New Perspectives on Aggression Replacement Training: Practice, Research and Application (Wiley Series in Forensic Clinical Psychology) - Softcover

Softcover

ISBN 10: 0470854936 ISBN 13: 9780470854938

Verlag: Wiley, 2004

Inhaltsangabe

Aggression Replacement Training (ART) is a cognitive-behavioural intervention targeted to aggressive adolescents and children, which is being increasingly adopted worldwide. The outcome of the first major conference on the growing status of ART and its future directions, this book's coverage includes the cognitive-behavioural context of ART, the component procedures, various training approaches and program applications, research evaluations and 'extensions and elaborations'.

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Arnold P. Goldstein was the Director of the Center for Research on Aggression at Syracuse University, Director of the New York State Task Force on Juvenile Gangs, and co-founder of the International Center for Aggression Replacement Training. He served on the American Psychological Association Commission on Youth Violence and on the Council of Representatives for the International Society for Research on Aggression. A prolific writer, he authored more than 55 books and 100 articles on violence, aggression, delinquency, abuse, and related topics. His work was honored with numerous awards, including the Career Achievement Award from the American Psychological Association's Committee on Children, Youth, and Families (1996), the Senior Scientist Award from the  APA Psychology Division (1996), and the 2002 Devereux Massachusetts Legacy of Caring Award. Just before his death in 2002, Professor Goldstein was nominated for a Nobel Prize.

Rune Nensén is the founder of The Oasis, a residential treatment facility for young people and their families, in Sweden. A qualified social worker, he has many years' experience in the social services as both a supervisor and program director in cities in southern Sweden. Since 1990 he has primarily worked as the director and Program Director for The Oasis which, over the past decade, has served more than 80 cities in Sweden in offering services to families with young children. In 1997 Rune Nensén successfully introduced ART at The Oasis as a program for both families and children.

Bengt Daleflod is a psychologist specializing in cognitive-behavioral psychotherapy. He started his clinical career in the psychiatric care of children and adolescents, and since 1986 he has been working with incarcerated juvenile delinquents and involved in staff training and supervision. He works within SiS (The National Board of Institutional Care) and is now connected to Sundbo Youth Home in Sweden where ART is one of the main interventions that has been introduced in working with young offenders. Bengt Daleflod is also an active member of the Swedish Behavioral Therapy Association with a special assignment to work out guidelines for treatment of various psychological disorders.

Mikael Kalt was born in Warsaw but has been residing in the city of Malmö in Sweden for the pas 23 years. He has a long and extensive experience of working with aggressive and delinquent youth in different settings, ranging from institutions to community-based projects and schools. Mikael Kalt and his friends and associates Mariusz Hermelin and Ivan Brilje are the co-founders of Ungdomsalternativet ("The Youth Alternative"), a non-government organization working in Sweden with youth at risk in schools and the community and training teachers and youth workers in ART. He is a practicing ART trainer working on a regular basis with youth groups, and is an ART Master Trainer, training staff and new ART trainers.

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Aggression Replacement Training (ART) is an evidence-based, cognitive-behavioural intervention for use with aggressive children, adolescents and adults. In response to its growing popularity and dissemination, Arnold Goldstein and Rune Nensén formed the International Center for Aggression Replacement Training (ICART).

New Perspectives on Aggression Replacement Training brings together the leading experts in this area to review the most recent implementations of ART in the US, the UK and Europe. Various chapters cover:

• the three component parts of ART: Skillstreaming, Anger Control Training and Moral Reasoning Training

• powerful and user-friendly program applications

• the most recent training approaches at agency, university and governmental levels

• research evaluations of effectiveness

• multiple examples of ongoing studies.

This timely publication will be of interest to practitioners such as clinical and forensic psychologists, psychiatrists, counsellors, social workers, criminal justice and youth workers.

New Perspectives on Aggression Replacement Training brings together the leading experts in this area to review the most recent implementations of ART in the US, the UK and Europe. Various chapters cover:

• the three component parts of ART: Skillstreaming, Anger Control Training and Moral Reasoning Training

• powerful and user-friendly program applications

• the most recent training approaches at agency, university and governmental levels

• research evaluations of effectiveness

• multiple examples of ongoing studies.

This timely publication will be of interest to practitioners such as clinical and forensic psychologists, psychiatrists, counsellors, social workers, criminal justice and youth workers.

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New Perspectives on Aggression Replacement Training

Practice, Research and ApplicationBy Rune Nensen

John Wiley & Sons

Copyright © 2004 Rune Nensen
All right reserved.
ISBN: 9780470854938

Chapter One

AGGRESSION REPLACEMENT TRAINING: THE COGNITIVE-BEHAVIORAL CONTEXT

Clive R. Hollin Department of Health Sciences, University of Leicester, UK

INTRODUCTION

Developed in the 1980s, the first complete publication of Aggression Replacement Training (ART) in 1987, by Arnold Goldstein and Barry Glick, saw the formulation of a multimodal approach to working with aggressive offenders. Utilized on an increasingly wide basis throughout the 1990s, the accumulated outcome evidence shows that ART is an effective method by which to reduce aggressive behavior (Goldstein & Glick, 1996). The latest text offering a revised edition of the program (Goldstein, Glick, & Gibbs, 1998) details and refines the three components that make up ART: these three components, delivered sequentially, are Skillstreaming, Anger Control Training, and Moral Reasoning Training.

