Childhood aggression and disruptive behaviour in the school setting Mental and Behavioural Disorders Childhood aggression and disruptive behaviour in the school setting
Conditions
Interventions
Nine elementary schools that volunteered to participate in this study were randomly assigned to one of three conditions: Intervention A, Intervention B, and Intervention C.
The three schools receivin
Sponsors
The Menninger Clinic (USA)
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Participants were students (grades one to five) in those elementary schools that volunteered to participate. 2. All students in these grades in the nine participating schools received those aspects of the intervention condition assigned to their school that did not require parent consent (i.e., the majority of intervention components were delivered as part of school curriculum). 3. All students were also invited to participate in the research components of the project. 4. In addition, parents of children in schools receiving Intervention A were asked to give permission for their child to participate in a specialised conflict management program referred to as ?Gentle Warrior Training.? Those students participated in research components and ?Gentle Warrior Training? (if in Intervention A schools) who provided child assent and whose parents gave permission for them to participate.
Exclusion criteria
Exclusion criteria: There were no exclusion criteria, with the exception of not allowing those children to participate in research components or ?Gentle Warrior Training? (if in Intervention A schools) who did not provide assent or whose parents declined informed consent to participate.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Primary outcomes for the trial included: 1. Child self-report of experiences with aggression at school (i.e., aggression, victimisation, helping behaviour, and aggression-related attitudes) 2. Peer nominations of aggression, victimisation, and helping behaviour among classmates 3. Children?s ratings on the Positive Learning Climate survey. These outcome measures were obtained from children in grades three to five twice each year of the three year study (i.e., every Fall and Spring semester), with the exception of the Positive Learning Climate survey (completed only in the Fall, first and second graders completed a picture version of this survey). Additionally, teachers in grades one to five completed two rating forms on children in their classroom (i.e., teacher nominations of aggression, victimisation, and helping behaviour, and ratings of problem behaviours and competencies each Fall and Spring). Teachers also completed the teacher-report version of the Positive Learning Climate survey. Further, observational measures of engaged instructional time and disruptive behaviour were gathered on a subset of the third to fifth graders in the sample (approximately 180 children) in the classroom and during recess each Fall and Spring. Finally, indicators of disruptive behaviour (i.e., suspensions/expulsions, disciplinary referrals, attendance data, and injuries treated by a school nurse) and achievement test data were gathered from records already maintained by the school system. | — |
Secondary
| Measure | Time frame |
|---|---|
| All trial outcomes are listed as primary outcomes. | — |
Countries
United States of America
Outcome results
None listed