1. Introduction to the school-based
Aggression Replacement Training?
Knut Gundersen
ART- centre at diakonhjemmet
University College

2. A RT
M ult imodal program consist ing of 3 component s
Social Skills
(behavior) Specific Training
Anger Control Specific Training
(emotion)
Moral
reasoning Specific Training
(cognition)

3. Goal
– Strengthen social competencies
– Replace aggressive behavior with social
acceptable

4. Why is it important to work
Situation specific skills
with social competence?

5. .
1. There is a correlation between lack of
social competence and…

6. Loneliness (See Jones,
Hobbs & Hockenbury, 1982)
Social competence is t
strongest protecting fa
for not developing
psychiatric illness
throughout life. (Hay, Payn
Chadwick, 2004)

7. Bullying and aggression. (De-Rosier 2004
Development of
language, Baker
and Cafael 1987

8. Behavior problems
• Meta-analyses from 1200 studies (Durlak,
1998) assessed the most important protection
factors for not developing deviant behaviour
• Good relationship between children and
parents
• Social Competence
• Social Support in general

9. Drug abuse(Gaffney et al 1998)

10. Academic performance
(Durlak et al., 2007)
75% of children with special
needs have a lack of social
skills. (Kavale & Forness, 1996)
Study of changes after implementation of
HEL-ART in a Primary School in Arendal:
*Amount of conflicts and level of conflics
generally reduced
*30% less commotion / noise in classes
*More time for education corresponding to 4
minutes per hour – 2 hours per week
*Significal increase in Academic Performance
(Nærbøe and Ufford, 2011, University of Agder)

11. Do changes in social skills correlate with
changes in behavioral problems
Changes in Changes in Changes in
cooperation assertivness self control
Changes of
behavioral
-,24 -,03 -,39
problems reported
by teachers
Changes of
behavioral
-,28 -,10 -,41
problems reported
by parents
Pearson correlation (sign. level)
•Less externalized behavioral problems are assosiated with increased :
• Cooperation Skills
• Self Control
(Langeveld, Gundersen and Svartdal 2012)

12. What is Social Competences?
We know it when we see it
Concrete: /SSRI
Communication, Cooperation,
Assertion, Responsibility, Empathy,
Engagement, Self-Control
Gresham and Elliot
Øverland

13. 2 faces of social competence
training
1. Skill Acquisition
Do you have the skills that
you need?

14. 2. Skill performance
*
The factors that makes the
(From skills training to competence training
difference.

15. Skills occur right time and place / too seldom too often
Too seldom Rightmå
time Too often or
or wrong and place wrong place
place
Discrimination Training /
Generalization training
Social Perception Training –Social
Skills training

16. Right time and place but lack of vital qualities
To close Distance /
må To fare away
Space
To fast Tempo To slow
To low Voice tone To high
Micro training within the social skills
training, empathy training and social
perception training

17. Emotional adjustment to common norms
High Adapted
må Low emotional
emotional emotional arousal level
arousal level adjustment
Emotional regulation program / Stress Mastering

18. Perception of other`s intent
Hostile intent Right
må Friendly intent
perception
Unclear signals are perceived as
hostile (Dodge et al 1990)
Social Perception Training among others

19. Adjustment of behaviour according to own and others need in the situation
Thinking Thinking of
må Thinking what
what is good both is good for the
for you other
Moral Reasoning Training / Empathy
Training / Social Perception Training

20. Factors beyond the program is
may be iqual important
1.
Increase
self-efficacy
by..

21. Being recognized

22. Only positives

23. Games where the
children succeed

24. Year of 2000, Arnold Goldstein had a
seminar in Oslo:
Created inspiration because:
• A.R.T. addresses essential risk factors
(Andrews 1990)
– Changing antisocial attitudes
– Increasing self control
– Establishing pro social alternatives to problem behaviour
• Matches the responsivity principle
– Best modes of training (roleplaying – modeling)
– Promising research
• Non-profit
– Program distributes in book and through books

25. –International organization for 10 different
programs including ART
–Securing research and program quality systems
PREPSEC International

26. ART program (standard program)
• Usually 30 session
• -Each component once a week, usually on
different days

27. ART – 50 social skills
Group 4: Skill alternatives to aggression
– Helping others
– Using self-control
Group 5: Skills for dealing with stress
– Making a complaint
– Answering a complaint
– Dealing with group pressure
Group 6: Planning skills
– Setting a goal
– Deciding what caused a problem
– Concentrating on a task

