跳到主要內容

臺灣博碩士論文加值系統

(18.208.126.232) 您好!臺灣時間:2022/08/12 02:26
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:鄭曉楓
研究生(外文):Hsiao-Feng Cheng
論文名稱:認知行為取向團體輔導對國小攻擊傾向兒童之攻擊及攻擊行為影響效果研究信念
論文名稱(外文):A Study on the Effects of “ Cognitive-Behavioral Approach Group Counseling” for the Aggressive Students in Elementary School
指導教授:王文秀王文秀引用關係
指導教授(外文):Wen-Hsiu Wang
學位類別:碩士
校院名稱:國立新竹師範學院
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2001
畢業學年度:90
語文別:中文
論文頁數:303
中文關鍵詞:攻擊傾向兒童攻擊行為攻擊信念認知行為取向團體
外文關鍵詞:Aggressive StudentsAggressionAggressive BeliefCognitive-Behavioral Approach Group Counseling
相關次數:
  • 被引用被引用:81
  • 點閱點閱:3322
  • 評分評分:
  • 下載下載:960
  • 收藏至我的研究室書目清單書目收藏:22
本研究在探究認知行為取向團體對國小攻擊傾向兒童之攻擊信念及攻擊行為影響效果,分為初探性研究及實驗性研究,初探性研究目的在了解攻擊傾向兒童在校生活、攻擊行為成因、攻擊傾向兒童之認知歸因,以及教師對攻擊事件之處理策略;實驗性研究之目的在以準實驗設計之方式,驗證研究者所設計之認知行為取向團體輔導策略之立即性及持續性效果。
初探性研究係觀察兩位國小四年級男童之上課及下課情形,以及訪談六位國小老師對於國小學童攻擊行為之看法。結果發現,攻擊傾向兒童之共同特質包括自我中心,個性較為急躁且無法靜下心上課;注意力極短,易受外在環境影響;在上課過程中急於表現;個性衝動,無法自我控制;喜歡監控他人,但是常會忽略自己不當的行為;在與他人相處上,會希望有掌控的權力。除了較為負向的行為特質,也有正向的行為,例如利他行為和好奇心強等。
由訪談教師發現攻擊行為的成因包含:家庭、情緒及自我概念等三方面的因素,引發學童攻擊事件的情境多半是老師不在、下課遊戲或從事肢體接觸較多的活動時,例如體育課或打掃等;引發攻擊行為的導火事件多半是遊戲時不小心地碰撞、語言調侃或學童自覺權益受損。受訪教師認為面對攻擊兒童的處理策略,較為無效的策略有規勸、處罰或跟家長聯絡;較為有效的是教導情緒管理、關懷、鼓勵及正確的示範,再者,增強社交技巧和同理心也是必須的。
實驗性研究係以一所國小四年級12名具有攻擊性的男生為對象,分成實驗組與控制組,每組各六名,其中實驗組接受一週兩次,每次四十分鐘,共十四次之認知行為取向團體輔導,控制組則否;並以「攻擊信念量表」、「個人生活經驗量表」及「學生行為評定量表」進行前、後測及追蹤測驗,結果發現認知行為取向團體對國小攻擊傾向兒童之攻擊信念及兒童之自評攻擊行為均不具立即輔導效果,也未具追蹤輔導效果。但是透過教師評定之攻擊行為具有立即輔導效果。
就團體總回饋而言,成員對團體活動之安排皆大致滿意,唯團體聚會時間及團體規範部分滿意度較低;成員對團體動力皆大致滿意;在開放式問答上,大部分成員認為最大收穫乃可以控制自己的情緒,期待再努力的部分是讓自己更進步,並感謝輔導老師的教導。
至於團體各成員透過團體歷程之個別改變,對團體的參與過程越趨正向,同時,對自我的情緒掌控與自我開放度也越佳。
最後,本研究對研究結果及日後相關研究提出具體建議。
There are two major purposes in this research. One is through observation to understand aggressive students’ behaviors in the school, the causes of aggression, aggressive students’ cognitive attributions and to explore elementary teachers’ strategies toward aggressive students through in-depth interview. The other is to focus on the impact of the “ Cognitive-Behavioral Approach Group Counseling” on the aggressive belief and aggression of 12 fourth grade male elementary students. A pre-posttest equivalent-group design was adopted for the study.
In terms of the observation, most aggressive students have many characters in common:they are self-centered, have short span of attention and are easily influenced by the outward environment. Moreover, they like to show off in the class, are very impulsive and easily out of control. While getting along with people, they tend to control others. Apart from the negative behaviors mentioned above, these students also have positive qualities like having sense of curiosity and altruism.
