A conceptual framework for preventing aggression in elementary schools

Abstract

Pervasive physical conflict generates negative outcomes. This paper (a) thoroughly describes the problem of early aggression, (b) identifies emotion regulation (ER) and social information processing (SIP) skills as targets for aggression prevention, and (c) locates skills training within a new conceptual framework. According to this framework, prevention programs should teach ER and SIP skills early and should target contextual factors. Multiple professions are well positioned to intervene using existing tools. Aggression prevention research should consider both emotion and cognition, improve measurement and study design, and incorporate theories that address skill development as well as the social justice implications of aggression prevention.