NCJ Number
248120
Journal
Aggression and Violent Behavior Volume: 19 Issue: 4 Dated: July/August 2014 Pages: 311-321
Date Published
August 2014
Length
11 pages
Annotation
This paper presents the results of a review of studies examining the effectiveness of school-based cognitive-behavioral interventions in the treatment of aggression in U.S. schools.
Abstract
This review of 25 studies examining the effectiveness of school-based cognitive-behavioral interventions (CBIs) in the treatment of aggression in U.S. schools found support for the efficacy of using school-based CBIs to reduce student aggressive behaviors. The results indicate that where the CBIs were delivered, either in small or large group settings, had a significant role in degree of effectiveness of the program, as did the increased use of these interventions in school-wide approaches to reducing aggression and violence in schools. The greatest effect from CBIs was found to occur when the programs were implemented on a universal basis. The main purposes for conducting the meta-analysis of the literature was to examine the effectiveness of school-based CBIs in reducing or preventing aggression in children and youth, o explore the effectiveness of interventions that used school personnel compared to those that used study personnel as CBI implementers, and to determine the effectiveness of CBIs delivered universally compared to those delivered in small group settings. Twenty-five studies that met the criteria for inclusion in the study were included in the analysis. The findings from the review suggest that school-based CBIs can be an effective method for reducing aggression and violence among children and youth in U.S. schools. Study limitations and implications for future research are discussed. Tables and references