A Proactive Targeted Approach to Preventing Adolescent Aggressive Behaviours

Autor/in	Neale, Anna
Titel	A Proactive Targeted Approach to Preventing Adolescent Aggressive Behaviours
Quelle	In: Pastoral Care in Education, 37 (2019) 1, S.33-53 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2018.1562494
Schlagwörter	Prevention; Adolescents; Aggression; Attitude Change; Interpersonal Relationship; Social Development; College Students; Intervention; Workshops; Problem Solving; Self Control; Behavior Modification; Empathy; Responsibility; Victims; Program Effectiveness; Social Status; Classroom Environment; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Attitudinal change; Einstellungsänderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Entwicklung; Collegestudent; Lernwerkstatt; Schulung; Problemlösen; Selbstbeherrschung; Behaviour modification; Verhaltensänderung; Empathie; Verantwortungsübernahme; Zuständigkeit; Victim; Opfer; Sozialer Status; Klassenklima; Unterrichtsklima; Ausland
Abstract	The aim of this research was to critically examine methods for reducing incidences of aggression within adolescence. To achieve this aim, a proactive intervention programme was devised and implemented aimed at changing attitudes towards physical and relational aggression through social skills education within the College's tutorial programme. The research involved the implementation of an intervention programme that consisted of three workshops based on social skills training, problem solving and anger management techniques, the development of empathic skills, education on the role of the bystander, and victimisation prevention strategies (N = 158). Two self-report questionnaires were administered, pre-test and post-test to analyse the effectiveness of the intervention programme. The questionnaires included measures of attitude towards physical and relational aggression; victimisation; popularity and aggression; bystander and victimisation beliefs; and empathy towards victims. A control group completed the two questionnaires in the same time frame but without undertaking the intervention workshops. Post implementation, aggression scores for both physical and relational aggression significantly decreased for the intervention group against a control. Additionally, popularity was found to positively correlate with both physical and relational aggression. This study highlights the necessity for intervention programmes in educational environments in terms of the shaping of prosocial attitudes of students and to ensure the safeguarding of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01