Mitigating aggression and promoting prosocial behavior in aggressive elementary schoolboys.
Mitigating aggression and promoting prosocial behavior in aggressive elementary schoolboys.
复制标题
减轻攻击性小学生的攻击性并促进亲社会行为。
DOI：
10.1016/0005-7967(87)90061-1
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发表时间：
1987
影响因子：
4.1
通讯作者：
Eron,LD
中科院分区：
文献类型：
--
作者：
Dubow,EF;Huesmann,LR;Eron,LD
对旨在减少儿童攻击性和促进亲社会行为的四种基于学校的干预措施的效果进行了评估。来自“行为障碍”教室的 104 名攻击性男孩，年龄 8-13 岁，被分配到四种训练条件之一：认知（自我控制）训练、行为（亲社会技能）训练、认知行为结合训练或注意力/游戏训练。学校心理学家以小组形式对男孩们进行了 10 次为期 1 小时的培训。据推测，认知和行为能力的培训将带来最大的行为改善。结果表明，根据教师报告，接受认知行为和注意力/游戏干预的儿童比接受认知和行为训练的儿童有显着改善，干预后立即减少了攻击性并增加了亲社会行为。在 6 个月的随访中，只有那些接受注意力/游戏干预的儿童仍然有显着改善。
The effects of four school-based interventions designed to decrease children's aggression and promote prosocial behavior were assessed. One hundred and four aggressive boys, ages 8–13, from ‘Behavior Disorder’ classrooms, were assigned to one of four training conditions: cognitive (self-control) training, behavioral (prosocial skills) training, combined cognitive-behavioral training, or attention/play training. School psychologists trained the boys in small groups for 10 1-h sessions. It was hypothesized that training in both cognitive and behavioral competencies would lead to the most behavioral improvement. Results indicated that, according to teacher report, those children receiving the cognitive-behavioral and attention/play interventions improved significantly more than those exposed to cognitive and behavioral training by decreasing their aggression and increasing their prosocial behavior immediately following the intervention. At 6-month follow-up, only those children exposed to the attention/play intervention remained significantly improved.