Aggression Replacement Training: Transforming Aggression through Holistic Intervention
By integrating cognitive, emotional, and behavioural elements, ART provides a more holistic intervention that addresses both the root causes and outward manifestations of aggression.
By Samantha Newport.
Aggression Replacement Training (ART) is a group-applied programme, based on a cognitive behavioural model of change, where behaviour is located within a social context and there is a link between social context and individual functioning.
Developed in 1987 by Arnold Goldstein and Barry Glick, evidence of ART’s application suggests that it can reduce aggressive behaviour in individuals (Goldstein & Glick, 1996), and is widely used across both the UK and USA.
Key areas where ART is applied in the UK:
Youth Justice System - ART is used in youth offender institutions, probation services, and community-based interventions to help young people manage aggression, develop pro-social behaviours, and reduce reoffending (Youth Justice Resource Hub, 2015).
Schools - some schools use ART to manage behavioural issues, improve social skills, and prevent bullying or violent incidents, demonstrating some favourable (yet varied) results (Grimes, 2015; Smith, 2014).
Prisons & Rehabilitation Centres - ART has been used in adult correctional facilities, particularly in rehabilitation programs aimed at reducing violent behaviour and preparing offenders for reintegration into society (College of Policing, n.d.).
The three elements of ART are:
Skillstreaming;
Anger Control Training;
Moral Reasoning Training.
ART is based on the idea that aggression is learned through direct experience, external reinforcement, imitation, observation, and rehearsal, which involve cognition, emotion, and behaviour. This theory directly relates to Bandura's 1977 'Social Learning Theory.'
The approach focuses on identifying biological and psychological precursors to violence, which can be found in environmental, familial, and community contexts. These early indicators—if present—suggest a likelihood of disordered behaviour and poor emotional regulation, which can later contribute to aggression.
Factors such as school failure, associating with peers who display antisocial behaviour, or substance misuse also signal the potential for future aggression, and by extension, criminality. In the context of ART, these markers are seen as part of a developmental trajectory toward aggressive behaviour. Such behaviours can be reinforced and maintained by the environments in which individuals operate.
Goldstein et al. (1998) argued that ART employs a 'multichannel approach' in which its three core components—cognition, emotion, and behaviour—are delivered in tandem. This approach is essential for several reasons. First, it recognises that aggression is a complex, multifaceted behaviour that cannot be effectively addressed through isolated interventions targeting only one of its components. By integrating cognitive, emotional, and behavioural elements, ART acknowledges that aggression arises from an interplay of thought processes, emotional responses, and actions, all of which must be addressed simultaneously to bring about meaningful change.
Second, the multichannel approach facilitates more comprehensive skill-building. For example, cognitive interventions help individuals reframe hostile or aggressive thought patterns, emotional training focuses on regulating responses to perceived provocations, and behavioural techniques teach new, non-aggressive coping strategies. By reinforcing these elements together, ART provides a more holistic intervention that addresses both the root causes and the outward manifestations of aggression.
Third, this integrated approach allows ART to be adaptable to various contexts—whether it’s family, school, or community settings—since aggression can manifest differently depending on the environment. By targeting the cognitive, emotional, and behavioural aspects of aggression, ART helps individuals develop a broad set of tools that are useful in different situations and help prevent aggression from being maintained or escalated.
Social skills, a key component of the ART program, encompass three main areas: social perception (the ability to perceive and interpret social cues and signals), social cognition (the process of social information processing), and social performance (the demonstration of observable social behaviours). These elements work together to help individuals enhance their social interactions and navigate complex social environments.
The second component, anger control, identifies five key characteristics commonly found in individuals prone to anger:
Anchoring of Effects – maintaining judgment even when in receipt of available contrasting evidence.
Attentional Cueing – the tendency to perceive hostility and provocation in the words and actions of others, even when they might not be present.
Attribution Error – behaviour caused by circumstances (e.g. “If I do not like ‘X, I blame you, not the situation/circumstances”).
False Consensus – the individual estimates a higher level of agreement with them from others (RE their views, actions, justifications etc.) than might be present or accurate; inhibiting the appreciation and allowance of alternative points of view.
Perceptual Matching – when, regardless of the situation, the current behaviour is based on how someone behaved previously (e.g., previous experience of when anger has solved a problem, therefore seeking it again as a solution).
Examples of positive social skills promoted in the programme include: making a structured and clear complaint, avoiding physical confrontation, and understanding the feelings and perceptions of others (i.e, empathy development).
Moral reasoning is also integrated into ART, based on the understanding that socialisation is closely tied to moral development. Offending behaviour is often linked to a delay in the development of moral reasoning, meaning that individuals may lack the internal processes necessary to control or resist temptations to re-offend.
During group sessions, a ‘Problem Situation’ is presented; inviting each member to respond to questions regarding a moral dilemma within a fake scenario. This is designed to encourage participants to develop empathy and a sense of justice, share perspectives and identify alternative ways they might handle problematic situations. The purpose of this is to develop one’s reasoning ability, rather than teach “values.”
In these group sessions, participants engage in role-play to assist in the learning and practice of new social skills; practicing with peers in a safe environment which they can then carry externally and practice between sessions.
