The Preventing Relational Aggression in Schools Everyday Program: A Preliminary Evaluation of Acceptability and Impact.

TitleThe Preventing Relational Aggression in Schools Everyday Program: A Preliminary Evaluation of Acceptability and Impact.
Publication TypeJournal Article
Year of Publication2010
AuthorsLeff SS, Waasdorp TEvian, Paskewich B, Gullan RLakin, Jawad AF, MacEvoy J P, Feinberg BE, Power TJ
JournalSchool Psych Rev
Volume39
Issue4
Pagination569-587
Date Published2010 Dec
ISSN0279-6015
Abstract

Despite recent research suggesting that relationally aggressive behaviors occur frequently and may lead to physically aggressive actions within urban school settings, there has been little prior research to develop and evaluate relational aggression prevention efforts within the urban schools. The current article describes the development and preliminary evaluation of the Preventing Relational Aggression in Schools Everyday (PRAISE) Program. PRAISE is a 20-session classroom-based universal prevention program, designed to be appropriate and responsive to the needs of youth within the urban school context. Results suggest strong acceptability for the program and feasibility of implementation. Further, the program was especially beneficial for girls. For instance, girls in classrooms randomly assigned to the PRAISE Program demonstrated higher levels of knowledge for social information processing and anger management techniques and lower levels of relational aggression following treatment as compared to similar girls randomly assigned to a no-treatment control condition. Further, relationally aggressive girls exhibited similar benefits from the program (greater knowledge and lower levels of relational aggression) plus lower levels of overt aggression following treatment as compared to relationally aggressive girls within the control classrooms. In contrast, the program was not associated with improvements for boys across most measures. The significance and implications of the findings for research and practice are discussed.

Alternate JournalSchool Psych Rev
PubMed ID21686034
PubMed Central IDPMC3113534
Grant ListR01 MH075787-03 / MH / NIMH NIH HHS / United States
R01 MH075787-04 / MH / NIMH NIH HHS / United States
R34 MH072982-03 / MH / NIMH NIH HHS / United States