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A complete, readily applicable guide for school-based professionals, this book presents an empirically supported group intervention for 8- to 12-year-olds with anger and aggression problems. The Anger Coping Program has been demonstrated effective in reducing teacher- and parent-directed aggression and enhancing students' classroom behavior, social competence, and academic achievement. In one volume, the authors provide a session-by-session cognitive-behavioral treatment manual, a clear rationale for the program, and instructions for implementation. Also included are detailed guidelines for monitoring outcomes and successfully duplicating the intervention across multiple settings. Many helpful examples enhance the practical utility of the book, as do reproducible teacher handouts, child self-report forms, and parent letters in English and Spanish.

Tabla de contenidos provista por Syndetics

• Foreword
• 1 The Development of Aggression
• 2 The Empirical Foundation for a Developmental Model of Aggressive Children's Social-Cognitive and Emotional Difficulties
• 3 Getting Started with the Anger Coping Program: The Collaborative Roles of Group Leaders and Teachers in Selection and Treatment
• 4 Expanding Generalization: Obtaining the Support of Parents, Administrators, and Community Agencies
• 5 Preparing for the First Meeting: Procedures to Implement and Pitfalls to Avoid
• 6 Outcome Research Results for the Anger Coping Program and the Coping Power Program
• 7 The Anger Coping Program Manual
• 8 Frequently Asked Questions
• 9 Case Example
• 10 Afterword
• Appendix A-J Teacher Handouts, Child Self-Report Forms, and Parent Letters
• Recommended Further Reading

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CHOICE Review

Basically a how-to manual, this book describes a program designed for small groups of children ages eight to 12. Loosely based on a social-cognitive model, the intervention is designed to treat children who behave aggressively to the point that their behavior disrupts school. After a brief description of the theoretical basis for their model and a report of the results of several studies of its efficacy, Larson and Lochman provide specific directions for implementing the program--how to choose which children are most likely to benefit, the arrangement of chairs, the size of the space, equipment, staffing, etc. Since the program requires two trained therapists treating a small number of children (for 45-minute sessions), over a rather long period of time (12-18 weeks), it is both expensive and time consuming. Though this book is clearly written and the average undergraduate reader would have no trouble understanding it, it is unlikely undergraduates would have an opportunity to see such an intervention in practice. However, the book may be useful as an example of how social-cognitive theory can be applied to therapies for emotional and behavioral problems. All levels, but most useful to professionals. K. L. Hartlep California State University, Bakersfield

Notas de autor provistas por Syndetics

Jim Larson, PhD, is Professor of Psychology and Director of the School Psychology Program at the University of Wisconsin/n-/Whitewater. He is also a member of the Scientific Board of the Melissa Institute for Violence Prevention and Treatment of Victims of Violence. Before moving to the University of Wisconsin/n-/Whitewater, Dr. Larson was a school psychologist with the Milwaukee Public Schools in Milwaukee, Wisconsin, and the lead psychologist with the Milwaukee schools' Violence Prevention Program. His principal research interests include the treatment of aggression in children and adolescents, school violence prevention, and training procedures in school psychology.

John E. Lochman, PhD, is Professor and Saxon Chairholder in Clinical Psychology at the University of Alabama. He is also an Adjunct Professor in the Department of Psychiatry and Behavioral Sciences at Duke University Medical Center. Dr. Lochman's primary research interests include examining the short- and long-term effects of intervention programs provided to high-risk children and adolescents. The school-based and community-based prevention programs he has examined (Anger Coping Program, Coping Power Program, Fast Track Program) use cognitive-behavioral, social problem-solving and social skills training approaches with children, and behavioral training with parents.