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The Effects of School‐Based Social Information Processing Interventions on Aggressive Behavior, Part I: Universal Programs

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  • Sandra Jo Wilson
  • Mark W. Lipsey

Abstract

This Campbell systematic review examines the effects of universal school‐based social information processing interventions on the aggressive and disruptive behavior of school‐age children. Program effects are examined overall and in relation to methodological and substantive differences across studies. The search strategy identified 89 eligible reports, which gave the results of 73 unique research studies of universal school‐based social information processing programs. The research indicates that short, intensive interventions –e.g. 8‐16 weeks of 2‐5 hours a week – are more effective than extended year‐long programmes. Extended programmes may have a tendency to become routine and thus have less impact on the students. Where the education programmes target children in special education classes, the effect is lesser than in ordinary classes. Pupils in special classes may be prone to many other problems which could reduce the impact of this type of education

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  • Sandra Jo Wilson & Mark W. Lipsey, 2006. "The Effects of School‐Based Social Information Processing Interventions on Aggressive Behavior, Part I: Universal Programs," Campbell Systematic Reviews, John Wiley & Sons, vol. 2(1), pages 1-42.
    • Handle: RePEc:wly:camsys:v:2:y:2006:i:1:p:1-42
    DOI: 10.4073/csr.2006.5
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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. Mogens N. Christoffersen & Jacqueline Corcoran & Diane DePanfilis & Claire Daining, 2009. "PROTOCOL: Cognitive‐behavioural therapy for parents who have physically abused their children," Campbell Systematic Reviews, John Wiley & Sons, vol. 5(1), pages 1-20.
    4. 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.
    5. 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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