Abstract
The need for alternative educational places for at-risk youth has increased dramatically in the United States with enrolments quadrupling in the last 15 years, and demand exceeding available placements. The United States is not alone in this predicament. Students from other western countries have a similar need for alternative school placements. Australia, Canada, England, Scotland, and Wales all report behavioral problems and their consequences, expulsion and transfer to alternative programs, as growing challenges for their educational system. Given the large number of students serviced by alternative schools, it is critical that students are offered effective remediation. Most educators agree that whether alternative programs or schools “empower or entrap” students depends upon the adoption of evidence-based practice in both academic and therapeutic interventions. Therapeutic treatment and the effectiveness of these treatments constitute the focus of this chapter. We will review published studies to ascertain the effectiveness of skills-based group therapy programs (e.g. anger management training) and consider current knowledge with regard to the risk associated with aggregating groups of youth with conduct problems (i.e. deviancy training).
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
The term “anger management training” will be used henceforth to denote all skills-based therapy groups used to treat anger and aggression including social skills and conflict resolution training.
- 2.
The choice of teacher, teacher’s aide, and school counselor here is clearly important. They must be well respected, capable of disciplining students, and cognizant of the importance of confidentiality.
References
Amish, P. L., Gesten, E. L., Smith, J. K., Clark, H. B., & Stark, C. (1988). Social problem solving training for severely emotionally and behaviorally disturbed training. Behavioral Disorders, 13(3), 175–186.
Atkins, T., Allen, J., & Meredith. M. (2001). Alternative schools information for families. Washington, DC: Center for Effective Collaboration and Practice. Retrieved September 10, 2003, from http://cecp.air.org/familybriefs/docs/AltSch.pdf
Cassidy, E., James, A., & Wiggs, L. (2001). The prevalence of psychiatric disorder in children attending a school for pupils with emotional and behavioral difficulties. British Journal of Special Education, 28(4), 167–173.
Castleberry, S., & Enger, J. (1998). Alternative school students’ concepts of success. [Electronic version] NASSP Bulletin, 105–111.
Center for Effective Collaboration and Practice. (1999). Emphasizing achievement [electronic version]. Reclaiming Children and Youth, 7, 252–254.
Cobb, C., Brewer, D., Bauman, A., Groves, P., Rayle, J., & Noblit, G. (1997). Alternative learning programs evaluation: Part 3 report. Case studies of alternative schools and programs [Electronic source]. Raleigh, NC: North Carolina State Department of Public Instruction.
Cole, T., Visser, J., & Upton, G. (1988). Effective schooling for children with emotional and behavioral difficulties. London: David Fulton.
Cortez, A., & Montecel, M. R. (1999). Disciplinary alternative education programs in Texas – What is known: What is needed. [Electronic version]. San Antonio: Intercultural Development Research Association. (ERIC Document Reproduction Service No. ED434963)
Cox, S. M., Davidson, W. S., & Bynum, T. S. (1995). A meta-analytic assessment of delinquency-related outcomes of alternative education programs. Crime and Delinquency, 41(2), 219–234.
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information- processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101.
DiGuiseppe, R. (1995). Developing the therapeutic alliance with angry clients. In H. Kassinove (Ed.), Anger disorders: definition, diagnosis and treatment (pp. 131–150). Philadelphia, PA: Taylor and Francis.
Dishion, T. J., & Andrews, D. W. (1995). Preventing escalation in problem behaviors with high-risk adolescents: Immediate and 1-year outcomes. Journal of Consulting and Clinical Psychology, 63, 538–548.
Dishion, T. J., Capaldi, D. M., Spracklen, K. M., & Li, F. (1995). Peer ecology of male adolescent drug use. Development and Psychopathology, 7, 803–824.
Dishion, T. J, Dodge, K. A., & Lansford, J. E. (2006). Findings and recommendations: A blueprint to minimise deviant peer influence in youth interventions and programs. In K. A Dodge, T. J. Dishion, & J. E. Lansford, J. E (Ed.), Deviant peer influences in programs for youth (pp. 366–394). NY: Guilford Press.
Dishion, T. J., Dodge, K. A., & Lansford, J. E. (2008). Deviant by design: Risks associated With aggregating deviant peers into group prevention and treatment programs. The Prevention Researcher, 15(1), 8–11.
Dishion, T. J., Eddy, J. M., Haas, E., Li, F., & Spracklen, K. (1997). Friendships and violent behavior during adolescence. Social Development, 6, 207–223.
Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behaviors. American Psychologist, 54(9), 755–764.
Dishion, T. J., Spracklen, K. M., Andrews, D. W., & Patterson, G. R. (1996). Deviancy training in male adolescent friendships. Behavior Therapy, 27, 373–390.
Dodge, K. A. (1980). Social cognition and children’s aggressive behavior. Child Development, 51(1), 162–170.
Dodge, K. A., Lanford, J. E. & Dishion, T. J. (2006). The problem of deviant peer influences in intervention programs. In K. A. Dodge, T. J. Dishion, & J. E. Lansford, J. E (Ed.), Deviant peer influences in programs for youth (pp. 366–394). NY: Guilford Press.
Durlak, J. A. (1982). Use of cognitive-behavioral interventions by paraprofessionals in the schools. School Psychology Review, 11, 64–66.
Editorial (2006, August 16). School’s out... so where do the bad students go? The Sydney Morning Herald.
Elliot, A. (2009). Alternatives to school suspensions. Australian Council for Educational Research eNews, 16, Retrieved May 1, 2009, from http://www.Acer.edu.au/enews/0403_School_suspension.html.
Etscheidt, S. (1991). Reducing aggressive behavior and improving self-control: A cognitive behavioral training program for behaviorally disordered adolescents. Behavioral Disorders, 16(2), 107–115.
Feindler, E. L., Marriott, S. A., & Iwata, M. (1984). Group anger control training for junior high school adolescents. Cognitive Therapy and Research, 8(3), 299–311.
Fitzsimons Hughes, A., & Adera, B. (2006). Education and day treatment opportunities in schools: strategies that work. Preventing School Failure, 51(1), 26–30.
Fitzsimons-Lovett, A. (2001). Alternative education programs: empowerment or entrapment? The Council for Children and Behavioral Disorders Monograph p. 37–41.
Gendron, M., Royer, E., Bertrand, R., & Potvin, P. (2004). Behavior disorders, social competence and the practice of physical activities among adolescents. Emotional and Behavioral Difficulties, 9, 249–259.
Gresham, F. M. (1985). Utility of cognitive behavioral procedures for social skills training with children: A critical review. Journal of Abnormal Child Psychology, 13, 411–423.
Groth, C. (1998). Dumping ground or effective alternative? Urban Education, 33(2), 218–242.
Gulchak, D. J., & Lopes, J. A. (2007). Interventions for students with behavioral disorders: An international literature review. Behavioral Disorders, 32(4), 267–281.
Hartup, W. W. (1983). Peer relations. In P. H. Mussen & E. M. Hetherington (Eds.), Handbook of child psychology (Socialization, personality, and social development, Vol. 4, pp. 103–196). New York: Wiley.
Hartup, W. W. (1999). Constraints on peer socialization: Let me count the ways. Merrill- Palmer Quarterly [Electronic version], 45, 172–183.
Hartup, W. W. (2005). Peer interaction: What causes what? Journal of Abnormal Child Psychology, 33(3), 387–394.
Head, G., Kane, J., & Cogan, N. (2003). Behavior support in secondary schools. Emotional and Behavioral Difficulties, 8, 33–42.
Hemphill, S. (2009, April 27). Suspending students leads to other problems. The Age newspaper [Electronic version].
Hovell, M. F., Blumberg, S. L., Powell, L., Morrison, T. C., Duran, G., Sipan, C. L., et al. (2001). Training AIDS and anger prevention social skills in at-risk adolescents. Journal of Counselling and Development, 79, 347–355.
Howells, K., & Day, A. (2003). Readiness for anger management: Clinical and theoretical issues. Clinical Psychology Review, 23, 319–337.
Humphrey, N., & Brooks, A. G. (2006). An evaluation of a short-term cognitive-behavioral anger management intervention for pupils at risk of exclusion. Emotional and Behavioral Difficulties, 11(1), 5–23.
Kellner, M. H., & Bry, B. H. (1999). The effects of anger management groups in a day school for emotionally disturbed adolescents. Adolescence, 34(136), 645–651.
Kellner, M. H., Bry, B. H., & Colletti, L. (2002). Teaching anger management skills to students with severe emotional or behavioral disorders. Behavioral Disorders, 27(4), 400–408.
Kellner, M. H., Salvador, D. S., & Bry, B. H. (2001, August). In control: Anger management and the development of prosocial behavior. CA: Poster session presented at the American Psychological Association Annual Conference.
