Prospective Links between Friendship and Early Physical Aggression: Preliminary Evidence Supporting the Role of Friendship Quality through a Dyadic Intervention

Autor/inn/en	Salvas, Marie-Claude; Vitaro, Frank; Brendgen, Mara; Cantin, Ste´phane
Titel	Prospective Links between Friendship and Early Physical Aggression: Preliminary Evidence Supporting the Role of Friendship Quality through a Dyadic Intervention
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 62 (2016) 3, S.285-305, Artikel 3 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Correlation; Aggression; Friendship; Intervention; Child Behavior; Control Groups; Experimental Groups; Peer Relationship; Kindergarten; Grade 1; Elementary School Students; Foreign Countries; Canada (Montreal) + Suchen Sie Ihr Suchwort? Korrelation; Freundschaft; Peer-Beziehungen; School year 01; 1. Schuljahr; Schuljahr 01; Ausland
Abstract	Positive friendships have been related to decreasing levels of children's physical aggression over time. While this evidence calls for interventions aimed at helping children build good-quality friendships, tests of causality through experimental manipulations are still needed. The goal of this study was to examine whether an intervention aimed to increase dyadic friendship quality could decrease children's physical aggression at the peer-group level over a school year. A total of 34 aggressive children and each child's best friend were randomly assigned to two groups: an experimental condition where the members in each dyad participated together in 12 weekly intervention sessions and a no-intervention control condition. Multiple sources were used to evaluate changes in friendship quality and children's physical aggression. Results showed an indirect effect of the intervention on decreasing levels of physical aggression through the improvement of one specific feature of friendship quality: conflict resolution. These results point to the usefulness of including this relational aspect in intervention programs targeting aggressive children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01