TY  - JOUR
PY  - 1984//
TI  - Psychological skill training and the aggressive adolescent
JO  - School psychology review
A1  - Goldstein, Arnold P.
A1  - Pentz, Mary Ann
SP  - 311
EP  - 323
VL  - 13
IS  - 3
N2  - VioLit summary:   OBJECTIVE: The purpose of this study by Goldstein and Pentz was to provide a forum for the authors to announce a confirmation of their own previous research into, and experiments with, psychological skill training. This approach to aggressive behavior modification, especially with adolescents, stressed a view of the adolescent as being in a deprived educational situation versus earlier interpretations of being a patient in need of psychological intervention.  METHODOLOGY: This study described at length the history, development, and application of a psychological skill training approach the authors developed in the early 1970s which they called Structured Learning. It was noted that initial applications were psychiatric inpatients and how subsequent interventions focused on skill training for aggressive individuals, especially adolescents. As with most current forms of psychological skills training, the Structured Learning approach consists of didactic procedures recommended by Bandura (1973) which were based on empirical, social learning research. The authors summarized those procedures as modeling, role playing, performance feedback, and transfer training. The authors summarized thirty investigations which utilized the Structured Learning approach, noting that these studies essentially provided the current total investigation in this area to date.  FINDINGS/DISCUSSION: The authors concluded that Structured Learning is efficient and effective, but that additional experimental design questions should be considered which include training package components. Potentially viable treatment components were discussed in terms of horizontal additions and deletions referring to new treatment components utilized with the trainee himself or herself. Vertical intervention was also presented as a consideration as this encompasses a Structured Learning package not only giving attention to the aggressive youngster, but also providing equal focus on other relevant persons in the community.  AUTHORS' RECOMMENDATIONS: The authors noted that psychological skills training has been an important movement with a substantial future as an effective intervention strategy. However, future efforts should incorporate not only clinical psychology, but also developmental, experimental, social, and community psychology. A final remark recommended that deficit prevention research and application involving both the spirit and substance of community psychology seems to be an especially valuable future path.  (CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado)  KW  - Juvenile Aggression KW  - Juvenile Development KW  - Youth Development KW  - Prosocial Skills KW  - Social Skills Development KW  - Psychological Factors KW  - Aggression Intervention KW  - Intervention Program KW  - Social Skills Training KW  - Training Program KW  - Program Effectiveness KW  - Cognitive Behavioral Intervention<p /> <p>Language: en</p>
LA  - en
SN  - 0279-6015
UR  - http://dx.doi.org/
ID  - ref1
ER  -