PSY FPX 5120 Assessment 4 Team Training Program to Minimize Group Thinking

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Capella University

PSY FPX 5120 Social Psychology

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Aggression Intervention Training in Schools

Aggression in schools is a critical concern, and staff should be adequately trained to understand and respond appropriately. It is particularly troubling that students exhibiting increased aggression are more likely to develop various mental health issues. Aggression is a major psychopathological risk factor, affecting students’ social, mental, and physical health (Belden et al., 2012). While aggression significantly impacts the individual child, it also has a profound effect on their peers and teachers. Social psychology suggests that a child’s emotions and reasoning are shaped by their social interactions and relationships, which influences how they process social information (Yaros et al., 2014). Social environments can heavily contribute to aggressive behaviors, as hostile settings may cause children to perceive threats and form hostile attributions, leading to aggressive behaviors in the classroom (Yaros et al., 2014). Teachers must be trained to understand their own reactions to aggression, assess the root causes of a child’s aggressive behavior, and utilize appropriate strategies to de-escalate these situations. This training program is designed to provide these essential skills.

Program Focus and Structure

The primary goal of this aggression intervention program is to provide teachers with the tools needed to foster positive social skills among students and reduce classroom aggression. Social psychology plays a significant role in this initiative, as social learning is crucial to student behavior. When teachers use positive social communication skills to address unacceptable behavior through interventions, students are less likely to react aggressively and are more likely to adopt prosocial behavior (Swit et al., 2018). The program consists of a 2.5-hour session, structured as follows:

Session Components Pre-Test Importance of aggression intervention strategies in schools Defining Goals and Objectives Aggressive intervention strategies (with audience interaction and examples of behaviors) Post-Test Recommendations for future practice

Goals and Objectives

Staff will recognize their own reactions and triggers. Staff will quickly assess the aggressor’s self-concept. Staff will develop a toolbox of methods and techniques for minimizing or de-escalating aggressive situations. Staff will improve their ability to intervene in aggression through continued training. Staff will apply this training to create a safe and inclusive school environment for both students and staff.

Interventions

Interventions that aim to minimize or de-escalate aggression include neutral redirection, cognitive reappraisal, and implementing preventive measures.

Neutral Redirection Intervention

Redirection is one of the most common methods for addressing aggressive behavior in children and must be carried out in a neutral manner. This involves stopping the child’s aggressive actions and guiding them toward the desired behavior (Austin, 2023). For instance, if a student is hitting others to reach a certain location, the teacher should stop the hitting and suggest that the student ask their peers to move using their words rather than actions. It is crucial that the teacher refrains from scolding or physically reprimanding the child, as this can model aggression instead of preventing it. Neutral redirection highlights the importance of social skills in a child’s social development.

Cognitive Reappraisal Intervention

Cognitive reappraisal involves identifying negative thoughts and re-evaluating them to regulate emotions and reactions (Denson, 2015). This intervention can be effective even after a negative incident. It equips students with the ability to recognize and manage their emotions, contributing to their overall social development. Mindfulness, breathing techniques, and evaluating situations are key components of cognitive reappraisal. For example, a student who tears up their paper out of frustration with a math problem can learn to manage their emotions and seek help instead. This strategy also strengthens self-efficacy and self-esteem, which are crucial for students’ social and emotional well-being (Field et al., 2014).

Preventive Measures

Aggressive behaviors in the classroom can often be prevented through proactive measures. Praising students for appropriate behavior in a timely manner and ensuring the classroom is filled with engaging activities are two essential strategies (Austin, 2023). A well-structured classroom helps reduce boredom, which can lead to disruptive or aggressive behaviors. Teachers should also be mindful of each student’s motivators and preferences, fostering positive relationships and promoting an inclusive environment (Austin, 2023).

Social Self-Concept

Educators’ understanding of social self-concept plays a significant role in recognizing their own reactions and triggers as well as assessing the aggressor’s self-concept. Self-concept refers to how individuals perceive themselves in relation to others, and it has a profound impact on aggression (Swit et al., 2018). Students who feel isolated or fail to see the severity of their actions are more likely to engage in aggressive behavior. Teachers should model appropriate social behavior and help students set achievable goals, which can foster self-efficacy and self-esteem (Salimi et al., 2019). By doing so, teachers create an environment where students feel empowered to overcome challenges without resorting to aggression.

Evaluation

The Attitudes Towards Aggression Scale (ATAS) will be used to assess the impact of the intervention. This 47-item scale includes eight aggression-related components: offensive, functional, communicative, violent reaction, destructive, normal reaction, protective, and intrusive attitudes (Olabisis et al., 2020). Both pre- and post-tests will be administered using the same scale to evaluate the changes in attitudes toward aggression after the training.

Recommendations

Upon completion of this training, teachers will take a post-test on their attitudes toward aggression. It is important to note that this training is only the beginning, and continued professional development is necessary to refine and enhance the intervention strategies learned.

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. 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., & Oluwamuyiwa, O. (2020). Experience and attitude of psychiatric nurses toward inpatient aggression in a Nigerian psychiatric hospital. 12, 1547.

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

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