Discusses how conceptualizing anger control as a necessary survival skill for angry and aggressive youth is more productive than diagnosing these youth with labels like conduct disorders. Anger management programs should promote the ideas that angry persons need to trust others and that they have the ability to control their lives. (RJM)

Physically maltreated children (n=38) and their parents or guardians were assigned to either individual child and parent cognitive-behavioral treatment (CBT) or family therapy (FT). Overall levels of parental anger and physical discipline/force were lower in CBT than FT families, though each group showed a reduction on these items from early to…

The training program combined self-instruction and cue-controlled relaxation as competing responses to provocation. Tantrum behavior decreased from 3.3 per day during baseline to .89 per day at the end of treatment, and once every two weeks during follow-up. Implications for using cognitive treatments with nontraditional clients are discussed.…

Compared two Anger Coping group interventions using cognitive-behavioral and social problem-solving training with aggressive boys to control condition. One intervention included teacher consultation component to enhance teachers' behavioral management skills. Treated boys displayed significant improvements in disruptive-aggressive off-task…

Provides rationale for and description of school-based anger coping program for aggressive children. Discusses need for school-based, preventive interventions with this population. Outlines conceptual model for this intervention and reviews relevant findings on social cognitive processes. Describes cognitive-behavioral intervention framework and…

Intermediate grade children (N=24) nominated by teachers for aggressive or hostile behavior were assigned to experimental or control groups, with experimental group receiving a group counseling intervention focusing on cognitive behavior techniques, modeling, role playing, and positive reinforcement. Results suggest that, compared to controls,…

Explored cognitive-behavioral interventions with families in which child abuse had been committed or parents were at risk for such behavior, to alleviate parental anger in the face of perceived provocation by children. Used cognitive restructuring, relaxation training, problem solving, and composite of the three techniques. Anger measures were…

Evaluated anger-aggression management curriculum using cognitive-behavioral techniques for effects on urban, at-risk middle school students (n=22). Following 10-session curriculum which used video symbolic modeling, self-instruction, problem solving, and self-monitoring, significant differences between treatment and placebo-control groups were…

Examines effectiveness of a school-based, cognitive stress management intervention program. Participating secondary school students showed significant improvement on a variety of emotional arousal measures. Cognitive restructuring training resulted in improvements on self-report measures of trait anxiety, self-esteem, depression, and trait anger.…

This monograph provides information on identifying children and youth who could benefit from social skills instruction, highlights strategies for teaching social skills, and presents ideas for reinforcing social competence. After a chapter that introduces the issues, Chapter 2, "Social Competence," defines social competence and discusses…

To reduce aggressive children's behavior problems and to reduce their high risk status for later major difficulties, an Anger Coping intervention based on cognitive behavioral techniques was developed (Lochman, Nelson, and Sims, 1981). Despite promising outcomes, testing showed not all children improved with this program. This study compared the…

This book discusses characteristics of individuals with Asperger syndrome that affect behavior, and presents strategies for preventing behavioral problems. Chapter 1, "An Overview of the Characteristics of Asperger Syndrome that May Impact Behavior," discusses specific characteristics that affect cognition, language, socialization, sensory…