Prevention of antisocial behavior among Moroccan high school students : An experimental study

Mohamed Ezzaidi; Badreddine Ezzaidi

doi:10.18535/sshj.v9i02.1604

Abstract

This study investigates the efficacy of a preventive intervention program aimed at reducing antisocial behaviors among adolescents aged 11 to 17 in Moroccan secondary schools. Grounded in the social development model by Hawkins and Weiz (1985), the program targets family, school, and individual domains. Employing a quasi-experimental pretest-posttest design, the study evaluates the program's impact on various risk and protective factors. Statistical analyses, including the Wilcoxon signed-rank test, reveal significant positive outcomes, indicating the program's effectiveness in promoting prosocial behaviors. However, the study highlights limitations such as the exclusion of community-based interventions due to resource and time constraints. Future research should incorporate community-level predictors to enhance the comprehensiveness of prevention strategies. Despite these limitations, the findings advocate for a shift from punitive measures to proactive interventions in Moroccan secondary education. This research contributes to the field of preventive science and lays groundwork for further exploration of intervention strategies in educational contexts

Keywords

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References

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Arthur, M.W.; Hawkins, J.D.; Pollard, J.A; Catalano R.F. & Baglioni, A.J Jr.(2002) Measuring Risk and Protective Factors for Use, Delinquency, and Other Adolescent Problem Behaviors : The Communities That Care Youth Survey. Evaluation Review 26 (6) 575-601Google Scholar ↗
Azioun, S., & Derguin, S. M. (2018). L’entretien de recherche dit ‘‘semi-directif’’Dans les domaines des sciences humaines et sociales. مجلة الجامع في الدراسات النفسية والعلوم التربوية, 3(1), 30-42Google Scholar ↗
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Carricano, M., Poujol, F., & Bertrandias, L. (2010). Analyse de données avec SPSS®. Pearson Education FranceGoogle Scholar ↗
Catalano, R. F., Kosterman, R., Hawkins, J. D., Newcomb, M. D., & Abbott, R. D. (1996). Modeling the etiology of adolescent substance use: A test of the social development model. Journal of drug issues, 26(2), 429-455.Google Scholar ↗
Catalano, R. F., Fagan, A. A., Gavin, L. E., Greenberg, M. T., Irwin Jr, C. E., Ross, D. A., & Shek, D. T. (2012). Worldwide application of prevention science in adolescent health. The Lancet, 379(9826), 1653-1664.Google Scholar ↗
Chernyshenko, O., Kankaraš, M., et Drasgow, F. (2018). ‘’Social and emotional skills for student success and wellbeing: Conceptual framework for the OECD study on social and emotional skills’’, OECD Education Working Paper, No173 OECD publishing, ParisGoogle Scholar ↗
Chung, S., & McBride, A. M. (2015). Social and emotional learning in middle school curricula: A service learning model based on positive youth development. Children and Youth Services Review, 53, 192–200.Google Scholar ↗
Dimitrov, D. M., & Rumrill Jr, P. D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159-165Google Scholar ↗
Dodge, K.A. (2001). The science of youth violence prevention. Progressing from developmental epidemiology to efficacy to effectiveness to public policy. American journal of preventive medicine, 20 1 Suppl, 63-70Google Scholar ↗
Flynn, R. J. (2008). Communities that care: A comprehensive system for youth prevention and promotion, and Canadian applications to date. IPC Review, 2(3), 83Google Scholar ↗
Giorgdze, M., & Dgebuadze, M. (2017). Interactive teaching methods: challenges and perspectives. International E-Journal of Advances in Education, 3(9), 544-548.Google Scholar ↗
Glaser, R. R., Horn, M. L. V., Arthur, M. W., Hawkins, J. D., & Catalano, R. F. (2005). Measurement properties of the Communities That Care® Youth Survey across demographic groups. Journal of Quantitative Criminology, 21(1), 73-102.Google Scholar ↗
Haggerty, K. P., Catalano, R. F., Harachi, T. & Abbott, B. (1998). Description de l’implantation d’un programme de prévention des problèmes de comportementà l’adolescence. Criminologie, 31 (1), 25–47.Google Scholar ↗
Hawkins, J. D., & Weis, J. G. (1985). The social development model: An integrated approach to delinquency prevention. Journal of primary prevention, 6(2), 73-97Hawkins & Weiz, 1985Google Scholar ↗
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Hirschi, T. (1969). Causes of Delinquency. Berkeley: University of California PressGoogle Scholar ↗
Horne, A. M., & Sayger, T. V. (1990). Treating conduct and oppositional defiant disorders in children. PergamonGoogle Scholar ↗
Jensen, G. F. (1972). Parents, peers, and delinquent action: A test of the differential association perspective. American Journal of Sociology, 78(3), 562-575.Google Scholar ↗
Kosterman et al. (2000); Kosterman, R., Hawkins, J. D., Guo, J., Catalano, R. F., & Abbott, R. D. (2000). The dynamics of alcohol and marijuana initiation: patterns and predictors of first use in adolescence. American journal of public health, 90(3), 360Google Scholar ↗
Morojele, N. K., Flisher, A. J., Muller, M., Ziervogel, C. F., Reddy, P., & Lombard, C. J. (2002). Measurement of risk and protective factors for drug use and anti-social behavior among high school students in South Africa. Journal of Drug Education, 32(1), 25-39.Google Scholar ↗
Nagro, Sarah & Fraser, Dawn & Hooks, Sara. (2018). Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction. Intervention in School and Clinic. 54.(3) 1-10Google Scholar ↗
Pallant, J., & Manual, S. S. (2007). A step by step guide to data analysis using SPSS for windows. SPSS Survival Manual. Open University Press, New YorkGoogle Scholar ↗
Patterson, G. R., & Reid, J. B. (1973). Intervention for families of aggressive boys: A replication study. Behaviour Research and Therapy, 11(4), 383-394.Google Scholar ↗
Shure, M. B. (2001). I can problem solve (ICPS): An interpersonal cognitive problem solving program for children. Residential Treatment for Children & Youth, 18(3), 3-14.Google Scholar ↗
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of educational and psychological consultation, 17(2-3), 191-210.Google Scholar ↗