According to the interviews of 6 elementary school teachers, they tended to agree that: poor family environment, poor emotional management and poor self-concept all lead to aggressive behaviors. Most of the aggressive cases take place when the teacher is out of the classroom, when playing during the break or doing physical activities such as attending the PE course, sweeping and so on. It also happens when students are playing games and accidentally one touches another, when one makes fun of the other or when one feels his or her rights are threatened.
Those interviewees agreed that ineffective strategies for dealing with aggressive kids include reprimand them, give them a penalty or complain to their parents. Effective strategies include teach them how to control their emotions, offer concern, encourage them, and provide good examples to them. Moreover, to increase social skills and empathy are also necessary and helpful.
As regard to the experimental study, students were divided into two groups: an experimental group of 6 students and a control group of 6 students. The experimental group was conducted with “ Cognitive-Behavioral Approach Group Counseling” for fourteen sessions, 40 minutes per session. No treatment was conducted to the members of the control group.
In order to evaluate the study, the following scales were used for the pre- post treatment assessment, and follow-up four weeks later: the ”Aggressive Belief Scale” which measures students’ aggressive belief, the ” Individual Life Experience Scale” which measures self-recognized aggressive behavior, and the ”Aggression Teacher Measure Scale” which measures teacher evaluated aggressive behavior. The data were analyzed with analysis of covariance.
Results showed that the group program had no significant, immediate as well as follow-up effect on the students’ aggressive belief and aggressive behaviors rated by themselves. However , it had significant and immediate effect on the students’ aggressive behaviors rated by teachers.
Generally speaking, all the members in the group were satisfied with the arrangement of the group activities as well as the group dynamics. Several of them were less contented with the length of the session time and group norms. As to the open questions, most of the members could manage their emotions better after the group, they also expected to have more progress in the future. Moreover, they expressed their gratitude toward the group leader.
Implications of these findings and future suggestions are discussed.
