Dismantling anger control training for children: A randomized pilot study of social problem-solving versus social skills training components

Sukhodolsky, Denis G.; Golub, Arthur; Stone, Erin C.; Orban, Lisa

doi:10.1016/s0005-7894(05)80050-4

Cited by 55 publications

(29 citation statements)

References 30 publications

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“…The efficacy of PSST has been demonstrated in several controlled studies (Guerra and Slaby 1990;Kazdin et al 1992;Hudley and Graham 1993). There is initial evidence that the effects of PSST on conduct problems may be mediated by a change in the targeted deficits in social information processing (Sukhodolsky et al 2005). Social skills training (SST) approaches to reducing aggression and developing assertive behavior are rooted in sociallearning theory (Bandura 1973).…”

Section: Child-directed Cbt Approachesmentioning

confidence: 99%

“…Compared with the no-treatment control condition, children who received CBT displayed a reduction in teacher reports of aggression and improvement in self-reported anger control. The second study utilized a dismantling design to investigate the relative effectiveness of the social skills training and problem-solving training components of CBT in 26 children referred by their parents for high levels of aggressive behavior (Sukhodolsky et al 2005). Children in both conditions showed a reduction in aggression, whereas the problem-solving condition resulted in a greater reduction in hostile attribution bias, and the skills-training condition resulted in a greater improvement in anger control skills.…”

Section: Transdiagnostic Approach To Cbt For Anger/irritability and Amentioning

confidence: 99%

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Behavioral Interventions for Anger, Irritability, and Aggression in Children and Adolescents

Sukhodolsky

Smith

McCauley

et al. 2016

Journal of Child and Adolescent Psychopharmacology

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189

136

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Objective: Anger, irritability, and aggression are among the most common reasons for child mental health referrals. This review is focused on two forms of behavioral interventions for these behavioral problems: Parent management training (PMT) and cognitive-behavioral therapy (CBT). Methods: First, we provide an overview of anger/irritability and aggression as the treatment targets of behavioral interventions, followed by a discussion of the general principles and techniques of these treatment modalities. Then we discuss our current work concerning the transdiagnostic approach to CBT for anger, irritability, and aggression. Results: PMT is aimed at improving aversive patterns of family interactions that engender children's disruptive behavior. CBT targets deficits in emotion regulation and social problem-solving that are associated with aggressive behavior. Both forms of treatment have received extensive support in randomized controlled trials. Given that anger/irritability and aggressive behavior are common in children with a variety of psychiatric diagnoses, a transdiagnostic approach to CBT for anger and aggression is described in detail. Conclusions: PMT and CBT have been well studied in randomized controlled trials in children with disruptive behavior disorders, and studies of transdiagnostic approaches to CBT for anger and aggression are currently underway. More work is needed to develop treatments for other types of aggressive behavior (e.g., relational aggression) that have been relatively neglected in clinical research. The role of callous-unemotional traits in response to behavioral interventions and treatment of irritability in children with anxiety and mood disorders also warrants further investigation.

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Section: Child-directed Cbt Approachesmentioning

confidence: 99%

Section: Transdiagnostic Approach To Cbt For Anger/irritability and Amentioning

confidence: 99%

Behavioral Interventions for Anger, Irritability, and Aggression in Children and Adolescents

Sukhodolsky

Smith

McCauley

et al. 2016

Journal of Child and Adolescent Psychopharmacology

Self Cite

189

136

View full text Add to dashboard Cite

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“…A recent intervention experiment by Sukhodolsky, Golub, Stone, and Orban (2005) distinguished these two components. Participants were 7-to 11-year-old boys with anger problems.…”

Section: Interventions To Alter Attributional Stylementioning

confidence: 99%

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Dodge

2006

Develop. Psychopathol.

