Enhancing Social Relationships and Adjusting Behavior in the Israeli Classroom

Ifargan

2009

Aggressive Behavior

Self Cite

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=166). 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.

Section: Discussioncontrasting

confidence: 55%

Section: Instrumentsmentioning

confidence: 99%

School‐based integrated and segregated interventions to reduce aggression

Ifargan

2009

Aggressive Behavior

Self Cite

“…Indeed, the effect of a classroom climate program, designed by the principles of the ecological approach (Moos & Trickett, 1987), on elementary and secondary school students was explored in several studies conducted in Israel. Results indicated improved relationships in the classroom, enhanced self-esteem and improved behavior (Shechtman, 1997;Shechtman & Bar-El, 1994). More research is needed in respect to the possible impact of such programs on the levels of classroom victimization and aggression.…”

Section: Practical Implicationsmentioning

confidence: 87%

“…The Classroom Environment Scale (CES), measures the perceived classroom climate from an ecological perspective (Moos & Trickett, 1987), and is widely used in Israel (Raviv et al, 1993;Shechtman, 1997). The scale is comprised of three major components: relationships, personal growth, and system maintenance, each of which includes several sub-scales.…”

Section: Instrumentsmentioning

confidence: 99%

The Relationship of Life Skills and Classroom Climate to Self-Reported Levels of Victimization

2006

Int J Adv Counselling

Self Cite

School programs to prevent aggression vary; some emphasize skills training while others focus on social climate. The purpose of this study was to investigate the relationship between life skills, classroom climate and self-reported levels of victimization. The study, conducted in Israel, included 97 schools, 261 fifth and sixth classrooms, and close to 9,000 students. Results of hierarchical regression showed a significant relation between lower levels of self-reported victimization and some of the life skills and with two of the three classroom climate components: relationship, and personal growth; system maintenance was not related to classroom aggression. Moreover, classroom climate was far more related to the level of victimization than life skills. Several demographic variables (i.e., SES, gender) were also found to be related to levels of victimization.

“…counsellors). Such intervention programmes practiced in the classroom have enhanced the social climate and relationships in the classroom, as well as pupils' adjusting behaviour (Shechtman & Bar-El, 1994;Shechtman, 1997). Also, intervention in small counselling groups showed a positive influence on pupils' academic achievements and emotional and social skills (Shechtman, 1993;Shechtman et al, 1996), as well as in reduced aggression (Shechtman, 2000).…”

Section: Introductionmentioning

confidence: 97%

Affective teaching: a method to enhance classroom management

European Journal of Teacher Education

Leichtentritt

2004

The purpose of the study was to enhance classroom management in special education classrooms. 'Affective teaching' was compared with 'cognitive teaching' in 52 classrooms in Israel. Data was collected based on observations of three 90 minute lessons, equally divided into the two types of instruction. Results of MANOVA procedures indicated a lower frequency of misbehaviour, including off-task behaviour, talking without permission, moving without permission and aggression, in the affective lessons compared with the cognitive lessons. In addition, positive behaviour, including expression of thoughts, expression of feelings, self-awareness and peer support, was more frequent in the affective lessons compared with cognitive lessons. No age difference was revealed. The discussion focuses on the implications of affective teaching in classroom management.Le but de cette étude était de mettre en valeur la gestion des salles de cours dans les classes d'éducation spécialisée. L'"enseignement affectif" a été comparé aenbsp; l'"enseignement cognitif" dans 52 classes, en Israël. Des données ont été recueillies, basées sur des observations de trois leçons consécutives de 90 minutes chacune, équitablement divisées en deux types d'instructions. Les résultats des procédés MANOVA ont indiqué une fréquence plus faible en mauvaise conduite, également hors-devoirs, en prise de parole sans autorisation, en mouvements sans autorisation, ainsi qu'en agressivité, lors les leçons affectives par rapport aux leçons cognitives. De plus, un comportement positif, incluant l'expression des pensées, l'expression des sentiments, la conscience de soi, et le soutien entre pairs était plus fréquent lors des leçons affectives comparées aux leçons cognitives. Aucune différence d'age n'a été révélée. La discussion se concentre sur les implications de l'enseignement affectif dans la gestion des classes El propó sito de este estudio fue elevar la gestió n en aulas especiales de educació n. "Una enseñ anza afectiva" fue comparada con "enseñ anza cognoscitiva" en 52 aulas en Israel. La data fue recolectada y basada en observaciones de tres lecciones continuas de de 90 minutos, dividida en partes iguales en dos clases de enseñ anzas. El resultado del MANOVA procedimiento indicó una descendencia en el mal comportamiento, incluyendo hablar y moverse sin permiso y agresión en la clase afectiva comparada con las lecciones cognoscitivas. Además, una conducta positiva, incluye expresiones de pensamientos expresiones de sentimientos, una propia toma de conciencia y un apoyo de sus camaradas mas frecuente en las clases afectivas comparada con las lecciones cognoscitivas. Ninguna diferencia en las edades fue apreciada. La discusió n se centra en las implicaciones de la enseñ anza afectiva en las gestiones de las aulas *Corresponding author.