Defense Date

6-25-2004

Graduation Date

2004

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Interdisciplinary Doctoral Program for Education Leaders (IDPEL)

School

School of Education

Committee Chair

Tammy L. Hughes

Committee Member

James E. Henderson

Committee Member

Wendy Barnard

Keywords

assessment, attachment problems, attention problems, childhood aggression, inadequate anxiety

Abstract

This study provides empirical support for the comprehensive theoretical model of aggression proposed by Meloy (2001) by examining characteristics of children who have a longstanding history of aggression across home and educational settings. The theoretical model first proposed by Meloy (2001) found attachment, anxiety, and attention difficulties in adults who evidenced severe aggression problems. The current study clarified how the adult model applies to children. That is, this study examined how attachment, anxiety, and attention are related to the overall functioning of children requiring treatment for aggression. Results are discussed in terms of child development issues, treatment selection, and intervention considerations.

Format

PDF

Language

English

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