The primary developer of Aggression Replacement Training® was Dr. Arnold Goldstein.
The behavior component is the Anger Control Component.
The Values component of Aggression Replacement Training is the Skillstreaming Component.
Some theories include the idea that aggression stems from: an innate drive, frustrations, and/or learned behavior.
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.
Anti-social behavior can be somewhat attributed to socio-moral developmental delay.
Moral Reasoning is the emotional component of the model.
The general underlying assumptions of the model are founded in the Social Learning and Cognitive Theory.
The Conflict Cycle is usually triggered by the perception of an event in a student's life.
"Modeling" is an important technique for trainers.
Program integrity for both prevention and intervention programming is defined as delivery of the program as planned and designed.
Aggression often begins with interactions described as "coercive parenting."
The model embraces the viewpoint that aggression is primarily a learned behavior.
It is a fidelity issue that selected skills in the Skillstreaming curriculum be role played by every student, and reinforced in their environment.
The timing of reinforcing positive behavior is critical for skill generalization.
Social Learning theorists believe that many students' behavioral problems are due to poor social skills.
The number one reason that professionals leave the helping profession is due to reduced personal accomplishment.
The best approach when working with children includes a realistic approach that is firm, fair and consistent.
In Skillstreaming, it is not a high priority to establish the trainee's individual skill need.
The skill of "Dealing with Someone Else's Anger" is only found in the Anger Control Module.
The Anger Control Module is partially based on the early work of Meichenbaum.
In the Anger Control session, youth are expected to bring one or more descriptions of recent anger arousing experiences.
Identifying cues in Anger Control are defined as external and internal events that provide an anger response.
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.