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The effects of school-based intervention programs on aggressive behavior: a meta-analysis.

Sandra Jo Wilson¹, Mark W Lipsey, James H Derzon

¹Vanderbilt Institute for Public Policy Studies, Vanderbilt University, Nashville, Tennessee 37212, USA. sandra.j.wilson@vanderbilt.edu

Journal of Consulting and Clinical Psychology

|February 27, 2003

Summary

School-based programs significantly reduce aggressive behavior in youth. Higher-risk students and well-implemented programs show the greatest benefits, unlike routine practice programs.

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Area of Science:

Child Psychology
Educational Psychology
Behavioral Science

Background:

Aggressive behavior in school-aged children is a significant concern.
Effective interventions are crucial for positive youth development.
Previous research indicates varied outcomes for prevention programs.

Purpose of the Study:

To synthesize existing research on school-based aggressive behavior programs.
To analyze developmental patterns and factors influencing program effectiveness.
To compare the impact of demonstration versus routine practice programs.

Main Methods:

Meta-analysis of studies on school-based aggressive behavior interventions.
Analysis of pretest and posttest changes in aggressive behavior.

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Examination of study, subject, and intervention characteristics.

Main Results:

Intervention groups showed significant reductions in aggressive behavior; control groups showed minimal change.
Demonstration programs yielded larger effects than routine practice programs.
Higher-risk youth experienced greater reductions; poor implementation diminished effects.

Conclusions:

School-based programs can effectively reduce aggressive behavior, particularly for high-risk youth.
Program implementation quality is a critical determinant of success.
Demonstration programs show more promise than routine practice programs, necessitating further research.