Determining the Effectiveness of a Relational Aggression Intervention for Urban A

确定城市 A 关系攻击干预的有效性

• 批准号: 7809468
• 负责人: STEPHEN S LEFF
• 金额: $ 52.75万
• 依托单位: CHILDREN'S HOSP OF PHILADELPHIA
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-06-01 至 2012-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7809468
• 关键词: Address; Adherence; Adolescent; African American; Aggressive behavior; Anger; Area; Attention; Behavior; Behavioral; Cartoons; Child; Child Development; Childhood; Clinical Trials; Cognitive; Competence; Conflict (Psychology); Control Groups; Development; Discipline; Discipline of Nursing; Discrimination; Disease; Early treatment; Eating Disorders; Ecosystem; Educational process of instructing; Effectiveness; Environment; Exclusion; Exhibits; Friends; Friendships; Funding; Goals; Grant; Home environment; Injury; Intervention; Intervention Studies; Knowledge; Left; Life; Loneliness; Mental Health; Mental disorders; Mentored Patient-Oriented Research Career Development Award; Minority; Modeling; Moods; National Institute of Mental Health; Neighborhoods; Outcome Measure; Participant; Patient Self-Report; Performance; Physical aggression; Pilot Projects; Population; Poverty; Principal Investigator; Problem Solving; Process; Psychological adjustment; Randomized; Reporting; Research; Research Design; Research Personnel; Risk; Safety; School-Age Population; Schools; Services; Single Parent; Social Problems; Societies; Students; Symptoms; Testing; Videotape; Violence; Youth; base; boys; community based practice; comparison group; design; elementary school; experience; follow-up; girls; group intervention; high risk; information processing; inner city; innovation; intervention effect; peer; post intervention; prevent; programs; psychoeducational; psychosocial; psychosocial adjustment; response; skills; social; teacher; theories

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). 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 high-risk girls' productive social problem solving skills while decreasing their levels of relational and physical aggression are critically needed. With funding from NIMH (K23 Award), the principal investigator has designed a 20 session school-based group intervention, called Friend to Friend (F2F). The goal of F2F is to teach 3rd-5th grade inner-city African American relationally aggressive girls social problem-solving skills and reduce their levels of aggression. In the K23 Award, relationally aggressive girls from two inner-city schools participating in F2F were compared to relationally aggressive girls in a no treatment control condition. Results were extremely promising and were used to establish effect size estimates for the planning of a clinical trial. The proposed trial will examine program impact across six inner-city elementary schools, a wider range of outcome measures, and will use a more sophisticated research design by comparing F2F to a psychoeducational attention control group. Further, the trial will explore the relation between girls' social problem solving skills and relationally aggressive behaviors, whether positive changes are maintained at 9 month follow-up, and whether F2F has an impact upon broader indicators of school safety, psychological adjustment, and school performance. Relevance: Aggression among today's youth has been documented as one of society's most costly problems, and recent research suggests relational aggression may be associated with later internalizing and externalizing disorders among girls. As such, developing early interventions for relationally aggressive girls may help to reduce serious mental health disorders later in life.

描述（由申请人提供）：虽然女孩之间的攻击性曾经被认为是相对罕见的，但最近的研究表明，女孩经常参与关系攻击（例如，通过八卦和社会排斥来操纵人际关系和社会地位）。尽管对关系攻击及其影响的理解有所进步，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，鉴于非洲裔美国学生在市中心资源不足地区面临的风险增加，迫切需要制定战略，建设市中心学校的能力，以促进高风险女孩有效地解决社会问题的技能，同时减少她们的关系和身体攻击水平。在NIMH （K23奖）的资助下，首席研究员设计了一个以学校为基础的20次小组干预，称为朋友对朋友（F2F）。F2F的目标是教三到五年级的非裔美国人女孩解决社交问题的技巧，并降低她们的攻击程度。在K23奖中，来自两所市中心学校参加F2F的相对攻击性女孩与没有治疗控制条件下的相对攻击性女孩进行比较。结果非常有希望，并用于建立临床试验计划的效应大小估计。拟议的试验将检查项目对六所市中心小学的影响，更广泛的结果测量，并将使用更复杂的研究设计，将F2F与心理教育注意力控制组进行比较。此外，本试验将探讨女孩社会问题解决能力与关系攻击行为之间的关系，在9个月的随访中是否保持积极的变化，以及F2F是否对学校安全、心理适应和学习成绩等更广泛的指标产生影响。相关性：当今年轻人的攻击行为已被记录为社会代价最高的问题之一，最近的研究表明，关系攻击可能与女孩后来的内化和外化障碍有关。因此，为具有相对攻击性的女孩制定早期干预措施可能有助于减少以后生活中严重的精神健康障碍。