Alle Publikationen
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2017
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(2017): Efficacy of an individualized social competence training for children with Oppositional Defiant Disorders/Conduct Disorders. In: Psychotherapy research : journal of the Society for Psychotherapy Research 27 (3), S. 326-337. DOI: 10.1080/10503307.2015.1094587
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26522864 Abstract: OBJECTIVES Group-based Cognitive-Behavioral Therapy of children with aggressive behavior has resulted in significant reductions of behavior problems with small to medium effect sizes. We report the efficacy of an individualized Treatment Program for Children with Aggressive Behavior. METHOD A within-subject design with two phases (waiting, treatment) was chosen. Sixty boys aged 6-12 years with peer-related aggressive behavior were included. The course of the outcome measures (growth rates) during a 6-week waiting phase was compared with those in the subsequent treatment phase (24 weekly child sessions together with an average of 8 parent contacts) by multilevel modeling. Primary outcome was peer-related aggressive behavior rated by parents. Further outcome measures included parent ratings and patient self-reports of aggressive and prosocial behavior. RESULTS During the treatment, growth rates for all parent-rated outcome measures were significant (p < .001) and comparison with the waiting phase indicated a stronger decrease in aggressive behavior and a stronger increase in prosocial behavior. For all self-rated outcome measures, growth rates during the treatment were significant (p < .01), but comparison with the waiting phase indicated a stronger decrease only for disturbance of social interaction. CONCLUSIONS The treatment program is an effective intervention for children with peer-related aggressive behavior.
Keywords: Aggression, Attention Deficit and Disruptive Behaviour, Child, Cognitive Therapy, Conduct Disorder, Disziplin, Group, Humans, Kinder, Male, Mensch mit Behinderung, Methods, Nonverbale Kommunikation, Outcome Assessment (Health Care), Peer Group, physiology, Postkasten, Psychologie, Psychotherapy, social competence training, social competences, Social Skills, Soziale Angemessenheit, Sozialkompetenz, SvA, Therapy, Wartezeit vor einem Akt körperlicher Aggression 2006
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(2006): Effects of Provocation on Emotions and Aggression. An Experimental Study with Aggressive Children. In: Swiss Journal of Psychology 65 (2), S. 117-124. DOI: 10.1024/1421-0185.65.2.117
Abstract: Examined the effects of an experimentally induced provocation on emotions and aggression in 34 aggressive conduct-disordered children using a competitive reaction time paradigm. Two experimental conditions were created, an increasing provocation and a low constant provocation condition. Self-rated anger was assessed directly after provocation on a 5-point visual scale. In addition, negative and positive emotions as well as physiological measures (heart rate and skin conductance level) were measured at baseline and after provocation. Results revealed that participants' aggressive behavior and subjective emotions differed as a function of the opponent's level of provocation. Concerning physiological parameters, no significant differences were found between the experimental conditions. The results suggest that affective, but not physiological variables characterize reactive aggression in conduct-disordered children. zitiert von 10
2005
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Kupersmidt, Janis B.; Dodge, Kenneth A. (Hg.) (2005): Children's peer relations. From development to intervention. Washington, DC: American Psychological Association (Decade of behavior)
Keywords: Child, Çocuklarda davranış bozuklukları, Comportement, Troubles du, chez l'enfant, Conduct Disorder, Conduct disorders in children, Interpersonal Relations, Interpersonal relations in children, Kişilerarası ilişkiler, çocuklarda, Peer Group, Psychologie, Reddetme(Psikoloji), çocuklarda, Rejection (Psychology), Rejection (Psychology) in children, Rejet chez l'enfant, Relations humaines chez l'enfant
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