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The Roberts Apperception Test and Ch...

Stack, Sheila Kay.

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The Roberts Apperception Test and Child Behavior Checklist: Measures of the outcome of self-control training with aggressive adolescents.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Roberts Apperception Test and Child Behavior Checklist: Measures of the outcome of self-control training with aggressive adolescents./
作者:	Stack, Sheila Kay.
面頁冊數:	56 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-09, Section: B, page: 4987.
Contained By:	Dissertation Abstracts International52-09B.
標題:	Psychology, Behavioral. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9207667

The Roberts Apperception Test and Child Behavior Checklist: Measures of the outcome of self-control training with aggressive adolescents.
Stack, Sheila Kay.

The Roberts Apperception Test and Child Behavior Checklist: Measures of the outcome of self-control training with aggressive adolescents. - 56 p.

Source: Dissertation Abstracts International, Volume: 52-09, Section: B, page: 4987.

Thesis (Ph.D.)--California School of Professional Psychology - Fresno, 1991.

The present study evaluated the effects of a cognitive behavioral self-control training program for conduct disordered males (N = 48, ages 11-22) who had severe levels of aggressive behavior, compared with a treatment-contact control group in a residential treatment facility. The results of the Cognitive Alternative Learning Model (CALM) were gauged by the Roberts Apperception Test for Children (RATC; McArthur & Roberts, 1982) and the Child Behavior Checklist (CBCL; Achenbach & Edelbrock, 1983) which assessed subjects' response to treatment on a clinical level as well as through observable behavior.Subjects--Topical Terms:

1017677
Psychology, Behavioral.

The Roberts Apperception Test and Child Behavior Checklist: Measures of the outcome of self-control training with aggressive adolescents.
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245 1 4 $a The Roberts Apperception Test and Child Behavior Checklist: Measures of the outcome of self-control training with aggressive adolescents.
300 $a 56 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-09, Section: B, page: 4987.
500 $a Chairman: Merle Canfield.
502 $a Thesis (Ph.D.)--California School of Professional Psychology - Fresno, 1991.
520 $a The present study evaluated the effects of a cognitive behavioral self-control training program for conduct disordered males (N = 48, ages 11-22) who had severe levels of aggressive behavior, compared with a treatment-contact control group in a residential treatment facility. The results of the Cognitive Alternative Learning Model (CALM) were gauged by the Roberts Apperception Test for Children (RATC; McArthur & Roberts, 1982) and the Child Behavior Checklist (CBCL; Achenbach & Edelbrock, 1983) which assessed subjects' response to treatment on a clinical level as well as through observable behavior.
520 $a Results indicated a significantly lower level of both overt and thematic aggression for members of the CALM group compared with the treatment-contact control group who did not self-monitor their behavior and practice problem-solving techniques. The effect of the CALM self-control training program generalized to both school and residential settings as gauged by both teacher and parent versions of the Child Behavior Checklist.
520 $a The findings of this investigation lend strong support to the use of cognitive-behavioral self-control training programs to decrease aggression and other maladaptive behaviors at both residential and school settings for males with severely aggressive behavior. The most significant result of this study is that it forged an important connection between the internal and external manifestations of treatment. That is, subjects not only behaved less aggressively, but they internalized these changes. As indicated by their scores on the RATC, they began to perceive the world as a less threatening place where nonaggressive solutions to problems could be formulated and put into practice in a successful manner.
520 $a These results also could be understood to extend the definition of who the appropriate candidate for cognitive-behavioral treatment regimes are to include even those with severe levels of aggressive behavior as well as multiple diagnostic foci of treatment, including mental retardation, developmental disabilities, neurological impairments, attention deficit disorder, schizophrenia, conduct disorder, explosive disorders and autism.
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792 $a 1991
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