Effectiveness of Treatment for Relational Aggression in Urban African American Girls

Study Overview
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Brief Summary
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This study will evaluate the effectiveness of a school-based social cognitive group treatment in reducing aggression (bullying) among relationally aggressive urban African American girls.

Detailed Description
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Relational aggression, also known as female bullying, is a type of psychological aggression in which covert tactics are used to harm other people and their relationships. These tactics include humiliation, intimidation, coercing, shaming, malicious teasing, shunning, and using other forms of emotional abuse in an attempt to harm others. Although aggressive behavior is typically common among younger children, most children become less aggressive as they mature and develop better interpersonal skills. However, consistent aggressive behavior can lead to further problems and increased violence in the aggressor. In this study, a social cognitive anger management group intervention called Friend to Friend (F2F) will be evaluated as a way to develop more productive social and emotional functioning among relationally aggressive urban African American girls. Participants will be randomly assigned to either the F2F program or a psycho-educational attention control (PAC) group. All participants will attend 40-minute treatment sessions twice a week for a total of 10 weeks. The sessions will occur during the girls' lunch or recess period. Participants assigned to the F2F program will learn how to identify signs of physiological arousal, react to a potential conflict while generating alternatives to the solution, and apply previously discussed social cognitive strategies to different situations. Culturally specific cartoons, videotape illustrations, and role playing will be used to portray these improved strategies and behaviors. Participants assigned to the PAC group will learn different organization and homework strategies as well as how to improve their study skills in an attempt to improve their overall academic performance. Outcomes will be assessed through observation, school reports, and questionnaires for all participants at baseline, immediately after treatment, and 9 months after treatment.

Official Title
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Determining the Efficacy of a Relational Aggression Intervention for Urban African American Girls

Conditions
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Aggression

Intervention / Treatment
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* Behavioral: Friend to Friend program
* Behavioral: Psychoeducational attention control intervention


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria for Schools : Urban school located in Southwest Philadelphia Student body is more than 80% African American Large school with at least three classrooms per grade Not currently involved with systematic anti-aggression social skills program Inclusion Criteria for Participants: In the 3rd, 4th, or 5th grade Meets diagnostic criteria for relational aggression Exclusion Criteria for Participants: Enrolled in special education and not integrated into a regular education classroom
Sexes Eligible for Study
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Female

Accepts Healthy Volunteers
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No

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Treatment
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: 1<br>Participants will receive the Friend to Friend program | Behavioral: Friend to Friend program<br>* Friend to Friend arm is a social information processing group treatment to help aggressive girls learn better social problem solving and decision making choices. Participants will learn how to identify signs of physiological arousal, evaluate others' intentions, react to a potential conflict situation, and generate and evaluate alternatives. Treatment sessions are twice per week (30 to 40 minutes per session) for ten weeks.<br>* Other names: Relational aggression intervention;|
| Active Comparator: 2<br>Participants will receive the psychoeducational attention control intervention | Behavioral: Psychoeducational attention control intervention<br>* Psychoeducational attention control group also meets two times per week for 10 weeks to control for nonspecific factors of treatment. Participants learn homework, study skills, and organizational skills.<br>* Other names: Homework and study skills intervention;|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Peer nominations |  | Measured pre-treatment and immediately post-treatment | 
| Playground observations |  | Measured pre-treatment and immediately post-treatment | 
| Children's Social Behavior Questionnaire |  | Measured pre-treatment and immediately post-treatment and at 9-month follow-up | 
| Social Cognitive Assessment Profile |  | Measured pre-treatment and immediately post-treatment and at 9-month follow-up | 
| Cartoon Based Hostile Attribution Bias Measure |  | Measured pre-treatment and immediately post-treatment and at 9-month follow-up | 
| Knowledge of Anger Problem Solving (KAPS) |  | Measured pre-treatment, immediately post-treatment, and at 9 month follow-up | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Discipline referrals and suspensions |  | Measured pre-treatment, immediately post-treatment and at 9-month follow-up | 
| Academic Performance Rating Scale |  | Measured pre-treatment, immediately post-treatment and at 9-month follow-up | 
| Homework Performance Questionnaire |  | Measured pre-treatment, immediately post-treatment and at 9-month follow-up | 
| Asher-Wheeler Loneliness Questionnaire |  | Measured pre-treatment, immediately post-treatment and at 9-month follow-up | 
| Iowa-Conner Aggression subscale |  | Measured pre-treatment, immediately post-treatment and at 9-month follow-up | 
| Student-Teacher Relationship Scale |  | Measured pre-treatment, immediately post-treatment and at 9-month follow-up | 
| Peer Ratings of Aggression and Prosocial Behavior |  | Measured pre-treatment, immediately post-treatment | 
| Harter, Self-Perception Profile for Children |  | Measured pre-treatment, immediately post-treatment, and at 9 month follow-up | 
| Peer Sympathy Scale |  | Measured pre-treatment, immediately post-treatment, and at 9 month follow-up | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Social Skills, Anger Management, Relational Aggression