Citation

Shechtman Z, Ifargan M. Aggressive Behav. 2009; 35(4): 342-356.

Affiliation

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

Copyright

(Copyright © 2009, International Society for Research on Aggression, Publisher John Wiley and Sons)

DOI

10.1002/ab.20311

PMID

19466744

Abstract

The goal of the study was to assess two types of school-based interventions--a class intervention (integrated) and a small group counseling (segregated) intervention for highly aggressive children--and to determine which is more efficacious in reducing individual and classroom aggression, lessening internalizing and externalizing behavior, and increasing positive classroom relationships. The study, conducted in Israel, included 904 children from 13 schools. In each school, one age level was selected and divided randomly into three experimental conditions: psychoeducational class intervention, small group counseling, and control. In all classrooms, the highly aggressive children were identified a priori (n=166). Analyses were conducted separately for the aggressive children and their nonaggressive classmates, in a nested procedure (mixed models). Results showed similar positive outcomes on all variables in both treatment groups, and higher compared with the control group. The discussion focuses on the strengths of each type of intervention.

Language: en