Effectiveness of a social relations intervention program for aggressive and nonaggressive, rejected children.
Abstract
A sample of 52 Black aggressive, rejected and nonaggressive, rejected children were randomly assigned to receive a social relations intervention or to be in a nonintervention control group. The school-based intervention for fourth-grade children focused on positive social skill training and cognitive-behavioral strategies to promote deliberate, nonimpulsive problem solving. At both the post-treatment and the 1-year follow-up assessments, the social relations intervention was found to be effective only with the aggressive, rejected children. Implications for the importance of assessing subtypes of rejected children are discussed.
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Many skill-focused interventions reduce problems including depression and disruptive behavior problems.
“Many such interventions reduce problems including depression (Asarnow et al. 2002) and disruptive behavior problems (Lochman et al. 1993; Webster-Stratton and Hammond 1997).”
From Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior (2010) · cites this paper as Lochman et al. 1993
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Self-citation
- Authors
- Lochman, J. E., Coie, J. D., Underwood, M. K., & Terry, R.
- Venue
- Journal of Consulting and Clinical Psychology
- Published
- 1993
- Volume
- 61
- Issue
- 6
- Pages
- 1053-1058
- ISSN
- 1939-2117
- 0022-006X
- Cited by
- 140
- References
- 0
- Language
- en
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