Books

American Cancer Society National Advisory Group on the Collaboration with Organizations (2000).
1 + 1 = 3: A collaboration guidebook
Atlanta, GA: Author
Explains how to create and maintain a setting conducive to collaboration with other groups.

Aronson Fontes, L. (2005)
Child abuse and culture. Working with diverse families. New York, NH: The Guilford Press.

Beckman, J. (1997).
Television and violence: What the research says about its effects on young children. Winnetka, IL: Winnetka Alliance for Early Childhood

Behrman, R.E., Ed. (1998)
The future of children: Vol. 8. Protecting children from abuse and neglect. (No. 1). Los Altos, CA: The David and Lucile Packard Foundation. Includes chapters on the extent and consequences of child maltreatment, the cost of child protection, and commentaries on how to better protect children from abuse and neglect.

Behrman, R.E., Ed. (1999)
The future of children: Vol. 9. Domestic violence and children. (No. 3). Los Altos, CA: The David and Lucile Packard Foundation. Includes chapters on the impact of domestic violence on children, the legal system’s response to children exposed to domestic violence, and the different services for them.

Benson, P.L., Galbraith, J., & Espeland, P. (1998).
What kids need to succeed: Proven, practical ways to raise good kids.
Minneapolis, MN: Free Spirit Publishing.
Contains a chapter on social competencies, including sections on interpersonal competence, resistance skills, and peaceful conflict resolution.

Borstein, M.H., & Genevro, J.L., Eds. (1996).
Child development and behavioral pediatrics.
Mahwah, NJ: Erlbaum
This collection includes papers on child anxiety during the preoperative period and children’s development of social knowledge.

Bransford, J.D., Brown, A.L., & Cocking, R.R., Eds. (1999).
How people learn: Brain, mind, experience, and school.
Washington, DC: National Academy Press.
This book explores how learning changes the physical structures of the brain, the incredible learning potential of infants, and a realistic look at the role of technology in education.

Bredekamp, S., & Copple, C., Eds. (1997).
Developmentally appropriate practice in early childhood programs.
Washington, DC: NAEYC.

Cantor, J. (2000).
“Mommy, I’m scared”” How TV and movies frighten children and what we can do to protect them.
San Diego, CA: Harvest Books.
Provides readers with several case examples of what children are “capable of viewing safely” and describes media monitoring methods for parents, caregivers, and teachers.

Carlsson-Paige, N., & Levin, D. (1998).
Before push comes to shove: Building conflict resolution skills with children.
St. Paul, MN: Redleaf Press.
This text focuses on helping children develop positive social skills that protect them from the effects of the violent world in which they live. The book describes the Best Day of the Week Program, a course that teaches perspective taking, discussion skills, active listening, and other conflict resolution skills.

Cavell, T. (2001).
Working with parents of aggressive children: A practitioner’s guide.
Washington, DC: American Psychological Association.

Center for Communication and Social Policy. (1997).
National television violence study (Vol. 2, Executive Summary).
Santa Barbara, CA: University of California.

Chalk, R., & King, P.A., Eds. (1998).
Violence in families: Assessing prevention and treatment programs.
Washington, DC: National Academy Press.
Contains chapters on varying types of interventions, evaluation improvement, and recommendations.

Christopherson, E.R., & Mortweet, S.L. (2003).
Parenting that works: Building skills that last a lifetime.
Washington, DC: American Psychological Association.

Davis, N.J. (1999). Working paper.
Resilience: Status of the research and research-based programs.
Rockville, MD: Center for Mental Health Services, U.S. Department of Health and Human Services.

DeGaetano, G. (2004).
Parenting well in a media age: Keeping our kids human.
Fawnskin, CA: Personhood Press.

Elliot, D.S., Ed. (1997).
Blueprints for violence prevention.
Center for the Study and Prevention of Violence. Denver, CO: C & M Press.

Eron, L.D., Gentry, J.H., & Schlegel, P. (Eds.). (1994).
Reason to hope: A psychosocial perspective on violence and youth.
Washington, DC: American Psychological Association.

Goldstein, A.P. (1999).
Low-level aggression: First steps on the ladder to violence.
Champaign, IL: Research Press.
Defines low-level aggression and then describes varying types of maltreatment. Also includes intervention strategies and tactics in order to avert the first “step” to violence.

Goldstein, A.P. (1999).
The PREPARE curriculum: Teaching PROSOCIAL competencies.
Champaign, IL: Research Press.
This book includes chapters on stress, prejudice, and aggression reduction. Certain sections explain how one can train participants in anger control, cooperation, and problem-solving skills.

Jeppson, E.S., & Thomas, J.
Essential allies: Families as advisors.
Bethesda, MD: Institute for Family Centered Care.
The publication provides information and tools to help families and professionals who provide services for children to work more effectively in collaboration and partnership.

Karoly, L.A., Greenwood, P.W., Everingham, S.S., Houbé, J., Kilburn, M.R., Rydell, C.P., Sanders, M., & Chiesa, J. (1998).
Investing in our children: What we know and don’t know about the costs and benefits of early childhood interventions.
Santa Monica, CA: Rand.
Includes chapters on the origins of early intervention, current research on intervention models and strategies, and next steps for research and policy.

