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A 16-week, bi-weekly, cognitive behavioural therapy (CBT)-based aggression management training course was conducted with a limited sample of behavioural school students in New South Wales. Attendance, withdrawal and suspension rates over the training period were compared to those of a control period. Parent and teacher feedback, assessed at pre- and post-training, delivered preliminary information on disruptive behaviours and peer relations. Results revealed mixed findings with some improvements in disruptive behaviours, suspensions and withdrawals over the training period. Further research is needed to replicate these findings with a larger group of students. (Contains 2 notes and 2 figures.)

Stress literacy is a term that refers to knowledge about stress and stress management techniques. Levels of stress literacy were examined in more than nine hundred Australian adolescents by providing a short stress-management education session and assessing stress literacy using a pre-post survey design. It was found that while adolescents had a reasonable knowledge of the symptoms of stress and effective stress management techniques, the likelihood of adolescents seeking help for stress or using these stress management techniques was low. The implications of these findings are discussed. (Contains 1 note.)