School-based interventions for aggressive African-American boys |
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| Affiliation: | 1. College of Marine Science and Biological Engineering, Qingdao University of Science and Technology, 266042, Qingdao, China;2. Qingdao International Travel Healthcare Center, Qingdao Customs District, 266071, Qingdao, China;3. College of Life Sciences, Qingdao University, 266071, Qingdao, China;1. Aquesta Pathology, Qld, Australia;2. University of Queensland, Qld, Australia;3. Wesley Hospital, Brisbane, Qld, Australia;4. Wellington School of Medicine and Health Sciences, University of Otago, Department of Pathology and Molecular Medicine, Wellington, Otago, New Zealand;5. Department of Oncology-Pathology, Karolinska Institute, Stockholm, Sweden;1. National Heart and Lung Institute, Imperial College London, London W2 1PG, UK;2. Section of Infectious Diseases & Immunity, Imperial College London, London W12 0NN, UK |
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| Abstract: | Four school-based interventions for aggressive African-American boys were reviewed. The interventions were respectively designed to (a) alter biased attributions to hostile intent, (b) develop more adaptive social problem solving skills, (c) enhance peer relations through pair therapy, and (d) improve self-esteem and academic achievement with instruction in all male classrooms. The strengths and limitations of each intervention were evaluated. The article concludes with recommendations for future intervention research with African-American boys labeled as aggressive. |
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