Social learning theory and group work practice with antisocial children

Leader and Therapeutic Influences on Prosocial Skill Building in School-Based Groups to Prevent Aggression

“…Such groups use therapeutic games and activities to help identify situations that may elicit aggressive responses and practice alternative behaviors that lead to change in cognitions and expressions of feelings and needs (Rose, 1981). Group leaders also reinforce members for prosocial behaviors that enhance group cohesion, such as cooperation, getting along with others, and expressing needs in appropriate ways (Wodarski, Feldman & Flax, 1973).…”

What Really Happens in Violence Prevention Groups?

“…Rose and Edleson (1987) suggest that specific leader behaviors such as use of humor, listening, and facilitating the sharing of upsetting incidents that happen outside of the group contribute to children's feeling cared about and help to build relationships in groups with children. Additionally, Wodarski, Feldman, and Flax (1973) recommend that when working with children who exhibit disruptive and aggressive behaviors, use of frequent reinforcements (both verbal and concrete) for compliance with rules may be necessary until the group itself becomes reinforcing. Reinforcement with group rather than individual rewards strengthens the bonding to the group as leaders reward behaviors that enhance group cohesion, such as cooperation, getting along with others, and expressing needs in appropriate ways.…”

“…Group participation is associated with cohesion in the group (Rose, 1981). Participation of all members is fostered by the creation of a group in which members are attracted to the leader, members, and group activities (Rose & Edleson, 1987;Wodarski et al, 1973). Encouragement of participation in discussions and activities increases interaction among members as they share experiences, practice new behaviors, decide on the appropriateness and effectiveness of behaviors through self-observation and feedback from other group members, and incorporate the behaviors into their repertoire outside of the group (Yalom, 1975).…”

“…Four leader categories, identified as necessary for the successful implementation of the group intervention, were used to develop the coding system: engagement of the children within the sessions, management of behavior, encouragement of cohesion, and teaching the specific skills (Rose & Edleson, 1987;Wodarski et al, 1973). The first author developed the initial list of behaviors that were based on observable leader and child behaviors from notes of supervisory and video reviews of 70 group sessions of the interven-Letendre, Davis / VIOLENCE PREVENTION GROUPS 373 tion.…”

“…It was the belief of the research team that a group environment in which aggressive and disruptive behaviors were controlled and in which prosocial behaviors were rewarded was conducive to acquisition of the skills. All leaders implemented an individual and group contingency plan to reward positive behaviors and sanction behaviors that did not contribute to the optimal functioning of the group (Wodarski et al, 1973). Rose (1998) emphasizes that listening and being listened to are important behaviors for strengthening the cohesion of the group.…”