By Jim Larson PhD, John E. Lochman PhD ABPP, Donald Meichenbaum PhD

ISBN-10: 1606239732

ISBN-13: 9781606239735

This priceless consultant offers all the info and scientific instruments had to enforce the Anger Coping application, an empirically supported intervention for college kids in grades 3–6. Practitioners are taken step-by-step via constructing remedy teams, educating important abilities for lowering aggression and disruptive habit, and development robust partnerships with lecturers and oldsters. Many functional feedback are supplied for adapting this system to varied settings and optimizing scholar results. In a large-size structure with lay-flat binding to facilitate photocopying, the booklet contains reproducible handouts, kinds, and father or mother letters (in English and Spanish).

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1981), the Anger Coping Program described in this book was developed on the basis of further research on these social-­cognitive processes. , 1987; Lochman, Powell, Whidby, & FitzGerald, 2006), uses an intervention model that is closely linked to the social-­cognitive developmental model that accounts, in part, for the initiation and maintenance of aggressive behavior. In subsequent chapters, we describe practical implementation issues involved in the use of this program in school settings. Chapter 3 The Role of Anger Management Training in a Comprehensive School Program of Positive Behavioral Supports This is a book about helping children manage anger-­fueled aggressive and disruptive behavior through the use of small-group or individual cognitive-­behavioral skills training.

Cognitive structures are the architecture of the cognitions in memory, the structures in which information is organized and stored. These functional psychological mechanisms store information in both short- and long-term memory, placing information in interconnecting categories and nodes. Cognitive propositions form the content within the cognitive structures and constitute the information that is actually stored. Cognitive propo- 22 HELPING SCHOOLCHILDREN COPE WITH ANGER sitions include information both in semantic memory (general knowledge that has been acquired and learned) and in episodic memory (personal information absorbed through one’s experiences in the world).

These skills—­including anger regulation, impulse control, and problem solving—can be effectively taught and learned in the context of the daily school routine. Our goal with the remainder of this book is to describe in detail how that may be done. The School’s Challenge Educators working in the public schools of the first half of the 21st century are obliged to support the social and emotional needs of an increasingly needy population of students. In 2007, 18% of all children ages 0–17 lived in poverty, representing an increase from 17% in 2006 (Forum on Child and Family Statistics, 2009).

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Helping Schoolchildren Cope with Anger, Second Edition: A Cognitive-Behavioral Intervention by Jim Larson PhD, John E. Lochman PhD ABPP, Donald Meichenbaum PhD

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