9781572307285

In this clearly written volume, 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.

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.

The Development of Aggression

1

(18)

The Empirical Foundation for a Developmental Model of Aggressive Children's Social-Cognitive and Emotional Difficulties

19

(15)

Getting Started with the Anger Coping Program: The Collaborative Roles of Group Leaders and Teachers in Selection and Treatment

34

(27)

Expanding Generalization: Obtaining the Support of Parents, Administrators, and Community Agencies

61

(14)

Preparing for the First Meeting: Procedures to Implement and Pitfalls to Avoid

75

(10)

Outcome Research Results for the Anger Coping Program and the Coping Power Program

85

(14)

The Anger Coping Program Manual

99

(32)

Frequently Asked Questions

131

(4)

Case Example

135

(8)

Afterword

143

(6)

Appendix A. Anger Coping Program Teacher Nomination

149

(1)

Appendix B. Anger Coping Program Teacher Screening Scale

150

(1)

Appendix C. Anger Coping Classroom Generalization In-Service Guide

151

(4)

Appendix D. My Goal Sheet

155

(1)

Appendix E. How Am I Doing?

156

(1)

Appendix F. Sample Parental Consent Letter

157

(2)

Appendix G. Anger Coping Checklist

159

(1)

Appendix H. Hassle Log

160

(1)

Appendix I. Anger Coping Parent Letters

161

(4)

Appendix J. Sample Parent Consent Letter and Anger Coping Parent Letters Spanish Versions

165

(6)

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Helping Schoolchildren Cope with Anger A Cognitive-Behavioral Intervention

Helping Schoolchildren Cope with Anger A Cognitive-Behavioral Intervention

1572307285

Summary

Author Biography

Table of Contents

Supplemental Materials