The management of aggressive behavior at schools: differential effects of intervention with students and teachers

The management of aggressive behavior at schools: differential effects of intervention with students and teachers

The management of aggressive behavior at schools: differential effects of intervention with students and teachers

Poster presentation87Daniel Rijo, University of Coimbra, Portugal

Room P3Fri 14:30 - 15:15

Aggressive behavior has a strong impact on adolescent’s psychosocial adjustment and school arenas. The Social information processing model not only explains the aggressive behavior but also their maintenance factors. Intervention programs based on this model are mainly applied to aggressive adolescents. Interventions for all the roles included in the interpersonal cycle of the aggressive behavior has not yet been investigated.

The present study aims to present the development and design of two group intervention programs for aggressive behaviors in school contexts, one for adolescents and other for teachers. Adolescents’ program is composed by 14 weekly sessions and teachers’ program include 7 sessions. Both interventions will occur simultaneously by following the same timeline.

This study has a quasi-experimental design with three assessment moments for all participants: pre, post and three months follow-up. In these time points, all participants will answer self-report questionnaires. The efficacy of the intervention programs will be assessed through the comparison of four between subjects conditions: a combined intervention condition (both adolescents and their teachers receive the intervention); two individual conditions (one targeted to adolescents and other targeted only to teachers) and a control group condition. In order to assess qualitatively the innovation moments throughout the intervention, a focus group will be conducted.

The expected results are the reduction of aggressive behaviors, the increase of prosocial behaviors and also more assertive interpersonal styles, with higher effects on the combined intervention condition. . Finally, it is also expected that both programs can be useful and worth for school contexts.
Co-author: Ana Maria Xavier, Paula Vagos

Assessment and treatment of young and/or adolescent offenders
aggression, school
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