Helping Schoolchildren Cope with Anger: A Cognitive-Behavioral Intervention
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available from www.pbis.org. Tier 1: Universal Prevention Programs The majority of students in a typical school building come to school with the requisite skills and dispositions to engage in the curriculum effectively while exhibiting relatively few behavioral problems with the learning experience. In general, these students require only knowledge and understanding of the school or classroom rules and conduct expectations in order to utilize their existing skills and dispositions to adhere to
generalization element. Continually remind the group members that these goals are something to be worked toward and that difficulties, missteps, and barriers are to be expected. Remind them that the group is a safe opportunity to practice the skills necessary for effective transfer and that the classroom teacher stands ready to help in that setting. The skills should be taught in a manner that allows the training to build one skill upon another in a sequenced fashion. Name and describe each skill
teachers: The Role of the Classroom Teacher 65 “If you will recall from our previous discussion of the Anger Coping Program curriculum, the children will be learning how to develop personal behavioral goals at our second meeting. This is a very critical aspect of our effort because it serves as one of the major bridges between what we are doing in the group room and what you are doing in the classroom. To facilitate the children’s goal development, it will be helpful for you to give me some
behaviors. Because parents also rated the children as having significant reductions in attention problems, the Anger Coping Program appears to assist children in better focusing their attention in appropriate ways at home and at school. These changes in attentional control may have partially mediated the reductions in externalizing behavior problems, as indicated by the significant correlation between these change scores. The children’s academic achievement was assessed by a state-created
The influence of deviant peer groups’ norms on individual children’s behavior has also been evident in findings that elementary school children’s aggression may be influenced by peer rejection only when aggression is relatively rare in the classroom (Boivin, Dodge, & Coie, 1995; Stormshak et al., 1999). Deviancy Training In addition to being exposed to others with high levels of aggression, members of a deviant peer group may directly reinforce one another’s antisocial attitudes and behaviors.