Volume 22, Issue 3 (1993)
An Intervention and Consultation Model From a Social-Cognitive Perspective: A Description of the Anger Coping Program
John E. Lochman, Susanne E. Dunn, Bonnie Klimes-Dougan
This article provides a rationale and description of a school-based anger coping program for aggressive children. The need for school-based, preventive interventions with this population is discussed. The conceptual model for this intervention is outlined and relevant findings on social cognitive processes are briefly overviewed. Based on this conceptual model, the cognitive-behavioral intervention framework is described, and relevant outcome research findings are reviewed. The article advocates that universal interventions and teacher consultation can be used to augment secondary prevention programs such as the Anger Coping Program. The article concludes by advocating for comprehensive social-cognitive interventions which also provide programming for parents.
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