The Impact of Anger Management Treatment and Rational Emotive Behavior Therapy in a Public School Setting on Social Skills, Anger Management, and Depression

Journal of Rational-Emotive and Cognitive-Behavior Therapy - Tập 28 - Trang 87-99 - 2009
Rosemary Flanagan1, Korrie Allen2, Donna J. Henry3
1Graduate School of Education and Psychology, Touro College, New York, USA
2Eastern Virginia Medical School, Norfolk, USA
3Old Dominion University, Norfolk, USA

Tóm tắt

Public school students participated in a group to enhance and improve anger management. The study used a pre-post design with a comparison group. Students were assigned to either Anger Management Treatment or Anger Management plus Rational Emotive Behavior Therapy (REBT). Each child served as his or her own control and received an empirically validated intervention. Pretest–posttest data were evaluated using the Social Skills Rating System, the Children’s Depression Inventory and the Children’s Inventory of Anger. Results indicate that the addition of the REBT component to Anger Management reduced anger as well as depression, while improving social skills, suggesting the addition of a specialized cognitive behavioral component increased the effectiveness of the intervention.

Tài liệu tham khảo

Beck, A. T. (1967). Depression: Clinical, experimental and theoretical aspects. New York: Harper & Row.

Bernard, M. E., & Cronan, F. (1999). The child and adolescent scale of irrationality: Validation data and mental health correlates. Journal of Cognitive Psychotherapy, 13, 121–132.

Blumberg, S. H., & Izard, C. E. (1985). Affective and cognitive characteristics of depression in 10- and 11-year-old children. Journal of Personality and Social Psychology, 4, 194–202.

Bullis, M., Walker, H. M., & Sprague, J. R. (2001). A promise unfulfilled: Social skills training with at-risk and antisocial children and youth. Exceptionality, 9, 67–90.

Carey, T. C., Finch, A. J., & Carey, M. P. (1991). Relation between differential emotions and depression in emotionally disturbed children and adolescents. Journal of Consulting and Clinical Psychology, 59, 594–597.

Catalano, R. F., Loeber, R., & McKinney, K. C. (1999). School and community interventions to prevent serious and violent offending (No. ED 435 082, pp. 1–12). Juvenile Justice Bulletin, US Department of Justice.

Christopher, J. S., Nangle, D. W., & Hansen, D. J. (1993). Social-skills interventions with adolescents: Current issues and procedures. Behavior Modification, 17, 314–338.

Cohen, J. (1990). Things I have learned (so far). American Psychologist, 45, 1304–1312.

Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101.

Deffenbacher, J. L. (2006). Evidence for effective treatment of anger-related disorders. In E. L. Feindler (Ed.), Anger related disorders: A practitioner’s guide to comparative treatments (pp. 43–69). New York: Springer.

Deffenbacher, J. L., Story, D. A., Stark, R. S., Hogg, J. A., & Brandon, A. D. (1987). Cognitive-relaxation and social skills interventions in the treatment of general anger. Journal of Counseling Psychology, 34, 171–176.

Di Giuseppe, R. (1989). Cognitive therapy with children. In A. Freeman & K. E. Simon (Eds.), Comprehensive handbook of cognitive therapy. New York: Plenum.

Di Giuseppe, R. (2007). Rational emotive behavioral approaches. In D. T. Brown & H. T. Prout (Eds.), Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings (4th ed., pp. 279–331). Hoboken, NJ: Wiley.

Di Giuseppe, R., Linscott, J., & Jilton, R. (1996). Developing the therapeutic alliance in child and adolescent psychotherapy. Applied and Preventive Psychology, 5, 85–100.

Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shapard, S. A., Resier, M., et al. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72, 1112–1134.

Elliot, S. N., & Gresham, F. M. (1993). Social skills interventions for children. Behavior Modification, 17, 287–313.

Ellis, A. (1994). Reason and emotion in psychotherapy. New York: Harper & Row.

Feindler, E. L., Marriot, S. A., & Iwata, M. (1984). Group anger control training for junior high school delinquents. Cognitive Therapy and Research, 8, 299–311.

Flanagan, R., Povall, L., Dellino, M., & Byrne, L. (1998). A comparison of problem solving with and without rational emotive behavior therapy to improve children’s social skills. Journal of Rational-Emotive and Cognitive Behavior Therapy, 16, 125–134.

Garbarino, J. (2006). See jane hit. New York: Penguin Group.

George, M. P., White, G. P., & Schlaffer, J. J. (2007). Implementing school-wide behavior change: Lessons from the field. Psychology in the Schools, 44, 41–51.

Goodwin, R. D. (2006). Association between coping with anger and feelings of depression among youths. American Journal of Public Health, 96, 664–669.