目 次第一章 緒論 ……………………………………………………………………1第一節研究動機與目的 …………………………………………………1第二節研究問題與假設 …………………………………………………6第三節名詞釋義 …………………………………………………………8第四節研究限制…………………………………………………………10第二章 文獻探討………………………………………………………………12第一節攻擊的意義及理論基礎…………………………………………12第二節 認知行為取向治療理論…………………………………………33第三節認知行為團體輔導策略對攻擊傾向兒童之相關實證研究……44第三章 研究方法………………………………………………………………54第一節研究設計…………………………………………………………55第二節研究對象…………………………………………………………58第三節研究工具…………………………………………………………61第四節團體方案設計……………………………………………………69第五節研究程序…………………………………………………………78第六節資料處理…………………………………………………………81第四章 研究結果與討論………………………………………………………83第一節A1和A2學童在校行為之觀察分析………………………………83第二節教師訪談之結果分析……………………………………………116第三節攻擊傾向兒童輔導策略之建議…………………………………139第四節認知行為取向團體對攻擊傾向兒童之輔導效果………………148第五節研究者之自我反省………………………………………………183第五章 研究結論與建議………………………………………………………188第一節研究結論…………………………………………………………188第二節研究建議…………………………………………………………190參考文獻……………………………………………………………………………199中文部分…………………………………………………………………………199英文部分…………………………………………………………………………203附 錄 ……………………………………………………………………………215附錄一 攻擊傾向兒童觀察指引及教師訪談大綱……………………………215附錄二 田野筆記格式…………………………………………………………216附錄三 教師訪談同意書………………………………………………………218附錄四 教師協助篩表…………………………………………………………219附錄五 教師提名問卷…………………………………………………………220附錄六 攻擊信念量表…………………………………………………………221附錄七 個人生活經驗量表……………………………………………………222附錄八 學生行為評定量表……………………………………………………224附錄九 家長同意書……………………………………………………………226附錄十 教師同意書……………………………………………………………227附錄十一 團體前面談記錄表 …………………………………………………228附錄十二 錄取通知單 …………………………………………………………229附錄十三 備取通知單 …………………………………………………………230附錄十四 團體觀察記錄表 ……………………………………………………231附錄十五 團體總回饋量表 ……………………………………………………235附錄十六 教師感謝涵 …………………………………………………………237附錄十七 家長感謝涵…………………………………………………………238附錄十八 A1及A2之觀察時間表……………………………………………239附錄十九 「攻擊信念量表」修訂同意………………………………………241附錄二十 「個人生活經驗量表」使用同意書………………………………242附錄二十一 「學生行為評定量表」使用同意書 ……………………………243附錄二十二 認知行為取向團體方案 …………………………………………244附錄二十三 認知行為取向團體學生手冊 ……………………………………278表 目 次表1-1 台灣省85-88年兒童及少年嫌疑人犯罪統計表 …………………………1表2-1 生氣控制訓練的自我教導內容 …………………………………………37表2-2 國內攻擊傾向兒童認知行為相關團體輔導之研究結果整理 …………47表2-3 國外攻擊傾向兒童認知行為相關團體輔導之研究結果整理 …………52表3-1 觀察對象基本資料表 ……………………………………………………59表3-2 受訪教師基本資料表 ……………………………………………………60表3-3 攻擊信念量表之因素分析摘要表 ………………………………………65表3-4 試探性團體方案 …………………………………………………………69表3-5 正式團體方案 ……………………………………………………………75表4-1 A1及A2觀察摘要表 ……………………………………………………113表4-2 訪談結果摘要表…………………………………………………………137表4-3 兩組受試者在各依變項之前測、後測及追蹤測驗得分之平均數及標準差摘要表……………………………………………………………………149表4-4 實驗組與控制組後測得分之共變數分析摘要表………………………150表4-5 實驗組與控制組追蹤測驗得分之共變數分析摘要表…………………151表4-6 實驗組成員在團體總回饋量表之「團體活動安排」方面填答結果…156表4-7 實驗組成員在團體總回饋量表之「團體動力」方面填答結果………156表4-8 實驗組成員在團體總回饋量表之「感想與祝福」方面填答結果……158表4-9 個別成員改變歷程摘要表………………………………………………182圖 目 次圖2-1 自我教導改變模式 ………………………………………………………37圖3-1 研究架構圖 ………………………………………………………………55圖3-2 認知行為取向團體之實驗設計圖 ………………………………………57圖4-1 攻擊行為路徑圖…………………………………………………………138圖4-2 初探性研究與團體方案之連結圖………………………
壹、中文部分
人本教育基金會(民89)。國中小學校園體罰狀況問卷調查結果評析。http:// hef.yam.org.tw.
內政部(民90)。歷屆兒童嫌疑人、少年嫌疑人、青少年嫌疑人人數比較。http:// www.cib.gov.tw.
方紫薇(民82)。國中教師氣憤情緒相關因素分析暨氣憤情緒管理策略成效之研究。國立台灣師範大學教育心理與輔導研究所博士論文。
