Abstract
An anger-aggression management curriculum utilizing cognitive-behavioral principles and techniques was evaluated for its effects on a classroom of urban, at risk middle school students. The 10-session curriculum was taught over a 5-week period to a racially integrated classroom of 22 males and females. Heavy use of video symbolic modeling was integrated with techniques of self-instruction, problem solving and self-monitoring. Significant differences between treatment and placebo-contol groups were noted at follow-up in numbers of misconduct referrals. Results are discussed in terms of the use of school-based curriculum in the prevention and intervention of juvenile delinquency.
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