Antisocial Behavior in Children and Adolescents: A Developmental Analysis and the Oregon Model for Intervention

Pages: 337
Item #: 431677A
ISBN: 978-1-55798-897-3
List Price: $49.95
Member/Affiliate Price: $39.95
Copyright: 2002
Format: Hardcover
Availability: In Stock
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Modern theories of child development say that, to understand aggressive behavior, we must look within the child. This volume says otherwise: to change aggressive behavior, we must change the environment in which the child lives. Antisocial Behavior in Children and Adolescents lays out empirically proven approaches to reducing the occurrence and severity of antisocial behavior, beginning in the earliest years of childhood.

Written for an audience of applied researchers, clinical practitioners, community activists, and policy makers, this edited volume summarizes ongoing work at the Oregon Social Learning Center. Using coercion theory as an organizing framework, the book distills 30+ years of thinking and research at OSLC. Antisocial behavior is seen as progressing from dysfunctional parent-toddler interactions to similar interactions with teachers, peers, and others in the child's environment.

The contributors make a powerful argument for an approach that pinpoints the antecedents of antisocial behavior all the way from toddlerhood through adolescence. This book will be of interest to anyone concerned about the quantifiable losses associated with behaviors such as violence and crime, incarceration, vocational failure, substance abuse, the use of emergency services, and irresponsible sexual conduct.

Table of Contents




I. Introduction

  1. A Brief History of the Oregon Model
    —Gerald R. Patterson, John B. Reid, and J. Mark Eddy

II. Coercion Theory: The Development of Antisocial Behavior

  1. The Early Development of Coercive Family Process
    —Gerald R. Patterson
  2. Competence in Early Development
    —Leslie Leve, Philip Fisher, and Katherine Pears
  3. Reinforcement and Coercion Mechanisms in the Development of Antisocial Behavior: The Family
    —James Snyder and Mike Stoolmiller
  4. Reinforcement and Coercion Mechanisms in the Development of Antisocial Behavior: Peer Relationships
    —James Snyder
  5. Contextual Risk Across the Early Life Span and Association with Antisocial Behavior
    —Deborah Capaldi, David DeGarmo, Gerald R. Patterson, and Marion Forgatch
  6. A Developmental Model for Early- to Late-Onset Delinquency
    —Gerald R. Patterson and Karen Yoerger
  7. Coercive Family Processes and Adolescent Depression
    —Betsy Davis, Lisa Sheeber, and Hyman Hops

III. Interventions for Antisocial Behavior

  1. Overview
    —John B. Reid and J. Mark Eddy
  2. Multidimensional Treatment Foster Care: Applications of the OSLC Intervention Model to High-Risk Youth and Their Families
    —Patricia Chamberlain, Philip Fisher, and Kevin Moore
  3. Preventive Efforts during the Elementary School Years: The Linking the Interests of Families and Teachers Project
    —John B. Reid and J. Mark Eddy
  4. Extending and Testing the Social Interaction Learning Model With Divorce Samples
    —Marion Forgatch and David DeGarmo
  5. The Adolescent Transitions Program: A Family-Centered Prevention Strategy for Schools
    —Thomas Dishion and Kathryn Kavanagh
  6. Future Extensions of the Models
    —Gerald R. Patterson


Subject Index

About the Editors

Editor Bios

Gerald R. Patterson is currently a Senior Research Scientist at the Oregon Social Learning Center. He is also the author of Coercive Family Process (1982) and coauthor of Antisocial Boys (1992).

John Reid has worked as a scientist at the Oregon Social Learning Center since its inception almost 30 years ago. His focus is presently on investigating the development and early prevention of conduct problems and substance abuse.

James Snyder is currently a Professor of Psychology at Wichita State University. His research publications focus on identifying social processes in family and peer relationships that increase risk for antisocial behavior and depression. Dr. Snyder also provides clinical services to families and children, and is actively involved in the development and implementation of preventive interventions targeting behavior problems during the preschool and early elementary school years.