Abstract
The present chapter aims to provide an overview of social-cognitive processes in children with disruptive behavior problems and the development of these processes. To this end we introduce an overarching theoretical model, examine the current empirical evidence for it, and discuss its implications. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
| Original language | English |
|---|---|
| Title of host publication | The Wiley handbook of disruptive and impulse-control disorders |
| Editors | J. E. Lochman, W. Matthys |
| Publisher | Wiley |
| ISBN (Print) | 978-1-119-09216-2 |
| Publication status | Published - 2017 |