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dc.contributor.authorWhite, Sarah
dc.date.accessioned2016-08-22T23:01:03Z
dc.date.available2016-08-22T23:01:03Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/20.500.11803/407
dc.descriptionNo date on thesis title-page; thesis year date from Canada Project Thesis List.en_US
dc.description.abstractChildren displaying high levels of reactive aggression have been shown to be at significant risk for continued behavior problems and other social and emotional challenges throughout their lifetimes. The present literature review surveys the most current interventions for children displaying reactive aggression and summarizes practices that may serve to prevent the development of hostile attribution biases and subsequent aggression. The quality of parent-child interactions and the importance of comprehensive interventions that focus on social information processing errors throughout all of development and in various contexts of a child’s life emerge throughout the literature. Findings suggest that early prevention can modify children’s social cognition but there is a need for future research to include follow-up studies that extend beyond one year.en_US
dc.language.isoenen_US
dc.subjectAggression in childrenen_US
dc.subjectSocial cognition in childrenen_US
dc.titleReducing Hostile Attribution Bias Among Childrenen_US
dc.typeThesisen_US
thesis.degree.disciplineCounselingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Artsen_US
cityu.schoolDivision of Arts and Sciencesen_US
cityu.siteVancouver, BCen_US
cityu.site.countryCanadaen_US


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