28. Choosing social skills
• Results from assessment
• Which skills do the parents, teachers and the ELEVENS SJEKKLISTE FOR FERDIGHETER - UNGDOM
© Arnold P. Goldstein (1999). The Prepare Curriculum. Teaching Prosocial Competencies. Revised Edition.
youth themselves experience a need for
Oversatt av Børge Strømgren og luke moynahan, Glenne Autismesenter.
Navn: ______________________________________ Obs. dato: _______________
Fremgangsmåte: Hvert spørsmål dreier seg om hvor godt du klarer å bruke dine sosiale ferdigheter.
Det finnes ingen riktige eller gale svar - kun hvordan du virkelig mener at du
training bruker ferdigheten eller ei.
Ring rundt 1 dersom du aldri bruker ferdigheten.
Ring rundt 2 dersom du nesten aldri bruker ferdigheten.
Ring rundt 3 dersom du noen ganger bruker ferdigheten.
Ring rundt 4 dersom du ofte bruker ferdigheten.
Ring rundt 5 dersom du nesten alltid bruker ferdigheten.
Noen ganger
Nesten alltid
Nesten aldri
Aldri
Ofte
1 1 2 3 4 5
Hører jeg etter når andre snakker til meg?
2 1 2 3 4 5
Starter jeg samtaler med andre?
3 1 2 3 4 5
Snakker jeg med andre om emner som interesserer oss begge?
4 1 2 3 4 5
Spør jeg når jeg trenger eller vil vite noe?
5 1 2 3 4 5
Sier jeg takk når noen gjør meg en tjeneste?
6 1 2 3 4 5
Blir jeg kjent med nye personer?
7 1 2 3 4 5
Hjelper jeg andre med å bli kjent med hverandre?
8 1 2 3 4 5
Forteller jeg andre at jeg liker dem eller liker noe de har gjort ?
9 1 2 3 4 5
Spør jeg om hjelp når noe er vanskelig?
10 1 2 3 4 5
Prøver jeg å bli med når noen gjør noe jeg vil være med på?
11 1 2 3 4 5
Forklarer jeg andre på en forståelig måte hvordan de bør gjøre ting?
12 1 2 3 4 5
Utfører jeg beskjeder fra andre på en rask og korrekt måte?
13 1 2 3 4 5
Sier jeg unnskyld når jeg har gjort noe galt?
14 1 2 3 4 5
Prøver jeg å overbevise andre om at mine forslag er bedre enn deres?

29. Firm structure in each session
• Reception
• Presentation of eventually guests – reminding the rules
• Repetition from last session in same component
• Homework
1. Definition of skill or concept
• Skill of the day
2. Modeling of the skill
• Game Session
3. The purpose of the skill and
• Repetition in
• Evaluation; what did I do well – which situation it can be used
What could I do otherwise 4. Choose of main- and co actor
Eventually “Circle of friendship” 5. Preparation of role-play
• Closing of session 6. Rehearsal
7. Feedback
8. New main actor
9. Homework / Transfer
training

30. Skills for dealing with stress Skill nr 42
Dealing with group pressure.
Suggestion to role play:
Steps: • School / Workplace The
1. Listen to what others want main actor must tackle
you to do. pressure from others that
2. Think about what might wants to do ravaging
happen. • Home:
3. Decide how you should tell Pressure from brother who
the group wants to run away
4. Carry out your choice. • With friends: Pressure from
friends to go into a fight or
bullying others

31. Anger Control Training

32. The program is directed towards the participants`
ability to regulate their
Anger is a natural feeling that can`t be regarded as negative,
But can be dysfunctional when it interfere our ablility to evaluate a situation and thus
act in a rational way.

33. Anger is an emotion

34. Aggression is an action

35. General Overview of Anger Control
Training
Session 1 Introduction
Session 2 Internal and external triggers
Session 3 Cues and anger reducers
Session 4 Reminders
Session 5 Self-evaluation
Session 6 Consequences
Session 7 The angry behavior circle – Identifying own anger-provoking
behavior
Session 8 Rehearsal of Full sequence - other solutions than aggression
Session 9 Rehearsal of Full sequence - other solutions than aggression
Session 10 Rehearsal of Full sequence - other solutions than aggression
Parent Presentation

36. Structure in anger control training
external STRUCTURE
– Welcome
• Greetings (with status check)
• Reminder of rules
• Introduce any guests
• ART cheer, etc.
– Review of last session on the same component internal STRUCTURE
– Review of homework from previous session in same
component 1. Define the day’s topic
2. Demonstrate the day’s topic
3. Discuss the need
4. Select main player and co-player
5. Plan the role-playing and assign
observation tasks
external STRUCTURE contd. 6. Do the role-playing
– ART game (here or earlier in the session) 7. Feedback round
– Review of this session)
8. Repeat items 4-7 until everyone has
been a main player
– Wind-up 9. Homework
• Evaluation round or “friendship” round
• Briefing on next session
• Recognition / diplomas
• ART cheer

37. Name
Hassle Log__________
Date
Time : Morning ______ Afternoon ______ Evening ______
Where did it happen? _____
How angry did you get?
Cold _____ Tepid _____ Hot ______ Boiling _____ Burning _____
Anger control circle:
external triggers _____
internal triggers _____
cues _____
Anger reducers _____
Short-term consequences ________ _____
Long term consequences ______ _____
Prosocial skill _____
Self assessment: Excellent! _____ OK _____ Could be better _____
What can I say / say to myself when I succeed? ___________________
What can I do better next time? ___ _____

