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PSY FPX 5120 Assessment 3 Aggression Intervention Training


Capella University

PSY FPX 5120 Social Psychology

Prof. Name


Aggression Intervention Training in Schools

Aggression within school settings is a critical issue, necessitating that all staff understand and employ appropriate response mechanisms. High levels of aggression in students are linked with various mental health problems, making it a significant risk factor that affects their social, mental, and physical well-being (Belden et al., 2012). The impact of aggression extends beyond the individual student, influencing peers and teachers as well. Social interactions and relationships shape children’s emotions and reasoning significantly, affecting their social information processing (Yaros et al., 2014). Hostile environments can foster hostile attributions, potentially leading to aggressive behaviors in classrooms (Yaros et al., 2014). Therefore, it is crucial for teachers to understand their own reactions and triggers, grasp the aggressors’ self-concept, and have the skills to de-escalate aggressive situations.

Program Focus and Structure

This aggression intervention plan is designed to equip teachers with the tools necessary to promote positive social skills and reduce classroom aggression. Social learning is pivotal, where teachers model appropriate behavior to deter aggression and encourage prosocial behavior (Swit et al., 2018). The program consists of a 2.5-hour session structured as follows:

Session Component


20 minutes

Framing the Importance of Aggression Intervention

30 minutes

Defining Goals and Objectives

20 minutes

Aggression Intervention Strategies (interactive)

60 minutes


15 minutes

Recommendations for Future Development

5 minutes

Goals and Objectives

The primary objectives of the program are to:

  1. Enhance staff awareness of their reactions and triggers.
  2. Enable staff to quickly assess aggressors’ self-concept.
  3. Provide staff with techniques to de-escalate aggressive situations.
  4. Support ongoing staff development in aggression intervention.
  5. Create a safe and inclusive school environment for staff and students.


Effective interventions to reduce aggression include neutral redirection, cognitive reappraisal, and preventative measures.

Neutral Redirection Intervention

Neutral redirection involves guiding children away from aggressive behavior without punitive actions (Austin, 2023). For example, instead of scolding a student for hitting peers, teachers can redirect them to use verbal communication to express their needs.

Cognitive Reappraisal Intervention

Cognitive reappraisal involves recognizing and re-evaluating negative thoughts to regulate emotions and responses (Denson, 2015). This method promotes mindfulness, encourages problem-solving, and enhances self-esteem (Field et al., 2014).

Preventative Measures

Providing timely praise, maintaining engaging classroom activities, and understanding student preferences are crucial preventative measures (Austin, 2023). These strategies foster positive behaviors and reduce frustration, thereby lowering the likelihood of aggression.

Social Self-Concept

Educators’ understanding of their social self-concept impacts their ability to manage aggression effectively (Swit et al., 2018). By modeling positive social skills, teachers contribute to a supportive classroom environment conducive to conflict resolution and social growth.


The Attitudes Toward Aggression Scale (ATAS) assesses attitudes towards aggression, encompassing various components such as offensive and communicative attitudes (Olabisis et al., 2020). Pre- and post-tests using this scale will evaluate the effectiveness of the intervention.

PSY FPX 5120 Assessment 3 Aggression Intervention Training


Upon completing the training, teachers should undertake a post-test and recognize the need for ongoing training to reinforce intervention strategies.


Austin, C. (2023, April 20). Intervention strategies for aggression: Hitting. Special Learning.

Belden, A. C., Gaffrey, M. S., & Luby, J. L. (2012). Relational aggression in children with preschool-onset psychiatric disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 51(9), 889–901.

Denson, T. F. (2015). Four promising psychological interventions for reducing reactive aggression. Current Opinion in Behavioral Sciences, 3, 136–141.

Field, R. D., Tobin, R. M., & Reese-Weber, M. (2014). Agreeableness, social self-efficacy, and conflict resolution strategies. Journal of Individual Differences, 35(2), 95–102.

Olabisi, O., Lawal, A., Ajao, O., Adeolu, E., & Oriola, O. (2020). Experience and attitude of psychiatric nurses toward inpatient aggression in a Nigerian psychiatric hospital.

Salimi, N., Karimi-Shahanjarini, A., Rezapur-Shahkolai, F., Hamzeh, B., Roshanaei, G., & Babamiri, M. (2019). Aggression and its predictors among elementary students. Journal of Injury & Violence Research, 11(2), 159–170.

Swit, C. S., McMaugh, A. L., & Warburton, W. A. (2018). Teacher and parent perceptions of relational and physical aggression during early childhood. Journal of Child and Family Studies, 27(1), 118–130.

PSY FPX 5120 Assessment 3 Aggression Intervention Training

Yaros, A., Lochman, J. E., Rosenbaum, J., & Jimenez‐Camargo, L. A. (2014). Real‐time hostile attribution measurement and aggression in children. Aggressive Behavior, 40(5), 409–420


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