方紫薇(民86)。大學生在被諷刺弱點事件中氣憤因應行為相關因素之研究。中華輔導學報,5,42-75。
王大延﹙民82﹚。行為偏差兒童的攻擊與暴力行為與原因探討之定義。學生輔導通訊,24,14-23。
王大延﹙民85﹚。兒童的攻擊與暴力行為。台北市立師範學院學報,27,393-411。
王海捷(民86)。情緒管理策略對國小攻擊兒童攻擊行為情緒困擾及生活適應之效果研究。國立嘉義師範學院國民教育研究所碩士論文。
王櫻芬﹙民86﹚。社交技巧訓練對國小攻擊傾向兒童之攻擊行為、社交技巧與自我效能之影響效果研究。國立高雄師範大學輔導研究所碩士論文。
皮玉鳳(民78)。生氣控制訓練對國小高攻擊性兒童輔導效果之研究。國立台灣師範大學教育心理與輔導研究所碩士論文。
江淑卿﹙民78﹚。自我教導訓練的不同策略對衝動型兒童之輔導效果研究。國立台灣師範大學教育心理與輔導研究所碩士論文。
余昭(民70)。人格心理學。台北:三民。
吳芳萍﹙民85﹚。認知行為取向團體輔導對國小高攻擊性兒童輔導效果之研究。國立屏東師院國民教育研究所碩士論文。
李玉嬋(民85)。校園暴力問題與防治計劃。諮商與輔導,129,6-12。
李美枝(民73)。高低攻擊傾向兒童之國小、國中男學生在觀看電視習性、父母教養方式、友伴中地位及學業成就上之比較研究。教育心理與研究,7,19-41。
李美枝(民75)。國小學生的父母教養方式、攻擊性及看電視習性的比較研究。國立政治大學學報,53,139-156。
李瑞蓉﹙民85﹚。不同介入策略對國小攻擊傾向學生輔導效果之研究。國立台北師範學院國民教育研究所碩士論文。
林明慧(民79)。家庭因素與學齡兒童攻擊行為關係之研究。私立文化大學兒童福利研究所碩士論文。
林淑梨、王若蘭、黃慧真譯﹙民80﹚。人格心理學。台北市:心理。
施顯烇﹙民79﹚。認知與行為治療。台北:幼獅文化。
洪振華﹙民74﹚。國中學生攻擊行為的研究。國立台灣師範大學教育研究所碩士論文。
洪榮照﹙民87﹚。兒童攻擊行為相關因素與認知行為策略輔導效果之研究。國立彰化師範大學特殊教育學系研究所博士論文。
張如穎(民88)。角色取替訓練對國小高攻擊性被拒絕學童的社會地位與攻擊行為之影響。國立台灣師範大學教育心理與輔導研究所碩士論文。
張春興﹙民80﹚。張氏心理學辭典。台北市:東華。
張黛眉(民79)。影響小學學童攻擊行為以致社交地位之認知相關變項。國立台灣大學心理學研究所碩士論文。
許淑琴(民79)。高低攻擊性兒童對友伴歸因與反應差異之研究。國立台灣師範大學家政教育研究所碩士論文。
郭國禎﹙民77﹚。社會技巧訓練對青少年攻擊行為之輔導研究。國立台灣教育學院輔導學報,11,265-301。
郭隆興﹙民82﹚。國民中小學學生人格傾向、同儕楷模與攻擊性行為關係之研究。國立高雄師範大學教育研究所碩士論文。
郭隆興﹙民86﹚。攻擊替代訓練對減少國小學童攻擊行為與增進生活適應效果之輔導。國立高雄師範大學教育研究所博士論文。
陳恆霖﹙民81﹚。社會技巧訓練影響犯罪少年社會技巧、社會焦慮之實驗研究。國立彰化師範大學輔導研究所碩士論文。
游恆山﹙民78﹚。心理學。台北市:五南。
程小蘋譯(民84)。團體諮商:策略與技巧。台北:五南。
程紋貞(民84)。國小學童自我概念、社交技巧與攻擊行為的關係。國立嘉義師範學院國民教育研究所碩士論文。
黃于軒(民82)。社會認知技巧訓練對國中攻擊傾向學生輔導效果之研究。國立師範大學教育心理與輔導研究所碩士論文。
黃瑞琴(民88)。質的教育研究方法。台北:心理。
楊瑞珠(民85)。高危險青少年文化心態特質與甄別量表編製。台北:心理。
廖鳳池(民85)。攻擊行為的衡鑑方法與輔導策略─認知行為取向。測驗與輔導,136,2808-2812。
劉永福(民83)。認知取向與社會技巧訓練團體對社會畏縮兒童輔導效果之研究。國立台灣師範大學教育心理與輔導研究所碩士論文。
劉安邦、陳英豪(民86)。青年心理學。台北:三民。
劉佳蕙(民84)。自我效能團體對攻擊傾向兒童之輔導效果實驗研究。台北市立師範學院國民教育研究所碩士論文。
劉明秋(民85)。從早期預防觀點談青少年暴力行為問題之輔導。測驗與輔導,136,2779-2801。
蔡明富、林幸台(民88)。認知行為取向介入方案對攻擊傾向學生的輔導效果之後設分析。特殊教育研究學刊,17,275-295。
蔡麗芳(民81)。社交技巧訓練策略對國小兒童社交技巧、問題行為及同儕接納之影響效果實驗研究。國立台灣師範大學教育心理與輔導研究所碩士論文。
謝淑芬﹙民80﹚。人際問題解決之認知歷程、攻擊信念與攻擊行為之研究。國立台灣師範大學教育心理與輔導研究所碩士論文。
簡楚瑛(民74)。學前兒童的攻擊性行為發展。國教月刊,23(3),9-18。
譚合令(民87)。從教養問題排行榜看現代父母的難處。學前教育,21(1),45-46。
貳、英文部分
Anderson, K. B., Anderson, C. A., Dill, K. E., & Deuser, W. E.(1998). The interactive relations between trait hostility, pain, and aggressive thoughts. Aggressive Behavior, 24, 161-171.
Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, New York: N. J. Prentice Hall.
Bandura, A. (1983). Psychological mechanisms of aggression. In R. G. Geen & E. I. Donnerstein(Eds.) , Aggression: Theoretical and empirical reviews, Vol 1: Theoretical and methodological issues(pp. 1-40). NY: Academic Press.
Barriga, A. Q. (1997). Preliminary evaluation of a soial-cognitive model of adolescent problem behaviors. Unpublished doctoral dissertation, The Ohio State University. DAI-B57/07,4739.
