Helping Schoolchildren Cope with Anger: A Cognitive-Behavioral Intervention.

210 Pages·2012·2.36 MB·English

DOCUMENT RESUME
CG 032 231
ED 476 050
Larson, Jim; Lochman, John E.
AUTHOR
Helping Schoolchildren Cope with Anger: A Cognitive-
TITLE
Behavioral Intervention.
ISBN-1-5790-728-5
ISBN
2002-00-00
PUB DATE
NOTE
209p.
Guilford Press, 72 Spring Street, New York, NY 10012 (ISBN -1-
AVAILABLE FROM
57230- 728 -5, $30). Tel: [phone] (Toll Free); Fax: 212-
966 -6708; e-mail: [email protected]; Web site:
http://www.guilford.com.
PUB TYPE
Books (010)
EDRS Price MF01 Plus Postage. PC Not Available from EDRS
EDRS PRICE
Academic Achievement; Aggression; *Anger; *Behavior
DESCRIPTORS
Modification; *Cognitive Restructuring; Coping; Elementary
Education; *Elementary School Students; Interpersonal
Competence; Program Effectiveness; *Program Implementation;
School Counseling; School Psychologists; Time on Task
ABSTRACT
This comprehensive guide presents the Anger Coping Program,
an empirically supported group intervention for 8-12 year olds with anger and
aggression problems. Controlled clinical research has demonstrated this
program to reduce teacher- and parent-directed aggression; improve on-task
behavior in the classroom; and enhance participants' verbal assertion and
compromise skills, social competence, and academic achievement. The authors
provide the latest knowledge base on childhood aggression, the cognitive-
behavioral principles underlying their approach, instructions for setting up
and running the program, and a session-by-session treatment manual. Included
are detailed guidelines for monitoring intervention outcomes and successfully
duplicating the program 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.
(Contains 199 references.)
(GCP)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Helping Schoolchildren Cope with Anger:
A Cognitive-Behavioral Intervention
Jim Larson
John E. Lochman
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
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THE GUILFORD SCHOOL PRACTITIONER SERIES
Stephen N. Elliott and Joseph C. Witt, Editors
Helping Schoolchildren
Cope with Anger
A Cognitive-Behavioral Intervention
Jim Larson and John E. Lochman
Foreword by Donald Meichenbaum
Chronic aggression is a problem that no school or
community can afford to ignore. This comprehen-
sive guide presents the Anger Coping Program, an
empirically supported group intervention for 8- to
12-year-olds with anger and aggression problems.
Controlled clinical research has demonstrated the
approach to reduce teacher- and parent-directed
aggression; improve on-task behavior in the class-
room; and enhance participants' verbal assertion
and compromise skills, social competence, and
academic achievement. Reflecting the authors'
years of frontline clinical experience, the book
provides everything needed to implement the
Anger Coping Program with even the most
challenging students. Novice and experienced
practitioners alike will welcome this much-needed
addition to their intervention libraries.
In one dearly written volume, the authors pro-
vide the latest knowledge base on childhood
aggression, the principles underlying their
approach, instructions for setting up and running
the program, and a complete treatment manual.
Putting intervention in context, the book first
reviews the development of aggression and details
how cognitive-behavioral group work can help.
Chapters then take practitioners step by step
through screening and identifying program par-
ticipants, obtaining the collaboration of teachers
and parents, setting up a behavior management
system, successfully duplicating the program
across multiple settings, and monitoring interven-
tion outcomes. Also included is important
information on the empirical evidence for the
program. Next, session-by-session guidelines are
presented in a concise format that includes notes
for group leaders, lists of materials, key objectives,
and procedures that can be adapted to meet the
4
continued on back flap
HELPING SCHOOLCHILDREN
COPE WITH ANGER
5
The Guilford School Practitioner Series
EDITORS
STEPHEN N. ELLIOTT, PhD
JOSEPH C. WITT, PhD
University of WisconsinMadison
Louisiana State University, Baton Rouge
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Direct Assessment and Intervention, Second Edition
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Social Problem Solving: Interventions in the Schools
MAURICE J. ELIAS and 'STEVEN E. TOBIAS
Helping Schoolchildren
Cope with Anger
A COGNITIVE-BEHAVIORAL INTERVENTION
Jim Larson
John E. Lochman
Foreword by Donald Meicbenbaum
© 2002 The Guilford Press
A Division of Guilford Publications, Inc.
