Social Information-Processing Skills and Aggression: A Quasi-Experimental Trial of the Making Choices and Making Choices Plus Programs

Autor/inn/en	Terzian, Mary A.; Li, Jilan; Fraser, Mark W.; Day, Steven H.; Rose, Roderick A.
Titel	Social Information-Processing Skills and Aggression: A Quasi-Experimental Trial of the Making Choices and Making Choices Plus Programs
Quelle	In: Research on Social Work Practice, 25 (2015) 3, S.358-369 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731514534898
Schlagwörter	Aggression; Student Behavior; Behavior Problems; Behavior Modification; Emotional Development; Social Development; Cognitive Processes; Skill Development; Elementary School Students; Grade 3; Program Evaluation; Program Effectiveness; Pretests Posttests; Gender Differences; Rural Schools; Comparative Analysis; Experimental Groups; Control Groups; Cues; Student Characteristics; Check Lists; Multiple Regression Analysis; Statistical Analysis; Hypothesis Testing; North Carolina + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Gefühlsbildung; Soziale Entwicklung; Cognitive process; Kognitiver Prozess; Kompetenzentwicklung; Qualifikationsentwicklung; School year 03; 3. Schuljahr; Schuljahr 03; Programme evaluation; Programmevaluation; Geschlechterkonflikt; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Stichwort; Checkliste; Statistische Analyse; Hypothesenprüfung; Hypothesentest
Abstract	This article describes the findings from an efficacy trial of a school-based, universal prevention program designed to reduce aggressive behavior of by strengthening emotion regulation and social information-processing (SIP) skills. Three cohorts of third graders (N = 479) participated in this study. The first cohort participated in the Making Choices (MC) program, a second cohort participated in the Making Choices Plus (MC+) program, and a third (lagged) cohort received the standard health education curriculum. Pretest to posttest changes suggest both programs were associated with reduced levels of aggression and improved SIP skills. Gender-moderating effects were observed--boys displayed significant reductions in aggressive behavior and significant increases in positive social goals, whereas girls' aggressive behaviors and social goals showed no significant changes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01