PSY FPX 5120 Assessment 3

Aggression Intervention Training in Schools

School aggression is a priority concern that requires all the staff to possess an understanding and response mechanism. High student aggression levels are linked with various mental health issues, and hence it is a serious risk factor that affects their social, mental, and physical well-being (Belden et al., 2012). Notably, aggression’s effect also extends beyond the individual pupil to impact others as well as educators. Children’s emotions and cognitive processes are considerably influenced by their social relations and interactions that control their social information processing (Yaros et al., 2014). Hostile conditions lead to hostile attributions that can generate aggressive classroom conduct (Yaros et al., 2014). Teachers should therefore know how they react and what triggers them, know how the aggressors see themselves, and be able to calm down aggressive scenarios.

Program Focus and Structure

This aggression intervention program is intended to prepare teachers with the skills of promoting healthy social behavior and reducing classroom aggression. Social learning is a key element, whereby teachers serve as a model to discourage aggression and promote prosocial behavior (Swit et al., 2018). The program involves a 2.5-hour workshop structured as follows:

• Pre-Test
• Setting the Significance of Aggression Intervention Strategies
• Establishing Goals and Objectives
• Aggressive Intervention Strategies (interactive demonstrations included)
• Post Test
• Recommendations for the Future

Goals and Objectives

The program has the following objectives:

• Increase staff awareness of their triggers and responses.
• Assist staff in quickly assessing aggressors’ self-concept.
• Offer staff a “toolbox” of strategies for defusing aggressive interactions.
• Encourage ongoing staff development in aggression intervention.
• Promote a safe and nurturing school climate for students and staff.

Interventions

Effective intervention against aggression involves neutral redirection, reappraisal of cognition, and prevention.

Neutral Redirection Intervention

Neutral redirection is redirecting children away from aggressive action without punishing them (Austin, 2023). For instance, instead of scolding a student for hitting other students, teachers redirect them to express their needs verbally.

Cognitive Reappraisal Intervention

Cognitive reappraisal is the process of identifying and reinterpreting negative thoughts to regulate emotion and response (Denson, 2015). It fosters mindfulness, problem-solving, and self-esteem (Field et al., 2014).

Preventative Measures

Providing immediate praise, maintaining enriched classroom activities, and observing student likes are essential preventative measures (Austin, 2023). These encourage good behavior and minimize frustration, thereby reducing aggression.

Social Self-Concept

Teachers’ social self-concept awareness influences their effective aggression management (Swit et al., 2018). Teachers, through displaying good social skills, create a peaceful classroom environment conducive to conflict resolution and social growth.

Evaluation

The ATAS scale measures attitudes towards aggression, with several components such as offensive attitude and communicative attitude (Olabisis et al., 2020). Pre- and post-tests performed using this scale assess the efficacy of the intervention.

Recommendations

Once they finish the training, teachers must take a post-test and sign a statement that they will require ongoing training to assist in intervention approaches.

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.