Changing the way children "think" about aggression: Social cognitive effects of a preventive intervention for early elementary school urban youth
dc.contributor.author | Huesmann, L. Rowell | |
dc.contributor.author | Guerra, Nancy G. | |
dc.contributor.author | Henry, David | |
dc.contributor.author | Tolan, Patrick | |
dc.date.accessioned | 2011-04-05T15:05:03Z | |
dc.date.accessioned | 2011-04-05T15:05:03Z | |
dc.date.available | 2011-04-05T15:05:03Z | en_US |
dc.date.issued | 2007 | |
dc.identifier.citation | The Metropolitan Area Child Research Group [Huesmann, L. R., Guerra, N. G., Henry, D., & Tolan, P.] (2007). Changing the way children "think" about aggression: Social cognitive effects of a preventive intervention for early elementary school urban youth. Journal of Consulting and Clinical Psychology, 75(1), 160-167. | |
dc.identifier.citation | The Metropolitan Area Child Research Group [Huesmann, L. R., Guerra, N. G., Henry, D., & Tolan, P.] (2007). Changing the way children "think" about aggression: Social cognitive effects of a preventive intervention for early elementary school urban youth. Journal of Consulting and Clinical Psychology, 75(1), 160-167. | |
dc.identifier.uri | https://hdl.handle.net/2027.42/83437 | |
dc.description.abstract | The study reports social-cognitive outcomes of interventions in a cluster-randomized school-based aggression prevention trial in low and moderate resource urban communities. Targeted social cognitions were aggressive responses, aggressive/prosocial fantasy, and normative beliefs supporting aggression. Participants were 1,484 early elementary school-age children selected for aggression above school medians. Schools received no treatment, curriculum plus teacher consultation (Level A), or Level A plus small-group training (Level B) over 2 years. The Level A condition changed the social cognitions supporting aggression in the desired direction but only in the moderate resource communities. The small-group component did not appear to add to the effect of the Level A condition. Findings suggest that early prevention can modify children’s social cognitions in moderate resource communities. | en_US |
dc.description.sponsorship | This research was supported in part by grants from the National Institute of Mental Health, the National Institute of Child Health and Development, and the Centers for Disease Control and Prevention. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | Prevention | en_US |
dc.subject | Social Cognition | en_US |
dc.subject | Aggression | en_US |
dc.subject | School-based Intervention | en_US |
dc.title | Changing the way children "think" about aggression: Social cognitive effects of a preventive intervention for early elementary school urban youth | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Social Sciences (General) | |
dc.subject.hlbtoplevel | Social Sciences | |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/83437/1/2007.MetropolitanResearchGroup.Changingthewaychildrenthink.JCCP.pdf | |
dc.identifier.source | Journal of Consulting and Clinical Psychology | en_US |
dc.owningcollname | Institute for Social Research (ISR) |
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