PSY FPX 5120 Assessment 3 Aggression Intervention Training
Phillip April 25, 2024 No Comments

PSY FPX 5120 Assessment 3 Aggression Intervention Training

PSY FPX 5120 Assessment 3 Aggression Intervention Training

Name

Capella university

PSY FPX 5120 Social Psychology

Prof. Name

Date

Aggression Intervention Training in Schools

Aggression within school settings is a paramount concern, requiring all staff to possess an understanding and appropriate response mechanisms. Elevated aggression levels in students correlate with various mental health issues, making it a significant risk factor affecting their social, mental, and physical well-being (Belden et al., 2012). Notably, aggression’s impact extends beyond the individual student, influencing peers and teachers alike. Social interactions and relationships significantly shape children’s emotions and reasoning, impacting their social information processing (Yaros et al., 2014). Hostile environments foster hostile attributions, potentially leading to aggressive behaviors in classrooms (Yaros et al., 2014). Therefore, teachers must comprehend their own reactions and triggers, grasp the aggressors’ self-concept, and possess the skills to mitigate aggressive situations.

Program Focus and Structure

This aggression intervention plan aims to empower teachers with tools for fostering positive social skills and reducing classroom aggression. Social learning plays a pivotal role, wherein teachers model appropriate behavior to deter aggression and promote prosocial conduct (Swit et al., 2018). The program comprises a 2.5-hour session structured as follows:

  • Pre-Test
  • Framing the Importance of Aggression Intervention Strategies
  • Defining Goals and Objectives
  • Aggressive Intervention Strategies (including interactive demonstrations)
  • Post Test
  • Recommendations for the Future

Goals and Objectives

The program aims to achieve the following objectives:

  • Enhance staff awareness of their reactions and triggers.
  • Enable staff to swiftly assess aggressors’ self-concept.
  • Equip staff with a toolbox of techniques to de-escalate aggressive situations.
  • Foster ongoing staff development in aggression intervention.
  • Promote a safe and inclusive school environment for staff and students.

Interventions

Effective interventions to minimize aggression include neutral redirection, cognitive reappraisal, and preventative measures.

Neutral Redirection Intervention

Neutral redirection involves guiding children away from aggressive behavior without punitive actions (Austin, 2023). For instance, instead of reprimanding a student for hitting peers, teachers redirect them to use verbal communication to express their needs.

Cognitive Reappraisal Intervention

Cognitive reappraisal entails recognizing and re-evaluating negative thoughts to regulate emotions and responses (Denson, 2015). It cultivates mindfulness, encourages problem-solving, and bolsters self-esteem (Field et al., 2014).

Preventative Measures

Providing timely praise, maintaining enriched classroom activities, and understanding student preferences are crucial preventative measures (Austin, 2023). These foster positive behaviors and minimize frustration, thereby reducing the likelihood of aggression.

Social Self-Concept

Educators’ understanding of their social self-concept influences their ability to manage aggression effectively (Swit et al., 2018). By modeling positive social skills, teachers contribute to a supportive classroom environment conducive to conflict resolution and social growth.

Evaluation

The ATAS scale assesses attitudes towards aggression, comprising various components such as offensive attitude and communicative attitude (Olabisis et al., 2020). Pre and post-tests using this scale evaluate the effectiveness of the intervention.

Recommendations

Upon completing the training, teachers should undertake a post-test and recognize the need for ongoing training to reinforce intervention strategies.

References

Austin, C. (2023, April 20). Intervention strategies for aggression: Hitting. Special Learning. https://speciallearning.com/blog/intervention-strategies-for-aggression-hitting/

Belden, A. C., Gaffrey, M. S., & Luby, J. L. (2012). Relational aggression in children with preschool-onset psychiatric disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 51(9), 889–901.

PSY FPX 5120 Assessment 3 Aggression Intervention Training

Denson, T. F. (2015). Four promising psychological interventions for reducing reactive aggression. Current Opinion in Behavioral Sciences, 3, 136–141. https://doi.org/10.1016/j.cobeha.2015.04.003

Field, R. D., Tobin, R. M., & Reese-Weber, M. (2014). Agreeableness, social self-efficacy, and conflict resolution strategies. Journal of Individual Differences, 35(2), 95–102.

Olabisi, O., Lawal, A., Ajao, O., Adeolu, E., & Oriola, O. (2020). Experience and attitude of psychiatric nurses toward inpatient aggression in a Nigerian psychiatric hospital.

Salimi, N., Karimi-Shahanjarini, A., Rezapur-Shahkolai, F., Hamzeh, B., Roshanaei, G., & Babamiri, M. (2019). Aggression and its predictors among elementary students. Journal of Injury & Violence Research, 11(2), 159–170. https://doi.org/10.5249/jivr.v11i2.1102

PSY FPX 5120 Assessment 3 Aggression Intervention Training

Swit, C. S., McMaugh, A. L., & Warburton, W. A. (2018). Teacher and parent perceptions of relational and physical aggression during early childhood. Journal of Child and Family Studies, 27(1), 118–130. https://doi.org/10.1007/s10826-017-0861-y

Yaros, A., Lochman, J. E., Rosenbaum, J., & Jimenez‐Camargo, L. A. (2014). Real‐time hostile attribution measurement and aggression in children. Aggressive Behavior, 40(5), 409–420.