Gresham, F. M. (1985). Utility of cognitive-behavioral procedures for social skills training with children: A critical review. Journal of Abnormal Child Psychology, 13, 411–423.

Gresham, F. M., & Elliott, S. (1990). The social skills rating system. Circle Pines, MN: AGS Publishing.

Handler, M. W., Rey, J., Connell, J., Their, K., Feinberg, A., & Putnam, R. (2007). Practical considerations in creating school-wide positive behavior support in public schools. Psychology in the Schools, 44, 29–39.

Hansen, D., Nangle, D., & Meyer, K. (1998). Enhancing the effectiveness of social skills interventions with adolescents. Education and Treatment of Children, 21, 489–513.

Jacobsen, R. H., Lahey, B. B., & Strauss, C. C. (1983). Correlates of depressed mood in normal children. Journal of Abnormal Child Psychology, 11, 29–40.

Kazdin, A. E. (1998). Conduct disorder. In R. J. Morris & T. R. Kratochwill (Eds.), The practice of child therapy (3rd ed., pp. 199–230). Boston: Allyn & Bacon.

Kazdin, A. E., Esveldt-Dawson, K., Unis, A. S., & Rancurello, M. D. (1983). Child and parent evaluations of depression and aggression in psychiatric inpatient children. Journal of Abnormal Child Psychology, 11, 401–413.

Kellner, M. H., & Bry, B. H. (1999). The effects of anger management groups in a day school for emotionally disturbed adolescents. Adolescence, 34, 645–651.

Kovacs, M. (1992). Children’s depression inventory. North Tonawanda, NY: Multi-Health Systems.

Kovacs, M., & Beck, A. T. (1978). Maladaptive cognitive structures in depression. American Journal of Psychiatry, 135, 525–533.

Larson, J., & Lochman, J. E. (2001). Helping school children cope with anger. New York: Guilford.

Levant, R. (2003). The empirically-validated treatments movement: A practitioner perspective. Psychotherapy Bulletin, 38, 36–39.

Lochman, J. E., Nelson, W. M., III., & Sims, J. P. (1981). A cognitive behavioral program for use with aggressive children. Journal of Clinical Child Psychology, 10, 146–148.

Lochman, J. E., & Szcepanski, R. G. (1999). Externalizing conditions. In V. L. Schwean & D. H. Saklofske (Eds.), Psychosocial correlates of exceptionality (pp. 219–246). New York: Plenum.

Maddern, L., Franey, J., McLaughlin, V., & Cox, S. (2004). An evaluation of the impact of an inter-agency intervention programme to promote social skills in primary school children. Educational Psychology in Practice, 20, 135–155.

Meichenbaum, D. (2001). Foreword. In J. Larson & J. E. Lochman (Eds.), Helping school children cope with anger. New York: Guilford.

Miller, W. R., & Seligman, M. E. (1975). Depression and learned helplessness in man. Journal of Abnormal Psychology, 84, 228–238.

Nelson, W. M., & Finch, A. J. (2000). Children’s inventory of anger. Los Angeles, CA: Western Psychological Services.

Novaco, R. W., & Taylor, J. L. (2006). Anger. In M. McNulty & A. Carr (Eds.), The handbook of adult clinical psychology: An evidence-based practice approach (pp. 978–1009). New York: Routledge.

Schmidt, F. L. (1996). Statistical significance testing and cumulative knowledge in psychology: Implications for training of researchers. Psychological Methods, 1, 115–129.

Seligman, M. (1995). The effectiveness of psychotherapy. American Psychologist, 50, 965–974.

Soloman, D., Battistich, V., & Watson, M. (1993). A longitudinal investigation of the effects of a school interventions program on children’s social development. Paper presented at the Biennial meeting of the Society for Research in Child Development, San Ramon, CA.

Stern, J. B., & Fodor, I. G. (1989). Anger control in children: A review of social skills and cognitive behavioral approaches to dealing with aggressive children. Child and Family Therapy, 11, 1–21.

Van Hasselt, V. B., & Hersen, M. (1987). Handbook of adolescent psychology. Elmsford, NY: Pergamon Press.

Wilde, J. (2002). Interventions for children with anger problems. Journal of Rational Emotive and Cognitive Behavior Therapy, 19, 191–197.

Zeman, J., Shipman, K., & Suveg, C. (2002). Anger and sadness regulation: Predictions to internalizing and externalizing symptoms in children. Journal of Clinical Child and Adolescent Psychology, 31, 393–398.

Thông tin
Thông tin xuất bản

Journal of Rational-Emotive and Cognitive-Behavior Therapy

Tập 28

87-99

Thông tin tác giả