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SOCIAL ROLE TAKING: A TREATMENT MODEL FOR AGGRESSIVE CHILDREN
Abstract
This study investigated the efficacy of a social role taking treatment model as an intervention strategy for aggressive children. The subjects were 72 aggressive students from fourth, fifth, and sixth grade classrooms who were randomly assigned to one of three treatment conditions. In one treatment condition students received ten one-hour social skills training sessions over a ten week period. The social training treatment was introduced in the second condition and consisted of students receiving social skills training for the first four sessions and social role taking experiences for the remaining six sessions. Social role taking experiences involved having the second treatment condition students teach children in second and third grade classrooms the same lessons they learned in the first four sessions. A placebo control group received one-hour weekly art lessons over the ten week treatment period. Testing for all students was conducted one week prior to the treatment period, after the fourth training session, and one week after the ten week treatment period. During the three testing periods students responded to the Locus of Control Scale for Children and the Piers-Harris Children's Self Concept Scale, while teachers rated student's aggressive behaviors using the Walker Problem Behavior Identification Checklist. Results of separate repeated measures analysis of variance for each dependent measure indicated that the social role taking treatment failed to differentially effect teacher ratings of aggressive behavior, children's self concept, and children's perception of locus of control. Although treatment effects were not significant, the pattern of mean score changes for children in the social role taking condition, for both teacher ratings of aggressive behavior and children's self concept, were in the predicted direction of the hypothesized treatment effects. Suggestions concerning additional refinements needed to strengthen and further evaluate the social role taking treatment model are presented.
Subject Area
Educational psychology
Recommended Citation
NAGAHIRO, WILLIAM TADASHI, "SOCIAL ROLE TAKING: A TREATMENT MODEL FOR AGGRESSIVE CHILDREN" (1983). ETD collection for University of Nebraska-Lincoln. AAI8401389.
https://digitalcommons.unl.edu/dissertations/AAI8401389