72 Spring Street, New York, NY 10012
www.guilford.com
All rights reserved
Except as noted, no part of this book
may be reproduced,
translated, stored in a retrieval system,
or transmitted, in any
form or by any means, electronic, mechanical, photocopying,
microfilming, recording, or otherwise, without written permission
from the Publisher.
Printed in the United States of America
This book is printed on acid-free
paper.
Last digit is print number:
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9
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LIMITED PHOTOCOPY LICENSE
These materials are intended for use only by qualified professionals.
The Publisher grants to individual purchasers of this book nonassignable permission
to reproduce all items in the appendices of this book. This license is limited to
you,
the individual purchaser, for use with your
own clients or students. It does not
extend to additional professionals in your institution, school district,
or other set-
ting, nor does purchase by an institution constitute
a site license. This license does
not grant the right to reproduce these materials for resale, redistribution, or
any
other purposes (including but not limited to books, pamphlets, articles, video-
or au-
diotapes, and handouts or slides for lectures or workshops). Permission
to repro-
duce these materials for these and any other
purposes must be obtained in writing
from the Permissions Department of Guilford Publications.
Library of Congress Cataloging-in-Publication Data
Larson, Jim, 1942
Helping schoolchildren cope with
anger: a cognitive-
behavioral intervention / Jim Larson, John E. Lochman;
foreword by Donald Meichenbaum.
p. cm.(The Guilford school practitioner series)
Includes bibliographical references and index.
ISBN 1-57230-728-5
1. Aggressiveness in childrenTreatment.
2. Cognitive
therapy for children.
3. ChildrenMental health
4. Oppositional defiant disorder in children
services.
Treatment
I. Lochman, John E.
II. Title.
III. Series.
RJ506.A35 L37 2002
618.92'89dc21
2001056923
About the Authors
Jim Larson, PhD, is Professor of Psychology and Director of the School
Psychology Program at the University of WisconsinWhitewater.
He is also a member of the Scientific Board of the Melissa Institute
for Violence Prevention and Treatment of Victims of Violence. Be-
fore moving to the University of WisconsinWhitewater, Dr. Larson
the Milwaukee Public Schools in
was a school psychologist with
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 psy-
chology.
John E. Lochman, PhD, is Professor and Saxon Chairholder in Clini-
cal Psychology at the University of Alabama. He is also an Adjunct
Professor in the Department of Psychiatry and Behavioral Sciences at
the Duke University Medical Center. Dr. Lochman's primary research
interests include examining the short- and long-term effects of inter-
vention programs provided to high-risk children and adolescents. The
school-based and community-based prevention programs he has ex-
amined (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.
Foreword
Seriously aggressive behaviors occur in approximately 5-10% of chil-
dren, with boys outnumbering girls by almost 3 to 1. The rate of
diagnosable conduct disorders has been found to be 6-16% in boys
and 2-9% in girls. Such early aggressive behaviors, especially when
they occur in combination with poor peer relationships, academic
failure, and faulty parenting practices, have proven to be forerunners
of later aggressive behavior. The need to develop effective interven-
tions that will avert this developmental trajectory is urgent.
Two leaders in the field, Jim Larson and John Lochman, have
brought their clinical perspicacity, school "savvy," and theoretical
and empirical expertise together in a timely, well-designed book that
will be eagerly welcomed by both school and clinical practitioners.
The book focuses on a group intervention that is designed for 8- to
12-year-olds and employs an array of cognitive-behavioral interven-
tions. In a how-to, "nuts-and-bolts" approach, Larson and Lochman
describe the various ways group leaders, in collaboration with teach-
and parents, can implement effective inter-
ers, school administrators,
ventions.
One of the book's primary messages is that "treatment is not
only about change, it is about generalization of that change." All too
often intervention programs have adopted a "train and hope" ap-
proach, but they have failed to build infrom the outsetguidelines
for fostering transfer across settings and over time. Larson and
Lochman provide a variety of suggestions about how to enhance gen-
eralization, including the following:
vii