Bash, M. A. S., & Camp, B. W. (1981). Think Aloud: Increasing social and cognitive skills: A problem -solving program for children (classroom program grades 5-6). Illinois: Research Press.
Behar, D., & Stewart, M. A. (1984). Aggressive disorder: The influence of social class, sex and age on the clinical Picture. Journal of Child Psychology and Psychiatry, 25(1), 219-224.
Berkowitz, L. (1969). Root of aggression: A reexamination of the frustration-aggression hypothesis. New York: Atherton.
Berkowitz, L. (1990). On the formation and regulation of anger and aggression: A cognitive-neoassociationistic analysis. American Psychologist, 45, 494-503.
Braswell, L., & Bloomquist, M. L. (1991). Cognitive-behavioral therapy with ADHD children: Child, family, and school interventions. New York: Guilford Publications, Inc.
Brook, J. S., Zheng, L., Whiteman, M. & Brook, D. W. (2001). Aggression in toddlers: Associations with parenting and marital relations. Journal of Genetic Psychology, 162(2), 228-249.
Brown, K. S., & Parsons, R. D. (1998). Accurate identification of childhood aggression: A key to successful intervention. Professional School Counseling, 2(2), 135-140.
Burden, P. R.(1981). Teachers’ perceptions of their personal and professional development. Paper presented at the Annual metting of Midwestern Education Research Association Des Moines. (ERIC Document Reproduction Service NO.ED210258).
Carlo, G., Raffaelli, M., Laible, D. J., & Meyer, K. A. (1999). Why are girls less physically aggressive than boys?Personality and parenting mediators of physical aggression. Sex Roles, 40(9-10), 711-729.
Christle, C. A., Jolivette, K., & Nelson, C. M (2000).Youth aggression and violence: Risk, resilience, and prevention. (ERIC Document Reproduction Service. No.449632).
Coie, J. D. & Dodge, K. A.(1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 59, 815-831.
Coie, J. D., Lochman, J. E., Terry, R., & Hyman, C. (1992). Predicting early adolescent disorder from childhood aggression and peer rejection. Journal of Consulting and Clinical Psychology, 60, 783-792.
Coie, J. D., Terry, R., Lenox, K., Lochman, J. E., & Hyman, C. (1995). Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder. Development and Psycholopathology, 7, 697-713.
Coleman, M. C. (1992). Behavior disorder: Theory and practice. Needham Heights: Allyn and Bacon.
Coleman, M., Pfeiffer, S., & Oakland, T. (1992). Aggression replacement training with behaviorally disordered adolescent. Behavioral Disorders, 18(1), 54-56.
Corsaro. W. A. (1981). Entering the child’s world: Research strategies for field entry and data collection in a preschool setting. In J. Green & C. Wallat (Eds.), Ethnography and language in educational settings (pp.117-146). Norwood, NJ: Ablex.
Corey, G. (1991). Theory and practice of counseling and psychotherapy.(4th ed.). Pacific Grove, CA: Brooks/Cole.
Deluty, R. H. (1979). Children’s action tendency scale: A self-report measure of aggressiveness, assertiveness, and submissiveness in children. Journal of Consulting and Clinical Psychology, 47(6),1061-1071.
Dishion, T. J., Loeber, R., Stouthamer-Loeber, M., & Patterson, G. R. (1984). Skill deficits and male adolescent delinquency. Journal of Abnormal Child Psychology, 12, 37-54.
Dodge, K. A ., & Frame, C. L. (1982). Social cognition biases and deficits in aggressive boys. Child Development, 53, 620-635.
Dodge, K. A ., & Somberg, D. R. (1987). Hostile attributional biases among aggressive boys are exacerbated under conditions of threat to the self. Child Development, 58(1), 213-224.
Dodge, K. A ., Pettit, G. D., McClaskey, C. L., & Brown, M. M. (1986). Social competence in children. Monographs of Society for Research in Child Development, 51(2), 213.
Dodge, K. A. (1980). Social cognition and children’s aggressive behavior. Child Development, 51, 162-170.
Dodge, K. A. (1986). A social information processing model of social competence in children. In M. Perlmutter (Ed.), Cognitive perspective on children’s social and behavioral development. NJ: Erlbaum.
Dodge, K. A., & Newman, J. P. (1981). Biased decision - making processes in aggressive boy. Journal of Abnormal Psychology, 90, 375-379.
