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This article develops answers to the question, "Are there psychiatric processes or some general psychological predisposition that makes nondiagnosed people susceptible to media violence consumption in a way that would lead to lifelong aggressive behavior?" The authors discuss the assumptions they make about what this question is trying to answer, review factors known to precipitate destructive aggressiveness, and clarify environmental exposures' being a small part of a long list of precipitants. They discuss neuroplasticity, how the brain interacts with and is structurally and functionally altered by the environment, and introduce resilience, which enables some to respond functionally to trauma and others less so. They mention their work examining exposure to violence within schools and the impact it has on school climates and vulnerable children, illustrating the importance of social factors relating to aggression. The authors conclude by reformulating the question, allowing human psychopathological reactions to be seen in their glorious, nonparsimonious complexity.

Preventing Bullying and School Violence is a practical handbook for designing and sustaining effective interventions to address problem behaviors in schools. The book is designed to help clinicians, school counselors, and administrators create a safe climate for their students and to respond thoughtfully, but swiftly, when threats arise.

The horrific events of 9/11 and its sequelae have reinforced what thoughtful analysts have long known: that they have a responsibilty to respond to the complex social and emotional issues arising in their communities - to function, that is, as ""community psychoanalysts."" Analysts in the Trenches vividly illustrates what socially engaged analysts can offer to violent and disturbed communities. Contributors bring analytic expertise to bear on the emotional sequelae to violence, including sexual and physical abuse; to multiple and traumatic losses; and to learning inhibitions. Thay also expl

Objective: The study examined teachers' perceptions of bullying by other teachers to see what causes and characteristics were attributed to such bullying teachers, and how often teachers were themselves bullied by students. Method: 116 teachers from seven elementary schools completed an anonymous questionnaire reflecting their feelings and perceptions about theirown experiences of bullying, and how they perceive colleagues over the years. Results: Resultsconfirmed that teachers who experienced bullying themselves when young are more likely to bothbully students and experience bullying by students both in classrooms and outside the classroom. Factor analysis revealed two types of bullying teacher: a sadistic bully type and a bully-victim type. Conclusions: The implications for the mental health of children and for effective teaching are discussed, in the light of widespread recognition of the traumatic effects of bullying on childhood development.