Abstract
This study investigated the efficacy of a psychoeducational group for Greek special education teachers, all but one of whom reported experiencing anger in class. An anger management program was designed, which included a short, four-session package to be given within two weeks. The results of a pretest–posttest comparison revealed reductions in participant-reported indicators of trait anger and hostile interpretations in the anger management group (n = 20) compared to a control sample of teachers not receiving the intervention (n = 24). Mediational analyses also showed that change in hostile attributions mediated change in emotions. These results suggested that the intervention was effective, despite being brief.
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