STORIES A Classroom-Based Program to Reduce Aggressive Behavior

Abstract

The 15-session Structure/Themes/Open Communication/Reflection/Individuality/Experiential Learning/Social Problem-Solving (STORIES) program was implemented with two intact fourth- and fifth-grade classes ( N = 59) with 12 groups of children ( n = 4 to 6 each). STORIES uses the peer group and story form as vehicles to improve social problem solving for aggressors, victims, and bystanders. Groups contained 1 to 2 students identified by school staff with concerns of bullying, general hostility, or aggression. Teacher reports of externalizing behavior indicated elevated mean pretest scores overall, with the identified children being more extreme. Postintervention teacher reports showed decreases in externalizing and antisocial behaviors for the children not identified as aggressive, and increases for the identified children. However, among those identified, children who had completed the program had significantly more favorable scores than wait-list controls. Also, individual responses to treatment predicted favorable change between pre- and posttest measures of externalizing behaviors. Results are discussed in terms of relevance for school-based social problem-solving interventions and field research.