Kim-Cohen, J., Caspi, A., Moffitt, T., Harrington, H., Milne, B., & Poulton, R. (2003). Prior juvenile diagnoses in adults with mental disorder. Archives of General Psychiatry, 60(7), 709–717.
Kingery, P. (2000). Zero tolerance: The alternative is education. Washington, DC: Hamilton Fish Institute.
Kleiner, B., Porch, R., and Farris, E. (2002). Public alternative schools and programs for students at risk of education failure: 2000–01 (NCES 2002–2004). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Lange, C. M., & Sletten, S. J. (2002). Alternative education: A brief history and synthesis. Alexandria: VA. Retrieved May 15, 2009, from, www.nasdse.org.
Lashley, C., & Boscardin, M.L. (2003). Special education administration at a crossroads: Availability, licensure, and preparation of special education administrators.[Electronic version] (COPSSE Document No. IB-8). FL: University of Florida, Center on Personnel Studies in Special Education.
Lehr, C. A. & Lange, C. M. (2003). Alternative schools and the students they serve: Perceptions of state directors of special education. Policy Research Brief (University of Minnesota: Minneapolis, Institute on Community Integration), 14(1), 1–11.
Lochman, J. E., Barry, T. D., & Pardini, D. A. (2003). Anger control training for aggressive youth. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 263–281). NY: Guilford Press.
Lochman, J. E., & Dodge, K. A. (1994). Social cognitive processes of severely violent, moderately aggressive and non-aggressive boys. Journal of Consulting and Clinical Psychology, 62, 366–374.
Lochman, J. E., & Lampron, L. B. (1986). Situational social problem solving skills and Self-esteem of aggressive and non-aggressive boys. Journal of Abnormal Child Psychology, 14(4), 605–617.
Lochman, J. E., & Wells, K. C. (2002). The coping power program at the middle-school transition: Universal and indicated prevention effects. Psychology of Addictive Behaviors, 16(4 S), S20–54.
Lochman, J. E., Whidby, J. M., & Fitzgerald, D. P. (2000). Cognitive behavioral assessment and treatment with aggressive children. In P. C. Kendall (Ed.), Child and adolescent therapy: Cognitive behavioral procedures (pp. 31–87). NY: Guilford Press.
Mager, W., Millich, R., Haris, M. J., & Howard, A. (2005). Intervention groups for adolescents with conduct problems: Is aggregation harmful or harmful? Journal of Abnormal and Child Psychology, 33(3), 349–362.
Mandel, S. (1991). CB anger control training with aggressive adolescent males in a special education high school (Doctoral dissertation, Temple University, 1992). Dissertation Abstracts International-A, 52/07, 2471.
Mayer, R. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–139.
Mayer, M., Lochman, J., & van Acker, R. (2005). Introduction to the special issue: Cognitive-behavioral interventions with students with EBD. Behavioral Disorders, 30(3), 197–212.
McWhirter, B. T., & Page, G. L. (1999). Effects of anger management and goal setting group interventions on state-trait anger and self-efficacy beliefs among high risk
Miller, W. R., & Rollnick, S. (1991). Motivational interviewing: Preparing people to change addictive behaviors. NY: Guilford Press.
Munoz, M. (2002). Alternative schools: Providing a safety net in our high schools to cope with at-risk student challenge [Electronic version]. exington: Kentucky State Department of Education. (ERIC Document Reproduction Service No. ED463365)
Murrihy, R., Wheatley, A., Van Kessel, J., Wuthrich, V., Remond, L., Tuqiri, R., Dadds, M., & Kidman, A. (2007, September). Aggression management training for oppositional adolescents in behavioral schools: Pilot trial of a CBT-based intervention. Paper presented at the 42nd Annual Conference of the Australian Psychological Society, Brisbane, Australia.
Novaco, R. (1975). Anger control: The development and evaluation of an experimental treatment. Lexington, MA: Lexington Books.
Olatunji, B. O., & Lohr, J. M. (2004). Non-specific factors and the efficacy of psychosocial treatments for anger. [Electronic version] The Scientific Review of Mental Health Practice, 3(2), 1–26.
Oregon Department of Education. (2007) Oregon revised statutes: Alternative education. Retrieved May 15, 2009, from, http://www.leg.state.or.us/ors/336.html
Petit, J. A. (1998). The effects of an anger management program on aggressive adolescents: A cognitive behavioral approach. (Doctoral dissertation, University of New Orleans, 1998). Dissertation Abstracts International-A, 59/08, 2871.
