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International Journal of Pedagogics

Peer Reviewed | Open Access | E-ISSN: 2771-2281
Published Article

The Effectiveness of A psychological Well-being Program in Adjusting the Aggressive Behavior of Students of Primary Stage in UNRWA Schools in Gaza

The Effectiveness of A psychological Well-being Program in Adjusting the Aggressive Behavior of Students of Primary Stage in UNRWA Schools in Gaza

Authors

  • Khitam I. M. Alsahhar
    Faculty of Education, The Islamic University of Gaza, Gaza, Palestine
  • Sally Talal Yaghi
    Faculty of Education, Master of Community Mental Health, The Islamic University of Gaza, Gaza, Palestine

DOI:

https://doi.org/10.37547/ijp/Volume06Issue04-68

Keywords:

psychological well-being aggressive behavior school-based intervention positive psychology Gaza Strip quasi-experimental design

Abstract

This study investigates the effectiveness of a structured psychological intervention based on enhancing psychological well-being in reducing aggressive behavior among primary school students in a conflict-affected context. Despite the growing recognition of positive psychology frameworks, limited empirical research has examined their applicability among children exposed to chronic socio-political stressors, particularly in the Gaza Strip. Accordingly, this study aims to evaluate the impact of a well-being-based counseling program on modifying aggressive behavior among fifth-grade male students.

A quasi-experimental design was employed using a pre–post–follow-up approach with a control group. The sample consisted of 24 students (aged 10–11 years) selected purposively based on high levels of aggressive behavior and low psychological well-being. Participants were divided equally into experimental and control groups. The intervention comprised a 12-session counseling program integrating self-awareness, emotional expression, social skills, decision-making, and adaptive coping strategies. Data were collected using researcher-developed scales for psychological well-being and aggressive behavior, with established validity and reliability. Statistical analyses were conducted using non-parametric tests, including Mann–Whitney, Wilcoxon, and Friedman tests.

The findings revealed a statistically significant reduction in aggressive behavior among the experimental group in the post-test compared to the pre-test, as well as significant differences between the experimental and control groups in favor of the experimental group. Furthermore, results indicated sustained effects of the intervention at follow-up, although partial regression was observed in physical aggression and aggression toward property. These findings highlight the effectiveness of well-being-based interventions in promoting adaptive behavioral outcomes among children in high-stress environments.

The study contributes to the literature by providing a context-sensitive model for integrating psychological well-being into behavioral intervention programs and offers practical implications for school-based mental health practices in conflict-affected settings.

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