Aggression Replacement Training (ART) is an intervention program designed to teach adolescents to understand and replace aggression and antisocial behaviour with positive alternatives. The program's three-part approach includes training in prosocial skills, anger control, and moral reasoning. The manual includes summaries of ART's outcome evaluations and discusses a wide range of applications in schools and other settings. Appendices contain over 100 pages of guidelines and checklists.
An effective gang intervention programme, Aggression Replacement Training (ART), is the subject of this book. Rearrest rates and other outcome results support the success of a project using the ART intervention approach with a series of very aggressive juvenile gangs in New York. Working with gangs as a unit, the goal was not only to teach them anger control and other skills, but to do so in such a way that their real-world reference group (the gang) was turned, as much as possible, into a prosocial rather than an antisocial support group. In addition, the book provides a thorough introduction to the history of gangs, current gang demographics, gang aggression and its etiology, as well as a review an
Aggression Replacement Training (ART) is a cognitive-behavioural intervention targeted to aggressive adolescents and children, which is being increasingly adopted worldwide. The outcome of the first major conference on the growing status of ART and its future directions, this book's coverage includes the cognitive-behavioural context of ART, the component procedures, various training approaches and program applications, research evaluations and 'extensions and elaborations'.
This book has a series of coordinated psychoeducational courses explicitly designed to teach an array of prosocial psychological competencies to adolescents and younger children who are deficient in such competencies.
Rev. ed. of: Aggression replacement training: a comprehensive intervention for aggressive youth / Arnold P. Goldstein, Barry Glick, John C. Gibbs. Rev. ed. c1998.
Angry, aggressive, or violent youth threaten the well-being of themselves, other children, and caregivers in any setting. They may need medicztion and therapy to treat their problems, but they also must learn how to control negative thoughts and emotions without turning to aggressive behaviour. Professionals will learn how to build good relationships with youth and teach them pro-social behaviour. Also offered are sample treatment plans to address both proactive and reactive aggression in youth and guidelines on how to promote a safe environment for the children in your care. Included is a social skills chart that can be used as an easy reference guide by caregivers as they teach new skills to replace old aggressive behaviours. The chart shows which skills work best with specific types of behaviours.
While numerous books address specific issues of violence and aggression, there is a clear and pressing need for a comprehensive resource that explores everything from the root causes of violence and aggression to the appropriate interventions for both individuals and society at large. The Wiley Handbook of Violence and Aggression is a landmark three-volume resource that explores the broad scope of violence and aggression with contributions from an international panel of experts in the field. Filled with the most recent research and developments, this important text contains information on the biology of aggression and violence, developmental pathways, theoretical advances, the assessment, prevention and treatment of individuals, clinical treatments that target special populations, and a wide-range of societal interventions. Written to meet the information needs of clinicians, researchers, and students, The Wiley Handbook of Violence and Aggression integrates all available knowledge in an authoritative and contemporary reference and resource that addresses the myriad aspects of violence and aggression.
Reflecting and often paralleling aggression in the population at large, school violence and vandalism in the United States are escalating at an alarming rate. The response of the education establishment to this dangerous and costly trend has been to create energetic, constructive, and, in some cases, demonstrably successful programs. Designed specifically for school personnel, this volume comprehensively presents, in user-friendly detail, the primary techniques currently being employed to prevent and manage student aggression, as well as constructive alternatives to replace it. Paying special attention to issues that precipitate student violence, the book describes attitudes and situations that often contribute to episodes of aggressive behavior and outlines methods for management and prevention. Chapters discuss student-oriented interventions, such as psychological skills training, behavior modification, psychodynamic and humanistic interventions, and gang-oriented interventions. Recognizing school violence as a systems problem, the authors address ways to modify each of the elements that contribute to school violence. They offer detailed guidelines for changing the behavior of peers, school personnel, and family members, as well as ways to modify academic curricula and alter a school's physical features. In addition, they describe how to integrate administrative systems, security personnel, family members, community programs, and state and federal agencies into response and prevention networks. Extremely timely and relevant, this book is a valuable resource for school psychologists and social workers, counselors, teachers, administrators, security personnel, parents, and anyone else confronting school-related violence. It is useful in graduate-level courses focusing on the psychology of violence and aggressive behavior and the development and implementation of school and community safety programs.
Comprehensive and up-to-date, this book belongs on the desks of practitioners, students, researchers, and policymakers in clinical, child, school, and developmental psychology; child and adolescent psychiatry; and social work; as well as others working with children and families at risk.
