The Oxford handbook of coercive relationship dynamics

The Oxford handbook of coercive relationship dynamics

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Hauptverfasser: Dishion, Thomas J. 1954- (VerfasserIn, HerausgeberIn), Snyder, James 1946-2016 (VerfasserIn, HerausgeberIn)
Format: Buch
Sprache:English
Veröffentlicht: New York, NY, United States of America Oxford University Press 2016
Ausgabe:First edition
Schriftenreihe:Oxford library of psychology
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Zwischenmenschliche Beziehung
Zwang
Aggression
Psychosoziale Belastung
Verhaltensstörung
Aufsatzsammlung
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adam_text SHORT CONTENTS Oxford Library of Psychology ix About the Editors xi Contributors xiii Contents xvii Preface xxi Chapters 1-403 Index 405 OXFORD LIBRARY OF PSYCHOLOGY The Oxford Library of Psychology, a landmark series of handbooks, is published by Oxford University Press, one of the worlds oldest and most highly respected publishers, with a tradition of publishing significant books in psychology. The ambitious goal of the Oxford Library of Psychology is nothing less than to span a vibrant, wide-ranging field and, in so doing, to fill a clear market need. Encompassing a comprehensive set of handbooks, organized hierarchically, the Library incorporates volumes at different levels, each designed to meet a distinct need. At one level is a set of handbooks designed broadly to survey the major subfields of psychology; at another are numerous handbooks that cover impor- tant current focal research and scholarly areas of psychology in depth and detail. Planned as a reflection of the dynamism of psychology, the Library will grow and expand as psychology itself develops, thereby highlighting significant new research that will impact the field. Adding to its accessibility and ease of use, the Library will be published in print and, later on, electronically. The Library surveys psychology’s principal subfields with a set of handbooks that captures the current status and future prospects of those major subdisciplines. This initial set includes handbooks of social and personality psychology, clini- cal psychology, counseling psychology, school psychology, educational psychol- ogy, industrial and organizational psychology, cognitive psychology, cognitive neuroscience, methods and measurements, history, neuropsychology, personality assessment, developmental psychology, and more. Each handbook undertakes to review one of psychology s major subdisciplines with breadth, comprehensiveness, and exemplary scholarship. In addition to these broadly conceived volumes, the Library also includes a large number of handbooks designed to explore in depth more specialized areas of scholarship and research, such as stress, health and cop- ing, anxiety and related disorders, cognitive development, or child and adolescent assessment. In contrast to the broad coverage of the subfield handbooks, each of these latter volumes focuses on an especially productive, more highly focused line of scholarship and research. Whether at the broadest or most specific level, how- ever, all of the Library handbooks offer synthetic coverage that reviews and evalu- ates the relevant past and present research and anticipates research in the future. Each handbook in the Library includes introductory and concluding chapters written by its editor to provide a roadmap to the handbooks table of contents and to offer informed anticipations of significant future developments in that field. An undertaking of this scope calls for handbook editors and chapter authors who are established scholars in the areas about which they write. Many of the ix nations and worlds most productive and best-respected psychologists have agreed to edit Library handbooks or write authoritative chapters in their areas of expertise. For whom has the Oxford Library of Psychology been written? Because of its breadth, depth, and accessibility, the Library serves a diverse audience, including graduate students in psychology and their faculty mentors, scholars, researchers, and practitioners in psychology and related fields. Each will find in the Library the information they seek on the subfield or focal area of psychology in which they work or are interested. Befitting its commitment to accessibility, each handbook includes a compre- hensive index, as well as extensive references to help guide research. And because the Library was designed from its inception as an online as well as a print resource, its structure and contents will be readily and rationally searchable