Aggression Replacement Training

Paper Summary:

This paper presents a thorough explanation of aggression replacement training and the basic tenants of this form of therapy. The goal is to give adolescents alternatives to their aggression and antisocial behavior and teach them to recognize the precursors to their physically aggressive and threatening behavior. The author also cites the importance of adolescents considering the consequences of their actions and taking positive control of their situation. The paper further describes the three intervention techniques used that correspond with the three components of aggressive behavior.

From the Paper:

"A group format is generally used for this type of training, because the dynamics of the group can be used to help advance learning much more quickly. Some of the ways that learning is solidified are through role playing, homework assignments, and the repetition of important concepts (Glick, et al, 1986). There are both pre- and post-tests that are given to the adolescents in order to help determine whether the program was effective and how much skill development the participants have seen, and adults that have interaction with these adolescents outside of the group, such as probation officers, teachers, and parents, are given information that explains the techniques and terminology that are used in the program (Goldstein & Glick, 1994). "

Sample of Sources Used:

• Bias, R. J., Tripp, T. M., & Kramer, R. M. (1997). At the breaking point: Cognitive and social dynamics of revenge in organizations. In R. A. Giacalone & J. Greenberg (Eds.), Antisocial behavior in organizations (pp. 18-36). Thousand Oaks, CA: Sage.
• Goldstein, A.P. & Glick, B. (1994). Aggression replacement training: Curriculum and evaluation. Simulation and Gaming, 25(1), 9-26.
• Goldstein, A. P., Glick, B., Reiner, S., Zimmerman, D., & Coultry, T. (1986). Aggression replacement training. Champaign, IL: Research Press.
• Martin, R., & Watson, D. (1997). Style of anger expression and its relation to daily experience. Personality and Social Psychology Bulletin, 23, 285-294.

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