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In the Anger Control session, youth are expected to bring one or more descriptions of recent anger arousing experiences.
The skill of "Dealing with Someone Else's Anger" is only found in the Anger Control Module.
Some theories include the idea that aggression stems from: an innate drive, frustrations, and/or learned behavior.
Anti-social behavior can be somewhat attributed to socio-moral developmental delay.
The best approach when working with children includes a realistic approach that is firm, fair and consistent.
The goal of Moral Reasoning Training is to simply expose youth to other ways of looking at various situations, rather than to help the youth develop more mature considerations and ideals.
The primary developer of Aggression Replacement Training® was Dr. Arnold Goldstein.
The timing of reinforcing positive behavior is critical for skill generalization.
Program integrity for both prevention and intervention programming is defined as delivery of the program as planned and designed.
The behavior component is the Anger Control Component.
The Values component of Aggression Replacement Training is the Skillstreaming Component.
It is a fidelity issue that selected skills in the Skillstreaming curriculum be role played by every student, and reinforced in their environment.
The Anger Control Module is partially based on the early work of Meichenbaum.
The Conflict Cycle is usually triggered by the perception of an event in a student's life.
"Modeling" is an important technique for trainers.
Identifying cues in Anger Control are defined as external and internal events that provide an anger response.
The model embraces the viewpoint that aggression is primarily a learned behavior.
The general underlying assumptions of the model are founded in the Social Learning and Cognitive Theory.
Moral Reasoning Training was developed and assisted by John Gibbs from Ohio State University.
One of the major goals of Moral Reasoning is to increase the moral development stage of the trainee.
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