摘要：This Campbell systematic review examines the effects of school‐based social information processing interventions on the aggressive and disruptive behavior of school‐age children specifically targeted for attention because they are judged to be at risk for such behavior (selected) or already engaged in early versions of such behavior (indicated). Program effects are examined overall and in relation to methodological and substantive differences across studies. The search strategy identified 68 eligible reports, which reported the results of 47 unique research studies. The researchers conclude that children who participate in this type of education programme exhibit less aggressive and disruptive behaviour than children who do not participate.
