AbstractThe relevance of the study is due to the high prevalence and social danger of aggressive behavior among adolescents, as well as the insufficient development of comprehensive, practice-oriented correction programs adapted to the conditions of secondary schools. The aim of the work is to develop and test a program for the psychological correction of adolescent aggressiveness, aimed at harmonizing the emotional-volitional sphere, developing self-regulation skills, and forming adaptive strategies for social interaction, and to empirically verify its effectiveness. The research hypothesis: specially selected methods and means of the correctional program will contribute to reducing adolescent aggressiveness. The study involved 40 adolescents aged 11–13 years, divided into an experimental (n = 20) and a control (n = 20) group, the equivalence of which was statistically confirmed (p > 0,05). The diagnostic complex included the Cook — Medley Hostility Scale (adapted by Yu. A. Mendzheritskaya), the G. V. Rezapkina Emotions Test (a modification of the Buss — Durkee Aggression Questionnaire), the E. P. Ilyin, P. A. Kovalev Personal Aggressiveness and Conflict Questionnaire, and the E. Wagner Hand Test (adapted by T. N. Kurbatova). Statistical processing was carried out using the Wilcoxon T-test and the Mann — Whitney U-test. At the ascertaining stage, the majority of adolescents showed elevated levels of cynicism, verbal and physical aggression, irritability, resentment, and a readiness for open aggressive behavior (according to the Hand Test). After implementing the 16-session program, the experimental group showed a significant decrease in indicators on all main diagnostic scales (p ≤ 0,01). The most pronounced dynamics were noted on the scales of physical, verbal, and indirect aggression, irritability, and general conflict; changes on the “Guilt” and “Suspiciousness” scales were in the zone of statistical uncertainty (p ≤ 0,05). No significant changes were found in the control group. Intergroup comparison at the control stage confirmed the effectiveness of the program (p ≤ 0,01 for most indicators). It is concluded that the developed program is a valid and reliable tool for correcting aggressiveness in adolescence and can be recommended for use in the practice of school psychologists. Prospects for further research are related to the adaptation of the program for other age groups and the study of long-term effects of the correctional intervention.