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Title: | Addressing aggressive behaviour in a secondary school with Form 2 students |
Authors: | Attard, Audrey (2009) |
Keywords: | Aggressiveness in adolescence Youth -- Psychology Education, Secondary |
Issue Date: | 2009 |
Citation: | Attard, A. (2009). Addressing aggressive behaviour in a secondary school with Form 2 students (Bachelor's Dissertation). |
Abstract: | An increasing number of students are being excluded from school as a direct result of anger management problems. The research literature suggests that short cognitive-behavioural intervention programmes may be effective in helping students understand and control their anger. The aim of the current study was to evaluate the effectiveness of a ten week cognitive-behavioural anger management intervention in reducing problem behaviours in school, and to identify factors that may facilitate or impede participant progress on such a programme. The sample comprised 9 Form 2 students referred for anger problems in a boys' secondary state school. A phase change design was implemented to measure changes in anger related problem behaviours using the Multidimensional School Anger Inventory - Revised. This was augmented by comparing the students' behavioural records before and after the programme as well as the students' attendance rate. Additionally qualitative data gathered in semi-structured interviews helped to evaluate the programme effectiveness and to review future practice. Significant improvements in the mean of the four sub-scales (Anger Experience, Hostility, Destructive Expressions and Positive Coping) scores before and after intervention were observed as a result of the intervention. An examination of the behavioural records showed a decrease in bad reports and an increase in good reports. Students also showed a high level of engagement through their high attendance rate. Analysis of qualitative data revealed a number of issues presented by the students that helped during the programme including importance of sharing thoughts, feelings and experiences with others. Other issues such as the importance of follow-up sessions and were mentioned as factors that might impact on the long-term success of the programme. Despite limitations inherent in the research design, the intervention was deemed a success. |
Description: | M.ED. |
URI: | https://www.um.edu.mt/library/oar/handle/123456789/71112 |
Appears in Collections: | Dissertations - FacEdu - 2009 |
Files in This Item:
File | Description | Size | Format | |
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Attard_Audrey_2009.pdf Restricted Access | 14.96 MB | Adobe PDF | View/Open Request a copy |
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