Social skills training as a treatment for aggressive children and adolescents: A developmental-clinical integration

Aggression and Violent Behavior

Volumn 7, Issue 2, 2002, Pages 169-199

  Nangle, Douglas W ^a   Erdley, Cynthia ^a   Carpenter, Erika M ^a   Newman, Julie E ^a  

^a University of Maine   (United States)

Author keywords

Adolescent aggression; Childhood aggression; Developmental psychopathology; Developmental Clinical; Social Skills training

Indexed keywords

AGE; AGGRESSION; CLINICAL RESEARCH; EVALUATION; GENDER; HUMAN; PRIORITY JOURNAL; RACE; REVIEW; SOCIAL ADAPTATION;

EID: 0036192665     PISSN: 13591789     EISSN: None     Source Type: Journal    
DOI: 10.1016/S1359-1789(00)00040-9     Document Type: Article

References (118)

1. Social problem-solving training for severely emotionally and behaviorally disturbed children
2. Peer rejection and loneliness in childhood
3. The effects of social skills training and peer involvement on the social adjustment of preadolescents
4. Social skills training in the fast track program
5. Improving the social behavior and peer acceptance of rejected boys: Effects of social skill training with instructions and prohibitions
6. Developmental issues in social-skills assessment and intervention with children and adolescents
7. Characteristics of aggressive-rejected, aggressive (non-rejected) and rejected (non-aggressive) boys
8. Predicting the longitudinal course associated with aggressive-rejected, aggressive (nonrejected), and rejected (nonaggressive) status
9. Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression
10. Social skills training for highly aggressive children
11. Early school dropout: Configurations and determinants
12. Social networks and aggressive behavior: Peer support or peer rejection?
13. Aggression and antisocial behavior
14. Adapting intervention to the problems of aggressive and disruptive rejected children
15. Predicting early adolescent disorder from childhood aggression and peer rejection
16. A developmental and clinical model for the prevention of conduct disorder: The fast track program
17. Initial impact of the fast track trial for conduct problems: I. The high-risk sample
18. Initial impact of the fast track trial for conduct problems: II. Classroom effects
19. Relational aggression: The role of intent attributions, feelings of distress, and provocation type
20. The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children's future social adjustment
21. Gender differences in children's normative beliefs about aggression: How did I hurt thee? Let me count the ways
22. A review and reformulation of social information-processing mechanisms in children's social adjustment
23. Relational aggression, gender, and social-psychological
24. Anger reduction in early adolescents
25. The effects of peer relationships on the functions of interpersonal behaviors of children
26. When interventions harm: Peer groups and problem behavior
27. Peer adaptations in the development of antisocial behavior: A confluence model
28. Family, school, and behavioral antecedents to early adolescent involvement with antisocial peers
29. Peer group dynamics associated with iatrogenic effects in group interventions with high-risk young adolescents
30. Social cognition and children's aggressive behavior
31. A social information processing model of social competence in children
32. Feedback in classroom behavior modification: Effects on the target and her classmates
33. Sociometric and disruptive behavior as a function of four types of token reinforcement programs
34. Effectiveness of cognitive-behavioral therapy for maladapting children: A meta-analysis
35. The social cognitive treatment of anger and aggression in four adolescents with conduct disorder
36. Adolescent psychiatric patients: Modifying aggressive behavior with social skills training
37. Young children's emotional arousal and anger/aggressive behaviors
38. Social skills training of preschool children
39. Childhood agression and adult violence: Early precursors and later life outcomes
40. Group anger-control training for institutionalized psychiatric male adolescents
41. Group anger control training for junior high school delinquents
42. A comparison of cognitive training and response cost procedures in modifying aggressive behavior of elementary school children
43. Training outpatient boys to conform with the social ecology of popular peers: Effects on parent and teacher ratings
44. Modification of aggression through modeling: An experimental probe
45. Teaching social skills to isolated children
46. Social skills training with children: Responsiveness to modeling and coaching as a function of peer orientation
47. Cognitive mediators of aggression in adolescent offenders: II. Intervention
48. Impact of social problem-solving training on aggressive boys: Skills acquisition, behavior change, generalization
49. Sex, race, and experiences of aggression
50. Aggression in childhood: Developmental perspectives
51. The peer system
52. The reduction of childhood aggression using the Brainpower program