Dollard, J., Doob, L. W., Miller, N. E., Mowrer, O. H., & Sears, R. R. (1939). Frustration and Aggression. New Haven: Yale University Press.
Dubow, E. F., Huesmann, L. R., & Eron, L. D. (1987). Mitigating aggression and promoting prosociasl behavior in aggressive elementary school boys. Behavior Research and Therapy, 25(6), 527-531.
Epanchin, B. C. (1987). Aggression behavior in children and adolescents. In B. C. Epanchin & J. C. Paul (Eds. ), Emotion problems of childhood and adolescence. Columbus, OH: Merrill Publishing Company.
Erdley, C. A., & Asher, S. R. (1994). Social-cognitive processes of behaviorally withdrawn children. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Eron, L. D., Huesman, L. R., & Zelli, A. (1991). The role of parental variables in the learning of aggression. In D. J. Pepler & K. H. Rubin (Eds. ), The development and treatment of childhood aggression (pp.169-188). New Jersey: Lawrence Lawrence Erlbaum.
Etscheidt, S. (1991). Reducing aggressive behavior and improving self-control: A cognitive-behavior training program for behaviorally disordered adolescents. Behavior Disorder, 16(2), 107-115.
Farrington, D. P. (1991). Childhood aggression and adult violence: Early precursors and life outcomes. In D. J. Pepler & K. H. Rubin (Eds. ), Development and treatment of childhood aggression (pp. 5-29). Hullsdale, NJ: Erlbaum.
Forman, S. G. (1980). A comparison of cognitive training and response cost in modifying aggressive behavior of elementary school children. Behavior Therapy, 11, 594-600.
Frey, K. S., Hirschstein, M. K., & Guzzo, B. A. (2000). Second step: Preventing aggression by promoting social competence. Journal of Emotional & Behavioal Disorders, 8(2),102-113.
Gavazzi, S. M. (2000). Modeling the effects of expressed emotion, psychiatric symptomology, and marital quality levels on male and female verbal aggression. Journal of Marriage & the Family, 62(3), 669-697.
Geen, R. G. (1990). Human aggression. Milton Keynes: Open University Press.
Gibbs, J. C.(1992). A type of cognitive distortions. Unpublished manuacript, The Ohio State University.
Gold, R. L. (1958). Roles in sociological field observations. Social Forces, 36, 217-223.
Goldstein, A. P. (1999). Aggression reduction strategies: Effective and ineffective. School Psychology Quarterly, 14(1), 40-58.
Goldstein, A. P.(1995). New dirctions in aggression reduction. Paper presented at the meeting of the Counseling and Guidance in Taiwan and U. S. A., Kaohsiung,R. O. C.
Goldstein, A. P., & Kodluboy, D. W. (1998). Gang’s in school: Songs, symbols, and solutions. Champaign, Illinois: Research Press.
Griffin, G. (1987). Childhood predictive characteristics of aggressive adolescents. The Council for Exceptional Children, 54(3), 246-252.
Hansen, J. C., Warner, R. W., & Smith, E. J. (1980). Group counseling: Theory and process.(2nd ed.). Rand McNally: New York.
Huesmann, L. R., Eron, L. D., Lefkowitz, M. M., & Walder, L. O. (1984). Stability of aggression over time and generations. Developmental Psychology, 20(6), 1120-1130.
Hughes, J. N. (1988). Cognitive behavior therapy with children in school. New York: Pergamon Books, Inc.
Hughes, J. N., Grossman, P. B., & Hart, M. T. (1993). Effectiveness of problem solving training and teacher consultation with aggressive children. Paper presented at the annual meeting of the American Psychological Association, Toronto.
Infante, D. A., & Rancer, A. S. (1996). Argumentativeness and verbal aggressiveness: A review of recent theory and research. In B. R. Burleson (Ed.), Communication Yearbook, 19, 319-351. Thousand oaks, CA: Sage.
Infante, D. A., Myers, S. A., & Buerkel, R. A. (1994). Argument and verbal aggression in constructive and destructive family and organizational disagreements. Western Journal of Communication, 58, 73-84.
Josephson, W. L. (1987). Television violence and children’s aggression: Testing the priming, social script, and disinhibition predictions. Journal of Personality and Social Psychology, 53, 882-890.
Jouriles, E. N. (1989). Interspousal aggression, marital discord, and children and youth (4th ed.). Columbus: Merrill Publishing Company.
Kaplan, R. M. (1984). Methological issue in human aggression research. In R. M. Kaplan, V. J. Konecni & R. W. Novaco (Eds. ). Aggression in Children and Youth (pp.44-72). The Netherlands: Martinus Nijhoff.
