Hudley C, Friday J
Graduate School of Education, University of California, Santa Barbara 93106, USA.
Am J Prev Med. 1996 Sep-Oct;12(5 Suppl):75-81.
This article looks at a cognitive behavioral intervention designed to reduce minority youths' (Latino and African-American boys) levels of reactive peer-directed aggression. The BrainPower Program trains aggressive boys to recognize accidental causation in ambiguous interactions with peers. The objective of this research is to evaluate the effectiveness of this attribution retraining program in reducing levels of reactive, peer-directed aggression. This research hypothesizes that aggressive young boys' tendency to attribute hostile intentions to others in ambiguous social interactions causes display of inappropriate, peer-directed aggression. A reduction in attributional bias should produce a decrease in reactive physical and verbal aggression directed toward peers. A 12-session, attributional intervention has been designed to reduce aggressive students' tendency to infer hostile intentions in peers following ambiguous peer provocations. The program trains boys to (1) accurately perceive and categorize the available social cues in interactions with peers, (2) attribute negative outcomes of ambiguous causality to accidental or uncontrollable causes, and (3) generate behaviors appropriate to these retrained attributions. African-American and Latino male elementary-school students (N = 384), in grades four-six, served as subjects in one of three groups: experimental attribution retraining program, attention training, and no-attention control group. Three broad categories of outcome data were collected: teacher and administrator reports of behavior, independent observations of behavior, and self-reports from participating students. Process measures to assess implementation fidelity include videotaped training sessions, observations of intervention sessions, student attendance records, and weekly team meetings. The baseline data indicated that students who were evenly distributed across the four sites were not significantly different on the baseline indicators: student cognitions, teacher perceptions of behavior, and student suspension rates. Substantial evidence has shown that aggressive boys tend to attribute hostile intentions to peers, often resulting in inappropriate retaliatory aggression. The BrainPower Program was designed to determine whether psychoeducational strategies in a school context are effective in reducing attributional bias and whether such reductions significantly reduce aggressive behavior.
本文探讨了一种认知行为干预措施，旨在降低少数族裔青少年（拉丁裔和非裔美国男孩）针对同伴的反应性攻击水平。“脑力计划”训练具有攻击性的男孩在与同伴的模糊互动中识别意外因果关系。本研究的目的是评估这种归因再训练计划在降低针对同伴的反应性攻击水平方面的有效性。本研究假设，具有攻击性的年轻男孩在模糊的社会互动中倾向于将敌意意图归因于他人，这会导致表现出不适当的、针对同伴的攻击行为。归因偏差的减少应该会导致针对同伴的反应性身体攻击和言语攻击的减少。已设计了一个为期12节的归因干预措施，以减少攻击性学生在同伴模棱两可的挑衅后推断同伴怀有敌意意图的倾向。该计划训练男孩：（1）在与同伴互动中准确感知和分类可用的社会线索；（2）将因果关系模糊的负面结果归因于意外或不可控原因；（3）产生与这些重新训练的归因相适应的行为。四至六年级的非裔美国和拉丁裔男小学生（N = 384）作为三个组之一的受试者：实验性归因再训练计划组、注意力训练组和无注意力控制组。收集了三大类结果数据：教师和管理人员的行为报告、行为的独立观察结果以及参与学生的自我报告。评估实施保真度的过程指标包括训练课程录像、干预课程观察、学生出勤记录和每周团队会议。基线数据表明，在四个地点均匀分布的学生在基线指标上没有显著差异：学生认知、教师对行为的看法以及学生停学率。大量证据表明，具有攻击性的男孩倾向于将敌意意图归因于同伴，这往往会导致不适当的报复性攻击行为。“脑力计划”旨在确定学校环境中的心理教育策略在减少归因偏差方面是否有效，以及这种减少是否能显著减少攻击行为。