38. Training in
Moral reasoning
• The cognitive component of ART
• Discussion were participants are presented to a
dilemma where they have to consider
– Shall I take into consideration what is good for my selves,
my friend or one that I do not know?
– Based on moral stadium which reflects gradually less
egocentric and more empathic thinking.
– Identification of typical thinking errors like.
• minimizing
• assuming the worst
• blaming others

39. Research on programs for training social
competence is not always convincing
• There is not always focus on the factors that
are effective
– Interpreting social cues
– Understanding feelings
– Taking other`s perspective
– Regulating anger
– Developing character traits
– Generate social skills
– Problem solving skills
– Generating social skills

40. Lack of proper implementation,
including training standards
• From only reading a book compared to 8 days
of training like in Norway
• From proper implementation with
– Every staff member, including the leader,
participates in the training
– Time to prepare the session
– Quality systems
– Supervision
– Implementation in everyday life

41. Variation in working with generalization
• Kids need to learn how to reinforce proper
behavior.
– Co actor more important than main actor?
• Systems for generalization and discrimination
• Adoption to the culture where the skill shall
be used
• Parent-training / Family TIES
• Working with the whole school (ART – in the
whole school)

42. Studies in Norway
Scandinavian Journal of Educational Research
Psychology, Crime & Law 2012, 1–19,
Social Competence as a Mediating Factor in
Vol. 16, No. 3, March 2010, p 233-249
Reduction of Behavioral Problems
Diffusion of treatment interventions:
Exploration of “secondary” treatment diffusion
Johannes H. Langeveld and Knut K. Gundersen
Diakonhjemmet University College
Knut Gundersen * and Frode Svartdal * **
Frode Svartdal University of Tromsø
Diakonhjemmet College Rogaland * / University
of Tromso ** 43

43. Recomended as a part of the MultifunC model (Andreassen - 03)
Conclusion from Research group from 4 ministries in
Norway(Nordahl -06)
ART evaluated at the highest rate 3:
Program with documented effect»

44. Washington State’s Evaluation of Evidence-Based Juvenile
Justice Programs (Barnoski, Aos, 2004):
ART delivered competently
 Reduces 18-month felony recidivism by 24 percent.
 Benefit to cost ratio of $11.66.
(Regardless of competence: $6.71 savings)
(501 I ART-gruppa. 417 I kontrollgruppa)

45. ART-senteret
Ann Karin
Sigmundstad
Johannes Finne Marianne Kalvatn Knut Gundersen
Eskild
Johannes Langeveldt Frode Svartdal Tutte Mitchell Olsen

46. Cooperating with former students on
quality control and training
ART in kindergarten Mental retardation/ Autism Social Perception Training Family TIES
Recidential Institutions Prison Whole School Approach ART/Peace4Kids in school

47. 60 credits post graduate education for training social
competencies for teachers and authorized social
workers
Two years part time study:
• 8 x 1 week sessions
• A.R.T. / Peace4Kids: principal methods
• Conducting A.R.T. program with research
• Theoretical basis for the program
• Research paper from students
48

48. 8 day ART training seminars
4 days Social Skills training and Anger Control training
3 days supervision and Moral Reasoning training
1 day examination / practical rehearsal
18 practice sessions with collegues before starting the program
49

49. Training abroad
Russia Lithuania Iceland Danmark
50

50. Supervision
Supervision in: - Implementation
- Generalisation
- Development of the method
- Theoretical background

51. Family ART
Based on the Canadian version by Calame and Parker.
3 days supplementary seminar for ART-trainers. Both in
communities and institutions
52

52. Situational Perception Training
Knut Gundersen kull 4 2008 53

53. 6 days junior – ART -training

54. ”ART in the whole schools
System Recognition
Rules
Cooperations system
Social Competence
• Skills
*Charactertrait Consequenses
*Emphaty
’SPT
Classroom management

55. Behaviour Problems. Means and within-groups differences (pretest vs. test)
for the ART and comparison groups for the CADBI and CBCL instruments.
* = p < .01
CADBI CBCL
ART Pre Post F Pre Post F
Paren 156. 130. 18.03* Paren 18.4 13.8 27.59
t 5 2 t *
Teach 143. 124. 8.11* Teach 17.0 12.1 13.49
9 0 . *
Youth 72.0 51.6 5.97* Youth 17.6 14.2 14.81
* *
Com- Paren 98.9 93.3 0.36 Paren 10.4 9.6 .29
t t
pariso
Teach 134. 117. 2.13 Teach 13.2 11.8 .39
n 0 7 .
Youth 50.0 51.6 .02 Youth 17.0 14.1 5.45*

56. Social skills. Means and within-groups differences (pretest vs.
test) for the ART and comparison groups for the SSRS and HIT
instruments. * = p < .01
SSRS HIT
ART Pre Post F Pre Post F
Paren 25.2 26,4 10.64* Paren
t t
Teach 22.4 24,1 11.60* Teach
.
Youth 101. 106. 2.19 Youth 3.30 2.67 9.58*
4 3
Com- Paren 27.1 26,7 .42 Paren
t t
pariso
Teach 22.4 23,4 1.73 Teach
n .
Youth 103, 109. 1.58 Youth 2.93 2.49 7.35*
4 9