现有关系攻击行为干预项目综述：优势、局限与未来方向
A Review of Existing Relational Aggression Programs: Strengths, Limitations, and Future Directions.
作者信息
Leff Stephen S, Waasdorp Tracy Evian, Crick Nicki R
机构信息
The Children's Hospital of Philadelphia and University of Pennsylvania School of Medicine.
出版信息
School Psych Rev. 2010;39(4):508-535.
Abstract
Research suggests that involvement in relational aggression is associated with serious adjustment problems, including concurrent and future social maladjustment (e.g., problematic friendships; rejection), internalizing problems (e.g., depressive symptoms), and school avoidance. Despite the burgeoning literature focusing on the harmful and damaging nature of relationally aggressive behavior, this research has only recently begun to be used to inform school-based prevention and intervention programming. This article reviews the developmental research related to relational aggression and presents a systematic examination of nine published school-based prevention and intervention programs to prevent relational aggression. Programs reviewed target preschool through eighth-grade students. Strengths and limitations of each program are discussed. Recommendations are offered for future research to develop and validate school-based programming for relational aggression, and implications for school psychologists are discussed.
摘要
研究表明，参与关系攻击行为与严重的适应问题相关，包括同时期和未来的社会适应不良（例如，问题友谊；被排斥）、内化问题（例如，抑郁症状）以及逃学。尽管有大量文献关注关系攻击行为的有害和破坏性本质，但这项研究直到最近才开始被用于为基于学校的预防和干预项目提供信息。本文回顾了与关系攻击相关的发展性研究，并对九个已发表的预防和干预关系攻击行为的基于学校的项目进行了系统考察。所审查的项目针对的是从幼儿园到八年级的学生。讨论了每个项目的优点和局限性。为未来开展和验证针对关系攻击行为的基于学校的项目的研究提供了建议，并讨论了对学校心理学家的启示。
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