When the wildebeest gets your berries : adolescent anger management
Patresa Hartman2002
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Abstract
WHEN THE WILDEBEEST GETS YOUR BERRIES: ADOLESCENT ANGER MANAGEMENT BY PATRESA HARTMAN August, 2002 This Research Paper by: Patresa Hartman Entitled: WHEN THE WILDEBEEST GETS YOUR BERRIES: ADOLESCENT ANGER MANAGEMENT Date Approved has been approved as meeting the research paper requirement for the Degree of Master of Ans in Education: Educational Psychology Director of Research Paper Graduate Faculty Advisor Head, Depart Psychology & Foundations Donald W. Schmits
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Violence which is a form of physical aggression is on the rise among adolescents. Verbal and physical aggressions are associated with anger. Although anger is a common and natural emotion, problems associated with inappropriate expression of anger remain among the most serious concerns of parents, educators, and the mental health community. The aim of this descriptive study was to ascertain the behavioral and emotional effects of expression of anger and ways of managing anger among adolescents. Subjects for this study were 1162 (552 male and 610 female) adolescents age between 14 to 16 years old. They were randomly selected from all public schools in the state of Selangor in West Malaysia. The instrument used was developed based on the definition of anger and the eight dimensions suggested by Sisco (1991), Novaco (1994) and Spielberger (1988). Nearly everyone in the study said that they had experienced anger. When angry, 7.1% hit other people while 25.1 resort to hitting objects while 27.8% became aggressive verbally or cursing. More than 50% seemed to have regretted expressing their anger while 44.7% felt like asking for forgiveness. A majority or 64.5% of the subjects said that they resort to calming themselves when they felt angry.
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FRUSTRATION is a deep chronic sense or state of insecurity and dissatisfaction arising from unresolved problems or unfulfilled needs. Children and adolescents have unique developmental and social needs. They live in an uncertain, unpredictable and unstable world. Their life situation and problems are superimposed on their changing growth and development. No wonder, mental health problems are the stark reality in today's adolescents. Poor mental health is strongly related to other health and development concerns in young people. Frustration leads to some typical behaviors in individuals. One of them is persistence or continuation of efforts to get around whatever is causing the frustration The concept of aggression as a reaction to frustration is known as the frustration aggression hypothesis. Constant demands and pressures, and unfulfilled expectations weave a complex web of frustration which affects the Mental Health of the strained and frustrated adolescent. This study is an effort to clarify these complex issues and awaken the parents, teachers, policy makers and the custodians of the society so that our future generation can lead a life of complete harmony and sound mental health.
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Anger is a subject which is seldom discussed independently of other topics. Because of this there appears to exist no work which would enable helping professionals to understand and deal specifically with anger related problems. The purpose of this study is to define the basic dynamics of anger and to suggest a method by which educationally oriented helping professionals may deal with the emotion. Anger is defined as experiential emotional state which is characterized by a physiological arousal state. The arousal state is accompanied by cognitive desires to inflict harm (verbal or physical) on another person or object. Anger is seen as having six different causes which, the author defines as six different types of anger. The types of anger are: (1) Instinctive anger: A biological adaptive anger which stems from a well defined threat to one's property, life, or family; (2) Frustration anger: Anger which is the result of the frustration of an organism's goal oriented response;...
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Understanding the links between anger expression by children and adolescents, their health, and their interpersonal interactions is important given the evidence that anger is associated with maladjustment and illness among adults. This review covers: 1) possible origins of the awareness and expression of anger; 2) assessment of anger in children and adolescents, including both self-report and observational approaches; 3) implications of anger expression for interpersonal relationships; and 4) outcomes of anger expression. Dimensions of anger expression found in adults have been corroborated to some extent in child and adolescent data. Reliable and valid measures of these dimensions have been developed. There has been much less research on the correlates of maladaptive anger expression in children or adolescents than in adults. Nevertheless, the current data base provides some confirmation that youth who cope inappropriately with their anger are at risk for problematic interpersonal relationships and negative outcomes in terms of both mental and general health.
