Background Although adolescent aggression has received increasing attention, existing interventions often lack specificity and fail to meet the needs of digital-native youth. This study developed a filmmaking intervention, grounded in the Social Information Processing model, art therapy, and narrative therapy, to reduce proactive and reactive aggression. Methods An explanatory sequential mixed-methods design was used. Sub-study 1 was a randomized controlled trial with 82 adolescents assigned to an intervention group (n = 40) or waiting-list control (n = 42). The filmmaking intervention comprised ten sessions over two months, with assessments of aggression, emotion regulation, and empathy at baseline, post-test, and 3-month follow-up. Sub-study 2 qualitatively explored underlying mechanisms through analysis of 4 micro-films and interviews with 12 students and 4 facilitators using Grounded Theory. Results Quantitative analyses showed significant time×group interactions in overall aggression (F = 3.28, p = .047, ηp2 = 0.05), reactive aggression (F = 4.69, p = .013, ηp2 = 0.07), and emotion regulation (F = 7.54, p = .001, ηp2 = 0.11). Post hoc tests indicated reductions in overall aggression (MD = − 5.18, p<.001) and reactive aggression (MD = − 3.82, p<.001), and an increase in emotion regulation (MD = 3.97, p<.001) from pre- to post-test. Compared with the control group, the intervention group showed lower overall aggression (MD = − 4.57, p<.001) and reactive aggression (MD = − 3.30, p = .001) and higher emotion regulation (MD = 5.01, p<.001) after the intervention. Qualitative analyses identified 10 categories, suggesting that the intervention reduced aggression by enhancing cognitive competence, emotional intelligence, interpersonal competence, engagement, and psychological capital. Filmmaking was characterized as a narrative therapy approach integrating humanistic and art therapy elements, with recommendations for implementation identified. Conclusions The filmmaking intervention is moderately effective in reducing adolescent aggression, suggesting its potential as an innovative approach for fostering multiple aspects of adolescent development. Trial registration: This study was retrospectively registered in the Chinese Clinical Trial Registry (TRN: ChiCTR2500113469; Registration date: 28/11/2025; <a href="https://www.chictr.org.cn/showproj.html?proj=289296">https://www.chictr.org.cn/showproj.html?proj=289296</a>).

The effectiveness and mechanisms of a filmmaking intervention for adolescent aggression: a mixed methods study

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2026年2月14日

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Yuxuan Zhang,
Annis Lai Chu Fung,
Yanni Liang,
Qin Sun,
Shiguang Ni

摘要

Background

Although adolescent aggression has received increasing attention, existing interventions often lack specificity and fail to meet the needs of digital-native youth. This study developed a filmmaking intervention, grounded in the Social Information Processing model, art therapy, and narrative therapy, to reduce proactive and reactive aggression.

Methods

An explanatory sequential mixed-methods design was used. Sub-study 1 was a randomized controlled trial with 82 adolescents assigned to an intervention group (n = 40) or waiting-list control (n = 42). The filmmaking intervention comprised ten sessions over two months, with assessments of aggression, emotion regulation, and empathy at baseline, post-test, and 3-month follow-up. Sub-study 2 qualitatively explored underlying mechanisms through analysis of 4 micro-films and interviews with 12 students and 4 facilitators using Grounded Theory.

Results

Quantitative analyses showed significant time×group interactions in overall aggression (F = 3.28, p = .047, η_p² = 0.05), reactive aggression (F = 4.69, p = .013, η_p² = 0.07), and emotion regulation (F = 7.54, p = .001, η_p² = 0.11). Post hoc tests indicated reductions in overall aggression (MD = − 5.18, p<.001) and reactive aggression (MD = − 3.82, p<.001), and an increase in emotion regulation (MD = 3.97, p<.001) from pre- to post-test. Compared with the control group, the intervention group showed lower overall aggression (MD = − 4.57, p<.001) and reactive aggression (MD = − 3.30, p = .001) and higher emotion regulation (MD = 5.01, p<.001) after the intervention. Qualitative analyses identified 10 categories, suggesting that the intervention reduced aggression by enhancing cognitive competence, emotional intelligence, interpersonal competence, engagement, and psychological capital. Filmmaking was characterized as a narrative therapy approach integrating humanistic and art therapy elements, with recommendations for implementation identified.

Conclusions

The filmmaking intervention is moderately effective in reducing adolescent aggression, suggesting its potential as an innovative approach for fostering multiple aspects of adolescent development.

Trial registration: This study was retrospectively registered in the Chinese Clinical Trial Registry (TRN: ChiCTR2500113469; Registration date: 28/11/2025; https://www.chictr.org.cn/showproj.html?proj=289296).