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Teachers treat aggressive children: An outcome study

Zipora Shechtman, Rony Tutian


School aggression has become a major challenge to educators. Under the assumption that teacher empathy is related to student aggression, we offer a group training program, employing bibliotherapy, for teachers to help their aggressive students. Participants were 44 female teachers and 165 aggressive students. Teachers in the intervention group led the program with a small group of children; in the contrast group such children were assisted academically. Results indicated more favorable outcomes for children in the intervention group on aggression and on perceived teacher empathy, and gains on scores on aggression were related to change in perceived teacher empathy.
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