The Oxford Handbook of Coercive Relationship Dynamics

Front Cover
Thomas J. Dishion, James J. Snyder
Oxford University Press, 2016 - Psychology - 418 pages
Coercive interactions and conflict are commonplace in close relationships and families, friendships, and teacher-student relationships in schools. Coercion and conflict can be used to grow stronger relationships, or they can lead to the deterioration of relationships, undermine efforts to socialize and teach youth, and lead to the development of mental health problems in children and parents. Coercion theory helps shed light on how these daily interaction dynamics explain the development of aggression, marital conflict, depression, and severe mental health problems in families and how they undermine school safety and effectiveness.

The Oxford Handbook of Coercive Relationship Dynamics features the most recent, innovative applications of coercion theory to understanding psychopathology, developmental theory, and intervention science. The volume provides a multidisciplinary perspective on coercive processes, origins, and social functions to anchor coercion theory from multiple perspectives and to lay a theoretical and empirical foundation for innovative expansion of the coercion model to new areas of research. The volume gives specific examples of how the basic coercive processes underlie the development of significant suffering in children and families, and chapters include clinically oriented discussions of research on the role of coercion in the causation and amplification of problem behavior and emotional distress. The internationally renowned authors of this volume highlight scientific advances in the study of coercive dynamics in families and close relationships, account for physiological and genetic correlates of coercive dynamics, and discuss the application of coercion theory to effective interventions that improve the quality and well-being of children, adolescents, and adults. This volume is an invaluable resource on behavioral science methodology, developmental theory, and intervention science.

 

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Contents

 Coercive Social Processes
1
 The Study of Change
7
3 GeneEnvironment Interplay in Coercion
23
4 Physiological and Developmental Mechanisms of Emotional Lability in Coercive Relationships
39
5 An Evolutionary Framework for Understanding Coercion and Aggression
53
6 Parental Depression and the Development of Coercion in Early Childhood
69
7 A Relational Frame Theory Analysis of Coercive Family Process
86
8 Coercive Family Processes and the Development of Child Social Behavior and SelfRegulation
101
17 The Role of Anxiety in Coercive Family Processes with Aggressive Children
231
18 Coercion Dynamics and Problematic Anxiety in Children
249
19 Coercive Process and Intimate Partner Violence in Committed Relationships
260
20 ChildFocused CognitiveBehavioral Interventions Designed to Reduce Aggression
273
21 Short and Longterm Impacts of a Coercion TheoryBased Intervention on Aggression on the School Playground
286
 Coercive Developmental Processes and Implications for Intervention
300
 Essential Therapist Skills in Using Videotaped Feedback Interventions
313
 The Impact of Schoolwide Positive Behavioral Interventions and Supports
330

 Developmental Impact Implications and Intervention
114
10 Coercion and Contagion in Child and Adolescent Peer Relationships
129
11 Peer Coercion and Electronic Messaging
140
 Upregulation and Coercive Dynamics as Predictors of Depressive Symptoms
154
 Findings from the Oregon Youth StudyCouples Study
169
14 Coercion Invalidation and Risk for SelfInjury and Borderline Personality Traits
182
 The Iterative Loops Among Theory Science and Practice
194
 Emerging Interventions
215
25 Transforming Coercive into Constructive Processes with Families of Children with Developmental Disabilities and Severe Problem Behavior
341
26 Coercion and Public Health
356
27 An Introduction to Using Multivariate Multilevel Survival Analysis to Study Coercive Family Process
363
 A Dynamic Systems Perspective
379
 Past Present and Future
396
Index
405
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About the author (2016)


Thomas J. Dishion, PhD, is Professor of Psychology at Arizona State University. He has conducted translational research on child and adolescent mental health for over 25 years. He has worked on theoretical models of child and adolescent socialization, family and peer interaction methodology, child and adolescent substance use and problem behavior, adolescent depression, family-based intervention, behavior-change theory, prevention science, dynamic systems, and most recently social neuroscience.

James J. Snyder, PhD, is Professor of Psychology at Wichita State University. He is both a clinical and developmental research focusing on the social interaction patterns in the development of aggression and antisocial behavior. He has contributed to methodological advances in direct observation methods as well as the analysis of social interaction patterns. His research focuses on the development of psychopathology during childhood and adolescence from the perspective of socialization in family, sibling, peer, and school environments.

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