Prosocial behavior refers to the phenomenon of people helping each other with no thought of reward or compensation. You may have thought this didn't exist, but it's been known to happen. Prosocial behaviors are actions or patterns of behavior rather than motivations. The motivation to do charitable acts is called altruism. For example, if a person gives an unmarked box of clothing to a shelter anonymously, the action of giving the box is the prosocial behavior. The person's motivation to give the box would be altruism.

Prosocial behavior is any action intended to help others. One motivation for prosocial behavior is altruism, or the desire to help others with no expectation of reward.

Pro-social behavior, is defined as "voluntary behavior intended to benefit another," that consists of actions which "benefit other people or society as a whole, such as helping, sharing, donating, co-operating, and volunteering."

The article examines the levels of positive school engagement, and family characteristics associated with engagement, in adolescents in Australia and the United States. There are several modifiable family characteristics related to positive behavior. These include parents boosting both rewards for and opportunities to participate in prosocial activities, and the importance of expressing clear disapproval of antisocial behavior and drug use. Family management practices and family conflict influence adolescents' views about school and home and need to be addressed. There is evidence of the validity of ecological approaches to development, which underscores the inter-relationships between young people's developmental contexts.

Adolescence is a time of increased sensitivity to peer influence, which creates vulnerabilities but also opportunities. In this study, we examined the influence of peers on prosocial behavior in 12- to 16-year-old adolescents. Results indicate a significant interaction between feedback condition (prosocial, antisocial, or no feedback) and allocation choices: Prosocial behavior increased after prosocial feedback and decreased after antisocial feedback. These findings support the idea that peer influence creates not only vulnerabilities, but also opportunities for healthy prosocial development and social adjustment learning.

The authors examined the relation between adolescents' reports of mothers' management of peer relationships and adolescents' reports of their own aggressive, prosocial, and playful behaviors. The sample comprised 92 adolescents (Mage = 15.41 years,SD= 1.81 years) enrolled in a residential summer camp. Higher levels of consulting were related to lower levels of adolescents' relational aggression, physical aggression, playful teasing, and rough-and-tumble play. Higher levels of consulting were related to higher levels of prosocial behavior. Higher levels of guiding were related to higher levels of adolescents' relational aggression and social inclusion. Higher levels of granting access to peers were related to higher levels of adolescents' prosocial behavior and social inclusion. Moderate levels of granting access to peers were related higher levels of playful teasing

A growing body of research literature finds that in addition to improved
physical health, sport plays a primarily positive role in youth development,
including improved academic achievement, higher self-esteem, fewer
behavioral problems, and better psychosocial. Many studies focus on the effects of sport on the five “C’s” competence, confidence, connections, character, and caring—which are considered critical components of positive youth development. It has long been thought that the many facets of playing sport—the discipline of training, learning teamwork, following the leadership of coaches and captains, learning to lose—provide lifelong skills for athletes.

Antisocial behavior is exhibited typically by people who are "antisocial" which is hostility toward society or the established values of society. When behaviors are exhibited that violates rules or conventions of society and/or personal rights, they are exhibiting antisocial behavior.

The symptoms of antisocial personality disorder can vary in severity. The more egregious, harmful, or dangerous behavior patterns are referred to as sociopathic or psychopathic. There has been much debate as to the distinction between these descriptions. Sociopathy is chiefly characterized as something severely wrong with one's conscience; psychopathy is characterized as a complete lack of conscience regarding others. Some professionals describe people with this constellation of symptoms as "stone cold" to the rights of others.

Evidence from behavioral genetics supports the conclusion that a significant amount of the variance in antisocial personality and behavior (APB) is due to genetic contributions.

Most bullying experts agree that what sets bullying apart from mean behavior is that bullies intend to harm their targets. There is also an imbalance of power and the acts are usually repeated. Bullying is usually not a one-time act but an ongoing pattern of behavior.

If you have been a target of bullying, recovering from what you experienced may seem challenging but it is worth it. You can not only learn from it, but you also can allow it to strengthen you. The key is that you don’t allow it to define who you are as person.

The adverse effects of school bullying and victimization have been well documented; yet, there has been little theoretical development in understanding these heterogeneous behavior patterns. This study integrates three theories that support the practice of restorative justice in responding to school bullying: Scheff's theory of unacknowledged shame, Braithwaite's reintegrative shaming theory; and Tyler's procedural justice theory. Specifically, the aim is to test the constructs of shame management (shame acknowledgment and shame displacement) and group value (pride, respect, and emotional group value) in explaining differences across four bullying status groups: nonbully/nonvictim, victim, bully, bully/victim. The results reveal different, but predictable, patterns of social and emotional disconnection from school across these groups. The importance of being emotionally intelligent when addressing bullying behaviors is discussed.

Restorative justice, an empathy-based philosophy gaining ground in juvenile justice initiatives, offers a fresh perspective on school discipline. By focusing on the harm done to relationships, restorative justice practitioners view discipline as an opportunity to understand the relational nature of misbehavior, mend relationships, and make restitution.