Teacher consultation and cognitive‐behavioral interventions with aggressive boys


Journal Article

This study compared the effects of two Anger Coping group interventions with aggressive boys to an untreated control condition. Both Anger Coping conditions used cognitive‐behavioral and social problem‐solving training, and one of the conditions included an adjunctive teacher consultation component designed to enhance teachers' behavioral management skills and facilitation of their students' problem‐solving skills. In comparison to the untreated aggressive boys, treated aggressive boys displayed significant improvements in their disruptive‐aggressive off‐task classroom behavior and in their perceived social competence, and they tended to have reductions in their teachers' ratings of their aggressiveness. There were no significant differences between the two Anger Coping conditions, indicating that teacher consultation did not enhance treatment effects. Copyright © 1989 Wiley Periodicals, Inc., A Wiley Company

Full Text

Cited Authors

  • Lochman, JE; Lampron, LB; Gemmer, TC; Harris, SR; Wyckoff, GM

Published Date

  • January 1, 1989

Published In

Volume / Issue

  • 26 / 2

Start / End Page

  • 179 - 188

Electronic International Standard Serial Number (EISSN)

  • 1520-6807

International Standard Serial Number (ISSN)

  • 0033-3085

Digital Object Identifier (DOI)

  • 10.1002/1520-6807(198904)26:2<179::AID-PITS2310260209>3.0.CO;2-Z

Citation Source

  • Scopus