Effect of a Cognitive-Behavioral Intervention on Responses to Anger by Middle School Students with Chronic Behavior Problems.

摘要: * As student behavioral responses to anger become more of a concern in public schools, program design becomes crucial ensure school safety and increase appropriate social interactions. Chronic can create an unpleasant dangerous atmosphere resulting deterioration the educational atmosphere. Many behaviors that are considered discipline problems or form violence emanate from inappropriate anger. Unfortunately, educators often left with few alternatives mitigate is expressed through aggressive violent acts. Thus, reduction must be targeted, students should offered replacement assist them interacting appropriately peer authority figures. Students taught methods control their express it constructive ways. Controlling involves identifying anger, developing management strategies, expressing (Gootman, 1997). Inappropriate feelings adolescent populations merit attention researchers, practitioners, legislators, community members. At same time, however, critical differentiate between responses. For instance, aggression set primarily interpersonal actions consist verbal physical destructive injurious others objects (Bandura, 1973) one response (Averill, 1982). Although most adolescents display various levels aggression, only when exceptionally severe, frequent, chronic indicates some psychopathology (Lochman, Curry, Burch, & Lampron, 1984). Excessive behavior, have been found stable over time (Kazdin, 1987; Loeber Dishion, 1984) predictive multitude negative developmental outcomes. Adolescents who demonstrate deviant exhibit poor overall adjustment, higher rates juvenile delinquency, greater than average dropout, increased adult criminal activity, clinical (Loeber experience responding situations (e.g., aggressively) deficiencies problem-solving abilities. Lochman Dodge (1994) noted highly generate fewer productive solutions do nonaggressive counterparts. That is, they tend action-oriented such as pushing fighting (i.e., physically solutions), compared assertion talking about conflict (Asarnow Callan, 1985; 1986). In addition, bargaining compromise because less capable accurately perceiving motives others. develop based on considering both needs self infrequently Wayland, White, 1993). During response-decision stage, choose for believe reactions will alleviate aversive behavior (Lochman Dodge, 1994; Perry, Rasmussen, 1986) peers not view negatively (Slaby Guerra, 1988). Research Cognitive-Behavioral Interventions The cognitive-behavioral intervention model (CBI) represents way practitioners provide requisite skills respond socially acceptable ways (see, e.g., Etscheidt, 1991; Larson, interpret e. …