A total of 5,071 students from 10 secondary schools completed the screening questionnaires. Among them, 149 students were classified as reactive aggressors, 62 as proactive aggressors, 89 as aggressive victims and 355 as pure victims.

Quantitative Research Results

1. Reactive Aggressor Group

The results show that both aggressive behaviour and reactive aggression were significantly reduced after the intervention.

2. Passive Victim Group

Compared with the results of the pre-test, there was a considerable decline in anxious/depressed, physical victimisation, verbal victimisation and social exclusion in the post-test results.

Qualitative research results

1. Reactive Aggressor Group

a. Students

Using content analysis, and generalising and comparing the students’ pre-test and post-test interview answers, we found that group intervention could help students think from multiple perspectives. When faced with social problems, they could consider more possible ways to solve such problems after the intervention.

During the post-test interviews, the students tended to use more words such as ‘maybe’, ‘or’ and ‘possible’ than they did during the pre-test interview, when they were more likely to use absolute words like ‘must’. This reflected their acceptance of more possibilities in their cognition. When talking about their post-test responses, the idea that ‘violence is the only way to solve a problem’ significantly declined. Further, the students were more concerned with other’s feelings, showed more empathy and had more understanding of other’s difficulties when considering the solutions.

b. Teachers

Using content analysis, and generalising and comparing the teachers’ pre-test and post-test interview answers, we learned that the teachers saw significant positive improvement in both the students’ emotions and behaviours after group intervention. For instance, they were more able to control their irritable emotions. The teachers also reported great improvement in the students’ personal relationships with their peers in the classroom. For example, the students made more friends than before. When facing interpersonal conflicts and difficulties, the students showed a greater tendency to ask the teachers for help and solve problems through rational and responsible thinking and methods.

2. Pure Victim Group

a. Students

Using content analysis, and generalising and comparing the students’ pre-test and post-test interview answers, we found that the group intervention helped pure victims rebuild their self-confidence and self-image. Their communication and self-expression skills showed significant improvement. As a result, they were more willing to express their own ideas and learn to rationally analyse others’ requirements. They were more confident in their ability to problem solve, and they solved the problems through practical actions.

b. Teachers

Using content analysis, and generalising and comparing the teachers’ pre-test and post-test interview answers, we learned that the teachers viewed the passive victims as having more positive attitudes and enjoying school life more. The students had built a better relationship with their teachers and classmates and were more willing to take part in class activities. The teachers also reported significant improvement in the students’ emotions and behaviours, observing that they smiled more and were more optimistic. The students could express their feelings and expectations more easily, and they showed a greater tendency to ask the teachers for help when they were facing problems.