Skillstreaming involves the teaching of skills that serve to displace the out-of-control destructive behaviors with constructive, prosocial behavior. The skills element of ART teaches constructive social skills in terms of step-by-step instructions to managing key social situations. In keeping with the principles of skills training, the skills are modeled by group leaders and then practiced by offenders. ART addresses a "core" set of social skills relevant to the target group in order to bring about change.

Anger Control Training follows the established sequence of establishing Antecedent-Behavior-Consequence (A-B-C) sequences to determine triggers for anger. ART then uses the standard anger management techniques of enhancing self-awareness of internal angry cues, teaching coping strategies, skills training, self-instruction, and social problem solving.

Moral Reasoning Training seeks to address issues concerned with a delay in maturing of moral reasoning and the associated egocentric bias. Thus, this part of the program seeks to enhance offenders' moral reasoning skills and widen their social perspective taking. These aims are achieved through self-instruction training, social problem solving, skills training, and guided peer group social decisionmaking meetings.

The aim of this chapter is principally to describe the theoretical underpinnings for ART, then to consider the evidence that speaks to this theoretical base. In looking to theory, there are two dimensions to discuss: first, the broad theoretical position adopted by ART, and, second, the specific theoretical rationale for the three components.

ART: BROAD THEORY

This section develops the theme of cognitive-behavioral theory as the bedrock theory on which ART is built. To achieve this aim, an overview of the broad extent of cognitive-behavioral theory is presented. The theme will be developed by suggesting that a cognitive-behavioral approach is one that seeks to locate behavior within a social context, with an emphasis on the reciprocity between the social context and an individual's functioning. The dovetailing of ART and these theoretical principles will then become clear.

There is no doubt that ART has its theoretical base in learning theory: "Aggression is primarily learned behavior, learned by observation, imitation, direct experience, and rehearsal" (Goldstein et al., 1998, p. 3). In its initial formulation as a theory of learning, traditional behavioral theory concentrated on the relationship between the environment and observable behavior (Skinner, 1974). The theoretical position articulated by Skinner was that given the right setting conditions or antecedents (A), then behavior (B) develops through the individual's experience of the rewarding or punishing consequences (C) delivered by the environment following their actions. In an A-B-C model, the consequences may be rewarding, in which case they increase the frequency, or reinforce the behavior; or aversive, in which case they may decrease, or punish the frequency of the behavior. This deceptively simple model of behavior was applied to the explanation of criminal behavior in the form of Differential Reinforcement Theory (Jeffery, 1965). The use of A-B-C sequences to explain the development of extreme violence is seen in Gresswell and Hollin's (1992) case study of attempted multiple murder.

The advent of social learning theory added to the picture by incorporating more explicitly the role of cognition and emotion into a theoretical account of human aggression specifically (Bandura, 1973) and human functioning generally (Bandura, 1977, 1986). Social learning theory departed from the traditional behavioral position in that, while continuing to acknowledge the role of external reinforcement, it suggests that learning can also take place purely at a cognitive level. Further, Bandura also advanced the concept of "motivation" to supersede reinforcement as the force that develops and maintains behavior. In social learning theory terms, motivation is held to take three forms: external reinforcement in the traditional sense that the term is used in behavioral theory; vicarious reinforcement, where an individual's actions are based on observing what happens to other people who behave in a particular way; and actions that produce self-reinforcement, as in a sense of personal pride or achievement.

While social learning theory retains some degree of overlap with behavior analysis, theorists have increasingly turned their attention to the study of cognition. As social learning theory precipitated interest in the role of cognition within an overarching behavioral framework, the term cognitive-behavioral entered popular usage. Thus, cognitive-behavioral theory increasingly became a focus for a range of researchers, and cognitive-behavioral interventions became a focus for practitioners.

With its mixed heritage, from the standpoint of both research and practice, it is difficult if not impossible to give a watertight definition of cognitive-behavioral theory or practice. Kendall and Bacon (1988) have previously noted the problems with attempts to define cognitive-behavioral therapy and to say precisely how it sits alongside traditional behavioral theory and practice. Indeed, Kendall and Bacon suggest that it is preferable to see a cognitive-behavioral approach to practice as a general perspective rather than a single unified theory. It is clear that models of human behavior based on learning have become increasingly complex.

This theoretical complexity is seen in the behavioral model of violent conduct developed by Nietzel, Hasemann, and Lynam (1999). This model is based on four sequential stages across the life span (Figure 1.1). At the first stage, there are distal antecedents to violence: Nietzel et al. suggest that these are biological precursors, including genetic transmission and ANS lability, psychological predispositions including impulsivity and deficient problem solving, and environmental factors, such as family functioning and the social fabric of the neighborhood. At the second stage, there are early indicators of violence as the child develops. These first signs include features of childhood such as conduct disorder and poor emotional regulation. Third, as the child matures the developmental processes associated with the intensification of violent behavior come into effect:...

Details zur Ausgabe

• Verlag: Wiley
• Erscheinungsdatum: 2004
• Sprache: Englisch
• ISBN 10: 0470854936
• ISBN 13: 9780470854938
• Einband: Taschenbuch
• Auflage: 1
• Anzahl der Seiten: 280
• Herausgeber: Goldstein Arnold P., Nensén Rune, Daleflod Bengt, Kalt Mikael
• Kontakt zum Hersteller: Wiley-VCH GmbH; product_safety@wiley.com; ; Boschstrasse 12; Weinheim; 69469; Deutschland