Are you one of the thousands of Canadians who work or volunteer with children and youth? Do you know: * how to respond effectively when a young person behaves aggressively?
* what kinds of aggression are considered normal for a young persons age and stage of development?
* what kinds of aggression may suggest that a young person has a problem that needs specialized intervention? Acting Out aims to help you answer yes to these questions. It describes the causes of aggressive behaviour in young people, and discusses approaches to handling it. Aggression among young people is an important social issue. Fortunately, early intervention and treatment can significantly reduce the risk of harmful outcomes. This book: * explains various types of aggressive behaviour exhibited by young people
* identifies factors related to aggressive behaviour
* distinguishes between normal aggression and aggression that is of greater concern
* gives practical advice on how to address aggression in children and youth
* highlights proven prevention and intervention strategies and indicates strategies to avoid
* discusses the assessment and diagnosis of more serious aggressive behaviour in young people. Acting Out is a valuable tool for anyone who works with young people, including teachers and school administrators, day-care and recreation centre workers, youth shelter workers, social service workers, sports coaches, youth leaders, camp counsellors and directors. --- from the publisher Contents: About the editor
v Acknowledgments
vi Preface
vii 1. Introduction
1
You can make a difference
1 2. About aggression
5
What is aggression?
5
Types of aggression
6
..Overt aggression
6
..Covert aggression
6
..Reactive aggression
7
..Proactive aggression
8
..Physical aggression
8
..Verbal aggression
9
..Social aggression
10
..Sexual aggression
11
..Bullying
12 3. Understanding aggression:
Risk factors and protective factors
19
Individual risk and protective factors
20
..Temperament
20
..Emotional control
21
..Social skills
21
..Empathy
22
..Self-concept
22
..IQ and success at school
22
..Hormones and neurotransmitters
23
..Substance use
24
..Mental health disorders
24
Family risk and protective factors
24
..Attachment
25
..Discipline
25
..Level of supervision
26
Family interaction
27
Family peace and stability
27
Child abuse and neglect
27
Parental traits, conditions or behaviours
28
Teen motherhood
29
Environmental risk and protective factors
30
..Economic and social family living conditions
30
..Neighbourhood
30
..School
31
..Peer influence
31
..Gangs
32
..Media
33
..Extracurricular activities
34
..Mentors
34
..Attachment to community
34 4. Normal aggression
37
What is normal aggression?
38
..Infants and toddlers (ages 02)
38
..Preschoolers (ages 35)
38
..School-aged children (ages 611)
39
..Adolescents (age 12 and older)
39
How to manage normal aggression
40
..Preventing aggression
41
..Managing aggression
45
..After an incident is over
48 5. When is aggression a concern?
51
Overview of aggression by age group
51
Determining if there is a serious problem
55 6. Assessment
59
Navigating the system
60
What an assessment involves
60
..Conducting interviews
61
..Checklists and rating scales
61
..Direct observation
62
Pros and cons of an assessment
62 7. Prevention and intervention
65
Interventions that target individual risk and protective factors
66
..Cognitive-behavioural therapy
66
..Social skills training
67
..Problem-solving skills training
68
..Anger management training
69
..Attributional retraining
70
Interventions that target family risk and protective factors
70
..Parent management skills training
70
..Family therapy
72
..The Arson Prevention Program for Children
74
Interventions that target environmental risk and protective factors
75
..Mentoring programs
75
..Youth workers
76
..School and classroom intervention programs
76
..After-school programs and activities
77
Interventions that target individual, family and environmental
risk and protective factors together
77
..Multi-systemic therapy
77
..Prevention and early intervention programs
77
..Universal prevention programs
78 8. Diagnosis
81
Pros and cons of a diagnosis
82
Disruptive behaviour disorders
82
..Oppositional defiant disorder
83
..Attention-deficit/hyperactivity disorder
84
..Conduct disorder
86
Substance use disorders
90
Mood, anxiety and psychotic disorders
95
..Major depressive disorder
95
..Posttraumatic stress disorder
96
..Psychotic disorders
96
Fetal alcohol spectrum disorder
96
Medical management of mental health disorders
98 Afterword
101 Sources
105 Resources
111 About the Editor: David A. Wolfe, PhD, holds the inaugural RBC Chair in Childrens Mental Health at the Centre for Addiction and Mental Health (CAMH). He is a Professor of Psychiatry and Psychology at the University of Toronto and Head of the CAMH Centre for Prevention Science. David has broad research and clinical interests in abnormal child and adolescent psychology, with a special focus on child abuse, domestic violence and developmental psychopathology. He and his colleagues (Peter Jaffe, Claire Crooks and Ray Hughes) are currently evaluating The Fourth R, a comprehensive school-based initiative for reducing adolescent violence and related risk behaviours through the promotion of positive, non-violent relationships.
David is the 2005 recipient of the Canadian Psychological Associations Donald O. Hebb Award for Distinguished Contributions to Psychology as a Science. He is Editor-in-Chief of Child Abuse & Neglect: The International Journal. His recent books include Adolescent Risk Behaviors: Why Teens Experiment and Strategies to Keep Them Safe (with Peter Jaffe and Claire Crooks; Yale University Press, 2006); Child Abuse: Implications for Child Development and Psychopathology, 2nd edition (Sage, 1999); and Abnormal Child Psychology, 3rd edition (with Eric Mash; Wadsworth, 2005). Acknowledgments:
Many CAMH clinicians in the Child, Youth and Family Program contributed their breadth of knowledge and practical experience to the development of this book. Their guidance and input shaped the content and forms the core of the book.
Drafts were reviewed by people with scientific or clinical expertise about the topic and by people who are the intended audience for the publication.
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