Determining the Effectiveness of a Relational Aggression Intervention for Urban A

确定城市 A 关系攻击干预的有效性

基本信息

批准号：
7209576
负责人：
STEPHEN S LEFF
金额：
$ 51.72万
依托单位：
CHILDREN'S HOSP OF PHILADELPHIA
依托单位国家：
美国
项目类别：
财政年份：
2007
资助国家：
美国
起止时间：
2007-06-01 至 2012-04-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7209576
关键词：
Address Adherence Adolescent African American Aggressive behavior Anger Area Attention Behavior Behavioral Biological Models Cartoons Child Child Development Childhood Clinical Trials Cognitive Community Practice Competence Computer information processing Condition Conflict (Psychology)Control Groups Development Discipline Discipline of Nursing Discrimination Disease Early Intervention Eating Disorders Ecosystem Educational process of instructing Effectiveness Effectiveness of Interventions Environment Exclusion Exhibits Friends Friendships Funding Goals Grant Home environment Injury Intervention Intervention Studies Knowledge Left Life Loneliness Mental Health Mental disorders Mentored Clinical Oncology Award Mentored Clinical Scientist Award Mentored Patient-Oriented Research Career Development Award Minority Moods National Institute of Mental Health Neighborhoods Outcome Measure Participant Patient Self-Report Performance Physical aggression Pilot Projects Population Poverty Principal Investigator Problem Solving Process Psychological adjustment Randomized Range Reporting Research Research Design Research Personnel Risk Safety School-Age Population Schools Services Single Parent Social Problems Societies Students Symptoms Testing Thinking Today Videotape Violence Youth base boys comparison group design elementary school experience follow-up girls inner city innovation peer prevent programs psychoeducational psychosocial response size skills social teacher theories

Address Adherence Adolescent African American Aggressive behavior Anger Area Attention Behavior Behavioral Biological Models Cartoons Child Child Development Childhood Clinical Trials Cognitive Community Practice Competence Computer information processing Condition Conflict (Psychology)Control Groups Development Discipline Discipline of Nursing Discrimination Disease Early Intervention Eating Disorders Ecosystem Educational process of instructing Effectiveness Effectiveness of Interventions Environment Exclusion Exhibits Friends Friendships Funding Goals Grant Home environment Injury Intervention Intervention Studies Knowledge Left Life Loneliness Mental Health Mental disorders Mentored Clinical Oncology Award Mentored Clinical Scientist Award Mentored Patient-Oriented Research Career Development Award Minority Moods National Institute of Mental Health Neighborhoods Outcome Measure Participant Patient Self-Report Performance Physical aggression Pilot Projects Population Poverty Principal Investigator Problem Solving Process Psychological adjustment Randomized Range Reporting Research Research Design Research Personnel Risk Safety School-Age Population Schools Services Single Parent Social Problems Societies Students Symptoms Testing Thinking Today Videotape Violence Youth base boys comparison group design elementary school experience follow-up girls inner city innovation peer prevent programs psychoeducational psychosocial response size skills social teacher theories

展开

项目摘要

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). 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 high-risk girls' productive social problem solving skills while decreasing their levels of relational and physical aggression are critically needed. With funding from NIMH (K23 Award), the principal investigator has designed a 20 session school-based group intervention, called Friend to Friend (F2F). The goal of F2F is to teach 3rd-5th grade inner-city African American relationally aggressive girls social problem-solving skills and reduce their levels of aggression. In the K23 Award, relationally aggressive girls from two inner-city schools participating in F2F were compared to relationally aggressive girls in a no treatment control condition. Results were extremely promising and were used to establish effect size estimates for the planning of a clinical trial. The proposed trial will examine program impact across six inner-city elementary schools, a wider range of outcome measures, and will use a more sophisticated research design by comparing F2F to a psychoeducational attention control group. Further, the trial will explore the relation between girls' social problem solving skills and relationally aggressive behaviors, whether positive changes are maintained at 9 month follow-up, and whether F2F has an impact upon broader indicators of school safety, psychological adjustment, and school performance. Relevance: Aggression among today's youth has been documented as one of society's most costly problems, and recent research suggests relational aggression may be associated with later internalizing and externalizing disorders among girls. As such, developing early interventions for relationally aggressive girls may help to reduce serious mental health disorders later in life.

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）。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促进高风险女孩富有生产力的社会问题解决技能的能力的策略，同时需要降低其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20个基于学校的小组干预措施，称为Friend to Friend（F2F）。 F2F的目的是教授三年级的非洲裔美国美国关系侵略性女孩社会解决问题的能力并降低其侵略水平。在K23奖中，将来自两名参加F2F的内城学校的关系侵略性女孩与在无治疗控制条件下的亲戚攻击性女孩进行了比较。结果非常有前途，并用于建立临床试验计划的效应尺寸估计值。拟议的试验将检查六所城市中小学的计划影响，这是一系列更广泛的结果指标，并将通过将F2F与心理教育注意力控制组进行比较来使用更复杂的研究设计。此外，该试验将探讨女孩的社会问题解决能力和关系侵略性行为之间的关系，是否在9个月的随访中保持积极变化，以及F2F是否对学校安全，心理调整和学校表现的更广泛指标有影响。相关性：当今年轻人的侵略已被记录为社会最昂贵的问题之一，最近的研究表明，关系侵略可能与女孩之间的内在化和外在化疾病有关。因此，为亲属性侵略的女孩制定早期干预措施可能有助于减少以后生活中严重的精神健康障碍。