[refR-1] Abric, J. C. (1999). Psychologie de la communication: théories et méthodes. Armond COLIN, Paris 1999Google Scholar ↗

[refR-2] Arthur, M.W.; Hawkins, J.D.; Pollard, J.A; Catalano R.F. & Baglioni, A.J Jr.(2002) Measuring Risk and Protective Factors for Use, Delinquency, and Other Adolescent Problem Behaviors : The Communities That Care Youth Survey. Evaluation Review 26 (6) 575-601Google Scholar ↗

[refR-3] Azioun, S., & Derguin, S. M. (2018). L’entretien de recherche dit ‘‘semi-directif’’Dans les domaines des sciences humaines et sociales. مجلة الجامع في الدراسات النفسية والعلوم التربوية, 3(1), 30-42Google Scholar ↗

[refR-4] Baheiraei, A., Soltani, F., Ebadi, A., Cheraghi, M. A., Foroushani, A. R., & Catalano, R. F. (2016). Psychometric properties of the Iranian version of ‘Communities That Care Youth Survey’. Health promotion international, 31(1), 59-72.Google Scholar ↗

[refR-5] Becker, L. (2005). Effect Size (es) I. Overview Ii. Effect Size Measures for Two Independent GroupsGoogle Scholar ↗

[refR-6] Carricano, M., Poujol, F., & Bertrandias, L. (2010). Analyse de données avec SPSS®. Pearson Education FranceGoogle Scholar ↗

[refR-7] Catalano, R. F., Kosterman, R., Hawkins, J. D., Newcomb, M. D., & Abbott, R. D. (1996). Modeling the etiology of adolescent substance use: A test of the social development model. Journal of drug issues, 26(2), 429-455.Google Scholar ↗

[refR-8] Catalano, R. F., Fagan, A. A., Gavin, L. E., Greenberg, M. T., Irwin Jr, C. E., Ross, D. A., & Shek, D. T. (2012). Worldwide application of prevention science in adolescent health. The Lancet, 379(9826), 1653-1664.Google Scholar ↗

[refR-9] Chernyshenko, O., Kankaraš, M., et Drasgow, F. (2018). ‘’Social and emotional skills for student success and wellbeing: Conceptual framework for the OECD study on social and emotional skills’’, OECD Education Working Paper, No173 OECD publishing, ParisGoogle Scholar ↗

