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Developing learned resourcefulness in adolescents to help them reduce their aggressive behavior: preliminary findings
- Authors:
- RONEN Tammie, ROSENBAUM Michael
- Journal article citation:
- Research on Social Work Practice, 20(4), July 2010, pp.410-426.
- Publisher:
- Sage
Aggression is a major behaviour problem among children and young people. This paper highlights a school-based aggression reduction intervention programme aimed at imparting highly aggressive young people with a learned resourcefulness repertoire. The intervention is aimed at teaching adolescents that aggression is changeable behaviour resulting from how they think and feel, emphasising cause-effect relations, to facilitate their identification of internal cues, sensations, and emotions and their links to behaviour, and to help them identify and acquire self-control skills such as delaying temptation, using self-talk, and planning steps toward achieving goals. Participants were 447 ninth graders. One hundred and sixty seven underwent intervention, and 280 received no intervention. Results indicated the model’s efficacy in reducing aggression. In the intervention group, both objective and subjective aggression rates decreased significantly compared to baseline and controls. Hostile thoughts and negative emotions did not change, suggesting the young people could now control these without behaving aggressively. The analysis credited positive aggression reduction to increased self-control skills.
Helping children to help themselves: a case study of enuresis and nail biting
- Authors:
- RONEN Tammie, ROSENBAUM Michael
- Journal article citation:
- Research on Social Work Practice, 11(3), May 2001, pp.338-356.
- Publisher:
- Sage
In this article the Self-Control Dual Intervention Model, which is based on cognitive self-control principles, is presented. In the first stage, the client is taught self-control skills and how to apply them to the referred problem, and in the second stage, the client is encouraged to independently apply these skills to another problem with minimal guidance from the therapist. The authors describe how SCDIM is used with a 10-year-old boy whose referred problem was enuresis and the other problem was nail biting. While being treated for enuresis, the child was taught by the therapist self-control skills, which later applied to resolving his nail biting problem with minimal help from the therapist. The case study demonstrates how self-control training can promote children's independent functioning via the ability to apply learned skills to other, future problematic areas.
Distinguishing between state-dependent and non-state-dependent depression-related psychosocial variables
- Authors:
- ROSENBAUM Michael, LEWINSOHN Peter M., GOTLIB Ian H.
- Journal article citation:
- British Journal of Clinical Psychology, 35(3), 1996, pp.341-358.
- Publisher:
- Wiley
Discusses the results of a study to determine which among a set of depression related psychosocial variables are state dependent. The study examines whether state-trait distinctions among psychosocial variables are a function of gender and tests the hypothesis that state-dependence of psychosocial variables is mostly evident in people with a history of clinical depression. Results found that state dependent variables included engagement in pleasant and unpleasant events; frequency of social contacts; dissatisfaction with oneself and one's friends, irrational beliefs, and positive and negative expectancies. In contrast, the following variables were not state dependent: dissatisfaction with family and job, perception of control, and external attributions for positive and negative events. State-dependence was not moderated by age, gender or a history of depression. Offers some possible explanations for why some variables are state-dependent and others are not.