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.

Full-text preview

Available from:
  • Source
    • "). In addition, this measure has been used in many studies with impoverished and/or ethnic minority youth (Leff, Gullan, et al., 2009; Leff, Waasdorp, Paskewich, et al., 2010; Murray-Close, Crick, & Galotti, 2006). "
    [Show abstract] [Hide abstract]
    ABSTRACT: Objective: To determine the effectiveness of the Friend to Friend (F2F) aggression prevention program through a clinical trial with urban African American girls. Method: A randomized parallel-group study design was conducted comparing the effectiveness of F2F to an attention control condition (called Homework, Study Skills, and Organization, HSO) among relationally aggressive girls from 6 urban low-income elementary schools. Analyses of covariance were utilized for comparing posttest measurements from the 2 conditions while adjusting for pretest measurements. To further explore program outcomes, we examined whether the significant intervention effects were maintained from posttest to follow-up among girls in the F2F group. Results: Results suggest that aggressive girls in F2F decreased their levels of relational aggression and increased their knowledge of social problem solving skills in comparison with similar girls randomized to HSO. Each of these findings was maintained at the 1-year follow-up. Conclusion: The F2F Program, a culturally adapted group intervention addressing multiple forms of aggression, appears to have promise for decreasing relational aggression and improving knowledge of problem solving skills for urban high risk aggressive girls, with results that are maintained 1 year after treatment.
    Full-text · Article · Oct 2015 · Psychology of Violence
  • Source
    • "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. "
    [Show abstract] [Hide abstract]
    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.
    Full-text · Article · Mar 2014 · Educational Psychology Review
  • Source
    • "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). "
    [Show abstract] [Hide abstract]
    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.
    Full-text · Article · Jul 2011 · American Journal of Community Psychology
Show more