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The work addresses aggression as a persistent challenge with effects on learning conditions, academic and social outcomes, staff and student stress, and overall school safety. It emphasizes the value of identifying strengths, weaknesses, opportunities, threats, and challenges to improve intervention design and impact.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/elementary-school-male-aggression-framing-aggression-reduction-programs-for-effectiveness/592509/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"McGucket","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What is the main purpose of the study?","Question",{"text":106,"@type":107},"The study investigates how framing techniques can help determine the effectiveness of programs designed to reduce elementary school male aggression.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"Why is elementary school male aggression considered a significant problem?",{"text":111,"@type":107},"The text links aggression and violence to school failure, dropout, later misconduct, higher stress, disrupted learning outcomes, and threats to school safety. It also notes that male students are disproportionately represented in aggressive and disciplinary situations.",{"name":113,"@type":104,"acceptedAnswer":114},"How does the study propose framing to support aggression reduction programs?",{"text":115,"@type":107},"It suggests framing programs by identifying strengths, weaknesses, opportunities, threats, and challenges, which may help address aggression concerns more effectively in elementary settings.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},592509,1792074737,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":52},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Elementary School Male Aggression: Framing Aggression Reduction Programs for Effectiveness  \nJamelA. Gibson 1   \n1 Administrator Carver Elementary School Newport News, VA  \nAbstract  \nThis study explores the use of framing techniques to help educators, administrators, and leaders to  determine the effectiveness of programs designed to reduce elementary school male aggression.  \nKeywords: Male aggression, Elementary school male aggression, Framing, Aggression reduction programs.  \nContents  \n1. Introduction ........................................................................................................................................................................... 8  \n2. Male Aggression..................................................................................................................................................................... 8  \n3. Framing .................................................................................................................................................................................. 8  \n4. Conclusion.............................................................................................................................................................................. 9  \nReferences .................................................................................................................................................................................. 9  \nCitation | Jamel A. Gibson (2016). Elementary School Male Aggression: Framing Aggression Reduction Programs for  \nEffectiveness. Asian Journal of Education and Training, 3(1): 7-10.  \nDOI: 10.20448/journal. 522/2016 .2. 1/522 .1.7.10   \nThis work is licensed under a Creative Commons Attribution 3.0 License Asian Online Journal Publishing Group  \n1. Introduction  \nEmpirical evidence suggests that aggression and violence at the elementary school level is associated with school failure, school dropout rates, job failure, crime, and incarceration (van Lier et al., 2007; Larson, 2008; Trussell, 2008; Risser, 2013; Gibson, 2015) . Violent and aggressive behavior undermines the integrity of the learning environment, interferes with student academic and social outcomes, contributes to staff and student stress, and threatens school safety (Holmes et al. , 2014) . To address this concern, prevention programs are necessary to assist elementary school males control and self-monitor violent behavior. Many programs have been established to prevent further development of aggressive behavior. These programs may benefit from additional information on how to address aggressive behavior effectively at the elementary school level. Framing programs by identifying strengths, weaknesses, opportunities, threats, and challenges may help to address this concern (Bolman and Deal, 2008) .  \n2. Male Aggression  \nAggressive student behavior is a national problem (Gibson, 2015). As problematic as this is, there appears to be a higher percentage among males of acts of aggression and physical fights in comparison to female students (National Center For Education Statistics, 2011) . Dunn and Baker (2002) reported that male students comprise 70% of school suspensions, are three times more likely to become drug and alcohol abusers, receive greater behavioral penalties than do girls, and suffer from mental, emotional, or behavioral disorders. Gurian and Stevens (2004) stated that boys make up 90% of all school discipline problems. Gibson (2015) noted that boys comprise the majority of discipline referrals in elementary school. These manifestations of the continuing problem of male aggression contribute to the school-to-prison pipeline, and schools remain challenged by disaffected male students, and personality disorders.  \nMale aggressive behaviors are most likely to be manifested through the actions of defiance, classroom disruption, inappropriate language and gestures, physical altercations and confrontations, disrespect, insubordina","cbCaiszkLmI0xWKE","https://ap.wps.com/l/cbCaiszkLmI0xWKE","pdf",364242,"English","# Introduction\n# Male Aggression\n# Framing\n# Conclusion\n# References","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study investigates how framing techniques can help determine the effectiveness of programs designed to reduce elementary school male aggression.\"},{\"question\":\"Why is elementary school male aggression considered a significant problem?\",\"answer\":\"The text links aggression and violence to school failure, dropout, later misconduct, higher stress, disrupted learning outcomes, and threats to school safety. It also notes that male students are disproportionately represented in aggressive and disciplinary situations.\"},{\"question\":\"How does the study propose framing to support aggression reduction programs?\",\"answer\":\"It suggests framing programs by identifying strengths, weaknesses, opportunities, threats, and challenges, which may help address aggression concerns more effectively in elementary settings.\"}]","Elementary School Male Aggression: Framing Aggression Reduction Programs for Effectiveness | PDF"]