Zimmermann V W
Prax Kinderpsychol Kinderpsychiatr. 1989 Nov;38(9):335-42.
In the last eight years we adapted an especially new developed psychodiagnostic and training- and intervention-oriented approach for assessment of social aggressive behaviour of children in concrete situations by Petermann and Petermann (1980), directed to aggressive behaviour techniques of middle-age school-children. Our several theoretical, empirical (experimental) efforts we realized with reference to the following three aims: 1) Psychometrical and education-oriented judgment of relevant aspects of readiness of aggressive behaviour in different social situations and evaluation of aspects of necessity for training- and therapy-interventions (formation of competent social behaviour). 2) Psychometrical and intervention-related evaluation of different styles and types of aggressive social interactions (based on so called "Tyler-matrix") of the child in social situations and 3) Different education-related training-techniques aimed at the reduction of inadequate aggressive behaviour-strategies and the acquisition of competent social behaviour techniques and self-efficacy in the practice of interaction, related to the different styles and types of aggressive interaction of the child. In our assessment and research procedures we examined about 700 children (9-11 years aged) in relation to the different aspects of clinical practice (see the three main points of our aims). The new diagnostic and intervention-oriented approach in our GDR-adaptation and -standardization can be considered as suitable for the psychometric areas as well as for the several types and forms of training and/or psychotherapy for overcoming aggressive behaviour strategies in childhood. We could realize a very good differentiation between several Tyler-matrix-related types of aggressive social interaction pattern in relation to behaviour disturbed and normal pupils as well as for several results in training-related (therapy-orientated) procedures.
在过去八年里，我们采用了一种特别新开发的、以心理诊断以及训练和干预为导向的方法，该方法由彼得曼和彼得曼（1980年）提出，用于评估儿童在具体情境中的社会攻击行为，针对的是初中学生的攻击行为技巧。我们围绕以下三个目标进行了多项理论和实证（实验）工作：1）对不同社会情境中攻击行为准备状态的相关方面进行心理测量和以教育为导向的判断，以及评估训练和治疗干预（形成适当社会行为）的必要性方面。2）对儿童在社会情境中不同风格和类型的攻击性社会互动（基于所谓的“泰勒矩阵”）进行心理测量和与干预相关的评估，以及3）针对减少不适当的攻击行为策略，以及在互动实践中获得适当的社会行为技巧和自我效能感，采用不同的与教育相关的训练技术，这些技术与儿童攻击性互动的不同风格和类型相关。在我们的评估和研究程序中，我们针对临床实践的不同方面（见我们目标的三个要点）对约700名儿童（9至11岁）进行了检查。我们在民主德国进行的改编和标准化后的新诊断及干预导向方法，可被视为适用于心理测量领域以及用于克服儿童攻击行为策略的几种训练和/或心理治疗类型及形式。我们能够在与泰勒矩阵相关的几种攻击性社会互动模式类型之间，就行为有问题的学生和正常学生以及在与训练相关（以治疗为导向）的程序中的几个结果，实现非常好的区分。
