School-based integrated and segregated interventions to reduce aggression

Zipora Shechtman, Miriam Ifargan

Research output: Contribution to journalArticlepeer-review


The goal of the study was to assess two types of school-based interventions-a class intervention (integrated) and a small group counseling (segregated) intervention for highly aggressive children-and to determine which is more efficacious in reducing individual and classroom aggression, lessening internalizing and externalizing behavior, and increasing positive classroom relationships. The study, conducted in Israel, included 904 children from 13 schools. In each school, one age level was selected and divided randomly into three experimental conditions: psychoeducational class intervention, small group counseling, and control. In all classrooms, the highly aggressive children were identified a priori (n=66). Analyses were conducted separately for the aggressive children and their nonaggressive classmates, in a nested procedure (mixed models). Results showed similar positive outcomes on all variables in both treatment groups, and higher compared with the control group. The discussion focuses on the strengths of each type of intervention.

Original languageEnglish
Pages (from-to)342-356
Number of pages15
JournalAggressive Behavior
Issue number4
StatePublished - Jul 2009


  • Aaggression
  • Group counseling
  • School-based intervention
  • Treatment

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Psychology (all)


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