online. Further, once the Library is released online, the handbooks will be regularly and thor- oughly updated. In summary, the Oxford Library of Psychology will grow organically to provide a thoroughly informed perspective on the field of psychology, one that reflects both psychology’s dynamism and its increasing interdisciplinarity. Once published elec- tronically, the Library is also destined to become a uniquely valuable interactive tool, with extended search and browsing capabilities. As you begin to consult this handbook, we sincerely hope you will share our enthusiasm for the more than 500-year tradition of Oxford University Press for excellence, innovation, and quality, as exemplified by the Oxford Library of Psychology. Peter E. Nathan Editor-in-Chief Oxford Library of Psychology OXFORD LIBRARY OF PSYCHOLOGY ABOUT THE EDITORS Hiomas J. Dishion 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 adoles- cent socialization, family and peer interaction methodology, child and adoles- cent substance use and problem behavior, adolescent depression, family-based intervention, behavior-change theory, prevention science, dynamic systems, and most recently, social neuroscience. He and his colleagues developed the Family Check-Up intervention, a brief, preventive intervention service that is being dis- seminated internationally. James J. Snyder James J. Snyder, PhD, is professor of psychology at Wichita State University. His research focuses on the development of psychopathology during childhood and adolescence from the perspective of socialization in family, sibling, peer, and school environments and implementation and evaluation of the Family Check-Up, an assessment-based intervention for families that is tailored to indi- vidual family needs. xi CONTRIBUTORS Theodore P. Beauchaine Department of Psychology Ohio State University Columbus, Ohio Anthony Biglan Oregon Research Institute Eugene, Oregon Lauren Binnendyk West Coast Feeding and Behaviour Specialists, Inc. Vancouver, Canada Caroline Boxmeyer Family Medicine Residency University of Alabama Tuscaloosa, Alabama Darin Cairns Charles Street Clinic North Perth, Australia Deborah M. Capaldi Oregon Social Learning Center Eugene, Oregon Nan Chen Department of Psychology Virginia Polytechnic Institute and State University Blacksburg, Virginia Christy Cheremshynski Family-Centred Practices Group Vancouver, Canada Stephen Chinn Constructive Pathways Behaviour Consulting Vancouver, Canada Lisa W. Coyne Department of Psychology Suffolk University Boston, Massachusetts Sheila E. Crowell Department of Psychology University of Utah Salt Lake City, Utah Michael J. Crowley Yale Child Study Center Yale School of Medicine New Haven, Connecticut Kirby D eater-Deckard Department of Psychology Virginia Polytechnic Institute and State University Blacksburg, Virginia David S. DeGarmo Center of Assessment, Statistics and Evaluation University of Oregon Eugene, Oregon Thomas J. Dishion Department of Psychology Arizona State University Tempe, Arizona Melanie M. Domenech Rodriguez Department of Psychology Utah State University Logan, Utah J. Mark Eddy Partners for Our Children School of Social Work University of Washington Seattle, Washington Samuel E. Ehrenreich School of Behavior and Brain Sciences University of Texas at Dallas Dallas, Texas xiii Shereen El-Mallah Department of Psychology Virginia Polytechnic Institute and State University Blacksburg, Virginia Gregory A. Fabiano Department of Counseling, School, and Educational Psychology University at Buffalo Buffalo, New York Betsy J. Feldman Partners for Our Children School of Social Work University of Washington Seattle, Washington Marion S. Forgatch Oregon Social Learning Center Eugene, Oregon Brenda Fossett Applied Behaviour Analysis—Autism Department Social Sciences Division Capilano University North Vancouver, Canada Isabela Granic Department of Developmental Psychopathology Radboud University Nijmegen, Netherlands Nancy G. Guerra Department of Psychological and Brain Sciences University of Delaware Newark, Delaware Thao Ha T. Denny Sanford School of Social and Family Dynamics Institute for Interdisciplinary Salivary Bioscience Research (IISBR) Arizona State University Tempe, Arizona Richard E. Heyman Cariology and Comprehensive Care New York University New York, New York Robert H. Horner College of Education University of Oregon Eugene, Oregon George W. Howe Department of Psychology George Washington University Washington, DC Larry Irvin College of Education University of Oregon Eugene, Oregon Sophia Khan Faculty of Medicine eHealth Strategy Office University