An intervention for relational and physical aggression in early childhood: A preliminary study
Section snippets
Aggressive behavior
Researchers have continued to generate and refine models of the development of aggressive behavior as well as evidence-based preventive interventions. Physical aggression is defined as the intent to hurt, harm, or injure with physical force or the threat of physical force, including kicking, hitting, pushing, and forcibly taking objects (Dodge et al., 2006). These behaviors have been associated with a host of social–psychological adjustment factors (e.g., peer rejection, loneliness;
Interventions for physical aggression
To date, hundreds of studies have focused on prevention or intervention for physically aggressive behavior (see Leff et al., 2001). One of the largest efforts was “Fast Track,” a multi-year, multi-component intensive intervention for young children at-risk for early-onset conduct problems. The Fast Track program was found to have small positive effects on children’s aggressive behavior, social cognitions, prosocial behavior, and social skills during elementary school (CPPRG, 2004). These
Interventions for relational aggression
Despite the multiple calls for intervention efforts to address a variety of subtypes of aggressive behavior in schools (Geiger, Zimmer-Gembeck, & Crick, 2004; Leff et al., 2001; Young, Boye, & Nelson, 2006), few studies have been conducted. Given that different developmental factors may be involved in relational and physical aggression (see Zahn-Waxler, Crick, Shirtcliff, & Woods, 2006), programs developed to reduce or prevent physical aggression may not be appropriate for relational
Developing an intervention for subtypes of aggression in early childhood
We have developed a preliminary version of a classroom-based preventive intervention (the “Early Childhood Friendship Project”) inspired by and loosely based on some elements (e.g., brief circle time format, use of puppets, participatory activities, targeted reinforcement, focus on both positive and negative behavior) of the “Incredible Years Dina Dinosaur Classroom” (Webster-Stratton et al., 2008) program, while focusing the curriculum more specifically on friendship-making skills (e.g.,
Participants
Classroom was the unit of analysis for this intervention project. Three public schools and four community-based centers (i.e., eighteen classrooms) participated in the study. Eleven of the classrooms were Universal Pre-Kindergarten classrooms (UPK) from three public schools that served ethnically diverse, low SES families in an urban area in the northeast. The other four centers were accredited by the National Association for the Education of Young Children (NAEYC) and served ethnically and
Analytic plan
First, preliminary analyses were conducted to examine the descriptive statistics, skew and kurtosis of all study variables. Next, the content and process evaluations were examined and descriptive statistics of these measures were conducted. Third, teacher and interventionist evaluations were analyzed. Fourth, bivariate correlations were conducted at pre-test for the intervention and control classrooms in order to examine potential differences in association at the start of the intervention.
Discussion
The main goals of the study were to develop and test the initial effects of a preventive intervention program designed for reducing subtypes of aggression and victimization and increasing prosocial behavior in early childhood. In keeping with best practice for school-based intervention efforts (Leff et al., 2001), focus groups were conducted with local centers to assist in the development of the program. We hypothesized that relative to the control classrooms, intervention rooms would show a
Acknowledgement
We thank the entire Early Childhood Friendship Project staff for their assistance with the study. Special thanks to Audra Foote and Sarah Spencer for their role as interventionists on this project. We thank Drs. Karen L. Bierman, Craig R. Colder, Nicki R. Crick, Stephen S. Leff, Robert J. McMahon, Jennifer P. Read and Leonard J. Simms for assistance, suggestions and guidance. We thank Dr. William E. Pelham, Jr., and the staff of the UB Center for Children and Families for their support and
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2019, Child Abuse and NeglectCitation Excerpt :Although our study is unable to examine potential mechanisms through which engagement with pets operates as a protective factor among children exposed to IPV and AC, it is possible that engaging with pets fosters social regulation of emotion, enhances cognitive control, and/or increases a child’s sense of social support (Freund et al., 2016) which are well-documented factors that discriminate between resilience and psychopathology among children exposed to violence (Yule et al., 2019). Further, prior studies link multiple forms of competence (social, academic, and extracurricular) to positive psychosocial adjustment among children experiencing adversity across developmental stages (Ostrov et al., 2009; Yule et al., 2019). Positive engagement with pets, particularly care-taking behaviors (which are reflected among the CTAQ items), may help children develop a positive sense of self and prosocial competence by helping the child engage in externally oriented activities, which can protect against negative affect.
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2016, Child Abuse and NeglectCitation Excerpt :First, we found that adolescents who experienced peer victimization were at high risk for displaying problem behaviors, suggesting that it is necessary to design interventions that attempt to decrease the occurrence of peer victimization. Teachers can try their best to improve victims’ social interaction with peers and facilitate prosocial behavior (Ostrov et al., 2009). Parents can develop positive parenting strategies to help victimized adolescents obtain appropriate problem solving, self-control and emotional regulation skills (Leff, Power, Manz, Costigan, & Nabors, 2001).
Peer Victimization among Black Preschoolers: Roles of Emotion Knowledge, Teacher-Child Relationships, and Gender
2023, Journal of Applied School Psychology
- 1
The author is now at the Center for Disease Control and Prevention, Atlanta, GA.
- 2
These authors made equivalent contributions and are listed alphabetically.