Karr-Morse, R., & Wiley, M.S. (1997).
Ghosts from the nursery: Tracing the roots of violence.
New York: Atlantic Monthly Press.
These authors explore how early brain development, prenatal exposure to drugs and malnutrition, adverse experiences in the womb, trauma, emotional deprivation, and temperament contribute to the development of violent behavior.

Kellerman, J. (1999).
Savage spawn: Reflections on violent children.
New York: The Ballatine Publishing Group.
Author explores antisocial youth, claiming that “psychopathic tendencies begin very early in life, as young as three, and they endure.”

Kreidler, W.J., & Whittal, S.T. (1999).
Early childhood adventures in peacemaking: A conflict resolution activity guide for early childhood educators. Cambridge, MA: Educators for Social Responsibility.

Levin, D.E. (1998).
Remote control childhood? Combating the hazards of media culture.
Washington, DC: National Association for the Education of Young Children.

Levin, M. (1999).
Learning violence.
New York: Doubleday.

Levin, D.E., & Carlsson-Paige, N. (2006).
The war-play dilemma, what every parent and teacher needs to know. 2^nd Ed.New York: Teachers College Press.

Levitas, M., Ed. (1999).
The New York Times guide to the best children’s videos.
New York, NY: Simon & Schuster.
A careful evaluation of children’s videos and CD-ROMS to ensure the material does not contain gratuitous violence or sexual behavior; physical or verbal abuse; racial, gender, cultural, or religious bias; condescension toward children; or unsafe behaviors.

McAlister Groves, B. (2002).
Children who see too much. Lessons from the child witness to violence project.
Boston, MA: Beacon Press.

Miller, K. (1985).
Ages and stages-development and activities birth through eight years.
Marshfield, MA: Telshare.

Milton S. Eisenhower Foundation. (1999).
The National Commission on the Causes and Prevention of Violence
[Report]. Washington, DC: Author.

Nelsen, J., Erwin., C., & Duffy, R. (1998).
Positive discipline: The first three years.
Rocklin, CA: Prima Publishing.
A developmental guidebook for parents. Includes discussion of developmental stages, temperament, life skills, and other similar issues.

Olweus, D. (1993).
Bullying at school: What we know and what we can do.
Cambridge, MA: Blackwell.

Rickel, A.U., & Becker, E. (1997).
Keeping children from harm’s way: How national policy affects psychological development.
Washington, DC: American Psychological Association.
This book describes the psychological risk factors for children during infancy, early childhood, and adolescence. It also discusses the repercussions of traumatic experiences and implications for public policy.

Roehlkepartain, J.L., & Leffert, N. (2000).
What kids need to succeed: Working together to build assets from birth to age 11.
Minneapolis, MN: Free Spirit Publishing.
Contains a chapter on social competencies, including sections on interpersonal competence, resistance skills, and peaceful conflict resolution.

Sandall, S., & Ostrosky, M., Eds. (1999).
Practical ideas for addressing challenging behaviors.
Denver, CO: Division of Early Childhood, The Council for Exceptional Children.
Chapters address topics such as classroom environmental influences on children’s behaviors and working with parents to deal with challenging behaviors at home.

Shaw, D.S., Gillom, M., & Giovannelli, J. (2000).
Aggressive behavior disorders. Handbook of infant mental health.
(2^nd ed.). NY: Guilford Press.

Shore, R. (1997).
Rethinking the brain: New insights into early development.
[Brochure]. New York: Families and Work Institute.
A brochure containing the most recent research on child brain development. Includes sections on neuroplasticity, critical brain development periods, and the impact of early negative experiences on child brain development.

Thornton, T.N., Craft, C.A., Dahlberg, L.L., Lynch, B.S., & Baer, K., Eds. (2000).
Best practices of youth violence prevention: A sourcebook for community action.
Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

Trickett, P.K., & Schellenbach, C.J., Eds. (1998).
Violence against children in the family and the community. Washington, DC: American Psychological Association.
Discusses the developmental consequences of violence against children. The different forms of violence against children, and the varying forms of prevention that can potentially protect children from violence.

U.S. Department of Education (2000).
Safeguarding our children: An action guide.
Washington, DC: Author.
Includes sections on identifying early signs of violence in children and intervention strategies.

Walsh, D.A. (1998).
Video game violence: What does the research say?
Minneapolis, MN: National Institute on Media and the Family.

Webster-Stratton, C. (1999).
How to promote children’s social and emotional competence.
Thousand Oaks, CA: Sage.
This text includes chapters on managing misbehavior, teaching constructive problem-solving skills, and helping students handle their emotions.

Zoccolillo, M. Paquette, D., et al. (2004).
Parenting as an important outcome of conduct disorder in girls.
In Putallaz, M. & Bierman, K.L. (Eds). Aggression, antisocial behavior, and violence among girls: A developmental perspective. Duke series in childhood development and public policy. (pp. 2421-261). New York, NY: Guildford Publications.