This book is a direct translation into Spanish of the Third Edition of Aggression Replacement Training®.
Originally developed by Dr. Arnold P. Goldstein and Dr. Barry Glick, Aggression Replacement Training (ART) is now revised and updated to reflect over 30 years of use in schools, community agencies, juvenile institutions, and other settings. The third edition of Aggression Replacement Training offers step-by-step session plans for teaching ART's three coordinated components:
Social Skills Training
Teaches participants what to do, helping them replace antisocial behaviors with positive alternatives.
Anger Control Training
Teaches participants what not to do, helping them respond to anger in a nonaggressive manner and rethink anger-provoking situations.
Helps raise participants’ level of fairness, justice, and concern for the needs and rights of others.
The authors clarify the theory underlying the ART components and include user-friendly suggestions for successful implementation of the 10-week program. They also address critical implementation concerns, describe program applications at various sites and evaluations of ART’s effectiveness, and detail issues in program administration and management.
Appendixes include the complete Skillstreaming curriculum for adolescents, session evaluation checklists, additional moral reasoning problem situations, and other materials helpful in running the program.
An accompanying CD provides PDFs of all the reproducible forms and student handouts.
“ART is not only an approach that can be effective in classrooms, but other clinicians and even parents can benefit from using this model for teaching their students how to deal with others in a more effective manner.”
—Intervention in School and Clinic
“The general premise of ART is that 'every act of adolescent or child aggression—in school, at home, in the community—has multiple causes, both external and internal to the youth.' . . . ART consists of multiple components to address the various causes of aggressive behavior.”
—Shannon Montag, The Drummer,
Blackhawk Area Special Education Newsletter
“This is a text all social group workers should have in their libraries. The authors cover one of the most empirically based intervention programs available for antisocial children and provide an excellent introduction for practitioners on dealing with the social problem of antisocial children.”
—John S. Wodarski, Social Work with Groups
“Overall, this work may be viewed as an exemplary resource for all individuals interested in the problems of youth aggression and violence.”
—Michael Leeds, The Prevention Researcher
ART has been evaluated by numerous studies, including the five studies summarized below.
The ART program was implemented at Uniting Networks for Youth, a SAMHSA-funded project administered through Ramsey County Juvenile Probation from 2001 to 2004. Through this agency, 283 youth, aged 12 to 18, received ART at one of four different sites: a residential program, a school-based program, and two community-based programs. All youth were on probation. Three months after discharge from the program, follow-ups with youth and their parents indicated that 80 percent of youth reported no additional arrests. Seventy-nine percent of parents and 75 percent of youth reported that the program helped youth improve relationships with teachers at least a little; and 80 percent of parents and 92 percent of youth felt that ART helped the youth become more responsible (Wilder Research Center, 2004).
Washington State passed the Community Juvenile Accountability Act (CJAA) to reduce juvenile crime by establishing “research-based” programs in the state’s juvenile courts. All adjudicated
youth were assessed to determine the level of risk in nine domains: school, freetime, employment, relationships, family (current and prior), drug/alcohol, mental health, antisocial attitudes, and skills. Another score was developed to measure aggression. Youths who demonstrated a moderate or high-risk level were admitted into either the experimental group that received ART or the control group that received the standard juvenile court services. They found that ART reduced the 18-month felony recidivism rate by 16 percent compared with the control group (Barnoski, 2004).
Another study introduced the ART program at a runaway shelter in order to reduce antisocial behavior in male and female adolescents. They chose an interrupted time series design, and the case records of 522 11–17 year-old runaways who lived in the shelter were examined. The results found a reduction in the reported cases of antisocial behavior among the adolescents. Outcome measures were the daily rate and daily number of antisocial behavioral incidents. The ART program was associated with a 20 percent decrease in the daily rate and a 17 percent decrease in the daily number of antisocial behavioral incidents (Nugent, Bruley, & Allen, 1998).
Adolescent residents at a long-term treatment facility also participated in an ART program study. Two-thirds of the residents had a DSM IV diagnosis of conduct disorder. A 10-week ART program was introduced to the experimental group of 21 residents, and the control group of 14 residents received no ART training. Results indicated that the experimental group scored significantly higher on one measure: knowledge of social skills. No other significant differences were found between the two groups (Coleman, Pfeiffer, & Oakland, 1992).
A study introduced the ART program at a residential school for troubled adolescent girls to reduce maladaptive behaviors. Assessments of the girls’ behaviors were completed three weeks prior to the start of the program. During the four months following the conclusion of ART, assessments were completed three additional times. Although results indicated an increase in positive behaviors, it had no effect on delinquent behaviors and little effect on aggressive behaviors (Cleare, 2001).
About the Authors:
Barry Glick received his PhD from Syracuse University in 1972. Trained as a counseling psychologist, Dr. Glick has devoted his professional career to the development of policies, programs, and services for adolescents. His areas of specialization include juvenile delinquency, aggression and violence, youth gangs, and adolescent emotional disturbance. Dr. Glick has worked in both private child care agencies and state government in the capacity of child care worker, psychologist, administrator, manager, and agency executive staff. Previously Associate Deputy Director for Local Services, New York State Division for Youth, he is currently an international consultant to juvenile and adult correctional systems, educational systems, and mental health systems. He is first author of Cognitive Behavioral Interventions That Work with At-Risk Youth (Vols. 1 & 2; Civic Research Institute, 2006, 2009) and two American Correctional Association Press books: No Time to Play: Youthful Offenders in Adult Systems (1999), and Recess Is Over: A Handbook for Managing Youthful Offenders in Adult Systems (2001).
He is coauthor of the first and second editions of Aggression Replacement Training (Research Press, 1987, 1998) and The Prosocial Gang (Sage, 1994). Dr. Glick also co-developed Thinking for a Change, a multimodal cognitive-behavioral intervention sponsored by the National Institute of Corrections. He serves on several editorial boards; is a member emeritus of the National Gangs Advisory Committee; holds the position of University Scholar at the University of Cincinnati; and is a nationally certified counselor, approved clinical supervisor, and licensed mental health counselor.
In-service training or workshops can be provided for your school, facility, or organization. For more information and available dates, please contact:
Barry Glick, Ph.D.
G&G Consultants, LLC
106 Acorn Dr.
Scotia, New York 12302
E-Mail: [email protected]
John C. Gibbs, PhD (Harvard University, 1972), is a professor of developmental psychology at The Ohio State University. He has been a member of the State of Ohio Governor's Council on Juvenile Justice and is a faculty associate of The Ohio State University Criminal Justice Research Center. His work has focused on developmental theory, assessment of social cognition and moral judgment development, and interventions with conduct-disordered adolescents. A coauthor on the second edition of Aggression Replacement Training (Research Press, 1998), he is first author of The EQUIP Program (1995) and coauthor of The EQUIP Program Implementation Guide (2001). His other books include EQUIP for Educators (Research Press, 2005), Moral Development and Reality: Beyond the Theories of Kohlber, Hoffman, and Haidt (3rd ed.; Oxford University Press, in press) and Moral Maturity: Measuring the Development of Sociomoral Reflection (Erlbaum/Taylor & Francis, 1992).