of British Columbia Vancouver, Canada Hanjoe Kim Department of Psychology Arizona State University Tempe, Arizona Hyoun K. Kim Oregon Social Learning Center Eugene, Oregon Samantha Kwon Department of Educational and Counselling Psychology and Special Education Faculty of Education University of British Columbia Vancouver, Canada Erika Lawrence Department of Psychology University of Arizona Tucson, Arizona John E. Loch man Department of Psychology University of Alabama Tuscaloosa, Alabama Sharon Lohrmann Robert Wood Johnson Medical School Rutgers University New Brunswick, New Jersey Michael F. Lorber Cariology and Comprehensive Care New York University New York, New York Jessica P. Lougheed Department of Psychology Queens University Ontario, Canada xiv CONTRIBUTORS Joseph Lucyshyn Department of Educational and Counselling Psychology and Special Education University of British Columbia Vancouver, Canada Charles R. Martinez Jr. College of Education University of Oregon Eugene, Oregon Kent McIntosh College of Education University of Oregon Eugene, Oregon Lynn Miller Department of Educational and Counselling Psychology and Special Education University of British Columbia Vancouver, Canada Laura Mlynarski Department of Psychology George Washington University Washington, DC Kristin B. Nordahl Norwegian Center for Child Behavioral Development University of Oslo Oslo, Norway Rosaura Orengo-Aguayo Department of Psychology University of Iowa Iowa City, Iowa Gerald R. Patterson Oregon Social Learning Center Eugene, Oregon Timothy F. Piehler Department of Psychiatry University of Minnesota Medical School Minneapolis, Minnesota Nicole Powell Department of Psychology University of Alabama Tuscaloosa, Alabama Julia D. Reuben Department of Psychology University of Pittsburgh Pittsburgh, Pennsylvania Noel L. Shadowen Department of Psychological and Brain Sciences University of Delaware Newark, Delaware Daniel S. Shaw Department of Psychology University of Pittsburgh Pittsburgh, Pennsylvania Joann Wu Shorn Oregon Social Learning Center Eugene, Oregon Wendy K. Silverman Yale Child Study Center Yale School of Medicine New Haven, Connecticut Amy M. Smith Slep Cariology and Comprehensive Care New York University New York, New York Justin D. Smith Department of Psychiatry and Behavioral Sciences Northwestern University Chicago, Illinois James J. Snyder Department of Psychology Wichita State University Wichita, Kansas Michael Stoolmiller College of Education University of Oregon Eugene, Oregon Stacey S. Tiberio Oregon Social Learning Center Eugene, Oregon Sara L. Turner Department of Psychology University of Utah Salt Lake City, Utah Marion K. Underwood School of Behavior and Brain Sciences University of Texas at Dallas Dallas, Texas Ariel A. Williamson Department of Psychological and Brain Sciences University of Delaware Newark, Delaware CONTRIBUTORS XV Mona Yaptangco Amie Langer Zarling Department of Psychology Department of Human Development and University of Utah Family Studies Salt Lake City, Utah Iowa State University Maureen Zalewski Ames, Iowa Department of Psychology University of Oregon Eugene, Oregon XVI CONTRIBUTORS CONTENTS Preface xxi 1. Introduction: Coercive Social Processes r James J. Snyder and Thomas J. Dishion 2. Coercion Theory: The Study of Change 7 Gerald R. Patterson 3. Gene—Environment Interplay in Coercion 23 Kirby Deater-Deckard, Nan Chen, and Shereen El-Mallah 4. Physiological and Developmental Mechanisms of Emotional Lability in Coercive Relationships 39 Theodore P. Beauchaine and Maureen Zalewski 3. An Evolutionary Framework for Understanding Coercion and Aggression 53 Thomas J. Dishion 6. Parental Depression and the Development of Coercion in Early Childhood 69 Julia D. Reuben and Daniel S. Shaw . 7. A Relational Frame Theory Analysis of Coercive Family Process 86 Lisa W. Coyne and Darin Cairns 8. Coercive Family Processes and the Development of Child Social Behavior and Self-Regulation 101 James J. Snyder 9. Fathers and Coercion Dynamics in Families: Developmental Impact, Implications, and Intervention 114 DavidS. DeGarmo, Kristin B. Nordahl, and Gregory A. Fabiano 10. Coercion and Contagion in Child and Adolescent Peer Relationships 129 Timothy F. Piehler 11. Peer Coercion and Electronic Messaging 140 Samuel E. Ehrenreich and Marion K Undenuood 12. The Paradox of Love in Adolescent Romantic Relationships: Upregulation and Coercive Dynamics as Predictors of Depressive Symptoms 154 TJjao Ha and Hanjoe Kim 13. Aggression and Coercive Behaviors in Early Adult Relationships: Findings from the Oregon Youth Study—Couples Study 169 Hyoun K Kim, Joann Wu