PSY FPX 5120 Assessment 3 Aggression Intervention Training

Assessment 3 Aggression Intervention Training

Name

Capella university

PSY FPX 5120 Social Psychology

Prof. Name

Date

Aggression Intervention Training in Schools

Aggression within school settings is a paramount concern, requiring all staff to possess an understanding and appropriate response mechanisms. Elevated aggression levels in students correlate with various mental health issues, making it a significant risk factor affecting their social, mental, and physical well-being (Belden et al., 2012). Notably, aggression’s impact extends beyond the individual student, influencing peers and teachers alike. Social interactions and relationships significantly shape children’s emotions and reasoning, impacting their social information processing (Yaros et al., 2014). Hostile environments foster hostile attributions, potentially leading to aggressive behaviors in classrooms (Yaros et al., 2014). Therefore, teachers must comprehend their own reactions and triggers, grasp the aggressors’ self-concept, and possess the skills to mitigate aggressive situations.

Program Focus and Structure

This aggression intervention plan aims to empower teachers with tools for fostering positive social skills and reducing classroom aggression. Social learning plays a pivotal role, wherein teachers model appropriate behavior to deter aggression and promote prosocial conduct (Swit et al., 2018). The program comprises a 2.5-hour session structured as follows:

• Pre-Test
• Framing the Importance of Aggression Intervention Strategies
• Defining Goals and Objectives
• Aggressive Intervention Strategies (including interactive demonstrations)
• Post Test
• Recommendations for the Future

Goals and Objectives

The program aims to achieve the following objectives:

• Enhance staff awareness of their reactions and triggers.
• Enable staff to swiftly assess aggressors’ self-concept.
• Equip staff with a toolbox of techniques to de-escalate aggressive situations.
• Foster ongoing staff development in aggression intervention.
• Promote a safe and inclusive school environment for staff and students.

Interventions

Effective interventions to minimize aggression include neutral redirection, cognitive reappraisal, and preventative measures.

Neutral Redirection Intervention

Neutral redirection involves guiding children away from aggressive behavior without punitive actions (Austin, 2023). For instance, instead of reprimanding a student for hitting peers, teachers redirect them to use verbal communication to express their needs.

Cognitive Reappraisal Intervention

Cognitive reappraisal entails recognizing and re-evaluating negative thoughts to regulate emotions and responses (Denson, 2015). It cultivates mindfulness, encourages problem-solving, and bolsters self-esteem (Field et al., 2014).

Preventative Measures

Providing timely praise, maintaining enriched classroom activities, and understanding student preferences are crucial preventative measures (Austin, 2023). These foster positive behaviors and minimize frustration, thereby reducing the likelihood of aggression.

Social Self-Concept

Educators’ understanding of their social self-concept influences their ability to manage aggression effectively (Swit et al., 2018). By modeling positive social skills, teachers contribute to a supportive classroom environment conducive to conflict resolution and social growth.

Evaluation

The ATAS scale assesses attitudes towards aggression, comprising various components such as offensive attitude and communicative attitude (Olabisis et al., 2020). Pre and post-tests using this scale evaluate the effectiveness of the intervention.

Recommendations

Upon completing the training, teachers should undertake a post-test and recognize the need for ongoing training to reinforce intervention strategies.

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.

PSY FPX 5120 Assessment 3 Aggression Intervention Training

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

PSY FPX 5120 Assessment 3 Aggression Intervention Training

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 Yaros, A., Lochman, J. E., Rosenbaum, J., & Jimenez‐Camargo, L. A. (2014). Real‐time hostile attribution measurement and aggression in children. Aggressive Behavior, 40(5), 409–420.

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 5120 Assessment 3 Aggression Intervention Training

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. PSY FPX 5120 Assessment 3 Aggression Intervention Training

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. PSY FPX 5120 Assessment 3 Aggression Intervention Training

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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