Kauffman, J. M. (1992). Characteristics of emotional and behavioral disorders of child and youth. New York: MacMillan.
Kauffman, J. M. (1985). Characteristics of children’s behavior disorder (3rd ed.). Columbus, OH: Merrill.
Kendall, P. C. (1991). Guiding theory for treating children and adolescents. In P. C. Kendall (Ed.), Child and adolescent therapy: Cognitive-behavioral procedures (pp.3-22). New York: Guilford Press.
Kendall, P. C., & Braswell, L. (1993). Cognitive-behavioral therapy for impulsive children, (2nd ed.). New York: Guilford Press.
Kendall, P. C., & Panichelli-Mindel, S. M. (1995). Cognitive-behavioral treatment. Journal of Abnormal Child Psychology, 23(1), 107-124.
Ledingham, J. E., & Younger, A. J. (1985). The influence of evaluator on assessments of children’s social skills. In B. H. Schneider, K. H. Rubin, & J. E. Ledingham (Eds. ), Children’s peer relations: Issues in assessment and intervention, (pp.111-124). New York: Springer Verlag.
Liau, A. K., Barriga, A. Q., & Gibbs, J. C. (1998). Relations between self-serving cognitive distortions and overt vs. covert antisocial behavior in adolescents. Aggressive Behavior, 24, 335-346.
Lochman, J. E ., Burch, P. R., Curry, J. F., & Lamprom, L. B. (1984). Treatment and generalization effects of cognitive-behavioral and goal-setting interventions with aggressive boys. Journal of Consulting and Clinical Psychology, 52(5), 915-916.
Lochman, J. E. (1987). Self- and peer perceptions and attributional biases of aggressive and nonaggressive boys in dyadic interactions. Journal of Consulting and Clinical Psychology, 55(3), 404-410.
Lochman, J. E. (1992). Cognitive-behavioral intervention with aggressive boys: Three-year follow-up and preventive effects. Journal of Consulting and Clinical Psychology, 60(3), 426-432.
Lochman, J. E., & Curry, J. F. (1986). Effects of social problem-solving training and self-instruction training with aggressive boys. Journal of Consulting and Clinical Psychology, 15(2), 159-164.
Lochman, J. E., & Dunn S. E. (1993). An intervention and consultation model from a social cognitive perspective: A description of the anger coping program. School Psychology Review, 22(3), 458-471.
Lochman, J. E., & Lampron, L. B. (1986). Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys. Journal of Abnormal Child Psychology, 14, 605-617.
Lochman, J. E., Coie, J. D., Underwood, M. K., & Terry, R. (1993). Effectiveness of a social relations intervention program for aggressive and nonaggressive, rejected children. Journal of Consulting and Clinical Psychology, 61(6), 1053-1058.
Lochman, J. E., Lamprom, L. B., Gemmer, T. C., Harris, S. R., & Wyckoff, G. M. (1989). Teacher consultation and cognitive-behavioral interventions with aggressive boys. Psychology in the Schools, 26, 179-188.
Lochman, J. E., Lampron, L. B., & Rabiner, D. L. (1989). Format and salience effects in the social probleming-solving of aggressive and nonaggressive boys. Journal of Clinical Child Psychology, 18, 230-236.
Lochman, J. E., White, K. J., & Wayland, K. K. (1991). Cognitive-behavioral assessment and treatment with aggressive children. In P. C. Kendall (Ed.), Child and adolescent therapy: Cognitive behavioral procedures (pp. 25-65). New York: A Division of Guilford Publications, Inc.
Manno, C. J., Bantz, J., & Kauffman, J. M. (2000). Cultural causes of rage and violence in children and youth. Reaching Today’s Youth: The Community Circle of Caring Journal, 4(2), 54-49.
Martin, M. M., & Anderson, C. M. (1995). Roommate similary: Are roommates who are similar in their communication traits more satisfied? Communication Research Reports, 12, 46-52.
Mauby, E. E., & Jarklin, C. N. (1971). Sex difference and their implications for roles. Paper presented at the meeting of the American Psychological Association Washington, DC.
Meichenbaum, D. (1977). Cognitive behavior modification. New York: Plenum Press.
Meichenbaum, D. (1985). Self-instructional training. In A. S. Bellack & M. Hersen (Eds.). Dictionary of behavior therapy techniques. New York: Pergamom Press.
Meichenbaum, D. (1986). Cognitive-behavior modification: An integrative approach. In F. H. Kanfer & A. P. Gildstein (Eds. ), Helping people change: A textbook of methods (3rd ed.)(pp.346-380). New York: Pergamon Press.
