Social Skills Training for Highly Aggressive Children

Abstract

Four highly aggressive children who were inpatients in a psychiatric hospital were treated with social skills training. Treatment was applied to each child in multiple baseline fashion across behaviors. Results indicated that the treatment was highly effective for each child. However, generalization and maintenance patterns varied substantially across subjects. The results were discussed in regard to the idiosyncratic deficits and treatment needs typically found in clinical populations. The need for individualized treatment planning was highlighted, along with the role of the therapeutic relationship.

Revivification of rehabilitation: Evidence from the 1980s

“…Nonetheless, we note the lack of longterm follow-ups assessing the generalization of the principles learned in the clinical setting to the community. One of the few exceptions is the study by Bornstein, Bellack, and Hersen (1980), a multiple-baseline study of four aggressive hospitalized adolescent inpatients, The authors reported a decrease in aggressiveness six months after treatment.…”

Control del Estrés Laboral en los Profesores mediante Educación Emocional

“…En relación a los trastornos del comportamiento perturbador, también encontramos referencias (Hawkins, Catalano, y Morrison, 1989;Kendall, 1991;Pepler y Rubin, 1991;Arnold y Forehand, 1978;Michelson, Sugai, Wood y Kazdin, 1983;Dodge y Frame, 1982;Ladd,1981;Bornstein y Bellack, 1980). Es importante recordar la estrecha relación entre conducta antisocial y abuso en el consumo de alcohol y drogas (Kellam y Brown, 1982).…”

A Multicomponent Treatment Package to Increase Anger Control in Teacher-Referred Boys

“…More recently, researchers have focused on cognitive aspects of anger control problems, and multi-component programs including both behavioral and cognitive techniques have become the treatment approach of choice (McMahon & Wells, 1998). Social skills training for this purpose has incorporated procedures such as modeling (e.g., Bornstein, Bellak, & Hersen, 1980), problem-solving (Cavell & Hughes, 2000;Kazdin, Siegel & Bass, 1992;Spivack & Shure, 1974), self-instruction (Dangel, Deschner, & Rasp, 1989;Larson, 1992;Lochman & Curry, 1986), and home-based reinforcement (Barkley, 1989;McCain & Kelley, 1993).…”

“…Limitations in previous research on the treatment of anger control problems in children include a lack of significant results or minimal positive change (Cavell & Hughes, 2000;Dangel et al, 1989;Larson, 1992;Lochman & Curry, 1986), decreases in negative behaviors without corresponding increases in positive behaviors (Clark et al, 1973), and failure to generalize to other settings (Bornstein et al, 1980). While the treatment approaches described above have not always been successful, it has been suggested that they are more effective when used in combination (McMahon & Wells, 1998).…”