584

493

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A model of the development of hostile attributional style and its role in children's aggressive behavior is proposed, based on the translation of basic science in ethology, neuroscience, social psychology, personality psychology, and developmental psychology. Theory and findings from these domains are reviewed and synthesized in the proposed model, which posits that (a) aggressive behavior and hostile attributions are universal human characteristics, (b) socialization leads to the development of benign attributions, (c) individual differences in attributional style account for differences in aggressive behavior, and (d) interventions to change attributions have the potential to alter antisocial development. Challenges for future research are described.The problem of antisocial crime has been estimated to cost American society over one trillion dollars per year (Anderson, 1999). Chronically antisocial individuals cost society between 1.6 and 2.2 million dollars each over the life span (Cohen, 1998). As youth, they are called seriously emotionally disturbed in the education system, juvenile delinquents in the justice system, and conduct disordered in the mental health system. About 7% of males qualify as conduct disordered in psychiatric nosology (Dodge, Coie, & Lynam, 2006). Their antisocial behavior is regarded as highly stable across long periods of life, and they are notoriously difficult to treat effectively. In the search for solutions regarding an understanding of etiology of chronic antisocial behavior and novel methods for intervention and prevention, the practice field has turned to the basic sciences, including ethology, neuroscience, social psychology, personality, and developmental psychology. The translation of these sciences to the treatment of these children is captured in the tenets of developmental psychopathology.This article concerns one concept that has grown out of translational science: hostile attributional bias. Consider the hypothetical 12-year-old boy walking down the middle-school hallway. A peer runs down the hallway, knocking him over and spilling his books on the floor. Peers laugh. How does the boy respond? Does he interpret the incident as disrespect and a threat to his reputation for strength and toughness and respond aggressively, or does he interpret the act benignly and walk away? Every child has this kind of experience, and the child's attribution and response are crucial to his or her well-being, self-respect, and reputation for strength. As Nisbett and Cohen (1996, p. xv) noted, "In many of the world's cultures, social status, economic well-being, and life itself are linked to such a reputation." A central thesis of this article is that individual differences in aggressive behavior occur as a function of characteristic styles of attributing hostile intent (or not) to others' provocative behavior.Over the past 25 years, over 100 studies have identified reliable correlations between the attribution that a peer provocateur has acted with hostile intent and a behavioral...

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“…However, randomized studies with larger samples are needed to evaluate the relative contributions of these interventions. Alternatively, studies using single subject 70 or dismantling designs 71 can illuminate the relative effects of multiple behavioral interventions or techniques.…”

Section: Figurementioning

confidence: 99%

Cognitive-Behavioral Therapy for Anxiety in Children With High-Functioning Autism: A Meta-analysis

et al. 2013

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BACKGROUND: Anxiety is a common and impairing problem in children and adolescents with autism spectrum disorder (ASD). There is emerging evidence that cognitive-behavioral therapy (CBT) could reduce anxiety in children with high-functioning ASD.OBJECTIVE: To systematically review the evidence of using CBT to treat anxiety in children and adolescents with ASD. Methods for this review were registered with PROSPERO (CRD42012002722). METHODS:We included randomized controlled trials published in English in peer-reviewed journals comparing CBT with another treatment, no treatment control, or waitlist control. Two authors independently screened 396 records obtained from database searches and hand searched relevant journals. Two authors independently extracted and reconciled all data used in analyses from study reports.RESULTS: Eight studies involving 469 participants (252 treatment, 217 comparison) met our inclusion criteria and were included in metaanalyses. Overall effect sizes for clinician-and parent-rated outcome measures of anxiety across all studies were d = 1.19 and d = 1.21, respectively. Five studies that included child self-report yielded an average d = 0.68 across self-reported anxiety.CONCLUSIONS: Parent ratings and clinician ratings of anxiety are sensitive to detecting treatment change with CBT for anxiety relative to waitlist and treatment-as-usual control conditions in children with high-functioning ASD. Clinical studies are needed to evaluate CBT for anxiety against attention control conditions in samples of children with ASD that are well characterized with regard to ASD diagnosis and co-occurring anxiety symptoms. Pediatrics 2013;132: e1341-e1350 AUTHORS:

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Dismantling anger control training for children: A randomized pilot study of social problem-solving versus social skills training components

Cited by 55 publications

References 30 publications

Behavioral Interventions for Anger, Irritability, and Aggression in Children and Adolescents

Behavioral Interventions for Anger, Irritability, and Aggression in Children and Adolescents

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Cognitive-Behavioral Therapy for Anxiety in Children With High-Functioning Autism: A Meta-analysis

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