An attribution retraining program to reduce aggression in elementary school students

Cynthia A. Hudley · Brenda Britsch · William D. Wakefield · Tara Smith · Marlene Demorat · Su‐Je Cho

105 citations0/0 files storedPsychology in the Schools

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Bullying, Victimization, and Aggression Behavioral and Psychological Studies Child Therapy and Development

Abstract

The BrainPower Program, an attribution retraining intervention to reduce peer directed aggression, was implemented in four elementary schools in Southern California. We collected measures of children's behavior and self-reports of attributions for 12 months following the intervention to assess changes in social cognition and social behavior. Results suggest that improvements in behavior are related to changes in subjects' attributions. The intervention effects are moderate to strong for many students but not evident at all for some students. Further, treatment effects diminished over time. Results are discussed in terms of the role of psychological theory in intervention research. © 1998 John Wiley & Sons, Inc.

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References

1994A review and reformulation of social information-processing mechanisms in children's social adjustment.1986An Attributional Theory of Motivation and Emotion 1952Research design in clinical psychology 1979Stability of aggressive reaction patterns in males: A review.1986Social Competence in Children 1988Cognitive mediators of aggression in adolescent offenders: I. Assessment.2002Conduct Disorders in Childhood and Adolescence 1987Handbook of juvenile delinquency.

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2006Deviant Peer Influences in Intervention and Public Policy for Youth 2007Current Approaches to the Assessment and Management of Anger and Aggression in Youth: A Review 2010The impact of parents, child care providers, teachers, and peers on early externalizing trajectories 2001Elementary- and Middle-school Teachers' Reasoning about Intervening in School Violence: An examination of violence-prone school subcontexts 2002Social skills training as a treatment for aggressive children and adolescents: a developmental–clinical integration

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