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Research method (2006-2007 & 2007-2008)

• Research Procedure
• Assessment Tools

Research Procedure

To evaluate the effectiveness of the child group intervention, this project adopted a scientific research procedure.

1. Screening

The high-risk reactive aggressors and proactive aggressors were screened out according to the questionnaire results as follows.

1. The students, whose scores on the Child Behaviour Checklist – Youth Self-Report: Aggressive Behaviour Subscale were equal to or higher than their clinical score were categorised as aggressors;
2. Then, according to their scores on the Reactive and Proactive Aggression Questionnaire, these aggressors were further categorised as high-risk reactive aggressors or proactive aggressors.

The high-risk aggressive victims and passive victims were screened out according to the questionnaire results as follows.

1. 1. The students who received high scores on the Peer Victimisation Questionnaire were categorised as victims.
2. 2. Then, according to the scores on the Reactive and Proactive Aggression Questionnaire, Child Behaviour Checklist - Youth Self-Report: Anxious/Depressed Subscale, and Child Behaviour Checklist - Youth Self-Report: Aggressive Behaviour Subscale, these victims were further categorised as high-risk aggressive victims or passive victims.

Subtypes of Aggressors and Victims	Child Behavior Checklist - Youth Self-Report	Reactive and Proactive Aggression Questionnaire	Peer Victimization Questionnaire
Reactive Aggressors	Aggressive Behaviour Subscale: Higher than the clinical score	Score on Reactive Aggression Subscale was higher than that on Proactive Aggression Subscale	N/A
Proactive Aggressors	Aggressive Behaviour Subscale: Higher than the clinical score	Score on Proactive Aggression Subscale was higher than that on Reactive Aggression Subscale	N/A
Aggressive Victims	Anxious/Depressed Subscale: Higher than the clinical score	Score on Reactive Aggression Subscale was higher than that on Proactive Aggression Subscale	Equal to/higher than the clinical score*
Passive Victims	Aggressive Behaviour Subscale: Below the clinical score	N/A	Equal to/higher than the clinical score*

 

2. Pre-test

a. Students

After the screening, all of the selected students and their parents and teachers were invited to attend the pre-test. The teachers were also allowed to recommend the aggressors, victims and control students they thought should participate in the pre-test. Individual interviews were assigned to the selected students to gain a better understanding of their cognitive structure and mode of thinking.

b. Teachers

Four teachers familiar with the selected students and their thoughts, behaviours and emotions were invited to participate in the pre-test. Due to limited resources, only one teacher in four was asked to complete both the pre-test interview and the questionnaires. The other teachers were only asked to complete the pre-test questionnaires.

c. Parents

At least one parent of each child in the group intervention was invited to complete the pre-test questionnaires and participate in a pre-test interview to collect more information on the student’s performance at home.

3. Intervention groups and control groups

Based on the results of the screening and pre-test questionnaires, high-risk students were classified into four subtypes: reactive aggressors, proactive aggressors, aggressive victims and passive victims. These high-risk students were randomly assigned to an intervention group or control group, with each intervention group having one control student.

4. Post-test

a. Students

Members of both the intervention groups and control groups were asked to complete the post-test questionnaires and individual interviews within one month after the final session of the group intervention. They were then asked to complete follow-up test questionnaires and individual interviews three months after the group intervention. The aim was to assess the group members’ situations after they completed the group intervention.

b. Teachers

Teachers were required to observe the students’ thoughts, behaviours and emotions during the group intervention to obtain an accurate evaluation of the students. Similar to the pre-test, four teachers were asked to take the post-test and one of them was asked to complete both the post-test questionnaires and the interviews. The others were only asked to complete the post-test questionnaires.

c. Parents

After the group intervention, at least one parent of a group member was invited to complete the post-test questionnaires and interview.

Assessment Tools for Students, Teachers and Parents

I. Reactive Aggressors (06-07)

	Screening Questionnaire	Pre-test	Post-test	three-month/oneyear/ two-year follow-up
Students	Reactive and Proactive Aggression Questionnaire Child Behavior Checklist – Youth Self-Report Peer Victimization Questionnaire	Anger Self-Report	Child Behavior Checklist – Youth Self-Report Reactive and Proactive Aggression Questionnaire Anger Self-Report	Child Behavior Checklist – Youth Self-Report Reactive and Proactive Aggression Questionnaire Anger Self-Report
Teachers	N/A	Child Behavior Checklist – Teacher Report Form Reactive and Proactive Aggression Questionnaire – Teacher Rating Scale	Child Behavior Checklist – Teacher Report Form Reactive and Proactive Aggression Questionnaire – Teacher Rating Scale	N/A
Parents	N/A	Child Behavior Checklist-Parent Version Antisocial Process Screening Device Conflict Tactics Scale	Child Behavior Checklist-Parent Version Antisocial Process Screening Device Conflict Tactics Scale	N/A