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In 2 studies, we investigated the occurrence of anger-related behaviors and their relationship to emotional, performance-related, and situational variables. In the first study, we constructed a comprehensive taxonomy of behaviors associated with anger, and we examined the occurrence of the resulting behavior categories as a function of several independent variables. A total of 8 distinct behavior categories were identified, 3 aggressive and 5 nonaggressive. Our results also demonstrated that fight (including both verbal and physical aggression) and flight behaviors occurred most frequently. Physical aggression, however, occurred most frequently in an inhibited form, in response to the emotion of anger (as compared to the emotion of irritation), and when the anger was intense. A second study was conducted to replicate and extend the findings of Study 1. The results suggest that the taxonomy, as derived in Study 1, is comprehensive and allows for a reliable categorization. Moreover, it appeared that fight and flight behaviors occurred most frequently if the target at whom one is angry was present.
Training in Anger Management: an INSET Pack Introductory Paper
ltscotland.org.uk
Management of Anger with Anger Reversal Technique among School Going Adolescents
International Journal of Psychology and Educational Studies, 2017
An experimental investigation was attempted to examine the effectiveness of Anger Reversal Technique to manage anger among adolescent school students. One group pretest post-test experimental design was adopted. Speilberger's State Anger Scale was administered to assess the level of anger. A random sample of 50 male and 50 female adolescents were drawn from a selected higher secondary school located in Gondar Town, Ethiopia. Selected participants were randomly assigned to experimental and control groups. Anger reversal technique was administered for a period of 45 minutes/day for 45 consecutive days. A post test was conducted to ascertain the efficacy of anger reversal technique. Repeated measures ANOVA was worked out with SPSS 17 version. The result revealed that there is a significant decrease in the level of anger after anger reversal technique among adolescent students. Therefore, this intervention technique is effective in managing anger it can be adopted and employed to control anger among school students.
An analysis of anger expression in participants of a life skill education workshop from a school in Nagpur
Journal of Pediatrics & Neonatal Care, 2023
Background: Association Adolescent Child Care in India conducts Life Skills workshop (LSE) for children and adolescents across cities. This paper analyses the data of an anger management session in high school children. Objective: 1. To analyse how anger is expressed in high school children and their families. 2. Teaching various aspects of anger and constructive ways to express anger. Materials & Methods: A customized AACCI worksheet was given to 65 participants aged 13-15 years of age attending LSE workshop in Nagpur, India. Participants were asked how they express their anger; giving four choices and explaining what each is-venting, rationalization, withdrawal, and distraction. They were asked to fill in how their parents, siblings and their significant adult in their life express anger. Chi square test of independence was conducted to understand how children's anger expression is related to familial expression of anger. Results: In this sample, from children's data, we found distraction 50%, venting 29%, withdrawal 7% and rationalization 14%. In family patterns of expressing anger, venting was most common-mothers (58%) and fathers (40%). Rationalizing was the second most common way of expressing anger-mothers 31% and fathers 35%. Chi square revealed significant relationships at p<0.00001. Conclusion: 1. Parents need to learn constructive ways of anger expression as role models. This study has shown that parental expression of anger influences children's expression of anger. 2. This sample of mid adolescence (13-15yrs) uses less impulsive and expressive means of expressing anger, those that reduce conflict situations. Limitations: This is a pilot study, hence sample is small. Larger sample is required for further validation. However we have got statistically significant results.
The evolving science of anger management
Journal of Psychotherapy Integration
This study reviews relevant literature on: 1) treatment outcomes for anger management programs, and 2) research on emotional process work during treatment. It is argued that relying on conscious deliberate cognition to regulate emotion is not effective for individuals who have long periods of intense emotional arousal. The most significant problem is the refractory period during which cognition is governed by emotion, allowing only thoughts that confirm, justify, or heighten the emotion. Up until now, these two fields of inquiry have remained relatively separate. A call for further research is made after examining the results of a pilot study by the author. Descriptive statistics reveal significant progress following a three month treatment period with outcome data collected at the end of treatment and at a three month follow up. The conclusion is that violence prevention programs based primarily on psychoeducational and cognitive behavioral methods are not the only method for addressing the problem of anger, and perhaps not as effective as other options. Further research is needed to determine if those with severe anger and rage problems require the integration of emotional process work along with traditional treatment approaches.
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