Promoting social competence and preventing childhood aggression: A framework for applying social information processing theory in intervention research

Advances in social information processing (SIP) theory have contributed to the understanding of the ways in which cognitive operations lead to aggressive behavior in childhood. Despite these advances, applying SIP theory to the design of interventions to promote social competence and prevent aggressive behavior remains in a formative stage. Few programs have explicitly applied the SIP theory. Moreover, among the relatively few programs that have used SIP as a theoretical basis, the applications of the SIP theory vary widely. This article provides a general framework for applying the SIP theory to school-based interventions. We review key elements of the SIP model and distinguish SIP from the more general social problem-solving perspective. We discuss several methodological issues in conducting the SIP intervention research.

► SIP theory is effectively applied to prevention interventions for child aggression. ► Presents a framework that incorporates core theory ideas and ongoing debate ► Distinguishes an SIP-based intervention from a social problem-solving approach ► Presents strategies for addressing methodological issues in SIP-based programs