rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Attachment style and history of parents of aggressive children
    sub title: effects on response to intervention
  name:
    name part: Grossman, Pamela Burri.
    role:
      role term: creator
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: xx
    date issued: 1993
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: x, 260 leaves : illustrations ; 28 cm.
  abstract: Problem-solving skills training (PSST) combined with parent training (PT) were compared to teacher consultation as a preventive intervention with teacheridentified aggressive second- and third-graders. Lack of parent participation resulted in the PSST intervention being compared to consultation, and students whose parents completed >50% of PT sessions were dropped from subsequent analyses. Parents' attachment history on the Parental Acceptance-Rejection Questionnaire (PARQ) and parents'attachment style on the Adult Attachment Scale (AAS) were investigated as possible predictors of intervention responsiveness. Parents of aggressive children were compared to adults from previous samples on attachment history and attachment style. First, it was hypothesized that students receiving PSST would improve more than students receiving consultation on parent and teacher ratings of aggressive behavior, extemalizing behaviors, and total behavior problems; on classroom observations; on peer ratings of aggression and leadership; on self-perceived peer acceptance; and on social cognitive skills. Second, it was hypothesized that mothers' attachment style and attachment history would predict child responsiveness to both treatments. Finally, it was hypothesized that parents of aggressive children would differ from groups of normal adults on patterns of attachment style (more insecure patterns) and on attachment history (more negative). Repeated measures NMNOVAs and ANOVAs were used to investigate clusters of dependent variables and single dependent variables. Significant treatment and treatment-by-time interaction effects were found for the cluster of teacher-rated aggression. Children receiving consultation improved more than children receiving PSST on teacher-rated aggression. Significant effects for time were found for parentrated aggression and classroom observations, with both groups improving. No effects were found in the MANOVA for social-cognitive skills or for the ANOVAs for …
  note: by Pamela Burri Grossman.
  note: Vita.
  note: "Major subject: School Psychology".
  note: Includes bibliographical references.
  note: Ph. D. Texas A&M University 1993.
  subject:
    topic: Major school psychology
  identifier: http://hdl.handle.net/1969.1/DISSERTATIONS-1518883
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: http://hdl.handle.net/1969.1/DISSERTATIONS-1518883
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 960227
    record change date: 20210803090442.0
    record identifier: in00001260760