Text

theses

Aggression 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.

ETD_10582

Psy.D.

Includes bibliographical references

doi:10.7282/t3-q7y5-x852

ETD doctoral

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