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Canadian Journal of School Psychology
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Multimodal School-Based Intervention for At-Risk, Aggressive, Latency-Age Youth

Ruth Stirtzinger

The George Hull Centre for Children and Families Toronto, Canada

Lorraine Campbell

Integra Foundation, Toronto, Canada

Anne Green

Toronto District School Board

Claire DeSouza

The George Hull Centre for Children and Families Toronto, Canada

Ian Dawe

The George Hull Centre for Children and Families Toronto, Canada

This pilot study examines the effects of a school-based multimodal intervention project to assist aggressive students at risk for school drop out and delinquency. School climate, peer-pairing, teacher education and whole class interventions are main clinical strategies which seek to attain a multiple reinforcement model for increased social inclusion, healthy behaviour and social interaction in the at-risk student group. Results show significant positive effects (p< .01) in participant group with more mature interpersonal negotiation skills, and a trend toward decreased negative peer perceptions, with no change in control group. These changes are felt to be important protective factors aiding the development of friendships and self-esteem. The study emphasizes the need for more sensitive measures of at-risk children's psychological and academic changes and emphasizes the need for longitudinal program intervention and follow-up.

Canadian Journal of School Psychology, Vol. 17, No. 1, 27-46 (2002)
DOI: 10.1177/082957350201700104
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