Comprised of papers and commentaries from the Earlscourt Symposium on Childhood Aggression held in Toronto, Canada, this volume reflects the Earlscourt Child and Family Centre's commitment to linking clinical practice to identifiable research-based interventions which are known to be effective in the prevention and treatment of antisocial behavior in children.
The education of human services professionals has typically failed to train individuals to work with specific client populations, providing a generalist approach grounded in theoretical assumptions and professional values rather than research and empirical studies. This compelling book serves to fill this gap in professional education in the area of childhood aggression. Representing substantial accomplishments in the advancement of an understanding of the plight of aggressive children and how best to ameliorate their often unpredictable and painful situations, this text allows for cautious optimism that empirical research can have practical consequences for aggressive children and their prospects for a better life. As such, it is a truly important information resource for professionals in the fields of developmental psychology and counseling.
"An important strength of this collection of essays is that each subsection has a separate and independent commentary, amplifying the foregoing text and placing it in critical perspective….The behavior of aggressive children is (presumably) out of their control. How to understand its origin and how to fix this unhappy circumstance constitute the laudable aims of this volume."
—Science Books and Films
"…a wonderful example of what an edited volume can be: comprehensive, scholarly, well-integrated, and reflecting current thinking in the field….the quality of the individually authored chapters is…consistently high….The book should be highly informative to both newcomers and those already familiar with work in the area….Pepler and Rubin are to be commended for presenting a volume that is not only state of the art but should provide a stimulus for the next generation of research in the development and treatment of childhood aggression."
"After decades of neglect, researchers have begun to focus attention on the development and outcomes of girlhood aggression. This comprehensive volume provides an account of some of the pioneering research in the field. The knowledge provided by the authors can inform practioners with troubled girls, their families, and support systems."
Contents: K. Goldberg, Foreword. Introduction: Current Challenges in the Development and Treatment of Childhood Aggression. Part I:The Development of Childhood Aggression. Section 1:Descriptive and Predictive Studies on Childhood Aggression. D.P. Farrington, Childhood Aggression and Adult Violence: Early Precursors and Later Life Outcomes. D.R. Offord, M.C. Boyle, Y.A. Racine, The Epidemiology of Antisocial Behavior in Childhood and Adolescence. L.A. Serbin, D.S. Moskowitz, A.E. Schwartzman,J.E. Ledingham, Aggressive, Withdrawn, and Aggressive/Withdrawn Children in Adolescence: Into the Next Generation. R.E. Tremblay, Commentary:Aggression, Prosocial Behavior, and Gender: Three Magic Words, But No Magic Wand. Section 2:Dispositional Factors Associated with Childhood Aggression. P. Brennan, S. Mednik, E. Kandel, Congenital Determinants of Violent and Property Offending. J.E. Bates, K. Bayles, D.S. Bennett, B. Ridge, M.M. Brown, Commentary:Origins of Externalizing Behavior Problems at Eight Years of Age. A. Cheyne, Bad Seeds and Vile Weeds: Metaphors of Determinism. Section 3:Familial Factors Associated with Childhood Aggression. G.R. Patterson, D. Capaldi, L. Bank, An Early Starter Model for Predicting Delinquency. L.D. Eron, L.R. Huesmann, A. Zelli, Commentary:The Role of Parental Variables in the Learning of Aggression. R.D. Peters, Expanding the Perspective on Contributing Factors and Service Delivery Approaches to Childhood Aggression. Section 4:Social-Cognitive and Peer Relational Factors Associated with Childhood Aggression. K.A. Dodge, The Structure and Function of Reactive and Proactive Aggression. K.H. Rubin, L.A. Bream, L. Rose-Krasnor, Social Problem Solving and Aggression in Childhood. R.B. Cairns, B.D. Cairns, Commentary:Social Cognition and Social Networks: A Developmental Perspective. J.E. Ledingham, Social Cognition and Aggression. Part II:Treatment of Childhood Aggression. Section 5:Familial Interventions. M.S. Forgatch, The Clinical Science Vortex: A Developing Theory of Antisocial Behavior. R. Forehand, N. Long, Prevention of Aggression and Other Behavior Problems in the Early Adolescent Years. J.E. Dumas, Commentary:From Simplicity to Complexity: Parent Training is Coming of Age. Section 6:Social Cognitive Interventions. P.C. Kendall, K.R. Ronan, J. Epps, Aggression in Children/Adolescents: Cognitive-Behavioral Treatment Perspectives. D.J. Pepler, G. King, W. Byrd, A Social-Cognitively Based Social Skills Training Program for Aggressive Children. L. Rose-Krasnor, Commentary:Social Cognitive Treatment Programs. Section 7:Peer and School-Based Interventions. J.D. Coie, M. Underwood, J.E. Lochman, Programmatic Intervention with Aggressive Children in the School Setting. D. Olweus, Bully/Victim Problems Among Schoolchildren: Basic Facts and Effects of a School-Based Intervention Program. C. Gagnon, Commentary:School-Based Interventions for Aggressive Children: Possibilities, Limitations, and Future Directions.