Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-23T03:02:00.959Z Has data issue: false hasContentIssue false
  • English
  • Français

Analysis of the Effect of a Social Problem-Solving Program on the Aggression of Children

Published online by Cambridge University Press:  04 February 2016

Zarife Seçer  and
Hülya Gülay Ogelman
Zarife Seçer
Affiliation:
Department Preschool Education, Faculty of Education, Selçuk University, Turkey.
Hülya Gülay Ogelman*
Affiliation:
Department of Preschool Education, Faculty of Education, Pamukkale University, Turkey. [email protected]
*
*Address for Correspondence: Assist. Prof. Hülya Gülay Ogelman, Pamukkale University Faculty of Education, Department of Preschool Education, Kinikli Campus/Denizli, Turkey.
Get access

Abstract

The aim of this research was to establish the effect of a social problem-solving training program for 8th grade students. In the experimental group, 14 students were 14 years old and 1 student was 15 years old. In the control group, 13 students were 14 years old and 2 students were 15 years old. The Aggression Questionnaire (AQ) was administered to the students. The students in the experimental group were trained in the Social Problem-Solving program at school. The students in the Social Problem-Solving Training Program had statistically significant lower scores on physical aggression, anger, hostility, indirect aggression and total aggression than the students who did not undertake the program.

Keywords

social problem-solving programsocial problem-solving trainingaggressionsocial skillsadolescence
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 21 , Issue 2 , January 2011 , pp. 142 - 153
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)