EFFECTIVENESS OF A LIFE SKILLS PSYCHOEDUCATIONAL INTERVENTION MODULE (LISPSYM) IN REDUCING AGGRESSIVE BEHAVIOUR AMONG MALE ADOLESCENTS IN JUVENILE CORRECTIONAL INSTITUTIONS
DOI:
https://doi.org/10.18623/rvd.v23.n4.4752Keywords:
Aggressive, Life Skills, Behaviour, Psychoeducational, InterventionAbstract
Rehabilitation of aggressive behaviour among adolescents in juvenile correctional institutions remains a critical challenge, particularly in the development of structured and evidence-based intervention frameworks. This study aimed to evaluate the effectiveness of the Life Skills Psychoeducational Intervention Module (LISPSYM) in reducing overall aggression and its four subscales—physical aggression, verbal aggression, anger, and hostility—among male adolescents in juvenile correctional institutions. A quasi-experimental design was employed involving 64 male adolescents selected through purposive sampling and assigned to a treatment group (n = 32) and a control group (n = 32). The treatment group participated in twelve structured LISPSYM sessions, while the control group received standard institutional programmes. Data were collected at pre-test, post-test, and follow-up using the validated Buss and Perry Aggression Questionnaire (BPAQ). Repeated-measures ANOVA revealed significant and sustained reductions in overall aggression and all subscales within the treatment group, with large effect sizes (η²). Consistent with Jessor’s Problem Behavior Theory (1977), the findings indicate that structured psychoeducational interventions can modify maladaptive behaviour by strengthening psychosocial competencies and adaptive coping skills. The study highlights LISPSYM as a culturally relevant and practical framework to support behavioural regulation and social reintegration among institutionalised adolescents.
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