A Social-Cognitive Information-Processing Model for School-Based Aggression Reduction and Prevention Programs: Issues for Research and Practice

Author(s)

Eric F. Dubow, Bowling Green State UniversityFollow
Paul BoxerFollow

Document Type

Article

Abstract

Student aggression in schools continues to be a problem. School-based programs are a critical part of the solution. In this article we review research on the development of aggressive behavior within a social-cognitive information-processing (SCIP) framework. Huesmann (1998) presented a "unified" SCIP model in an attempt to integrate extant models. This model focuses on individuals' (a) attention to and interpretation of situational cues; (b) search for and retrieval of scripts for behavior; (c) script evaluation based on beliefs about aggression, outcome expectancies, and self-efficacy for aggressing or inhibiting aggression; and (d) interpretation of environmental responses to their behavior. We highlight components of best practice school programs that address these steps. Limitations of the SCIP framework are discussed as directions for future research. Applied recommendations based on a unified SCIP model are offered.

Repository Citation

Dubow, Eric F. and Boxer, Paul, "A Social-Cognitive Information-Processing Model for School-Based Aggression Reduction and Prevention Programs: Issues for Research and Practice" (2001). Psychology Faculty Publications. 8.
https://scholarworks.bgsu.edu/psych_pub/8

Publication Date

Summer 2001

Publication Title

Applied and Preventive Psychology

Publisher

Cambridge University Press

DOI

https://doi.org/10.1016/S0962-1849(01)80013-5

Start Page No.

177

End Page No.

192