Shortty Stacey S. Tiberio, and Deborah M. Capaldi xvi 1 14. Coercion, Invalidation, and Risk for Self-Injury and Borderline Personality Traits 182 Sheila E. Crowell, Mona Yaptangco, and Sara L. Turner 15. Interrupting Coercion: The Iterative Loops Among Theory, Science, and Practice 194 Marion S. Forgatch and Melanie M. Domenech Rodriguez 16. Violent Coercion in Intimate Relationships: Emerging Interventions 215 Amie Langer Zarling, Rosaura Orengo-Aguayo, and Erika Lawrence 17. The Role of Anxiety in Coercive Family Processes with Aggressive Children 231 Isabela Granic and Jessica R Lougheed 18. Coercion Dynamics and Problematic Anxiety in Children 249 Michael J. Crowley and Wendy K Silverman 19. Coercive Process and Intimate Partner Violence in Committed Relationships 260 Amy M. Smith Slep, Richard E. Heyman, and Michael F. Lorber 20. Child-Focused Cognitive-Behavioral Interventions Designed to Reduce Aggression 273 John E. Lochman, Caroline Boxmeyery Nicole Powell and Thomas J. Dishion 21. Short- and Long-term Impacts of a Coercion Theory—Based Intervention on Aggression on the School Playground 286 J. Mark Eddy; Betsy J. Feldman, and Charles R. Martinez Jr. 22. From School Bullying to Dating Violence: Coercive Developmental Processes and Implications for Intervention 300 Ariel A. Williamson, Nancy G. Guerra and Noel L. Shadowen 23. Changing Parental Perspectives of Coercion Dynamics: Essential Therapist Skills in Using Videotaped Feedback Interventions 313 Justin D. Smith 24. Reducing Coercion in Schools: The Impact of School-wide Positive Behavioral Interventions and Supports 330 Robert H. Homer and Kent McIntosh 25. Transforming Coercive into Constructive Processes with Families of Children with Developmental Disabilities and Severe Problem Behavior 341 Joseph Lucyshyn Brenda Fossett, Christy Cheremshynski, Lynn Miller, Sharon Lohrmann, Lauren Binnendyk, Sophia Khan Stephen Chinn, Samantha Kwon, and Larry Irvin 26. Coercion and Public Health 356 Anthony Biglan 27. An Introduction to Using Multivariate Multilevel Survival Analysis to Study Coercive Family Process 363 Michael Stoolmiller xviii CONTENTS 28. Coercion, Power, and Control in Interdependent Relationships: A Dynamic Systems Perspective 379 George W. Howe and Laura Mlynarski 29. Coercion Dynamics: Past, Present, and Future 396 Thomas J. Dishion and James /. Snyder Index 40^ CONTENTS XIX Coercive interactions and conflict are commonplace? in close relationships and families, friendships, and teacher-student relationships in schools. Although resolution of conflict in relationships can often lead to the growth of strong relationships, coercive interaction patterns reduce the quality of close relationships, disrupt efforts to socialize and teach youth, and undermine school safety and effectiveness- Systematic research on families and marriages has led to the development of coercion ; theory. Coercion theory sheds light on how these daily interaction dynamics explain the development of child and adolescent aggression;^ marital conflict, depression, and severe mental health problems in families and the long-term impact of coercive interactions in schools to youth education and development* The OscforcZ ZTcz,n, ZZ*oo7c o/* Coercive ZZelectiorvshijy DyrbCLmies 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 coerción 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 i theory, and intervention science. Tliomas JT. I isliioii9 PliD, is Professor of Psychology at Arizona State University, director of the ASU REACH Institute, and a senior scientist at the Oregon Research Institute. He lias conducted translational research on cliild and adolescent mental health for over 30 years. He developed tiro Family Check-up model for prevention and treatment of children’s problem behavior and emotional adjustment problems. He lias worked on theoretical models of cliild and adolescent socialization, family and peer interaction methodology, cliild and adolescent snbstanee use and problem behavior, adolescent depression, family-based interven tion, belravior- change theory, prevention science, dynamic systems, and, most recently, social neuroscience. James J. Snyder, PliO, is Distinguished Professor of Psychology at W^icliita State University. He is both a clinical and developmental researcher focusing on tire social interaction patterns in 11 îe development of aggression and antisocial behavior. Me lias pioneered methodological advances in direct observation methods as well as tlie analysis of social interaction patterns. Me lias made major theoretical and methodological contributions to t Ire study of