Dismantling anger control training for children: A randomized pilot study of social problem-solving versus social skills training components

Abstract

Two components of multimodal anger control training were compared in a randomized study. The first component, social problem-solving training, utilized the techniques of cognitive restructuring, attribution retraining, and solution generation that targeted social-cognitive deficits implicated in anger and aggression. The second component, social skills training, was based on the techniques of modeling, behavioral rehearsal, and corrective feedback that targeted social competencies for resolution of interpersonal conflicts and coping skills for appropriate expression of anger. Twenty-six participants (boys with a mean age of 9.6 years), referred for excessive anger, aggression, and disruptive behavior, completed the treatment. The 2 treatments were similar in significantly reducing aggression, conduct problems, and the frequency of anger expression. Similar rates of improvement were also reported for the relationships with parents and on the measure of competent responses to peer provocation. However, the 2 treatment modalities were specific for the targeted constructs of hostile attribution bias and anger control. Parent ratings indicated that 53% and 57% of treatment completers were either recovered or much improved on the measures of aggression and conduct problems, respectively. Treatment gains were maintained after 3 months in 17 participants who were available for the follow-up evaluation.