The Effects of Emotion Regulation, Attribution, and Delay Prompts on Aggressive Boys' Social Problem Solving

Abstract

Boys with aggressive behavior problems are frequently taught to “stop and think” before they act. In provocative situations, pausing to monitor their own feelings, to consider the feelings of others, or to delay their response is believed to reduce aggressive behavior. This study aimed to test these assumptions. Thirty-two highly aggressive boys in special education and 31 normal comparison boys were presented vignettes concerning provocation by a peer and given specific cognitive assignments. Participants were either asked to (1) monitor and regulate their own emotions, (2) consider the provocateur’s emotions and intentions, (3) wait 10 s, or (4) answer a factual question. The cognitive assignments differentially affected response aggressiveness. Monitoring and regulation of own emotions reduced aggressiveness in the aggressive group. Considering the peer’s emotions and intentions tended to decrease aggressiveness in the normal comparison group and increase aggressiveness in the aggressive group. Delay increased response aggressiveness in the aggressive group as well. Answering factual questions had no effect on response aggressiveness. Implications for cognitive‐ behavioral interventions for aggressive boys are discussed.