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|a RJ505.B4 W65 2007_WolfMelinda |2 BU-Local |
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|a A cognitive behavioral intervention used to improve anger management skills with second and third grade students |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2007. |
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|a Barry University Theses -- College of Arts and Sciences – Psychology. |
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|a Thesis (S.S.P.)--Barry University, 2007. |
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|a Includes bibliographical references (leaves 26-31). |
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|a Copyright Melinda Siegel Wolf. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a The purpose of this study was to examine the effectiveness of a cognitive-behavioral therapy group and its effect upon the reduction of 2nd and 3rd grade student’s anger and aggressive behavior. The facilitator’s goals were to teach the participating students the essentials of anger, help them recognize their anger, teach them the differences between controlled anger and out of control anger, introduce techniques to help them manage their anger and teach them alternative methods of expressing their anger. Each student participant completed the Feelings, Attitudes and Behaviors Scale for Children (FAB-C), pre and post intervention. Each participant’s respective teacher completed the Behavior Assessment System for Children- Second Edition, Teacher Rating Scales (BASC-2-TRS), pre and post intervention. It was hypothesized that 1) Students in the treatment group would self-report lower Problem Index scores on the FAB-C as compared to the non-treatment group. It was expected that 2) Scores in conduct on the FAB-C would be significantly lower in the treatment group following intervention as compared to the control group on the self-report FAB-C and 3) Teachers would score the treatment group lower on externalizing behavior as compared to the control group on the BASC-2, after the intervention. Analyses indicated no significant differences were found for Hypothesis 1, Hypothesis 2 and Hypothesis 3. However, although no significant difference was found for Hypothesis 3 the results did approach significance, suggesting that future research may consider utilizing a larger sample size to examine the effectiveness of a cognitive-behavioral therapy group and its effect on reducing student’s anger and aggressive behaviors. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Behavior therapy for children. |
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|a Behavior disorders in children. |
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|a Children with disabilities. |
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|a Conduct disorders in children. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001663/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/16/63/00001/RJ505_B4 W65 2007_WolfMelindathm.jpg |
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|a Theses and Dissertations |
