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Teacher consultation and cognitive‐behavioral interventions with aggressive boys
Author(s) -
Lochman John E.,
Lampron Louise B.,
Gemmer Thomas C.,
Harris Steve R.,
Wyckoff Geoffrey M.
Publication year - 1989
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198904)26:2<179::aid-pits2310260209>3.0.co;2-z
Subject(s) - psychology , anger , aggression , coping (psychology) , psychological intervention , anger management , clinical psychology , cognitive restructuring , social skills , cognition , social competence , developmental psychology , competence (human resources) , social psychology , social change , psychiatry , economics , economic growth
This study compared the effects of two Anger Coping group interventions with aggressive boys to an untreated control condition. Both Anger Coping conditions used cognitive‐behavioral and social problem‐solving training, and one of the conditions included an adjunctive teacher consultation component designed to enhance teachers' behavioral management skills and facilitation of their students' problem‐solving skills. In comparison to the untreated aggressive boys, treated aggressive boys displayed significant improvements in their disruptive‐aggressive off‐task classroom behavior and in their perceived social competence, and they tended to have reductions in their teachers' ratings of their aggressiveness. There were no significant differences between the two Anger Coping conditions, indicating that teacher consultation did not enhance treatment effects.