McCloskey, M. S., Noblett, K. L., Deffenbacher, J. L., Gollan, J. K., & Coccaro, E. F. (2008). Cognitive-behavioral therapy for intermittent explosive disorder: A pilot randomized clinical trial. Journal of Consulting and Clinical Psychology, 76 (5), 876-886.

Correspondence Address:
Michael S. McCloskey, The University of Chicago, Department of Psychiatry, 5841 South Maryland Avenue, MC #3077, Chicago, IL, US, 60637. mmcclosk@yoda.bsd.uchicago.edu.

Abstract
No randomized clinical trials have evaluated the efficacy of psychotherapy for intermittent explosive disorder (IED). In the present study, the authors tested the efficacy of 12-week group and individual cognitive-behavioral therapies (adapted from J. L. Deffenbacher & M. McKay, 2000) by comparing them with a wait-list control in a randomized clinical trial among adults with IED (N = 45). Aggression, anger, and associated symptoms were assessed at baseline, midtreatment, posttreatment, and 3-month follow-up. Group and individual cognitive-behavioral therapy tended not to differ, with each reducing aggression, anger, hostile thinking, and depressive symptoms, while improving anger control relative to wait-list participants. Posttreatment effect sizes were large. These effects were maintained at 3-month follow-up. Findings provide initial support for the use of multicomponent cognitive-behavioral therapy in the treatment of IED. (PsycINFO Database Record (c) 2008 APA, all rights reserved)

Sukhodolsky, D. G., Kassinove, H., & Gorman, B. S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Aggression & Violent Behavior, 9, 247-269.

Correspondence Address:
Denis G. Sukhodolsky, Child Study Center, Yale University School of Medicine, 230 South Frontage Road, New Haven, CT, USA, 06520, denis.sukhodolsky@yale.edu.

Abstract
The meta-analysis of the treatment outcome studies of cognitive-behavioral therapy (CBT) for anger-related problems in children and adolescents included 21 published and 19 unpublished reports. The mean effect size (Cohen's d=0.67) was in the medium range and consistent with the effects of psychotherapy with children in general. The differential effects of skills training, problem solving, affective education, and multimodal interventions (d=0.79, 0.67, 0.36, and 0.74, respectively) were variable although also generally in the medium range. Skills training and multimodal treatments were more effective in reducing aggressive behavior and improving social skills. However, problem-solving treatments were more effective in reducing subjective anger experiences. Modeling, feedback, and homework techniques were positively related to the magnitude of effect size. (PsycINFO Database Record (c) 2004 APA, all rights reserved)

Wilson, D. B., Bouffard, L. A., & Mackenzie, D. L. (2005). A quantitative review of structured, group-oriented, cognitive-behavioral programs for Offenders. Criminal Justice and Behavior, 32(2), 172-204.

Correspondence Address:
David B. Wilson, Administration of Justice, George Mason University, 10900 University Blvd, MS 4F4, Manassas, VA, US, 20110-2203, dwilsonb@gmu.edu.

Abstract
Prior reviews and meta-analyses have supported the hypothesis that offender rehabilitation programs based on cognitive-behavioral principles reduce recidivism. This article quantitatively synthesizes the extant empirical evidence on the effectiveness of structured cognitive-behavioral programs delivered to groups of offenders. The evidence summarized supports the claim that these treatments are effective at reducing criminal behavior among convicted offenders. All higher quality studies reported positive effects favoring the cognitive-behavioral treatment program. Specifically, positive reductions in recidivism were observed for moral reconation therapy, reasoning and rehabilitation, and various cognitive-restructuring programs. The evidence suggests the effectiveness of cognitive skills and cognitive restructuring approaches as well as programs that emphasize moral teachings and reasoning. (PsycINFO Database Record (c) 2005 APA, all rights reserved)