Aggression
Conditions
Keywords
problem-solving, youth, brief intervention, online intervention, young people, aggressive behaviour
Brief summary
Aggressive behaviour among adolescents is a social problem that can be reduced by social problem-solving interventions. However, these interventions usually include more than one technique, and the specific techniques that are effective in reducing and preventing aggression remain to be identified. Therefore, the main aim of this study is to test whether the instruction and practice of problem-solving on their own are effective in changing aggressive behaviour among adolescents. As the intervention in this trial is aimed at the general population, it will be delivered online. The rapid growth in the use of the Internet among young people provides an opportunity to deliver interventions universally in a cheap and efficient way. Problem-solving skills are fundamental to effective behaviour change. Therefore, problem-solving skills will be measured to assess whether they mediate the effect of the intervention on aggressive behaviour. Finally, young people with callous-unemotional traits are less likely to change their problematic behaviour such as aggression after an intervention. Therefore, Callous-Unemotional traits will be measured to assess if they act as a moderator of effectiveness. It is expected that participants randomised to the intervention improve their problem-solving skills and consequentially, reduce their aggressive behaviours. In addition, participants with lower callous-unemotional traits are expected to have a greater change.
Interventions
BEHAVIORALProblem-solving
The steps of problem-solving are explained to the participants. Then, they are presented two conflictive situations and they are asked to apply the problem-solving steps to find a solution. Once they finish, they are asked to apply the steps in a conflictive situation they have experience in the last month. In the end, they are reminded of the steps and encouraged to practice them in their daily conflicts.
Sponsors
University of Manchester
University of Sheffield
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
QUADRUPLE (Subject, Caregiver, Investigator, Outcomes Assessor)
Masking description
Participants are not told that they are being randomised or that they are participating in an intervention trial until they complete the follow-up. Randomisation is computerized and participants have no contact with a care provider or an investigator.
Intervention model description
Intervention and control group. Participants are randomised to one of them.
Eligibility
Sex/Gender
ALL
Age
18 Years to 21 Years
Healthy volunteers
Yes
Inclusion criteria
* Living in the UK * Fluent in English
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Aggression (trait) | 1 month | Aggression Questionnaire (AQ): Physical Aggression, Verbal Aggression, Hostility, Anger. Each item is responded from 1 (extrememly uncharacteristic of me) to 5 (extremely characteristic of me), with higher scores meaning higher aggression. |
| Aggression (frequency) | 1 month | Physical and relational aggression questionnaire. Each item is responded from 1 (never) to 5 (5 or more times), with higher scores meaning higher aggression. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Problem-solving skills | 1 month | Problem Solving Skills (PSI-PSS). Each item is responded from 1 (strongly disagree) to 6 (strongly agree), with higher scores meaning higher problem-solving skills. |
| Problem-solving self-efficacy | 1 month | Problem Solving Self-Efficacy (PSI-PSSE). Each item is responded from 1 (strongly disagree) to 6 (strongly agree), with higher scores meaning higher problem-solving self-efficacy. |
Countries
United Kingdom
Outcome results
None listed