An intervention for relational and physical aggression in early childhood: A preliminary study

Ostrov, Jamie M.; Massetti, Greta M.; Stauffacher, Kirstin; Godleski, Stephanie A.; Hart, Katie; Karch, Kathryn M.; Mullins, Adam D.; Ries, Emily E.

doi:10.1016/j.ecresq.2008.08.002

Cited by 66 publications

(51 citation statements)

References 59 publications

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“…Recent work using the KiVa antibullying curriculum among Finnish youth (e.g., Karna et al, 2011) has also demonstrated promising findings with regard to multiple subtypes of bullying and peer victimization including electronic forms of victimization (Williford et al, 2013). Finally, the initial trial of the Early Childhood Friendship Project has shown large reductions in relational aggression and physical victimization, moderate reductions in physical aggression, and small effects for relational victimization (Ostrov et al, 2009). The Early Childhood Friendship Project was developed on several principles, which included but was not limited to the following: (a) Social modeling of problem solving and conflict resolution strategies in a developmentally appropriate manner (e.g., puppets and stories) would decrease aggression and victimization, (b) reductions in classroom-level aggressive behavior would result from modifying reinforcement contingencies within the peer context, and (c) social and emotional skills training would reduce aggression=victimization and enhance positive interactions among peers, as well as facilitate friendship formation.…”

Section: Crucial Future Directions and Recommendationsmentioning

confidence: 99%

Future Directions for Research on the Development of Relational and Physical Peer Victimization

Ostrov

Kamper

2015

Journal of Clinical Child & Adolescent Psychology

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Section: Crucial Future Directions and Recommendationsmentioning

confidence: 99%

Future Directions for Research on the Development of Relational and Physical Peer Victimization

Ostrov

Kamper

2015

Journal of Clinical Child & Adolescent Psychology

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“…Es por ello importante tratar de reducir y prevenir este tipo de comportamiento desde edades tempranas. Numerosas investigaciones señalan la relación existente entre los problemas de conducta y la competencia social, considerándose esta últi-ma, factor de protección frente a la aparición de diversos comportamientos desadaptativos (Farrington, 2005;Ostrov et al, 2009;Patterson, Capaldi y Bank, 1991) Existe un alto grado de consenso en la idea de que la competencia social, como factor de protección de las relaciones entre iguales en la infancia, contribuye significativamente al desarrollo del correcto funcionamiento interpersonal y proporciona oportunidades únicas para elaprendizaje de habilidades específicas que no pueden lograrse de otra manera ni en otros momentos (Amesty y Clinton, 2009;Monjas y González, 2000).…”

Section: Introductionunclassified

Aprender a Convivir. Un programa para la mejora de la competencia social del alumnado de Educación Infantil y Primaria

Corredor¹,

Justicia-Arráez²,

Pichardo³

et al. 2017

EJREP

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Los problemas de conducta son una realidad constatada en las aulas. Se confirma, por una parte, que las edades en las que aparecen son cada vez más tempranas y, por otra, que no existen intervenciones que garanticen la disminución de este tipo de conductas, dirigidas a la población infantil. Tanto las investigaciones como las evidencias previas al respecto ponen de manifiesto la relevancia de trabajar la competencia social con el alumnado de Educación Infantil y Primaria como factor de protección frente a los problemas de conducta. Frente a este problema social y educativo, países norteamericanos y europeos han dado respuesta a través de la inclusión en el curriculum de programas de prevención universal que garantizan el aprendizaje de la competencia social en las escuelas.En este sentido, el programa Aprender a Convivir, pionero en este ámbito, pretende ser una intervención innovadora y preventiva que favorece el óptimo desarrollo de conductas prosociales en niños y niñas de tres a siete años. A través de la inclusión de contenidos tales como normas, sentimientos y emociones, empatía, habilidades de comunicación, habilidades de interacción personal, asertividad o resolución de conflictos, entre otros, se favorece el aprendizaje de la competencia social a la vez que se reducen los problemas de conducta. Hecho que, a largo plazo, garantiza la prevención del comportamiento antisocial.La presente aportación pretende, por un lado, poner de manifiesto la importancia de trabajar desde las escuelas la competencia social y, por otro, dar a conocer el programa Aprender a Convivir, una propuesta educativa implementada en diferentes ciudades españolas (Granada, Zaragoza) además de en otros países de habla hispana (Bolivia, República Dominicana), que ha obtenido resultados significativos para el aprendizaje de la competencia social y la reducción de problemas de conducta.

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“…이러 한 공격성 연구의 흐름 속에서 Little et al(2003) Bonica et al, 2003;Ostrov et al, 2004). Ostrov et al(2004) [ Eisenberg et al, 1993;Rubin et al, 1991;Stocker & Dunn, 1990 (Campbell, 1995;Hart et al, 1998;Oweus, 1991 …”

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Children's Relational and Overt Aggression in relation to their Negative Emotionality, Emotional Regulation, and Maternal Parenting Behaviors

Kwon¹

2011

Korean Journal of Human Ecology

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This study examined the effects of children's negative emotionality, emotional regulation, and maternal parenting behaviors on their relational and overt aggression. The participants were 355 children(174 boys, 181 girls; aged 4-5 years old) and their mothers. The teachers completed rating scales to measure the children's aggression and emotion regulation. The children's negative emotionality and maternal parenting behaviors were assessed by a mother reported questionnaire. The collected data was analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Results showed that Children's negative emotionality was positively related to their relational and overt aggression. Children's emotional regulation had a negative relation to their relational and overt aggression. Mother's limit-setting and rejection-neglect was significantly related to children's relational aggression, whereas mother's warmth-encouragement and rejection-neglect was negatively related to children's overt aggression. Hierarchical regression analysis indicated that the interaction of children's negative emotionality and mother's overprotection-permission predicted children's overt aggression. Children's negative emotionality, whose mothers demonstrated middle and high level of overprotection-permission, was associated significantly with overt aggression. In addition, the association between mother's parenting behaviors and children's aggressions were mediated by their emotion regulation. The findings point to similarities and differences between relational and overt aggression in relation to children's negative emotionality, emotional regulation and maternal parenting behaviors.

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An intervention for relational and physical aggression in early childhood: A preliminary study

Cited by 66 publications

References 59 publications

Future Directions for Research on the Development of Relational and Physical Peer Victimization

Future Directions for Research on the Development of Relational and Physical Peer Victimization

Aprender a Convivir. Un programa para la mejora de la competencia social del alumnado de Educación Infantil y Primaria

Children's Relational and Overt Aggression in relation to their Negative Emotionality, Emotional Regulation, and Maternal Parenting Behaviors

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