School-based cognitive-behavioural therapy for academically underachieving Singaporean adolescents with aggressive and rule-breaking behaviour

Abstract

This study examined the utility of a school-based, cognitive-behavioural therapy (CBT) programme for academically weak adolescents with at-risk levels of aggressive and rule-breaking tendencies. When compared to baseline data, standardized self-report and teacher rating scales revealed that the symptoms of the CBT group significantly reduced to within normal limits at post-treatment. These gains were also evident at 1-month post-treatment. In contrast, the aggressive and rule-breaking behaviour of the wait-list control group was maintained at at-risk levels. Interviews with participants were subsequently used to document factors in the therapy that promoted positive change and user satisfaction. Implications of the study's findings for school mental health-care specialists and teachers were also discussed.

Keywords:

• aggression
• rule-breaking behaviour
• academically underachieving adolescents
• at risk for externalizing disorders

Acknowledgements

We express our appreciation to Maureen Neihart, Head (Psychological Studies Academic Group), at the National Institute of Education, Nanyang Technological University, for commenting on the intervention programme evaluated in this research.