[refR-10] Chung, S., & McBride, A. M. (2015). Social and emotional learning in middle school curricula: A service learning model based on positive youth development. Children and Youth Services Review, 53, 192–200.Google Scholar ↗

[refR-11] Dimitrov, D. M., & Rumrill Jr, P. D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159-165Google Scholar ↗

[refR-12] Dodge, K.A. (2001). The science of youth violence prevention. Progressing from developmental epidemiology to efficacy to effectiveness to public policy. American journal of preventive medicine, 20 1 Suppl, 63-70Google Scholar ↗

[refR-13] Flynn, R. J. (2008). Communities that care: A comprehensive system for youth prevention and promotion, and Canadian applications to date. IPC Review, 2(3), 83Google Scholar ↗

[refR-14] Giorgdze, M., & Dgebuadze, M. (2017). Interactive teaching methods: challenges and perspectives. International E-Journal of Advances in Education, 3(9), 544-548.Google Scholar ↗

[refR-15] Glaser, R. R., Horn, M. L. V., Arthur, M. W., Hawkins, J. D., & Catalano, R. F. (2005). Measurement properties of the Communities That Care® Youth Survey across demographic groups. Journal of Quantitative Criminology, 21(1), 73-102.Google Scholar ↗

[refR-16] Haggerty, K. P., Catalano, R. F., Harachi, T. & Abbott, B. (1998). Description de l’implantation d’un programme de prévention des problèmes de comportementà l’adolescence. Criminologie, 31 (1), 25–47.Google Scholar ↗

[refR-17] Hawkins, J. D., & Weis, J. G. (1985). The social development model: An integrated approach to delinquency prevention. Journal of primary prevention, 6(2), 73-97Hawkins & Weiz, 1985Google Scholar ↗

[refR-18] Hawkins, J. D., Smith, B. H., Hill, K. G., Kosterman, R., Catalano, R. F., & Abbott, R. D. (2003). Understanding and preventing crime and violence. In Taking stock of delinquency (pp. 255-312). Springer, Boston, MAGoogle Scholar ↗

[refR-19] Hawkins,D.J, Catalano,R. & Haggerty, K. (2007) year one implimantation guide for Raising healthy children implimantation teams SDRG. washingtonGoogle Scholar ↗

[refR-20] Hirschi, T. (1969). Causes of Delinquency. Berkeley: University of California PressGoogle Scholar ↗

[refR-21] Horne, A. M., & Sayger, T. V. (1990). Treating conduct and oppositional defiant disorders in children. PergamonGoogle Scholar ↗

[refR-22] Jensen, G. F. (1972). Parents, peers, and delinquent action: A test of the differential association perspective. American Journal of Sociology, 78(3), 562-575.Google Scholar ↗

[refR-23] Kosterman et al. (2000); Kosterman, R., Hawkins, J. D., Guo, J., Catalano, R. F., & Abbott, R. D. (2000). The dynamics of alcohol and marijuana initiation: patterns and predictors of first use in adolescence. American journal of public health, 90(3), 360Google Scholar ↗

[refR-24] Morojele, N. K., Flisher, A. J., Muller, M., Ziervogel, C. F., Reddy, P., & Lombard, C. J. (2002). Measurement of risk and protective factors for drug use and anti-social behavior among high school students in South Africa. Journal of Drug Education, 32(1), 25-39.Google Scholar ↗

[refR-25] Nagro, Sarah & Fraser, Dawn & Hooks, Sara. (2018). Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction. Intervention in School and Clinic. 54.(3) 1-10Google Scholar ↗

[refR-26] Pallant, J., & Manual, S. S. (2007). A step by step guide to data analysis using SPSS for windows. SPSS Survival Manual. Open University Press, New YorkGoogle Scholar ↗

[refR-27] Patterson, G. R., & Reid, J. B. (1973). Intervention for families of aggressive boys: A replication study. Behaviour Research and Therapy, 11(4), 383-394.Google Scholar ↗

[refR-28] Shure, M. B. (2001). I can problem solve (ICPS): An interpersonal cognitive problem solving program for children. Residential Treatment for Children & Youth, 18(3), 3-14.Google Scholar ↗

[refR-29] Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of educational and psychological consultation, 17(2-3), 191-210.Google Scholar ↗