NUMBER 649• 6 DECEMBER • AGGRESSION REPLACEMENT TRAINING
INDEX

	Aggression Replacement Training (ART), developed by Arnold P. Goldstein of Syracuse University, Barry Glick, and John Gibbs (1998), is a multi-modal intervention designed to alter the behavior of chronically aggressive youth. Life Space Crisis Intervention (LSCI), developed by Nicholas I. Long, Mary M. Wood, and Frank A. Fecser (2001) is an effective strategy by which teachers and other professionals working with children and youth can use classroom conflict as a springboard to insight and responsible behavior. The combination of utilizing both ART and LSCJ creates a powerful intervention, whose delivery system has clear and easily understood processes. When implementing ART as a primary or secondary prevention, the series stands strong on its own and has a delivery system that needs little support from other psychoeducational theories. However, when utilizing ART as an intervention strategy, LSCJ brings the skills necessary to work with the individuals who are on an out-of-control continuum. The de-escalation, partnering in very effective counseling skills found within the six stages of the six reclaiming interventions, is not found within the ART model. The LSCI model uses a non-threatening and extremely respectful approach; ART teaches the client alternatives to behaviors that trigger the inappropriate or non-compliant situation in the first place. These two theories fit perfectly, from both implementation! facilitation and the client / student perspectives. Both theories are client centered and assist in exploring possible alternatives and insights into the problematic behaviors. ART and LSCI attempt to cognitively restructure and challenge belief systems while providing alternatives and rationales simultaneously. In other words, LSCI provides staff with the de-escalation and interviewing skills, while ART provides students and clients with very specific pro-social competence. Jenna is a 13-year-old girl attending a specialized support classroom. She is of normal intelligence, but has had trouble in the past with low self-esteem and impulsive behavior. Jenna longs to have friends, but overreacts to any negative feedback from peers. When away from adults, she gets teased and has a very difficult time handling this negative behavior. Her misbehaviors can quickly escalate and she may become physically aggressive. Jenna enters a classroom where the teacher is on the opposite side of the room. Another student approaches her and makes a negative remark about the clothes she is wearing. Jenna begins to use abusive language towards the other student who then asks the teacher to intervene. When the teacher intervenes, Jenna begins to throw a temper tantrum. The foregoing situation occurs often in social settings with children and if a child is not equipped with the skills to respond to such teasing and agitation, he or she may act inappropriately. LSCJ (Long, Wood, & Fecser, 2001) helps us conceptualize behavior and then utilizes one of six reclaiming interventions. The authors help us understand that "Students seldom assume responsibility for changing their own behavior (as opposed to relying on outside authority and control for behavioral change) until they are psychologically empowered to make choices about their behavioral alternatives and are ready to accept the consequences of these choices" (p. 3). This self-regulation of behavior assumes that a child possesses the motivation for change. LSCJ provides the mechanism for using the point of crisis as an opportunity of education for skill building.
	A. MARK AMENDOLA & ROBERT W. OLIVER Amendola A. M. & Oliver R. W. (2003) LSCI and Aggression Replacement Training: A Multi-Modal Approach. Reclaiming Children and Youth Vol. 12 No. 3 Fall 2003. pp 181-185

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
References:

Goldstein, A. P., Glick B., & Gibbs, J. (1998) Aggression Replacement Training: A comrehensive intervention for aggressive youth. (Rev. ed.)Champaign, IL: Research Press.

Long, N. J., Wood, M. M., & Fecser, F. A. (2001). Life space crisis intervention: Talking with children and youth to improve relationships and change behaviours. Austin, TX: PRO-ED, Inc.

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