coercive family processes. Mis research focuses on tlie development of psychopathology during childhood and adolescence from, tlie perspective of socialization in family^, sibling, peer, and school environments. Related titles pnHlislied Hv OXFORD UNIVERSITY PRESS Tlie Oxford Handbook of Clinical Psychology Edited by David M. Barlow Tlie Oxford Handbook of Group Counseling Edited t y Robert PC. Convne Tlie Oxford Handbook of Close Relationships Edited by’ Jeffry’ A. Simpson and Lome Campbell CONTENTS Preface xxi L Introduction: Coercive Social Processes I James /. Snyder and Thomas J. Dishion 2. Coercion Theory: The Study of Change 7 Gerald R. Patterson 3. Gene—Environment Interplay in Coercion 2.3 Kirby Deater-Deckard, Nan Chen and Shereen El-Mallah A. Physiological and Developmental Mechanisms of Emotional Lability in Coercive Relationships 39 Theodore P. Beauchaine and Maureen Zalewski 5. An Evolutionary Framework for Understanding Coercion and Aggression 53 Thomas J. Dishion 6. Parental Depression and the Development of Coercion in Early Childhood 69 Julia D. Reuben and DanielS. Shaw 7. A Relational Frame Theory Analysis of Coercive Family Process 86 Lisa W Coyne and Darin Cairns 8. Coercive Family Processes and the Development of Child Social Behavior and Self-Regulation 101 ? -v James J. Snyder 9. Fathers and Coercion Dynamics in Families: Developmental Impact, Implications, and Intervention 114 David S. DeGarmo, Kristin B. Nordahl, and Gregory A. Fabiano 10. Coercion and Contagion in Child and Adolescent Peer Relationships 129 Timothy F, Piehler 11. Peer Coercion and Electronic Messaging 140 Samuel E. Ehrenreich and Marion K Underwood 12. The Paradox of Love in Adolescent Romantic Relationships: Upregulation and Coercive Dynamics as Predictors of Depressive Symptoms 154 Thao Ha and Hanjoe Kim 13. Aggression and Coercive Behaviors in Early Adult Relationships: Findings from the Oregon Youth Study-Couples Study 169 Hyoun K Kim, Joann Wu Shorn, Stacey S. Tiberio, and Deborah M. Capaldi xvii 14. Coercion, Invalidation, and Risk for Self-Injury and Borderline Personality Traits 182 Sheila E. Crowell, Mona Yaptangco, and Sara L. Turner 15. Interrupting Coercion: The Iterative Loops Among Theory, Science, and Practice 194 Marion S. Forgatch and Melanie M. Domenech Rodriguez 16. Violent Coercion in Intimate Relationships: Emerging Interventions 215 Amie hanger Zarling, Rosaura Orengo-Aguayo, and Erika Lawrence 17. The Role of Anxiety in Coercive Family Processes with Aggressive Children 231 Isabela Granic and Jessica P. Lougheed 18. Coercion Dynamics and Problematic Anxiety in Children 249 Michael J. Crowley and Wendy K. Silverman , 19. Coercive Process and Intimate Partner Violence in Committed Relationships 260 Amy M. Smith Step, Richard E. Heyman, and Michael E Lorher 20. Child-Focused Cognitive-Behavioral Interventions Designed to Reduce Aggression 273 John E. Lochman, Caroline Boxmeyer, Nicole Powell, and Thomas J. Dishion 21. Short- and Long-term Impacts of a Coercion Theory—Based Intervention on Aggression on the School Playground 286 /. Mark Eddy; Betsy J. Feldman, and Charles R Martinez Jr 22. From School Bullying to Dating Violence: Coercive Developmental Processes and Implications for Intervention 300 Ariel A. Williamson, Nancy G. Guerra, and Noel L. Shadowen 23. Changing Parental Perspectives of Coercion Dynamics: Essential Therapist Skills in Using Videotaped Feedback Interventions 313 Justin D. Smith 24. Reducing Coercion in Schools: The Impact of School-wide Positive Behavioral Interventions and Supports 330 Robert H. Homer and Kent McIntosh 25. Transforming Coercive into Constructive Processes with Families of Children with Developmental Disabilities and Severe Problem Behavior 341 Joseph Lucyshyn, Brenda Fossett, Christy Cheremshynski, Lynn Miller, Sharon Lohrmann, Lauren Binnendyk, Sophia Khan, Stephen Chinn, Samantha Kwon, and Larry Irvin 26. Coercion and Public Health 356 Anthony Biglan 27. An Introduction to Using Multivariate Multilevel Survival Analysis to Study Coercive Family Process 363 Michael Stoolmiller CONTENTS xviii 28. Coercion, Power, and Control in Interdependent Relationships: A Dynamic Systems Perspective 379 George W. Howe and Laura Mlynarski 29. Coercion Dynamics: Past, Present, and Future 396 Thomas J. Dish ion and James J. Snyder Index 40s contents xix Coercive1 interactions and conflict are commonplace in close relationships and families, friendships, and teacher-student relationships in schools. Although resolution of conflict in relationships can often lead to the growth of strong relationships, coercive interaction