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School Violence and Primary Prevention pp 79–93Cite as

Social Information Processing and Aggression in Understanding School Violence: An Application of Crick and Dodge's Model

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The current chapter will review a theory of how children interpret and process social situations and how these processes can be biased in a way that leads the child to aggression. Children are in school for 8 h of their day. Most of their social interactions occur there, when they are in classrooms or on the playground with other children. Mistakes and biases in the social information processing steps often manifest at school. By possessing an understanding of these steps, one would be in a better position to prevent aggression from happening. The current examination will consist of a review of a theory of social information processing and research connecting biases in processing to aggression. Finally, we will present a scenario exploring how social information processing theories can be used to treat and prevent school violence.

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Author information

Authors and Affiliations

  1. Clinical Psychology, Ohio University, USA

    Amy Nigoff M.S.

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  1. Amy Nigoff M.S.
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Editors and Affiliations

  1. University of Kentucky, Kentucky, KY, USA

    Thomas W. Miller

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Nigoff, A. (2008). Social Information Processing and Aggression in Understanding School Violence: An Application of Crick and Dodge's Model. In: Miller, T.W. (eds) School Violence and Primary Prevention. Springer, New York, NY. https://doi.org/10.1007/978-0-387-77119-9_5

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  • DOI: https://doi.org/10.1007/978-0-387-77119-9_5

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-0-387-75660-8

  • Online ISBN: 978-0-387-77119-9

  • eBook Packages: MedicineMedicine (R0)

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