The Coping Power Program is designed for use with preadolescent and early adolescent aggressive children and their parents and is often delivered near the time of children's transition to middle school. Aggression is one of the most stable problem behaviors in childhood. If not dealt with effectively, it can lead to negative outcomes in adolescence such as drug and alcohol use, truancy and dropout, delinquency, and violence. This program has proven effective in helping to avoid these types of problems. The parent component of the program consists of 16 group meetings also held during the 5th and 6th grade school years. Parents are taught ways of reinforcing their children's positive behaviors, as well as effective discipline techniques for eliminating negative behaviors. Skills for improving family communication, providing academic support in the home, and building family cohesion are also a focus. Parents also learn how to give effective instructions and establish age-appropriate rules and expectations for their children at home. In addition to these basic parenting skills, the program describes relaxation techniques that parents can use to deal with their own stress. Tips for taking care of personal needs and effective time management strategies also help to ease the challenges of parenting an aggressive child.

Coping Power: Child Group Facilitator's Guide (Programs That Work) (Treatments That Work)

Health, Fitness & Dieting

Lochman, John E.

Psychology & Counseling

Oxford University Press, U.S.A.

This program is an evidence-based intervention for behavioral in pre-adolescent children (grades 5 and 6). Continuing the work of the Fast Track Program, currently under contract, this intervention targets children who are beginning to show signs of severe aggression and social dysfunction at school. Children who begin to exhibit aggression as pre-adolescents are much more likely to have histories of substance abuse, interpersonal violence, and criminal behavior in their adolescence. By targeting these children before their behavior has become extremely dangerous or unmanageable, this program has been proven to reduce the occurence of these programs, and to improve functioning in school. Studies have shown that children who demonstrate aggressive behaviors have maladaptive coping skills and misperceptions of conflict or threat. This program teaches positive strategies for coping with perceived conflict or threat, as well as an understanding of the participant's feelings and motivations behind inappropriate behaviors. The Coping Power program involves an intervention with aggressive children and a simultaneous program for their parents, to increase positive motivations at home as well as at school. The facilitator's guide includes step-by-step instructions for accurately implementing this evidence-based program. This is the corresponding workbook for children which includes worksheets and monitoring forms to track progress and reinforce the skills learned in the group sessions.

Coping Power Child Group Program Workbook 8-Copy Set (Treatments That Work)

Lenhart, Lisa A.

Wells, Karen C

Oxford University Press

A concise and accessible exploration of cutting-edge literature of the risk factors contributing to the development of ODD and CD, primarily in pre-school and primary children.  Precise, focused and up-to-date overview of Oppositional Defiant Disorder and Conduct Disorder Literature Presents assessment methods and evidence-based intervention strategies  Well-known and prolific authoring team    

Oppositional Defiant Disorder and Conduct Disorder in Children

Matthys, Walter

wiley

Oppositional Defiant Disorder and Conduct Disorder in Childhood

Newly updated, this is a comprehensive guide to ODD and conduct disorder (CD) in children aged 3-14 for professionals, students, and researchers. <ul>
<li>Summarizes the most important empirical knowledge across a broad array of topics, with a focus on the latest research and meta-analyses, as well as high-quality older studies</li> <li>Includes revised diagnostic conceptualizations for ODD and CD from DSM-V and the upcoming ICD-11 classification systems, with particular attention to similarities, differences, and information about an angry-irritable subtype for ODD</li> <li>Provides updated reviews of biological and social-cognitive risk and protective factors and the evidence base for relevant treatment and prevention procedures</li> <li>Describes best practices for assessment, treatment, and prevention for children and their families, based on the clinical and research work of the well-respected author team</li> </ul>

Wiley/Blackwell

Newly updated, this is a comprehensive guide to ODD and conduct disorder (CD) in children aged 3-14 for professionals, students, and researchers.  Summarizes the most important empirical knowledge across a broad array of topics, with a focus on the latest research and meta-analyses, as well as high-quality older studies Includes revised diagnostic conceptualizations for ODD and CD from DSM-V and the upcoming ICD-11 classification systems, with particular attention to similarities, differences, and information about an angry-irritable subtype for ODD Provides updated reviews of biological and social-cognitive risk and protective factors and the evidence base for relevant treatment and prevention procedures Describes best practices for assessment, treatment, and prevention for children and their families, based on the clinical and research work of the well-respected author team

