A Classroom-based Relational Aggression Intervention

描述（由申请人提供）：虽然女孩之间的攻击曾经被认为是相对罕见的，但最近的研究表明，女孩经常从事关系攻击（例如，通过流言蜚语和社会排斥来操纵关系和社会地位）。此外，经常表现出关系攻击行为的儿童会经历一系列的外化，内化和社会困难，并有未来心理健康障碍的风险。尽管在理解关系攻击及其影响方面取得了进展，但几乎所有的攻击干预措施都是针对身体攻击和男孩的。此外，鉴于非裔美国学生在市中心资源不足地区所经历的风险增加，迫切需要制定战略，建设市中心学校的能力，以促进发展生产性社会问题解决技能，同时减少学生的关系和身体攻击水平。 在NIMH（K23奖）的资助下，主要研究者设计了一个密集的第20届校本小组干预，其中包括12届连续的课堂教学。该计划的目标，被称为朋友（F2 F），是教3 - 5年级的内城非洲裔美国人的关系积极的女孩解决社会问题的技能，并减少他们的侵略水平。目前的建议旨在开发一种以课堂为基础的干预措施，称为每天在学校预防关系攻击（PRAISE），扩展了F2 F的课堂课程。在第一阶段，将通过与学生和教师的焦点小组，依靠当地学校和社区利益攸关方的专家小组，并通过进行公开试验性试点研究，制定和调整PRAISE。在第二阶段，PRAISE的可接受性和可行性，用于在课堂设置将进行评估，效果大小估计的影响PRAISE实验教室内的关系攻击的女孩将得出，并在课堂上的干预措施的潜在影响将进行初步探讨。

DESCRIPTION (provided by applicant): Although aggression among girls was once thought to be relatively rare, more recent research suggests that girls frequently engage in relational aggression (e.g., manipulating relationships and social standing through gossip and social exclusion). Further, children who frequently exhibit relationally aggressive behaviors experience a host of externalizing, internalizing, and social difficulties, and are at risk for future mental health disorders. Despite advances in understanding relational aggression and its repercussions, almost all aggression intervention efforts have been designed for physical aggression and for boys. Further, given the increased risk experienced by African American students in inner-city, under-resourced areas, strategies for building the capacity of inner-city schools to promote the development of productive social problem solving skills while decreasing students' levels of relational and physical aggression are critically needed. With funding from NIMH (K23 Award), the principal investigator has designed an intensive 20th session school-based group intervention, which includes a 12 session adjunctive classroom-based component. The goal of this program, termed Friend to Friend (F2F), is to teach 3rd - 5th grade inner-city African American relationally aggressive girls social problem-solving skills and reduce their levels of aggression. The current proposal seeks to develop a classroom-based intervention termed Preventing Relational Aggression in Schools Everyday (PRAISE) that expands upon the classroom-based curriculum of F2F. In phase 1, PRAISE will be developed and fine-tuned through focus groups with students and teachers, by relying upon an expert panel of local school and community stakeholders, and by conducting an open trial pilot study. In phase 2, the acceptability and feasibility of PRAISE for use within a classroom setting will be assessed, effect size estimates for the impact of PRAISE on relationally aggressive girls within experimental classrooms will be derived, and potential effects of the intervention at the classroom level will be preliminarily explored.