Validating School Social Work: An Evaluation of a Cognitive-Behavioral Approach to Reduce School Violence

Abstract

Objective: This study evaluated the effectiveness of anger control training with conduct-disordered male adolescents at a day treatment program. Method: A multiple baseline single-subject design across subjects was used to assess matched pairs of students (8 experimental and 8 control students). Combined visual analyses and group comparison methods were used in the assessment. Results: The experimental students significantly improved in their weekly self-reports of using better anger control and experiencing more positive management and expression of anger. The experimental students also significantly improved in their use of self-control as shown by a pretest through 6-month follow-up assessment. Conclusion: This research effort provides some evidence that a cognitive-behavioral approach is one method of effectively reducing school violence when compared with a nonspecific counseling approach alone. Recommendations for future research efforts are offered given some of the limitations of the study.

A cognitive behavioural group approach for adolescents with disruptive behaviour in schools

“…These results are consistent with Whitfield (1999) who found that at six-month follow-up participants maintained improvements in self-control after a cognitive behavioural anger control intervention. In contrast, parent ratings of behaviour returned to pre-intervention levels.…”

“…In relation to RQ2, it was found that improvements in self and teacher ratings were maintained at six-month follow-up according to teacher and self-report measures. These results are consistent with Whitfield (1999) who found that at six-month follow-up participants maintained improvements in self-control after a cognitive behavioural anger control intervention. In contrast, parent ratings of behaviour returned to pre-intervention levels.…”

Profil Perilaku Agresif Siswa dan Implikasinya bagi Bimbingan Konseling

“…Remaja yang berperilaku agresif seringkali osial. Bias inilah yang kemudian mendorong mereka untuk berperilaku agresif ketika menghadapi konflik atau kondisi yang tidak menyenangkan (Whitfield, 1999;Berkowitz, 2003).…”

Evaluation of a short-term, cognitive-behavioral intervention for primary age children with anger-related difficulties

“…A second gap in the research concerns the paucity of cognitive-behavioral anger management programmes which include a follow-up assessment, as a means of examining whether the effects of the intervention are temporary or sustained (van de Wiel, Matthys, Cohen-Kettenis, & van Engeland, 2002). While some researchers question the maintenance effects of cognitive-behavioral group interventions (Humphrey & Brooks, 2006), others report that effects are sustained (Broota & Sehgal, 2004; Muris, Meesters, Vincken, & Eijkelenboom, 2005; Whitfield, 1999) or, indeed, enhanced (Hemphill & Littlefield, 2001; Martsch, 2005) when follow-up assessments are conducted.…”