Community Psychology and the Schools: A Behaviorally Oriented Multilevel Approach (Routledge Library Editions: Psychology of Education)

Originally published in 1976, this volume begins with a theoretical overview of the major trends in the community psychology movement at the time, as well as a perspective on how the field was developing. The emphasis is on the utility of combining a preventative community-centered orientation with an applied behavioral-analytic focus. The authors take general theoretical notions and demonstrate how they can be turned to concrete methods of dealing with specific practical problems that occur in implementing a 'real-life' program of community oriented intervention. The authors present an innovative model for developing a low cost and effective delivery system for mental health services in public schools. They describe the actual development and implementation of such a system in the school, and also include a comprehensive evaluative scheme for determining the efficacy of this type of endeavor. The actual behavior change strategies that are employed can be used effectively by teaching personnel or psychologists on either a large or small scale. A final unique feature of the volume is the inclusion of a program that will assist teachers and mental health professionals in helping elementary school students learn social problem-solving skills.

Chinsky, Jack M.

Allen, George J.

Larcen, Stephen W.

Selinger, Howard V.

Mental Health

Routledge

From leading authorities, this volume presents a unique evidence-based group intervention for the 10–15% of children who are challenged by peer difficulties in elementary school. The book features 145 engaging full-color reproducible handouts, posters, and other tools. In addition to teaching core social skills (participation, communication, cooperation, good sportsmanship, conflict resolution), Friendship Group promotes emotional understanding and empathy, self-control, and effective coping with social stressors. Two complete sets of sessions are provided (grades K–2 and 3–5), including step-by-step implementation guidelines. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. See also the authors' Fast Track Program for Children at Risk: Preventing Antisocial Behavior, which describes the landmark study that used Friendship Group in tandem with other school- and family-based interventions.

Social and Emotional Skills Training for Children: The Fast Track Friendship Group Manual

Politics & Social Sciences

McMahon, Robert J.

Bierman, Karen L.

Greenberg, Mark T.

Coie, John D.

Dodge, Kenneth A.

Social Sciences

The Guilford Press

This unique volume reports on the largest long-term preventive intervention study ever conducted with children at risk for serious violence and poor life outcomes. From first through 10th grade, Fast Track provided multicomponent interventions to support children, families, and schools in achieving positive social, emotional, and academic outcomes. The book explores the developmental processes associated with early aggression, describes how each component of FastTrack was developed and implemented, and summarizes outcomes up to 20 years later. Vivid case studies track the impact of comprehensive school- and family-based programming on children's pathways through the elementary and high school years. The concluding chapter offers recommendations for using Fast Track components in future violence prevention initiatives. See also the authors' Social and Emotional Skills Training for Children: The Fast Track Friendship Group Manual, a step-by-step guide to implementing one of the core components of Fast Track.

The Fast Track Program for Children at Risk: Preventing Antisocial Behavior

Conduct Problems Prevention Research Group

Pinderhughes, Ellen E.

Teen & Young Adult

A complete, readily applicable guide for school-based professionals, this book presents an empirically supported group intervention for 8- to 12-year-olds with anger and aggression problems. The Anger Coping Program has been demonstrated effective in reducing teacher- and parent-directed aggression and enhancing students' classroom behavior, social competence, and academic achievement. In one volume, the authors provide a session-by-session cognitive-behavioral treatment manual, a clear rationale for the program, and instructions for implementation. Also included are detailed guidelines for monitoring outcomes and successfully duplicating the intervention across multiple settings. Many helpful examples enhance the practical utility of the book, as do reproducible teacher handouts, child self-report forms, and parent letters in English and Spanish.

Helping Schoolchildren Cope with Anger: A Cognitive-Behavioral Intervention (The Guilford School Practitioner Series)

Larson, Jim

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