patterns reduce the quality of close relationships, disrupt efforts to socialize and teach youth, and undermine school safety and effectiveness. Systematic research on families and marriages lias led to the development of coercion theory. Coercion theory sheds light on how these daily interaction dynamics explain the development of child and adolescent aggression, marital conflict, depression, and severe mental health problems in families and the long-term impact of coercive interactions in schools to youth education and development. f h e CF.xJ orci Fitincl/ * h t J~ Coerru e 11h if * FJynam¿cs features the most recent, innovative applications of coercion theory to understanding psychiipathology, developmental theory*, and intervention science- The volume provides a multid isciplinary perspective on coercive processes, origins, and social functions to anchor coercion theory from multiple j^ersp^ctives and to lay a theoretical and empirical foundation for innovative expansion of the coercion model to new areas o! research, flic volume gives specific examples of how the basic coercive processes underlie the devplopment of significant suffering in children and families, and chapters include clinically onented 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 dy namic# in families and close relationships, account for physi o logical ami genetic correlates of coercive dynamics, and discuss the application of coercion theory to effective interventions that Improve the equality and well dyeing of children, adolescents, and adults. Tfxis volume Is an invalualde resource on behavioral lienee methotiology. developmental theorv, and intervention science. Thomas J. Dishion, PhD, fe Professor of FsycfxoIogy at Arizona State ÜnIversity, director of the ASU REACH Institute, and a sembr scientist at fixer Oregon Researcli Institute^ Her has conducted translational research on child and adolescent mental health fer over 30years. Her develo ped t tier Farnil y Chech- u p model foi~ prevention and treatment of childrens problem behavior and emotional adjustment problenm Her has worked on theoretical models of cJxRcIlatxxcl adolescent socialization* family and peer interaction me1 hodo logy* child and adolescent substance use and problem behavioadolescent depression^ family-based mterventioiu behavior- change theory^ prevention science, dynamic systems* and* most recently* social neu ro science.
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id DE-604.BV043693206
illustrated Not Illustrated
indexdate 2024-12-24T05:12:33Z
institution BVB
isbn 9780199324552
language English
oai_aleph_id oai:aleph.bib-bvb.de:BVB01-029105818
oclc_num 950478035
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owner DE-355
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physical xxiii, 418 Seiten Diagramme
publishDate 2016
publishDateSearch 2016
publishDateSort 2016
publisher Oxford University Press
record_format marc
series2 Oxford library of psychology
spellingShingle Dishion, Thomas J. 1954-
Snyder, James 1946-2016
The Oxford handbook of coercive relationship dynamics
Kind (DE-588)4030550-8 gnd
Zwischenmenschliche Beziehung (DE-588)4079583-4 gnd
Zwang (DE-588)4191183-0 gnd
Aggression (DE-588)4000732-7 gnd
Psychosoziale Belastung (DE-588)4140199-2 gnd
Verhaltensstörung (DE-588)4062872-3 gnd
subject_GND (DE-588)4030550-8
(DE-588)4079583-4
(DE-588)4191183-0
(DE-588)4000732-7
(DE-588)4140199-2
(DE-588)4062872-3
(DE-588)4143413-4
title The Oxford handbook of coercive relationship dynamics
title_alt Handbook of coercive relationship dynamics
Coercive relationship dynamics
title_auth The Oxford handbook of coercive relationship dynamics
title_exact_search The Oxford handbook of coercive relationship dynamics
title_full The Oxford handbook of coercive relationship dynamics edited by Thomas J. Dishion, James J. Snyder
title_fullStr The Oxford handbook of coercive relationship dynamics edited by Thomas J. Dishion, James J. Snyder
title_full_unstemmed The Oxford handbook of coercive relationship dynamics edited by Thomas J. Dishion, James J. Snyder
title_short The Oxford handbook of coercive relationship dynamics
title_sort the oxford handbook of coercive relationship dynamics
topic Kind (DE-588)4030550-8 gnd
Zwischenmenschliche Beziehung (DE-588)4079583-4 gnd
Zwang (DE-588)4191183-0 gnd
Aggression (DE-588)4000732-7 gnd
Psychosoziale Belastung (DE-588)4140199-2 gnd
Verhaltensstörung (DE-588)4062872-3 gnd
topic_facet Kind
Zwischenmenschliche Beziehung
Zwang
Aggression
Psychosoziale Belastung
Verhaltensstörung
Aufsatzsammlung
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