Citation

Banks R, Hogue A, Timberlake T, Liddle H. J. Negro Educ. 1996; 65(4): 414-423.

Copyright

(Copyright © 1996, Howard University School of Education)

DOI

unavailable

PMID

unavailable

Abstract

This study compared the effectiveness for inner-city African American youth (N = 64) of two social skills training (SST) curricula focusing on problem solving, anger management, and conflict resolution. One curriculum was Afrocentric, incorporating discussion of Black history and cultural experiences and emphasizing an Afrocentric value system; the other was culturally relevant but not Afrocentric. It was hypothesized that social skills acquisition would be better facilitated by Afrocentric curricula and that exposure to Afrocentric values would enhance the benefits of SST for Black youth. Neither hypothesis was confirmed; both curricula yielded similar decreases in trait anger and increases in assertiveness and self-control. However, results support the effectiveness of Afrocentric SST as a preventive intervention and the need for further study. (abstract Adapted from Source: Journal of Negro Education, 1996. Copyright © 1996 by Howard University)

African American Juvenile
Social Skills Training
Social Skills Development
Prosocial Skills
Juvenile Development
Youth Development
Curriculum
Group Training
Urban Youth
Problem Solving Skills
Anger Management
Juvenile Anger
Peer Conflict
Conflict Resolution
Intervention Program
Prevention Program
Program Effectiveness
07-02