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School-based integrated and segregated interventions to reduce aggression.

Zipora Shechtman1, Miriam Ifargan

  • 1Faculty of Education, University of Haifa, Haifa, Israel. ziporas@construct.haifa.ac.il

Aggressive Behavior
|May 26, 2009
PubMed
Summary

Both integrated class interventions and segregated small group counseling effectively reduced aggression and improved behavior in highly aggressive children. These school-based programs showed similar positive outcomes compared to control groups.

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Area of Science:

  • Child Psychology
  • Educational Interventions
  • Behavioral Science

Background:

  • Aggression in children poses significant challenges in school settings.
  • Identifying effective interventions for aggressive behavior is crucial for positive classroom environments.

Purpose of the Study:

  • To compare the efficacy of two school-based interventions for highly aggressive children: integrated class intervention and segregated small group counseling.
  • To assess the impact on individual and classroom aggression, internalizing/externalizing behaviors, and classroom relationships.

Main Methods:

  • A study involving 904 children across 13 Israeli schools.
  • Random assignment of one age level per school into three conditions: psychoeducational class intervention, small group counseling, or control.
  • Identification of 166 highly aggressive children for analysis using mixed models.

Main Results:

  • Both intervention groups demonstrated significant positive outcomes across all measured variables.
  • Intervention groups showed superior results compared to the control group.
  • No significant difference in efficacy was found between the integrated class intervention and the segregated small group counseling.

Conclusions:

  • Both integrated and segregated interventions are effective in reducing aggression and improving behavior in highly aggressive children.
  • School-based interventions can positively impact classroom dynamics and individual child behavior.
  • The choice between integrated and segregated interventions may depend on specific contextual strengths.