The design of a mindfulness-based aggression prevention program for 6th grade students.
Description
TitleThe design of a mindfulness-based aggression prevention program for 6th grade students.
Date Created2020
Other Date2020-08 (degree)
Extent1 online resource (vi, 111 pages : illustrations)
DescriptionAggression is defined as any action done with the intention to harm another (Coie and Dodge,
1998). Whereas overt aggression is defined by behaviors such as physical fighting or verbal
threats, relational aggression includes behaviors that have the intent of harming others through
purposeful manipulation and damage of peer relationships (Crick & Grotpeter, 1995; Young,
Boye, & Nelson, 2006). Taken together, nearly half of all students in grades 4-12 report being
bullied in the previous month in school, and persistent bullying is associated with increased
mental health issues such as depression and anxiety, poor academic achievement and difficulty
forming meaningful relationships. The literature regarding various types of aggressive behavior,
gender differences, school-based aggression prevention programs, and the potential role of
mindfulness strategies in decreasing aggressive behavior was reviewed. The program was
designed for sixth grade students in a suburban middle school and was informed by the results of
a needs assessment that explored the extent to which students reported engaging in, or being the
victim of, aggressive behavior. The results of the needs assessment suggested that these students
regularly experienced types of overt and relational aggression and often did not intervene when
they witnessed this occurring between peers. The designed program consists of 12 lunch-time
sessions that include psychoeducation about the purpose of anger, its situational antecedents and
somatic cues, mindfulness-based strategies, assertiveness skills training and perspective-taking
exercises to decrease bystander behavior. Also included are detailed lesson plans, handouts and
other helpful resources for program implementation. Finally, limitations and implications for
school-based mental health were discussed.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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