Practice Profile: Universal School-Based Prevention and Intervention Programs for Aggressive and Disruptive Behavior

Universal school-based prevention and intervention programs for aggressive and disruptive behavior target elementary, middle, and high school students in a universal setting, rather than focusing on only a selective group of students, with the intention of preventing or reducing violent, aggressive, or disruptive behaviors. The practice is rated Effective in reducing violent, aggressive, and/or disruptive behaviors in students.

Practice Goals/Target Population

Universal school-based prevention and intervention programs for aggressive and disruptive behavior target elementary, middle, and high school students with the intention of preventing or reducing violent, aggressive, or disruptive behaviors. Universal programs are delivered in general classroom settings to all the students in the class, rather than only selected students considered at risk or in need of program services. Students are taught different skills and coping mechanisms to reduce violent, aggressive, or disruptive behavior.

Practice Components

There are a number of school-based intervention modalities that focus on reducing aggressive or disruptive behavior of students, including cognitively oriented strategies, social skills training, behavioral strategies, counseling (group, individual, and family), anger management programs, and social problem-solving programs (Wilson and Lipsey 2007). Intervention components also include

• Conflict resolution
• Skills training
• Parent training and support
• Character building
• School environment modifications
• Empathy training
• Impulse control (Park-Higgerson et al. 2008)

Other universal school-based programs teach students topics and skills such as emotional self-awareness, emotional control, self-esteem, positive social skills, social problem solving, conflict resolution, and teamwork (Hahn et al. 2007). In addition to the classroom components, many of these intervention modalities use multi-approach methods in which parents, peers, or community members are involved in the intervention (Park-Higgerson et al. 2008).

Key Personnel

Typically, school-based interventions are taught by the classroom teachers, but some programs can also be taught by program specialists who are independent from school personnel.

These sources were used in the development of the practice profile:

These sources were used in the development of the practice profile:

Hahn, Robert, Dawna Fuqua-Whitley, Holly Wethington, Jessica Lowy, Alex Crosby, Mindy Fullilove, Robert Johnson, Akiva Leiberman, Eve Moscicki, LeShawndra Price, Susan Snyder, Farris Tuma, Stella Cory, Glenda Stone, Kaushik Mukhopadhaya, Sajal Chattopadhyay, and Linda Dahlberg. 2007. "Effectiveness of Universal School-Based Programs to Prevent Violent and Aggressive Behavior: A Systematic Review." American Journal of Preventative Medicine 33(2S):S114–29. (This study was reviewed but did not meet CrimeSolutions criteria for inclusion in the overall practice rating.)

Following are CrimeSolutions-rated programs that are related to this practice:

PeaceBuilders

The Leadership Program's Violence Prevention Project

Responding in Peaceful and Positive Ways (RIPP)

Good Behavior Game

Linking the Interests of Families and Teachers (LIFT)

Second Step®: A Violence Prevention Curriculum for Elementary School (2002 Edition)

Resolving Conflict Creatively Program (New York City)

All Stars™

The Peacemakers Program

Teaching Students to Be Peacemakers

The GREAT School Program

Kids in Transition to School (KITS)

Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS)

Why might a practice's outcome ratings differ from the ratings of specific programs encompassed by that practice?