 

II. Passive Victims (06-07)

	Screening Questionnaire	Pre-test	Post-test	three-month/oneyear/ two-year follow-up
Students	Child Behavior Checklist - Youth Self -Report Reactive and Proactive Aggression Questionnaire Peer Victimization Questionnaire	N/A	Child Behavior Checklist - Youth Self -Report Peer Victimization Questionnaire	Child Behavior Checklist - Youth Self -Report Peer Victimization Questionnaire
Teachers	N/A	Child Behavior Checklist – Teacher Report Form Peer Victimization Questionnaire－Teacher Rating Scale	Child Behavior Checklist – Teacher Report Form Peer Victimization Questionnaire－Teacher Rating Scale	N/A
Parents	N/A	Child Behavior Checklist-Parent Version Antisocial Process Screening Device Conflict Tactics Scale	Child Behavior Checklist-Parent Version Antisocial Process Screening Device Conflict Tactics Scale	N/A

 

III. Proactive Aggressors (07-08)

	Screening Questionnaire	Pre-test	Post-test	three-month/oneyear/ two-year follow-up
Students	Child Behavior Checklist - Youth Self -Report Reactive and Proactive Aggression Questionnaire Peer Victimization Questionnaire	Aggression Questionnaire Relational Aggression Measure Interpersonal Reactivity Index	Child Behavior Checklist - Youth Self -Report Reactive and Proactive Aggression Questionnaire Aggression Questionnaire Relational Aggression Measure Interpersonal Reactivity Index	Child Behavior Checklist - Youth Self -Report Reactive and Proactive Aggression Questionnaire Aggression Questionnaire Relational Aggression Measure Interpersonal Reactivity Index
Teachers	N/A	Child Behavior Checklist – Teacher Report Form Reactive and Proactive Aggression Questionnaire－Teacher Rating Scale	Child Behavior Checklist – Teacher Report Form Reactive and Proactive Aggression Questionnaire－Teacher Rating Scale	N/A
Parents	N/A	Child Behavior Checklist-Parent Version Antisocial Process Screening Device Reactive and Proactive Aggression Questionnaire - Parent Rating Scale Self-Efficacy for Parent Tasks Index Child Disclosure	Child Behavior Checklist-Parent Version Antisocial Process Screening Device Reactive and Proactive Aggression Questionnaire - Parent Rating Scale Self-Efficacy for Parent Tasks Index Child Disclosure	N/A

 

IV. Aggressive Victims (07-08)

	Screening Questionnaire	Pre-test	Post-test	three-month/oneyear/ two-year follow-up
Students	Child Behavior Checklist - Youth Self -Report Reactive and Proactive Aggression Questionnaire Peer Victimization Questionnaire	Child Behavior Checklist - Youth Self -Report Reactive and Proactive Aggression Questionnaire Peer Victimization Questionnaire State-Trait Anger Expression Inventory School Psychosocial Climate Scale	Child Behavior Checklist - Youth Self -Report Reactive and Proactive Aggression Questionnaire Peer Victimization Questionnaire State-Trait Anger Expression Inventory School Psychosocial Climate Scale	Child Behavior Checklist - Youth Self -Report Reactive and Proactive Aggression Questionnaire Peer Victimization Questionnaire State-Trait Anger Expression Inventory School Psychosocial Climate Scale
Teachers	N/A	Child Behavior Checklist – Teacher Report Form Reactive and Proactive Aggression Questionnaire－Teacher Rating Scale Peer Victimization Questionnaire－Teacher Rating Scale	Child Behavior Checklist – Teacher Report Form Reactive and Proactive Aggression Questionnaire－Teacher Rating Scale Peer Victimization Questionnaire－Teacher Rating Scale	N/A
Parents	N/A	Child Behavior Checklist-Parent Version Antisocial Process Screening Device Reactive and Proactive Aggression Questionnaire - Parent Rating Scale Self-Efficacy for Parent Tasks Index Child Disclosure General Peer Problem Scale Conners' Parent Rating Scale - Revised(S)	Child Behavior Checklist-Parent Version Antisocial Process Screening Device Reactive and Proactive Aggression Questionnaire - Parent Rating Scale Self-Efficacy for Parent Tasks Index Child Disclosure General Peer Problem Scale Conners' Parent Rating Scale - Revised(S)	N/A