Social information-processing skills training to promote social competence and prevent aggressive behavior in the third grade

Mark W. Fraser, Maeda J. Galinsky, Paul R. Smokowski, Steven H. Day, Mary A. Terzian, Roderick A. Rose, Shenyang Guo

Research output: Contribution to journalArticle

102 Scopus citations


This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening children's skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in 2001-2002, students received the Making Choices: Social Problem Solving Skills for Children (MC) program; and in 2002-2003, children received MC supplemented with teacher and parent activities. Compared with children in the routine condition, children in both MC conditions were rated lower on posttest social and overt aggression and higher on social competence. Moreover, they scored significantly higher on an information-processing skills posttest. The findings suggest that prevention programs can strengthen social-emotional skills and produce changes in aggressive behavior.

Original languageEnglish (US)
Pages (from-to)1045-1055
Number of pages11
JournalJournal of consulting and clinical psychology
Issue number6
StatePublished - Dec 1 2005



  • Aggression
  • Prevention
  • Social aggression
  • Social competence
  • Social information processing

ASJC Scopus subject areas

  • Clinical Psychology
  • Psychiatry and Mental health

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