A Classroom-based Relational Aggression Intervention

基于课堂的关系攻击干预

• 批准号: 7008496
• 负责人: STEPHEN S LEFF
• 金额: $ 21.88万
• 依托单位: CHILDREN'S HOSP OF PHILADELPHIA
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-01-18 至 2007-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7008496
• 关键词: African American; aggression; behavior therapy; behavioral /social science research tag; clinical research; curriculum; elementary school; female; human subject; human therapy evaluation; patient oriented research; problem solving; teacher; therapy design /development; urban area

DESCRIPTION (provided by applicant): Although aggression among girls was once thought to be relatively rare, more recent research suggests that girls frequently engage in relational aggression (e.g., manipulating relationships and social standing through gossip and social exclusion). Further, children who frequently exhibit relationally aggressive behaviors experience a host of externalizing, internalizing, and social difficulties, and are at risk for future mental health disorders. Despite advances in understanding relational aggression and its repercussions, almost all aggression intervention efforts have been designed for physical aggression and for boys. Further, given the increased risk experienced by African American students in inner-city, under-resourced areas, strategies for building the capacity of inner-city schools to promote the development of productive social problem solving skills while decreasing students' levels of relational and physical aggression are critically needed. With funding from NIMH (K23 Award), the principal investigator has designed an intensive 20th session school-based group intervention, which includes a 12 session adjunctive classroom-based component. The goal of this program, termed Friend to Friend (F2F), is to teach 3rd - 5th grade inner-city African American relationally aggressive girls social problem-solving skills and reduce their levels of aggression. The current proposal seeks to develop a classroom-based intervention termed Preventing Relational Aggression in Schools Everyday (PRAISE) that expands upon the classroom-based curriculum of F2F. In phase 1, PRAISE will be developed and fine-tuned through focus groups with students and teachers, by relying upon an expert panel of local school and community stakeholders, and by conducting an open trial pilot study. In phase 2, the acceptability and feasibility of PRAISE for use within a classroom setting will be assessed, effect size estimates for the impact of PRAISE on relationally aggressive girls within experimental classrooms will be derived, and potential effects of the intervention at the classroom level will be preliminarily explored.

描述（由申请人提供）：尽管女孩之间的侵略性曾经被认为是相对罕见的，但最新的研究表明，女孩经常从事关系侵略（例如，通过八卦和社会排斥来操纵关系和社会地位）。此外，经常表现出关系侵略行为的儿童经历了许多外在化，内在化和社会困难，并且有未来心理健康障碍的风险。尽管在理解关系侵略及其影响方面取得了进步，但几乎所有的侵略干预工作都是为身体侵略和男孩而设计的。此外，鉴于非洲裔美国学生在城市内部，资源不足的地区的风险增加，这是建立城市内部学校能力促进生产性社会问题解决技能发展的能力的策略，同时需要降低学生的关系和身体侵略水平。 在NIMH（K23奖）的资助下，这位主要研究人员设计了一个基于第20届会议的小组干预，其中包括12个会话辅助课堂的组件。该计划的目标是将朋友（F2F）称为朋友，是教授三年级的非裔美国人在非洲裔美国人的关系中侵略性女孩的社会问题解决问题，并降低他们的侵略水平。当前的提案旨在开发一种基于课堂的干预措施，该干预措施被称为防止每天在学校（赞美）中进行关系侵略的干预措施，从而扩展了基于课堂的F2F课程。在第1阶段，通过与学生和老师的焦点小组，依靠当地学校和社区利益相关者的专家小组以及进行开放试验试验研究，将通过与学生和教师进行焦点小组的焦点进行微调。在第2阶段，将评估在课堂环境中使用赞美的可接受性和可行性，将得出赞美对相关性攻击性女孩的影响的效果大小的估计值，并将初步探索课堂干预措施的潜在影响。