A cognitive behavioral program for use with aggressive children

Lochman, John E.; Nelson, W. M.; Sims, Joseph P.

doi:10.1080/15374418109533036

Cited by 69 publications

(28 citation statements)

References 6 publications

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“…These more comprehensive assessments lead more readily to clinical applications (Krasnor, 1983) and to formative changes in preventive and treatment interventions for aggressive boys. Thus, problemsolving interventions with aggressive boys (e.g., Lochman, Burch, Curry, & Lampron, 1984;Lochman & Curry, 1986;Lochman, Nelson & Sims, 1981) can use these results to focus more specifically on increasing the boys' rates of verbal assertion, on decreasing their direct action solutions with different significant others, and on improving their self-esteem.…”

Section: Discussionmentioning

confidence: 95%

Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys

Lochman

Lampron

1986

J Abnorm Child Psychol

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142

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This study was designed to assess specific social problem-solving, perceived competence, and self-esteem characteristics of 20 aggressive and 18 nonaggressive boys. Significant behavioral differences existed between the groups. The problem-solving measure provided for qualitative assessment of specific problem solutions that children consider, varying according to the interpersonal context of conflicts with peers, teachers, and parents and to the level of others' intent in conflicts (ambiguous frustration and hostile provocation). In univariate analyses, aggressive children had poorer self-esteem, generated fewer verbal assertion solutions in peer conflicts and during hostile frustration, and employed more direct action solutions with teachers and during hostile frustration. Discriminant analyses significantly differentiated the two groups. Findings indicated that future research should consider the relative distribution of specific kinds of problem situations that children produce, and that situational factors in social problem-solving skills should be addressed.

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Section: Discussionmentioning

confidence: 95%

Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys

Lochman

Lampron

1986

J Abnorm Child Psychol

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142

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“…67 In a later, randomized trial of 76 fourth-to sixth-grade program participants, Lochman and colleagues found that cognitive-behavioral training conditions led to more reductions in aggressive behavior in the classroom than found in the control group. 68 Parents also noted similar improvements in the home for intervention youth.…”

Section: Elementary School Programsmentioning

confidence: 99%

Prevention and Intervention Strategies for Promoting Resilience in Disadvantaged Children

Smokowski

1998

Social Service Review

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This article addresses the emergence of a resilience-based prevention practice perspective that focuses on positively affecting the development of disadvantaged, at-risk children. Significant progress has been made in understanding risk and resilience processes; however, use of the field's advances in applied settings has lagged. The article will attempt to bridge this gap by reviewing relevant issues in program design, implementation, and evaluation from a resilience perspective. Risk and resilience dynamics are briefly highlighted to illuminate theoretical routes for promoting positive adaptation. Trends in constructing preventive programs are underscored, focusing on ecological routes to behavioral and environmental change. Finally, prevention and early intervention programs for disadvantaged children ages 3 -9 illustrate issues in program conception and effectiveness. Methodological concerns in evaluation of these programs are discussed, and future recommendations are given.In the past 2 decades, enthusiasm for investigating childhood resilience and preventive interventions has developed on parallel trajectories. Both areas have enjoyed growing public attention and have begun to coalesce fragmentary research attempts into cohesive bodies of research. Yet growth has not occurred without stumbling blocks. The study of resilience has struggled to emerge from the overarching shadow of pathology, and prevention programs have been accused of lacking strong theoretical foundations or rigorous evaluation. 1 With common roots in epidemiological mapping of risk processes, these estranged disciplines are just beginning to rediscover each other and intertwine more effectively to reinforce practice applications and

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“…Coping Power was derived from earlier research on the Anger Coping Program (Larson & Lochman, 2011; Lochman, Nelson, & Sims, 1981), which in turn derived from early efforts to introduce prevention into school-based settings (Allen, Chinsky, Larcen, Lochman, & Selinger, 1976). The Anger Coping Program had been refined, tested, and disseminated with a multidisciplinary set of clinical child psychologists and school psychologists (Larson & Lochman, 2011; Lochman, Burch, Curry, & Lampron, 1984; Lochman, Lampron, Gemmer, Harris, & Wyckoff, 1989).…”

Section: Coping Power Programmentioning

confidence: 99%

Testing the feasibility of a briefer school-based preventive intervention with aggressive children: A hybrid intervention with face-to-face and internet components

Lochman

Boxmeyer

Jones

et al. 2017

Journal of School Psychology

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This study describes the results from a feasibility study of an innovative indicated prevention intervention with hybrid face-to-face and web-based components for preadolescent youth. This intervention includes a considerably briefer set of face-to-face sessions from the evidence-based Coping Power program and a carefully integrated internet component with practice and teaching activities and cartoon videos for children and for parents. The Coping Power — Internet Enhanced (CP-IE) program introduces a set of cognitive-behavioral skills in 12 small group sessions for children delivered during the school day and 7 group sessions for parents. Eight elementary schools were randomly assigned to CP-IE or to Control, and six children at each school were identified each year based on 4th grade teacher ratings of aggressive behavior. Path analyses of teacher-rated disruptive behavior outcomes for 91 fifth grade children, across two annual cohorts, indicated Control children had significantly greater increases in conduct problem behaviors across the 5th grade year than did CP-IE children. This much briefer version of Coping Power provided beneficial preventive effects on children’s behavior in the school setting similar to the effects of the longer version of Coping Power. The website materials appeared to successfully engage children, and parents’ use of the website predicted children’s changes in conduct problems across the year.

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A cognitive behavioral program for use with aggressive children

Cited by 69 publications

References 6 publications

Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys

Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys

Prevention and Intervention Strategies for Promoting Resilience in Disadvantaged Children

Testing the feasibility of a briefer school-based preventive intervention with aggressive children: A hybrid intervention with face-to-face and internet components

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