|
|
Pub Date: |
2005-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Psychological Patterns; Psychopathology; Risk; Child Abuse; Anatomy; Violence; Attention; Interpersonal Relationship; Emotional Response; Young Children; Risk; Anger
Abstract:
The present study examines the effects of early emotional experiences on children's regulation or strategic control of attention in the presence of interpersonal hostility. Abused children's reactions to the unfolding of a realistic interpersonal emotional situation were measured through multiple methods including autonomic nervous system changes and overt behavioral performance. Although physically abused and non-physically abused 4-year-old children did not differ in terms of their baseline levels of arousal, marked differences in physically abused children's regulatory responses to background anger emerged. These data suggest that the emergence of anger leads to increases in anticipatory monitoring of the environment among children with histories of abuse. Results are discussed in terms of risk factors in the development of psychopathology.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
 Show
 Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
 Help |
 Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2004-00-00 |
Pub Type(s): |
Books; Reports - Descriptive |
Peer Reviewed: |
|
|
|
|
Descriptors:
Psychological Patterns; Teacher Collaboration; Emotional Disturbances; Behavior Disorders; Student Behavior; Discipline; Peer Influence; Behavior Modification; Program Development; Student Motivation; Anger; Bullying
Abstract:
This second edition of Behaviour Recovery puts emphasis on teaching behaviour concerning children with emotional and behavioural disorders (EBD). These children have many factors in their lives that affect their behaviour over which schools have limited control. This book acknowledges the challenge and explores the practical realities, options and programmes that teachers are using to address that challenge. Behaviour Recovery is most successful when it engages with schoolwide collegial support. A whole-school approach gives the teacher(s) and parent(s) who work with the child the assurance of shared guidance, and the appropriate support necessary for success with the programme. This edition explores the nature and practical extent of colleague support when working with challenging and EBD behaviours. While the Behaviour Recovery programme was originally geared for primary-aged students, the principles, practices and skills of the programme have been used widely in secondary schools, notably the middle years. After the Preface to the second edition, Acknowledgements, Definitions, and Introduction, 8 units present the chapters. The 8 units are: (1) Understanding Children with Behaviour Disorders; (2) Exploring Key Features of Behaviour Recovery; (3) Developing the Programme; (4) Motivating Students with Emotional Behavioural Disorder; (5) Utilising the Child's Peers to Support Behaviour Recovery; (6) Disciplining Children with Emotional Behavioural Disorders; (7) Managing Anger and Bullying Issues; and (8) Challenges of the Programme. The appendix contains Photocopiable Masters. Also there is a Bibliography; Subject Index; and Author Index.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2003-12-00 |
Pub Type(s): |
ERIC Publications; ERIC Digests in Full Text |
Peer Reviewed: |
|
|
|
|
Descriptors:
Anger; Behavior Modification; Coping; Counseling; Counseling Techniques; Counselor Client Relationship; Emotional Response; Intervention; Program Descriptions
Abstract:
Numerous structured programs exist for helping clients learn to manage their anger more effectively. These programs vary in intended audience, theoretical basis, teaching method, and actual skills and techniques used. A review of several structured programs follows. It is important to remember that prior to selecting an intervention, one must assess the expression, function, source, and resulting problems of a client's anger. In addition, one must consider the client's cultural needs, the ability of the client to transfer new skills to their daily environments, and the client's readiness and skill level for dealing with the problem in order to select interventions that will be effective. (GCP)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
 ERIC
Full Text (28K)
|
|
|
Pub Date: |
2003-12-00 |
Pub Type(s): |
ERIC Publications; ERIC Digests in Full Text |
Peer Reviewed: |
|
|
|
|
Descriptors:
Anger; Behavior Modification; Coping; Counseling; Counseling Techniques; Counselor Client Relationship; Emotional Response; Intervention; Problem Solving
Abstract:
Many different strategies and skills for anger management intervention have been tried and tested. Some of the most empirically supported interventions are cognitive-behavioral interventions including relaxation coping skills, cognitive interventions, behavioral coping and social skills training, and problem-solving skills training. This digest highlights the many factors for counselors to consider when selecting an effective anger management intervention. It also discusses how practitioners can attempt to understand the client's cultural needs with respect to dealing with the problem, the ability of the client to transfer new skills to their daily environments, and the client's readiness and skill level for dealing with the problem. (GCP)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
ERIC
Full Text (26K)
|
|
|
Pub Date: |
2003-12-00 |
Pub Type(s): |
ERIC Publications; ERIC Digests in Full Text |
Peer Reviewed: |
|
|
|
|
Descriptors:
Anger; Behavior Modification; Counseling; Counseling Techniques; Emotional Response
Abstract:
Anger is a natural and healthy human emotion when managed effectively. But it can be a source of various physical, mental, emotional, social, or legal problems when not managed effectively. It is often a problem in one of these areas that brings a client in for counseling, either on a voluntary or a mandated basis. As a counselor, there are numerous and varied options for intervention. And there are numerous and varied aspects to consider before selecting an appropriate intervention. This digest highlights how practitioners can effectively attempt to understand the extent and expression of anger, the specific problems resulting from the anger, the function the anger serves, the underlying source of the anger, and the domain the problems occur in (e.g. emotional, physiological, or cognitive) before choosing interventions for the client. (GCP)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
ERIC
Full Text (27K)
|
|
|
Pub Date: |
2003-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Anger; Antisocial Behavior; College Students; Crime; Higher Education; Stress Variables
Abstract:
Explored whether relationships between strain, anger, and deviant outcomes varied when using trait- or situational-based measures of anger, noting whether people with higher trait anger had increased likelihood of experiencing strain, becoming angry from strain, and responding deviantly. Relying on trait-based static indicators of anger was problematic. The relationship between anger and deviant outcomes was attenuated by trait-based measures of anger. Trait anger increased deviant outcomes independently. (SM)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
|
