Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School of Education
Tammy L. Hughes
James E. Henderson
assessment, attachment problems, attention problems, childhood aggression, inadequate anxiety
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.
McLaughlin, S. (2004). Assessment of Constructs Related to Childhood Aggression (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/912