|Slater I 182
Aggression/Prevention programs: the Promoting Alternative Thinking Strategies curriculum has been demonstrated to reduce aggression by teaching children problem-solving skills, self-control strategies, and emotional awareness (Greenberg, Kusche, Cook, & Quamma, 1995)(1).
Olweus’s Bullying Prevention Program reduces bullying and victimization in schools through school-wide, classroom, and individual components that focus on raising awareness regarding the problem of bullying, enforcing rules against bullying, and increasing supervision of students in areas where bullying frequently occurs (Olweus, Limber, & Mihalic, 1999)(2).
The Fast Track Project has been successful in reducing aggression among high-risk children through a combination of parent training, home visits, social skills training, academic tutoring, and classroom interventions (Conduct Problems Prevention Research Group, 2007)(3).
These programs are among several interventions selected as model or promising approaches to violence prevention from a review of over 900 violence prevention programs (Blueprints for Violence Prevention, 2011).
1. Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopatholog 7,117—136.
2. Olweus, D., Limber, S., &Mihalic, S. F. (1999). Bullying prevention program: Blueprints for violence prevention, book nine. Blueprints for violence prevention series. Boulder Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado.
3. Conduct Problems Prevention Research Group (2007). Fast track randomized controlled trial to prevent externalizing psychiatric disorders: Findings from grades 3 to 9 .Journal of the American Academy of Child and Adolescent Psychiatry, 46, 1250—1262.
Jenifer E. Lansford, “Aggression. Beyond Bandura’s Bobo Doll Studies“, in: Alan M. Slater and Paul C. Quinn (eds.) 2012. Developmental Psychology. Revisiting the Classic Studies. London: Sage Publications_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. The note [Author1]Vs[Author2] or [Author]Vs[term] is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
Alan M. Slater
Paul C. Quinn
Developmental Psychology. Revisiting the Classic Studies London 2012