This study investigated how several social information processing (SIP) steps may combine with one another en their specific relations with reactive and proactive aggression. For this study, 86 preschool children ages 9 to 12 who have been referred for aggressive behaviour problems were included. To measure SIP, participants listened to vignettes concerning provocations by peers and answered questions concerning SIP. They also filled in a questionnaire concerning aggressive behaviour. Teachers filled in a questionnaire concerning aggressive behaviour of the participants. Of these children, 37 followed an individual social skills program, called Alles Kidzzz. \ud Results showed that problems in the beginning of SIP predict problems in the future steps. Reactive and proactive aggression were found to be related to deficiencies in different stages of SIP. After intervention there was a significant decline in reactive and proactive aggression and in the positive evaluation of a negative response. \ud The results are inconsistent with the assumption that problems in the beginning of SIP relate to reactive aggression and problems at the end relate to proactive aggression
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