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The Effects of School‐Based Social Information Processing Interventions on Aggressive Behavior, Part II: Selected/Indicated Pull‐Out Programs

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  • Sandra Jo Wilson
  • Mark W. Lipsey

Abstract

This Campbell systematic review examines the effects of school‐based social information processing interventions on the aggressive and disruptive behavior of school‐age children specifically targeted for attention because they are judged to be at risk for such behavior (selected) or already engaged in early versions of such behavior (indicated). Program effects are examined overall and in relation to methodological and substantive differences across studies. The search strategy identified 68 eligible reports, which reported the results of 47 unique research studies. The researchers conclude that children who participate in this type of education programme exhibit less aggressive and disruptive behaviour than children who do not participate.

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  • Sandra Jo Wilson & Mark W. Lipsey, 2006. "The Effects of School‐Based Social Information Processing Interventions on Aggressive Behavior, Part II: Selected/Indicated Pull‐Out Programs," Campbell Systematic Reviews, John Wiley & Sons, vol. 2(1), pages 1-37.
    • Handle: RePEc:wly:camsys:v:2:y:2006:i:1:p:1-37
    DOI: 10.4073/csr.2006.6
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    Cited by:

    1. Ashrita Saran & Howard White & Kerry Albright & Jill Adona, 2020. "Mega‐map of systematic reviews and evidence and gap maps on the interventions to improve child well‐being in low‐ and middle‐income countries," Campbell Systematic Reviews, John Wiley & Sons, vol. 16(4), December.
    2. Vivian Welch & Mark Petticrew & Erin Ueffing & Maria Benkhalti Jandu & Kevin Brand & Bharbhoor Dhaliwal & Elizabeth Kristjansson & Janet Smylie & George Anthony Wells & Peter Tugwell, 2012. "Does Consideration and Assessment of Effects on Health Equity Affect the Conclusions of Systematic Reviews? A Methodology Study," PLOS ONE, Public Library of Science, vol. 7(3), pages 1-6, March.
    3. Yul-mai Song & Sunah Kim, 2022. "Effects of a Social and Emotional Competence Enhancement Program for Adolescents Who Bully: A Quasi-Experimental Design," IJERPH, MDPI, vol. 19(12), pages 1-13, June.
    4. Anna Sorrentino & Anna Costanza Baldry & David P. Farrington, 2018. "The Efficacy of the Tabby Improved Prevention and Intervention Program in Reducing Cyberbullying and Cybervictimization among Students," IJERPH, MDPI, vol. 15(11), pages 1-14, November.

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