Poster #44 - The Science of Rejection and the Art of Acceptance: Using a Documentary Film and Classroom Intervention to Change Hearts and Minds

• In Event: 3-005 - Poster Session 3 during Lunch

Abstract

Peer relation problems create concurrent and future risks for young children. Interventions for children who are rejected typically involve providing training in social skills and/or emotion regulation for the rejected child. However, some children are rejected not because of their behavior (e.g., aggression), but because they are perceived by peers to be “different”, for example because they are obese or are in the ethnic minority within their class. In this case, an intervention targeting the rejected child does not make sense; instead, we propose that intervention should be aimed at the children (and teachers) who are doing the rejecting; that all children in the class will benefit from character development programs that teach and reinforce tolerance, acceptance, and inclusion of others. We believe and have evidence that such changes in thinking and behavior can be facilitated via two avenues:

1) By teachers and school staff viewing a documentary (REJECT) that presents the neuroscientific evidence that ostracism invokes processes in the brain that lead to shame, aggression, and sometimes violence;

2) By implementing a classroom program called “You Can’t Say You Can’t Play” (YCSYCP) wherein children are taught about the pain of rejection and learn that it is possible (and right and enjoyable) to include any/all classmates in play.

Our presentation will:

(1) Summarize the key points presented in REJECT, namely: (a) acceptance is a primary human need, yet rejection is a universal human experience; (b) ostracism and interpersonal rejection cause real neurological pain, which recently has been scientifically demonstrated using brain scans and controlled experiments; (3) just as rejection leads to violence, acceptance can lead to internal and interpersonal satisfaction; (4) unexpected outcomes like obesity can be linked to rejection and acceptance; and (5) the disallowance of rejection can be taught and practices of acceptance can be successfully implemented in elementary classrooms.

(2) Present an overview of the YCSYCP program.

(3) Present short- and long-term (3 year) findings from a RCT of the YCSYCP classroom intervention (n = 1080 1st graders). Results show that children in the YSCYCP intervention were significantly less likely to increase in BMI (Body Mass Index) over time compared to controls. A significant group X initial weight status interaction was due to less increase in BMI for intervention children in the severely obese group (n = 68) compared to other weight status groups. Figures 1 and 2 illustrate results from the first two (of four) evaluations of the intervention.

Authors

• Amanda Wiginton Harrist, Oklahoma State University
  Presenting Author

• Julie M. Rutledge, Louisiana Tech University

• Ruth Thomas Suh, Reject Film, Inc.

• Terry Varnell, Stillwater Public Schools