Cognitive-Behavioral Group Therapy for Hong Kong Students that Engage in Bullying
Cognitive-Behavioral Group Therapy for Hong Kong Students that Engage in Bullying

Summary/Abstract: Research on the effectiveness of cognitive-behavioral therapy to reduce aggressive behaviors failed to take into account the potential importance of including content targeting types of aggression. This study addressed this gap by evaluating the effectiveness of such an intervention for Hong Kong secondary students that engage in proactive aggressive behavior or bullying. Using screening procedures, 63 high-risk proactive aggressors (bullies) were identified from 5,025 students and randomly assigned to treatment groups. A significant MANOVA was discovered when 46 participants’ proactive, reactive, verbal, and physical aggre- ssion scores were compared before treatment and at four follow-up assessments after treatment. Proactive, reactive, and physical aggression decreased from pre- test to one-year follow-up suggesting the cognitive-behavioral program was effec- tive. Based on a second MANOVA, however, it was found the program did not lead to increased levels of empathy for the participants. Implications for research on aggression, and programs to reduce aggression such as bullying of secondary school students in Hong Kong and elsewhere are presented.

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