Place, M., Wilson, J., Martin, E., & Hulsmeier, J. (2000). The frequency of emotional and behavioral disturbance in an EBD school. Child Psychology and Psychiatry Review, 5(2), 76–80.
Poulin, F., Dishion, T. J., & Burraston, B. (2001). Three-year iatrogenic effects associated with aggregating high-risk adolescents in cognitive-behavioral preventive interventions. Applied Developmental Science, 5(4), 214–224.
Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist, 47, 1102–1114.
Quinn, M. M., & Poirier, J. M. (2006). Study of effective alternative programs: Final grant report. Washington, DC: American Institutes for Research.
Quinn, M. M., Poirier, J. M., Faller, S. E., Gable, R. A., & Tonelson, S. W. (2006). An examination of school climate in effective alternative programs. Preventing School Failure, 51(1), 11–17.
Quinn, M. M., Rutherford, R. B., & Osher, D. M. (1999). Special education in alternative education programs. VA: Eric Clearinghouse on Disabilities and Gifted Education. [Elecronic version]. (ERIC Document Reproduction Service No. ED436054)
Robinson, T. R., Smith, S. W., & Miller, M. D. (2002). Effect of a cognitive behavioral intervention on responses to anger by middle school students with chronic behavior problems. Behavioral Disorders, 27(3), 256–271.
Singh, N. N., Deitz, D. E., Epstein, M. H., & Singh, J. (1991). Social behavior of students who are seriously emotionally disturbed. Behavior Modification, 15(1), 74–94.
Skiba, R. J. (2000). Zero tolerance, zero evidence: An analysis of school disciplinary policy. [Electronic version.] Policy Res. Rep 23. Bloomington, IN: University of Indiana.
Skiba, R. J., & Peterson, R. L. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66(3), 335–346.
Slabby, R. G., & Guerra, N. G. (1988). Cogntive mediators of aggression in adolescent offenders:1. Assessment. Developmental Psychology, 24(4), 580–588.
Tobin, T., & Sprague, J. (1999). Alternative education strategies: Reducing violence in school and community. Journal of Emotional and Behavioral Disorders, 8, 177–186.
Tyler, J. (1997). Nine principal components for developing promising alternative education programs for expelled youth. Washington: U.S. Department of Education.
U.S. Department of Education. (1998). Twentieth annual report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Department of Education.
U.S. Department of Education. (2002a). No child left behind: Executive summary [Electronic version]. Washington, DC: U.S. Department of Education.
U.S. Department of Education (2002b). A new era: Revitalising special education for children and their families. [Electronic version]. Washington, DC.
Unruh, D., Bullis, M., Todis, B., Waintrup, M., & Atkins, T. (2007). Programs and practices for special education students in alternative education settings. National Center on Secondary Education and Transition. Retrieved March 13, 2009, from http//:www.ncset.org
van Acker, R. (2007). Antisocial, aggressive and violent behavior in children and adolescents within alternative education settings: prevention and intervention. Preventing School Failure, 51(2), 5–12.
Wheatley, A., Murrihy, R., van Kessel, J., Wuthrich, V., Remond, L., Tuqiri, R., et al. (2009). Aggression management training for youth in behavior schools. Youth Studies Australia, 28(1), 29–36.
Wignall, A. (2006). Evaluation of a group CBT early intervention program for adolescents with comorbid depression and behavior problems. Australian Journal of Guidance and Counseling, 16(1), 119–132.
Wolf, M. M. (1978). Social validity: The case for subjective measurement, or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214.
Yearwood, D. L., Abdum-Muhaymin, J., & Jordan, P. (2002) Alternative learning programs evaluation: 2000–2001. [Electronic version]. Raleigh: North Carolina Department of Public Instruction.
Zoccolillo, M., Pickles, A., Quinton, D., & Rutter, M. (1992). The outcome of childhood CD: Implications for defining adult personality disorder and CD. Psychological Medicine, 22, 971–986.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer New York
About this chapter
Cite this chapter
Murrihy, R.C. (2011). Social Competency CBT-Based Group Training for Youth in Alternative School Settings. In: Murrihy, R., Kidman, A., Ollendick, T. (eds) Clinical Handbook of Assessing and Treating Conduct Problems in Youth. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-6297-3_12
Download citation
DOI: https://doi.org/10.1007/978-1-4419-6297-3_12
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4419-6295-9
Online ISBN: 978-1-4419-6297-3
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)