Hudley & Graham, 1993: Learning to understand ambiguous social interactions as not hostile reduced hostility and aggression among African American elementary students over two weeks
Reference:
Hudley, C., & Graham, S. (1993). An attributional intervention to reduce peer-directed aggression among African-American boys. Child development, 64(1), 124-138.
Download PDFSummary:
African American 3rd through 5th grade boys in low-income schools identified by teacher ratings and peer nominations as aggressive completed a 12-lesson intervention using role-playing, discussion of personal experiences, and other experiences to encourage them (1) to accurately understand cues provided by others in social interactions, (2) to attribute ambiguous negative social encounters to nonhostile intentions, and (3) to respond appropriately. As compared to children in two control conditions, this intervention reduced perceptions of hostility in hypothetical peer encounters and teacher ratings of aggression two weeks after the intervention.
Psychological Process:
What Desired Meaning is At Stake?
What is the Person Trying to Understand?
Personal and Social ExperiencesApproach to Desired Meaning
What about it?
Changing beliefs in and about interpersonal conflicts and interactionsHow?
Psychological Question Addressed
How can I better manage this conflict?How can I better manage this conflict?Psychological Question Addressed
How can I better manage this conflict?Psychological Process 2:
Psychological Process 3:
Social Area:
Interpersonal relationships and behavior
Intervention Technique:
Prompting with information