making the morally right decision makes people feel good. However, until now, there has been no empirical evidence in support of this belief. In a representative two‐wave longitudinal study of 995 15‐year‐old adolescents followed for 3 years (until the age of 18) in Switzerland, adolescents were asked about their decisions and emotions following hypothetical dilemmas involving moral obligations versus self‐interest. Adolescents predominantly made moral decisions and reported feeling good following these decisions. With age, participants reported more positive emotions following moral decisions. A small number of adolescents made selfish decisions and reported feeling good following these decisions.

"A description and test of the Holistic Student Assessment Tool (HSA), an assessment tool to measure children's and adolescents' resiliencies in relation to externalizing and internalizing problem behaviors. The HSA is based on the authors' research-based clinical-developmental Clover Leaf Model of resilience and psychopathology, and is one of the first attempts at closing the gap between risk and resilience approaches in developmental assessment. The HSA was tested in a cross-sectional sample of 423 children and adolescents. The results lend support to the HSA as a valid measure of children's and adolescents' resiliencies. Furthermore, the resilience scales mostly exhibited the theoretically expected convergent and divergent relationships with the psychopathology scales. In addition, the authors show how the resilience scales predict adolescents' externalizing and internalizing symptoms. The authors contend that evidence-based intervention to address youth aggression needs to be based on sound developmental assessment." (author's abstract)