When the wildebeest gets your berries : adolescent anger management

Clinical Psychology Review, 2008

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.

2009

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… of Psychopathology and …, 1999

This research explored facets of anger based on a multidimensional-associationistic conceptualization (Berkowitz, 1994) that includes antecedents, behavior, cognitions, and experiential response dimensions. High and low anger-prone individuals responded to six audiotaped situations validated in previous work to be anger provoking. Participants evaluated their own audiotaped responses, as did peer judges. Participants also completed the Social Problem Solving Inventory (SPSI) and the Brief Symptom Inventory (BSI) and they reported on the effect of anger experiences in their lives. Neither self nor peer ratings of the audiotaped responses differentiated the behavior of anger groups. High and low anger-prone individuals, however, differed in the way that they viewed the consequences of their behavior and how anger affected them in general. Furthermore, high anger-prone individuals had elevated levels of pathology on eight of the nine scales of the BSI and scored significantly lower on the SPSI. Results are discussed in terms of assessment of anger proneness, its relationship to psychopathology and implications for future work. 'Although the Berkowitz (1994) model provides a good framework for thinking about the major components of anger in terms of structural elements or the architecture of the system, Lang's (1968, 1993) bioinformational processing model of emotion and Foa and Kozak's (1986) extension have much relevance for intervention techniques in terms of the "emotional processing" of a network and have also been influential in our thinking. 4 We thought it was important to get information on various aspects of the anger experience such as intensity, frequency, and appropriateness for treatment purposes, and thus this was retained as a major domain for assessment and treatment. Technically, frequency and intensity could have been included under anger response dimensions and appropriateness or experiential labels could be included under cognitive response dimensions. 'Although individuals were selected by a trait anger scale, we prefer to label them as high or low anger-prone, as the term "trait" has many connotations. We prefer the probabilistic connotation of "proneness," as opposed to the more "fixed" notion of a trait, which has an association with traditional individual differences notions as well as the psychodynamic literature.

Motivation and Emotion, 2006

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.

Cambridge Journal of Education, 2010

This article examines the cognitive appraisals associated with the emotion of anger based on interviews with teachers. An analysis of these appraisals demonstrated that teachers experienced different forms of anger depending on whether they were relating to other adults or their pupils. Anger in relation to children was based on persistent goal blockage, the build up frustration and the assignment of blame. Such anger, referred to here as restricted anger, was expressed at the time and seemed to involved limited cognitive elaboration. By contrast, anger in relation to parents and colleagues was associated with blaming others for having brought about an unfair/unjust outcome and a perceived threat to self. Such anger, referred to here as elaborated anger, was not displayed immediately but appeared to be cognitively dwelled upon and maintained. These two forms of anger and their appraisals are examined and their implications for teachers and teaching considered.

Mindfulness, 2011

1989

Conceptual encounter methodology has been used to investigate the experience of anger. With this method, investigators have attempted to construct an abstract structure that describes essential features of the experience being investigated. People are interviewed about concrete examples of the experience, given the abstract conceptualization, and asked to indicate in which cases the description fits and in which it does not. When the method was used in this study of the experience of anger, findings revealed that persons never reported simple frustration over not getting something they wanted. Rather, their experience was that something different should happen. People described what should be rather than just what they wanted. The "I want" of anger implies, "I should have it-and I am entitled to its" When adults talk about their experiences of anger, they frequently seek something for which to blame another, so that anger can occur. Childrea also use these constructions. (RH)

2005

International Journal of Family & Community Medicine, 2020

Anger is defined as "the state of emotion experienced as a result of the inability of the individual to express himself in a positive way in the face of the prevention of wishes, needs and plans and injustices". Anger according to Soykan 2 it is a very natural, universal and human emotional response to unsaturated desires, unintended consequences and unmet expectations. Anger is a normal and anticipated human experience, just like other emotions; he is not an enemy. Anger; Usually, he tells people that something that matters to them is somehow threatened or that their desire to achieve a specific purpose is blocked. It also has a positive structure such as triggering stability and tenacity. 2 When we get angry, there are some changes in our bodies. These are; Increases muscle tension, cracking eyebrows, squeaking the teeth, squeaking the teeth, tightening the blades, changing the shape of the arms and body, flushing gasoline (losing color), heart palpitations, tremors, sleep, clogging, twitching, sweating, loss of control, feeling warm, indigestion, feeling cold. 3 Anger is an extremely healthy and natural feeling when expressed appropriately. However, if it spirals out of control and becomes destructive, it causes problems in school-business life, personal relationships and overall quality of life (Kokdemir, 2004). The expression of these feelings is learned by imitating parents and other adults in the family through the situations and events that create a sense of anger and resentment in childhood.