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Liu, C., Moore, G.A., Beekman, C., Pérez-Edgar, K.E., Leve, L.D., Shaw, D.S., et al. (2018) Developmental Patterns of Anger from Infancy to Middle Childhood Predict Problem Behaviors at Age 8. Developmental Psychology, 54, 2090-2100.
https://doi.org/10.1037/dev0000589

has been cited by the following article:

• TITLE: Efficacy of School-Based Interventions to Manage Psychosocial Problems of an Adolescent: A Clinical Case Study

  AUTHORS: Dua Fatima Afzaal, Farhan Hashmi

  KEYWORDS: Aggression, School-Related Problems, Bullying, Victimization, Cognitive-Behavioral Therapy

  JOURNAL NAME: Open Journal of Medical Psychology, Vol.14 No.1, January 16, 2025

  ABSTRACT: This case study explores the efficacy of school-based intervention to address psychosocial challenges faced by an 11-year-old adolescent. The case study aimed to decrease the agression and acting out behavior as result of being victimized at school by the peers. The aim was to assess and manage the child’s aggressive behavior and academic underperformance which played a significant role in the child’s low self-esteem and emotional regulation. A comprehensive assessment was conducted to rule out the difficulties and a multi-faceted intervention strategy was utilized including anger management and structured activity scheduling that helped that child to improve his academic performance as well as to learn to manage his emotional expression. Throughout 16 sessions, the intervention targeted key behavioural indicators such as emotional expression, and aggression; post-assessment results demonstrated a 22% improvement in the child’s behavioral and academic challenges. The findings suggest that a multi-faceted therapeutic approach can be effective in addressing complex issues of aggression and academic underperformance in children, highlighting the importance of integrated psychological and educational interventions.