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The Preventing Relational Aggression in Schools Everyday (PRAISE) Program: Adaptations to Overcome Subgroup

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The adapted Preventing Relational Aggression in Schools Everyday (PRAISE) program effectively reduced aggression in both girls and boys. Iterative changes improved outcomes for boys, addressing earlier subgroup differences in this school-based intervention.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • School-Based Interventions

Background:

  • The Preventing Relational Aggression in Schools Everyday (PRAISE) program is a school-based intervention designed for urban youth.
  • Initial trials showed positive effects for girls but limited impact for boys.
  • Adaptations were made to enhance program efficacy for boys while maintaining benefits for girls.

Purpose of the Study:

  • To describe the adaptations made to the PRAISE program.
  • To evaluate the impact of the adapted PRAISE program on subgroups of students in a new 3-school trial.
  • To examine changes in social problem-solving strategies (SIP), hostile attributions (HAB), relational aggression, and overt aggression.

Main Methods:

  • A 20-session classroom-based universal prevention program (PRAISE) was implemented in three urban schools.
  • Data were collected on girls' and boys' knowledge of SIP, HAB, relational aggression, and overt aggression.
  • Pooled analyses compared outcomes for boys between the initial and adapted program trials.

Main Results:

  • Girls showed improved SIP knowledge, reduced HAB, decreased relational aggression, and suppressed overt aggression.
  • Boys demonstrated decreases in relational aggression and improved academic engagement, but no change in SIP knowledge or HAB.
  • Boys in the adapted program showed significant improvements in relational aggression and relational HAB compared to the initial trial.

Conclusions:

  • The iterative adaptation of the PRAISE program successfully enhanced its impact for boys.
  • The adapted program overcame previous subgroup differences, demonstrating broader efficacy in reducing aggression.
  • School-based interventions can be effectively modified to meet the diverse needs of student populations.