A Comparison of Two Group Interventions for Adolescent Aggression: High Process versus Low Process

Autor/in	Martsch, Martin D.
Titel	A Comparison of Two Group Interventions for Adolescent Aggression: High Process versus Low Process
Quelle	In: Research on Social Work Practice, 15 (2005) 1, S.8-18 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731504267333
Schlagwörter	Aggression; Conflict; Adolescents; Group Dynamics; Males; Comparative Analysis; Intervention; Cognitive Restructuring; Behavior Modification; Group Activities; Juvenile Justice; Delinquency; Age Differences; Outcomes of Treatment; Pretests Posttests; Followup Studies; Recidivism; Parent Child Relationship; Self Control; Psychological Patterns; Problem Solving; Social Behavior; Interpersonal Competence; Antisocial Behavior; Prosocial Behavior + Suchen Sie Ihr Suchwort? Konflikt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gruppendynamik; Male; Männliches Geschlecht; Behaviour modification; Verhaltensänderung; Gruppenaktivität; Jugendgerichtshilfe; Kriminalität; Age; Difference; Age difference; Altersunterschied; Follow-up studies; Kontaktstudium; Rückfall; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Selbstbeherrschung; Problemlösen; Social behaviour; Soziales Verhalten; Interpersonale Kompetenz
Abstract	Objective: This study compared two group treatments for aggressive behavior in adjudicated male adolescents: a cognitive-behavioral program (low process) and a program integrating group interaction with cognitive-behavioral training (high process). Method: The court-ordered adolescents were divided into two age groups, younger and older, and randomly assigned to one of the two treatment conditions for 10 weekly 2-hour sessions. Data were collected at pretest, posttest, and 9-month follow-up. Dependent variables included recidivism, behavior ratings, parent-teen conflict, anger control, social problem-solving, and social skills. The analysis was ANOVA on the ranks of adjusted gain scores. Results: High process was more effective for the older boys, and low process was more effective for the younger boys on conduct disorder and parent-adolescent conflict. Conclusions: The older boys appeared more cognitively and socially able to take advantage of the self-determined, interactive format, whereas the younger boys seemed to respond better to the leader-guided, highly structured format. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10