53. An attribution retraining program to reduce aggression in elementary school students
54. An attributional intervention to reduce peer directed aggression among African-American boys
55. Interpretations of peer behavior: Affective bias in childhood and adolescence
56. Reputational bias: View from the peer group
57. Effect of role-taking experiences on role taking, empathy, altruism, and aggression
58. Cognitive-behavioral treatment and relationship therapy in the treatment of children referred for antisocial behavior
59. Problem-solving skills training and relationship therapy in the treatment of antisocial child behavior
60. The generalization of the effects of a cognitive behavioral treatment program for aggressive children
61. Social competence intervention and evaluation in the inner city: Cincinnati's social skills development program
62. A total assessment approach to the evaluation of social skills training: The effectiveness of an anger control program for adolescent psychiatric patients
63. The role of poor peer relationships in the development of disorder
64. Effectiveness of a social learning method for enhancing children's social interaction and peer acceptance
65. Probing the psychological environment: Children's cognitions, perceptions, and feelings in the peer culture
66. Social skills training with elementary school students: A behavioral group approach
67. Anger management or anger expression: Which is most effective?
68. Cognitive-behavioral intervention with aggressive boys: Three-year follow-up and preventive effects
69. Treatment and generalization effects of cognitive-behavioral and goal-setting interventions with aggressive boys
70. Effectiveness of a social relations intervention program for aggressive and nonaggressive, rejected children
71. Effects of social problem-solving training and self-instruction training with aggressive boys
72. Cognitive-behavioral interventions for aggressive boys: 7-Month follow-up effects
73. Teacher consultation and cognitive-behavioral intervention with aggressive boys
74. Aggression, social acceptance, and race as predictors of negative adolescent outcomes
75. Treatment of child and family disturbance: A behavioral systems perspective
76. Problems in social relationships
77. The effects of social skills instruction and parental involvement on the aggressive behaviors of African American males
78. Processes in delay of gratification
79. A cognitive-social learning approach to social skill training with low-accepted preschool children
80. Coaching children in social skills for friendship making
81. Social skills training for juvenile delinquents
82. Developmental theory and the practice of clinical child psychology
83. Familial and temperamental determinants of agression behavior: A casual analysis
84. Teaching children to cope with anger
85. Peer relations and later personal adjustment: Are low-accepted children at risk?
86. Importance of developmental theory and investigation to research in clinical child psychology
87. An evaluation of peer coping-skills training for childhood aggression
88. Children's understanding of dispositional characteristics of others
89. Children's impressions of other persons: The effects of temporal separation of behavioral information
90. Social problem solving training: A follow-up study of cognitive and behavioral effects
91. Social skills training with underachievers, disruptive and exceptional children
92. Social-cognitive and social behavioral perspectives on problem solving
93. Modeling and group discussion in the rehabilitation of juvenile delinquents
94. Teaching cognitive and social skills to high school students
95. Evaluation of an anger management program for aggressive boys in inpatient treatment
96. A comparison of skill-building and desensitization strategies for intervention with aggressive children
97. Individualizing social skills training for behaviour-disordered children
98. Impact of interpersonal problem-solving training on preschoolers' social competency
99. Interpersonal problem-solving in young children: A cognitive approach to prevention
100. Cognitive mediators of aggression in adolescent offenders: 1. Assessment
101. Social skills training with adolescent male offenders: Short term, long term and generalized effects
102. Effectiveness of assertiveness training in modifying aggressive behaviors of young children
103. Adolescent interpersonal problem solving skill training: Social validation and generalization
104. Interpersonal problem-solving skills training with aggressive young children
105. Evaluation of a social problem-solving training program for suburban and inner-city third-grade children
106. The evaluation of a kindergarten social problem-solving program
107. Social problem solving intervention for children at high risk for later psychopathology
108. The effect of verbal instructions on preschool children's aggressive behavior
109. Incorporating a developmental perspective in doctoral training: Survey of clinical child psychology training programs and introduction to the special section