NCJ Number
139430
Journal
Journal of Offender Rehabilitation Volume: 18 Issue: 1/2 Dated: (1992) Pages: 101-117
Date Published
1992
Length
17 pages
Annotation
An anger-aggression curriculum using cognitive- behavioral principles and techniques was evaluated for its effects on a classroom of urban, at-risk middle school students.
Abstract
The 10-session curriculum was taught over a 5-week period to a racially integrated classroom of 22 males and females. Subjects were assigned to either experimental or control groups based on the pre-existing assignment to one of two intact classrooms. The experimental group received anger control and problem-solving training, in addition to educational and support services normally available to all students. Heavy use of video symbolic modeling was integrated with techniques of self-instruction, problem- solving, and self-monitoring. The school misconduct reporting form, called the Incident Referral Form (IRF), served as a measure of treatment effect. An analysis of misconduct referrals supported the training's efficacy. The treatment group showed a decrease in the mean number of IRF's of approximately 0.18 per subject from baseline to followup, whereas the control group mean increased about 0.80 per subject from baseline to followup. 48 references and 4 tables