Helping Schoolchildren Cope with Anger: A Cognitive-Behavioral Intervention. Second Edition.

Abstract

This book is one of a series of books published by the Guilford Press for a specific readership, the school–based clinician (‘The Guilford School Practitioner Series’). I must confess that I am not currently working as a school–based clinician (though I have done so in past). I chose to review this book because of a desire to learn more about the basis of aggression in children, and because of a long-standing interest in cognitive–behavioral therapy. On the whole, this is a great book for school-based clinicians who are looking for guidance in starting and running an efficacious anger management group for children between the ages of 8 and 12 years. The book is of less practical relevance to mental health clinicians in other settings. I enjoyed the first two chapters, which provided me with a basic understanding of the many issues associated with the development of aggression in children. These chapters outline the guiding theoretical principles underlying the “Anger Coping Program.” A particular strength of this book is the authors’ relentless focus on the message that “treatment is not only about change, it is about generalization of that change.” Indeed this generalization is achieved via significant collaboration with teachers, school administrators, and parents (reference chapters 3 – 5). In the 6th chapter, the authors present outcome research results. I found it hard to stay focused while reading this chapter, although the information presented is of direct relevance to the issue at hand. I believe this to be because the chapter itself was written in a less cohesive style than both earlier and subsequent chapters. Chapter 7 contains the complete, session-by-session, treatment manual. It is well written and interesting. The balance between providing adequate structure, and allowing for flexibility in treatment is achieved with skill and grace. A section on ‘frequently asked questions’ is provided in the eighth chapter. A case example is described in the ninth chapter. The book concludes with a chapter that discusses the importance of post-treatment evaluation of group members, booster sessions, additional maintenance and generalization ideas, and insightful comments about the ongoing needs of highly externalizing children after the group sessions are over. In conclusion, the book is a well written, detailed account of an empirically tested school-based group intervention for children manifesting aggressive behavior who are between the ages of eight and twelve years. The theoretical foundations are sound and well elucidated. The importance of collaboration with school personnel and parents is underlined and practical suggestions are made with regard to how to approach staff, administrators and parents. The manual itself is clearly written with specific, practical suggestions and built in flexibility. The book concludes with ten appendices providing sample letters and forms.