Initial Validation of a Knowledge-Based Measure of Social Information Processing and Anger Management

The Children's Hospital of Philadelphia and The University of Pennsylvania School of Medicine, Philadelphia, PA, USA.
Journal of Abnormal Child Psychology (Impact Factor: 3.09). 05/2010; 38(7):1007-20. DOI: 10.1007/s10802-010-9419-9
Source: PubMed


Over the past fifteen years many schools have utilized aggression prevention programs. Despite these apparent advances, many programs are not examined systematically to determine the areas in which they are most effective. One reason for this is that many programs, especially those in urban under-resourced areas, do not utilize outcome measures that are sensitive to the needs of ethnic minority students. The current study illustrates how a new knowledge-based measure of social information processing and anger management techniques was designed through a partnership-based process to ensure that it would be sensitive to the needs of urban, predominately African American youngsters, while also having broad potential applicability for use as an outcome assessment tool for aggression prevention programs focusing upon social information processing. The new measure was found to have strong psychometric properties within a sample of urban predominately African American youth, as item analyses suggested that almost all items discriminate well between more and less knowledgeable individuals, that the test-retest reliability of the measure is strong, and that the measure appears to be sensitive to treatment changes over time. In addition, the overall score of this new measure is moderately associated with attributions of hostility on two measures (negative correlations) and demonstrates a low to moderate negative association with peer and teacher report measures of overt and relational aggression. More research is needed to determine the measure's utility outside of the urban school context.

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    • "It is important that the measures chosen to evaluate the efficacy of SEL intervention studies are culturally equivalent, ecologically valid (Castro et al. 2004), and linguistically accessible (Ramirez et al. 2005) across subgroups. A few measures that have applicability for use as assessment tools in studies evaluating the efficacy of SEL programming for children from diverse populations have been developed (e.g., Leff et al. 2010), but much more work needs to be done in this area. Second, a single type of outcome measure for evaluating the efficacy of SEL programs does not exist. "
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    ABSTRACT: The primary goal of this article is to situate the findings from evidence-based studies of social emotional learning (SEL) interventions into a broader social context by reframing the discussion to consider how aspects of sociocultural competence impact the development and delivery of programs. The limitations of current SEL intervention efforts are discussed and a multilevel heuristic model that identifies and defines the theoretical constructs that we believe are culturally bound and associated with the content, implementation, and evaluation components of SEL intervention programs is presented. We point out constraints associated with this effort and offer specific strategies and activities by which school personnel involved in these activities can be encouraged to embrace socioculturally based SEL practices in their classrooms and offer guidance for future research.
    Educational Psychology Review 03/2014; 26(1). DOI:10.1007/s10648-014-9253-7 · 2.40 Impact Factor
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    • "In situations like this it is important for researchers to balance the goals of the research team with the needs of the community. However, having partners in the community may increase the cultural sensitivity of the research being conducted, and that contribution makes PAR extremely valuable, despite these possible challenges (Hughes 2002; Leff et al. 2010a; Nastasi et al. 2000). "
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    ABSTRACT: The current study illustrates how researchers developed and validated a cartoon-based adaptation of a written hostile attributional bias measure for a sample of urban, low-income, African American boys. A series of studies were conducted to develop cartoon illustrations to accompany a standard written hostile attributional bias vignette measure (Study 1), to determine initial psychometric properties (Study 2) and acceptability (Study 3), and to conduct a test-retest reliability trial of the adapted measure in a separate sample (Study 4). These studies utilize a participatory action research approach to measurement design and adaptation, and suggest that collaborations between researchers and key school stakeholders can lead to measures that are psychometrically strong, developmentally appropriate, and culturally sensitive. In addition, the cartoon-based hostile attributional bias measure appears to have promise as an assessment and/or outcome measure for aggression and bullying prevention programs conducted with urban African American boys.
    American Journal of Community Psychology 07/2011; 49(3-4):332-46. DOI:10.1007/s10464-011-9461-y · 1.74 Impact Factor
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    • "Thus, our research within an under-resourced urban community suggests that relational aggression is a frequent occurrence for both boys and girls. Given recent research suggesting that relationally aggressive actions are viewed as extremely problematic (Leff et al., 2009; Talbott et al., 2002; Waasdorp et al., 2010), and often lead to more physical actions within urban minority samples (Talbott et al., 2002), the development of prevention programs addressing both forms of aggression for both genders is an important avenue of research. "
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    ABSTRACT: Despite recent research suggesting that relationally aggressive behaviors occur frequently and may lead to physically aggressive actions within urban school settings, there has been little prior research to develop and evaluate relational aggression prevention efforts within the urban schools. The current article describes the development and preliminary evaluation of the Preventing Relational Aggression in Schools Everyday (PRAISE) Program. PRAISE is a 20-session classroom-based universal prevention program, designed to be appropriate and responsive to the needs of youth within the urban school context. Results suggest strong acceptability for the program and feasibility of implementation. Further, the program was especially beneficial for girls. For instance, girls in classrooms randomly assigned to the PRAISE Program demonstrated higher levels of knowledge for social information processing and anger management techniques and lower levels of relational aggression following treatment as compared to similar girls randomly assigned to a no-treatment control condition. Further, relationally aggressive girls exhibited similar benefits from the program (greater knowledge and lower levels of relational aggression) plus lower levels of overt aggression following treatment as compared to relationally aggressive girls within the control classrooms. In contrast, the program was not associated with improvements for boys across most measures. The significance and implications of the findings for research and practice are discussed.
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