Anger Coping Method and Skill Training for Chinese Children with Physically Aggressive Behaviors

Autor/inn/en	Fung, Annis L. C.; Tsang, Sandra K. M.
Titel	Anger Coping Method and Skill Training for Chinese Children with Physically Aggressive Behaviors
Quelle	In: Early Child Development and Care, 177 (2007) 3, S.259-273 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Teaching Methods; Psychological Patterns; Child Behavior; Check Lists; Parenting Styles; Data Collection; Coping; Control Groups; Aggression; Skill Development; Foreign Countries; Family Counseling; Problem Solving; Child Rearing; Teacher Attitudes; Program Effectiveness; Behavior Change; Affective Behavior; China; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Checkliste; Data capture; Datensammlung; Bewältigung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Family counselling; Familienberatung; Problemlösen; Kindererziehung; Lehrerverhalten; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Aggression hinders development in the child and creates numerous problems in the family, school and community. An indigenous Anger Coping Training program for Chinese children with aggressive behavior and their parents aimed to help reactively aggressive children in increasing anger coping methods and enhancing problem-solving abilities. This research program uses a mixed model research method based on experimental and control groups with pre-comparison and post-comparison. Qualitative data collection of the children's behavior, as well as the parenting styles and behaviors, were assessed through structured interviews (children, parents and teachers) and the utilization of hypothetical scenarios. Quantitative data collection consisted of the completion of the Child Behavior Checklist and the Child Behavior Checklist Teacher's Report Form. Two pilot studies and the main study were conducted. The program was effective in lessening children's aggressive behavior and changing children's cognitive characteristics, behavioral presentations and affective reactions in post-intervention and follow-up studies. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10