The Barnoski (2004) study evaluated the impact of Aggression Replacement Training (ART) in 28 juvenile courts across Washington State and found promising results. While the program did not show a significant reduction in overall recidivism rates, it was highly effective in courts where ART was implemented with high fidelity—meaning the program was closely followed as intended. In these courts, ART significantly reduced felony recidivism, highlighting its potential to help young offenders reduce serious re-offending. The study emphasises that when delivered with integrity, ART can be a powerful tool for helping youth develop better behaviour, social skills, and decision-making, ultimately leading to safer communities and fewer repeat offences.
In summary, ART is suggested to be a valuable and effective method for intervening in aggressive behaviour, as demonstrated primarily in offender treatment programs but also school settings. Through its 3-Component Approach, ART has shown success in addressing aggression; however, its accessibility is limited for individuals with mental health concerns, substance misuse issues, low intellectual ability, or a reading age below 7 years. These factors make such individuals less suitable for the program. Nevertheless, as with other interventions that rely on cognitive functioning, adaptations can sometimes be made to accommodate the specific needs of participants, making access broader.
ART is most effective when delivered in a group setting, as it fosters valuable feedback and interaction between participants. This dynamic helps challenge antisocial thinking and provides opportunities for role-play, which is a key component of the program. Given the centrality of role-play in ART, facilitators must possess strong skills in relationship-building and group management to establish the necessary sense of security and support for participants. The attitudes and behaviours of facilitators are crucial to the ART process, as they serve as role models for pro-social skills.
The program is typically delivered over 30 hours of group work across 10-15 weeks. Participants are expected to apply their learning between sessions and maintain records of their progress.
As the field of juvenile rehabilitation continues to evolve, Aggression Replacement Training (ART) demonstrates significant potential beyond its traditional role in addressing aggressive behaviour. While ART was originally designed to improve anger management, social skills, and moral reasoning, there is a growing recognition of its capacity to be integrated with trauma-informed care and mental health support. Many young offenders come from backgrounds marked by ‘Adverse Childhood Experiences’ (ACEs) and trauma, which often fuel the very behaviours ART seeks to address (Felitti et al., 1998). By adapting ART to better support emotional healing alongside behavioural skill-building, it is increasingly seen as a holistic tool that can assist in addressing the root causes of aggression.
The trend toward integrating ART with therapeutic interventions, such as trauma-focused therapy and cognitive-behavioural approaches, reflects a broader shift toward understanding juvenile justice as a space for healing, not just behaviour modification. As seen in international programs, including those in the UK, these adaptations are showing promise in improving rehabilitation outcomes and reducing reoffending. ART’s growing potential to bridge the gap between behavioural intervention and trauma recovery offers a hopeful future for youth who have long been underserved by traditional approaches.
As more programs explore the fusion of ART with other evidence-based practices, its capacity to transform the rehabilitation process deepens. With careful implementation, ART holds the potential not only to reduce aggression but also to empower young people to heal from their past, build resilience, and make lasting, positive changes. This evolving approach is a step toward creating a more compassionate, effective juvenile justice system that recognises the complexity of youth behaviour and addresses it with both care and effectiveness.
References
Bandura, A. and Walters, R.H., 1977. Social learning theory (Vol. 1, pp. 141-154). Englewood Cliffs, NJ: Prentice Hall.
College of Policing, n.d. Aggression Replacement Training. College of Policing. Available at: https://www.college.police.uk/research/crime-reduction-toolkit/aggression-replacement-training [Accessed 20 May 2025].
Felitti, V.J., Anda, R.F., Nordenberg, D., Williamson, D.F., Spitz, A.M., Edwards, V., Koss, M.P. and Marks, J.S., 1998. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), pp. 245-258. Available at: https://doi.org/10.1016/S0749-3797(98)00017-8 [Accessed 20 May 2025].
Glick, B. and Goldstein, A.P., 1987. Aggression replacement training. Journal of Counseling & Development, 65(7), pp. 356-362.
Goldstein, A.P. and Glick, B., 1996. Aggression replacement training: Methods and outcomes. In: Clinical approaches to working with young offenders, pp. 151-164.
Goldstein, A.P., Glick, B. and Gibbs, J.C., 1998. Aggression replacement training: A comprehensive intervention for aggressive youth. Rev. Research Press.
Grimes, S., 2015. An evaluation of Aggression Replacement Training: The impact of a multi-component, CBT-based intervention on the problem behaviours, pro-social skills and moral development of pupils in English secondary schools. Doctoral thesis. University of Nottingham. Available at: https://eprints.nottingham.ac.uk/30479/1/samantha%20grimes%20doctoral%20thesis.pdf [Accessed 20 May 2025].
Smith, F., 2014. The impact of school-based Aggression Replacement Training on emotion regulation and aggressive behaviour.
Washington State Department of Children, Youth, and Families, 2021. Evaluation of Aggression Replacement Training (ART) in Washington State juvenile courts. [pdf] Available at: https://www.dcyf.wa.gov/sites/default/files/pdf/reports/Eval-AggressionReplacementTraining2021.pdf [Accessed 20 May 2025].
Youth Justice Resource Hub, 2015. Aggression Replacement Training - General Overview. Youth Justice Resource Hub. Available at: https://yjresourcehub.uk/aggression-replacement-training-2015/#:~:text=Aggression%20Replacement%20Training%20%2D%20General%20Overview,Complaints%20procedure [Accessed 20 May 2025].