A Qualitative Evaluation of Social-Cognitive Changes in Children with Reactively Aggressive Behaviors

Autor/in	Fung, Annis L. C.
Titel	A Qualitative Evaluation of Social-Cognitive Changes in Children with Reactively Aggressive Behaviors
Quelle	In: Journal of School Violence, 6 (2007) 1, S.45-64 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
Schlagwörter	Control Groups; Aggression; Parent Child Relationship; Coping; Qualitative Research; Interviews; Cognitive Processes; Educational Environment; Family Environment; Behavior Change; Outcomes of Treatment; Cognitive Restructuring; Behavior Modification + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Bewältigung; Qualitative Forschung; Interviewing; Interviewtechnik; Cognitive process; Kognitiver Prozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Behaviour modification; Verhaltensänderung
Abstract	The parent-child parallel group Anger Coping Training (ACT) program aimed to help reactively aggressive children in restructuring cognitive characteristics, so as to reduce childhood aggression. This research program involved experimental and control groups with pre- and postcomparison. Qualitative data were collected through 367 individual interviews (with children, parents, and teachers), focusing on the children's cognitive characteristics and aggressive behaviors across contexts (at home, at school, and in classroom). Two pilot studies and a main study were conducted. The qualitative results showed evidence of changes in the children's cognitive characteristics, with their hostile attributional bias and cognitive distortion reduced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10