Effect of Problem-Solving Training Focusing on Perceived Contingency on Aggressive Behavior in Children and Adolescents

Abstract

Problem-solving training (PST) reduces aggressive behavior in children. However, it may not be effective if the perceived contingency is low, which is a characteristic of children with continual aggressive behavior. This study examined the effectiveness of PST, in combination with perceived contingency, in reducing aggressive behavior, considering developmental differences. The participants were 219 elementary school students and 192 junior high school students, divided into two groups: one group received only PST (PST group), and the other received PST and perceived contingency (PST＋BA group). Effectiveness was measured before and after the intervention. There was no overall change among elementary school students. However, there was a main effect of group on physical, verbal, and overall relational aggressive behavior among junior high school students. As the results of the intervention differed between elementary and junior high school students, it is necessary to clarify the differences in mechanisms according to developmental stage.