Teaching Problem-Solving and Leadership to Young Urban African-American Girls Reduces Their Relational Aggression

CHOP study demonstrated continued effects one year later

Nov 23, 2015, 11:33 ET from The Children's Hospital of Philadelphia

PHILADELPHIA, Nov. 23, 2015 /PRNewswire-USNewswire/ -- A new study from the Violence Prevention Initiative at The Children's Hospital of Philadelphia (CHOP) suggests that educators, particularly in urban schools, should teach elementary school-aged girls problem-solving skills and provide them leadership opportunities as a way to reduce their relational aggression. Relational aggression includes using gossip and social exclusion to harm others, which is the most common form of aggression among girls.

Published in the journal Psychology of Violence, the study was a randomized control trial with third- to fifth-grade urban African-American girls to evaluate the effectiveness of the Friend to Friend (F2F) aggression prevention program.

F2F is the first and only relational aggression intervention to demonstrate a decrease in relationally aggressive behaviors among urban minority girls that continued at least a year after the conclusion of the program. Specifically, it improved the girls' social problem-solving knowledge and decreased their levels of relational aggression. 

"Including this type of positive skill development in urban school curricula is important because children attending inner-city, under-resourced schools are at high risk for emotional and behavioral problems," says psychologist Stephen Leff, PhD, the study's lead author, and co-director of the Violence Prevention Initiative (VPI). "There is evidence that having these skills and positive leadership opportunities increases the students' resilience and leads to better future social interactions. This positive approach is infused into the school-based prevention programs that are part of our Violence Prevention Initiative at CHOP."

The study team developed and refined the program through more than a decade of committed research at CHOP, in partnership with key community stakeholders. "This partnership approach was used to develop F2F curricula, as well as the innovative teaching modalities utilized in the program, such as cartoons, videos, and role-plays," says Brooke Paskewich, PsyD, a psychologist and VPI program manager. "Involving students, teachers, and parents in the design of the program helped to ensure its cultural sensitivity, developmental appropriateness, and engagement of urban minority youth."  

F2F is a 20 session pull-out small group program that is conducted for 40 minutes over the lunch-recess period. It teaches social problem-solving strategies and provides opportunities for the girls to co-lead classroom sessions of F2F for their peers. A pilot study published in 2009 established the promise of F2F in decreasing relational aggression among elementary school-aged girls in two urban elementary schools.

The current study involved 144 relationally aggressive girls from 44 different classrooms across six elementary schools in the School District of Philadelphia. The researchers used peer report measures to determine eligibility for the intervention. Participants were randomly assigned to either F2F or to a control group that used a homework and study-skills development program.

"Teachers were vital implementation partners for us, particularly in reinforcing newly learned pro-social skills and strategies outside of the structured sessions," says Leff. "Having their buy-in and support was essential."

The study group found significant improvements on self-report and teacher-report measures completed before and after implementing the program. In a one year follow-up, the participants' new teachers completed the same measures about the students' social behaviors as their previous teachers the year before. Notably, the new teachers were unaware of the girls' aggressive and intervention status, a fact that helped to strengthen the validity of the findings.

"This study demonstrates not only the effect of a specific aggression prevention program, but also the promise of curricula that emphasize social problem-solving and leadership skills to reduce relational aggression in urban schools," says Leff.

About The Violence Prevention Initiative at The Children's Hospital of Philadelphia: The Violence Prevention Initiative (VPI) was established in 2013 as a CHOP-wide effort to interrupt the cycle of violence. VPI builds on years of hospital and community partnership and research to address bullying, assault re-injury and domestic violence. Through the practice of trauma-informed care, in which we recognize that traumatic experiences affect how people respond to our outreach and services, we hope to become a national model for hospital-led youth violence prevention. To learn more about VPI visit https://injury.research.chop.edu/violence-prevention-initiative.

About The Children's Hospital of Philadelphia: The Children's Hospital of Philadelphia was founded in 1855 as the nation's first pediatric hospital. Through its long-standing commitment to providing exceptional patient care, training new generations of pediatric healthcare professionals and pioneering major research initiatives, Children's Hospital has fostered many discoveries that have benefited children worldwide. Its pediatric research program is among the largest in the country. In addition, its unique family-centered care and public service programs have brought the 535-bed hospital recognition as a leading advocate for children and adolescents. For more information, visit http://www.chop.edu.

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CONTACT:  Joey McCool Ryan
The Children's Hospital of Philadelphia
mccool@email.chop.edu
(267) 426-6070

Photo - http://photos.prnewswire.com/prnh/20151123/290150

 

SOURCE The Children's Hospital of Philadelphia



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