Meyer, A. L., & Farrell, A. D. (1998). Social skills training to promote resilience in urban sixth-grade students: One product of action research strategy to prevent youth violence in high-risk environment. Education and Treatment of Children, 21(4), 461-488.
Michelson, L. (1987). Cognitive-behavioral strategies in the prevention and treatment of antisocial disorders in children and adolescents. In J. D. Burchard & S. N. Burchard (Eds. ), The prevention of delinquent behavior (pp.275-310). Newbury Park, CA: Sage.
Milan, M. A., & Kollko, D. J. (1985). Social skills training and complementary strategies in anger control and the treatment of aggressive behavior. In L. L’Abate & M. A. Milan(Eds.), Handbook of Social Skills Training and Research. New York: John Wiley & Sons, Inc.
Myles, B. S., & Simpson, R. L. (1998). Aggression and Violence by school-age children and youth: Understanding the aggression cycle and prevention / intervention Strategies. Intervention in School & Clinic, 33(5), 259-264.
Novaco, R. W. (1977b). A stress inoculation approach to anger management in training of law enforcement officers American. Journal of Community Psychology, 5, 327-346.
Novaco, R. W. (1979). The cognitive regulation of anger and stress. In P. Kendall & S. Hollon (Eds. ). Cognitive-behavioral interventions: Theory, research and procedures. New York: Academic Press.
Oliver, R., & Oaks, I. N., & Hoover, J. H.(1994). Family issues and interventions in bully and victim relationships. The School Counselor, 41, 199-203.
Parker, J. G., & Asher, S. (1987). Peer relations and later personal adjustment. Psychological Bulletin, 102, 357-389.
Patterson, C. H. (1986). Theries of counseling and psychotherapy (4th ed.). New York: Harper and Row.
Pepler, D. J., King, G., & Byrd, W. (1991). A social-cognitively based social skills training program for aggressive children. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp.361-379). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Perry, D. G., Perry, L. C., & Rasumussen, P. (1986). Cognitive social learning mediators of aggression. Child Development, 57, 700-711.
Poulin, F., & Boivin, M. (1999). Proactive and reactive aggression and boys’ friendship quality in mainstream classrooms. Journal of Emotional & Behavioral Disorders, 7(3), 168-177.
Richard, A., & Dodge, K. A. (1982). Social maladjustment and problem solving in school-aged children. Journal of Consulting and Clinical Psychology, 50(2), 226-233.
Ruston, J. P., Fulker, D. W., Neale, M. C., Nias, D. K. B., & Eysenk, H. J. (1986). Altruism and aggression: The heritability of individul differences. Journal of Consulting and Clinical Psychology, 50, 1192-1198.
Schwartz, W. (1999). Preventing violence by elementary school children.ERIC Clearinghouse on Urban Education, New York, NY(EDBBB00899).
Sharp, S., & Smith, P. S .(1994). Tackling bullying in your school: A practical handbook for teachers. London: Routledge.
Skowron, C. I. (1996). The effect of congnitive mediators on hostile attributional bias and adolescent male aggression. Unpublished Maste dissertational, Acadia University (Canada). MAI 34/03, p.1288.
Slaby, R. G., & Gverra, N. G. (1988). Cognitive mediators of aggression in adolescent offenders: Assessment. Developmental Psychology, 24(4), 580-588.
Spradley, J. P. (1980). Participant observation. New York: Holt, Rinehart and Winston.
Sylwester, R. (1999). In search of the roots of adolescent aggression. Educational Leadership, 57(1),65-69.
Younger, A. J., & Boyko, K. A. (1987). Aggression and withdrawal as social schemas underlying children’s peer perceptions. Child Development, 58(4), 1094-1100.
Younger, A. J., & Piccinin, A. M . (1989). Children’s recall of aggressive and withdrawn behaviors: Recognition memory and likability judgements. Child Development, 60(4), 580-590.
Younger, A. J., Schwartzman, A. E., & Ledingham, J. E . (1986). Age related changes in children’s perceptions of aggression and withdrawal in their peers. Developmental Psychology, 21(1), 70-75.
Younger, A. J., Schwartzman, A. E., & Ledingham, J. E. (1986). Age-related differences in children’s perceptions of social deviance: Changes in behavior or in perspective? Developmental Psychology, 22(4), 531-542.
Zillmann, D. (1978). Hostility and aggression. Hillsdale, NJ: Erlbaum.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top