Anger Management Training Research Articles

Effect of Cognitive-Behavioral Therapy-Based Anger Management Training on Anger and Aggression Levels of Individuals Convicted of Violent Crimes.

To determine the effect of cognitive-behavioral therapy (CBT)-based anger management training on anger and aggression levels of individuals convicted of violent crimes. This study was a randomized controlled trial conducted in a prison. Seventy-two individuals who met inclusion criteria were included in the study sample. The experimental group received 10 sessions of CBT-based anger management therapy over a 5-week period. After CBT-based anger management training, mean total score and mean subdimension scores of the Trait Anger and Anger Expression Style Scale of the experimental group decreased significantly compared to the control group. Similarly, Buss-Perry Aggression Questionnaire total mean score and mean sub-dimension scores of the experimental group significantly decreased compared to the control group. Results demonstrate that CBT-based anger management training effectively reduces anger and aggression levels among individuals convicted of violent crimes. In this regard, it is recommended that forensic psychiatric-mental health nurses, physicians, and psychologists working in correctional institutions apply CBT-based anger management training. [Journal of Psychosocial Nursing and Mental Health Services, 62(10), 51-58.].

Investigating the Effect of Anger and Stress Management Training in Adolescents

Investigating the Effect of Anger and Stress Management Training in Adolescents

Infidelity and Anger within Incarcerated Couples: A Brief Report

Introduction Incarcerated couples face a variety of concerns and barriers in their relationships, with infidelity being a major problem. This study sought to research incarcerated individuals’ intimate relationships and experiences of anger and fidelity for both partners. Methods Using data from the Multi-site Family Study on Incarceration, Parenting, and Partnering we utilized Actor-Partner Interdependence Modeling (APIM) to examine fidelity and anger management for incarcerated men and their non-incarcerated female partners. Results The findings showed that the actor effect was not statistically significant, but the partner effect was statistically significant for both the incarcerated male partner and non-incarcerated female partner. There was no statistical significance for the control variable of education, which is contrary to previous correlational studies of anger management and education levels. Discussion Based on these results, it is recommended that incarcerated individuals receive anger management training to strengthen fidelity.

The Effectiveness of Virtual Anger Management Training Using the Cognitive Behavioral Method on Anger Rumination, Mental Health, Work-Family Conflict, and Interpersonal Relationships

Introduction: In recent years, the work environment has gained great importance and has been considered as a suitable place for health improvement activities. The work environment provides opportunities and suitable facilities to influence people's lives. The present research was conducted with the aim of the effectiveness of virtual anger management with Cognitive behavioral methodology using the cognitive behavioral method on anger rumination, mental health, work-family conflict and interpersonal relationships.
 Materials and Methods: The research method was a semi-experimental research method with control groups and pre-test-post-test. The statistical population included all secondary school female teachers in Isfahan city in the academic year of 2021-2020, 30 female teachers were selected by random sampling and randomly assigned to two experimental groups (15 people) and a control group (15 people). The experimental group underwent 60-minute virtual anger management training and the control group remained on the waiting list. Both groups were evaluated in the pre-test and post-test stages by Sakhodolsky et al.'s (2001) anger rumination, shortened form of the SCL-90 inventory, work-family conflict questionnaire (Carlson et al., 2000) and Interpersonal Relationship Quality Questionnaire (Pierce et al., 1991). In order to analyze the data, statistical methods and SPSS version 23 software and multivariate covariance and single covariance analysis were used.
 Results: The findings showed that the virtual training of anger management on rumination of anger and its dimensions, thoughts of anger, thoughts of revenge, memories of anger and knowing the causes are equal to 44.7, 16.9, 23.2 and 45.5 percent of the variance, respectively. , mental health is 43.3% of the variance, work-family conflict is 37.2% of the variance, and interpersonal relationships and its dimensions have a significant effect of 65.2% of the variance (p<0.01).
 Conclusion: As a result, virtual anger management training as an effective therapy can help to improve mental health. Therefore, it is suggested that counselors and psychologists pay special attention to anger management virtual training to reduce anger rumination and work-family conflict and increase mental health and interpersonal relationships.

Educational package, stress and anger management, book therapy, play therapy, children

Aim: The aim of this study was to design and validate a stress and anger management training package based on book therapy and play therapy in primary school children in Kerman province: Method: This research is multifaceted. Led to the choice of a qualitative-quantitative mixed research method). Among the mixed research methods, a sequential mixed exploratory research design will be used. In order to collect data, in addition to using library studies and theoretical foundations derived from content analysis, in-depth semi-structured interviews will be used for further understanding. Results: The results of this study show that play therapy, story therapy packages can be used by psychologists to treat stress and anger in children. The results also showed that the mean of aggression and stress after using play therapy and book therapy, decreased significantly. Conclusion: The findings of this study indicate that the use of these methods reduces children's stress and increases their acceptance in society.

Efektivitas Anger Management Training untuk Menurunkan Perilaku Agresi Verbal pada Remaja Pengguna Game Online Mobile Legends di kota Makassar

Verbal aggression arises as a result of uncontrolled emotional anger that is faced. The impact of uncontrolled angry emotions will encourage the individual's desire to do negative things. This research aims to determine the effectiveness of anger management training to reduce the tendency of verbal aggression among teenagers who use the online game Mobile Legends in Makassar City. This research uses a Pretest Post-test Control Group Design research design. The participants in this research were 20 male teenagers who had a tendency towards verbal aggression who were divided into two groups, namely 10 participants in the control group and 10 participants in the experimental group. The data analysis technique uses the Mann-Whitney and Wilcoxon signed rank test. The results of the research show that anger management training is effective on the tendency of verbal aggression in teenagers who use the online mobile legends game in Makassar City (W= 6,000, ρ=0.001) with an effect of -0.880 and is included in the large category. The pre-test results of the experimental group (M = 6,800, SD = 2,440) were greater than the post-test average of the experimental group (M = 3,500, SD = 1,080); and (W = 45,000, ρ=0.008), the control group's pre-test score (M = 6,000, SD = 1.054) was smaller than the control group's post-test mean (M = 6,100, SD = 1.792). Anger management training is used to reduce verbal aggression among adolescent online game players.

Risk of Suicide and Severity of Depression in Patients with Severe Mental Disorders Receiving Home Care Along with Psychological Training, Anger Management, and Life Skills Training Versus Usual Clinical Care

Background: Severe mental disorders impose a significant burden of illness directly on the patient and their caregivers. In this study, the prevalence of suicidal ideation and the severity of depression in patients who received home care were evaluated in comparison with other patients who experienced usual outpatient care. Methods: The study design was cross-sectional and the sample was assigned in two groups. Structured scale and inventory were used to evaluate the prevalence of suicidal thoughts and severity of depression among the patients. Beck Depression Inventoryand Ideation for Suicide Beck Scale were utilized for this evaluation. The study was conducted from June 2019 to June 2020. Results: The total number of participants in the study was 71 patients. The results of multivariate analysis showed that the observed difference between the two groups in all components and in the total score of Beck Suicide Scale and Beck Depression Scale was statistically significant. Regarding Ideation for Suicide Beck Scale, the mean in the home visit group was 0.94 (standard deviation (SD)= 4.24) and in the Treatment as Usual (TAU) group was 3.83(SD =5.44) (p-value=0.016). Regarding Beck Depression Scale, the mean in the home visit group was 6.14(SD= 7.75) and in the TAU group was 11.17(SD= 9.18) (p-value=0.015). Conclusion: It seems that home care for patients with severe mental disorders may be more effective than outpatient care in reducing suicidal ideation and severe depression. The use of longitudinal and multicenter studies with larger sample sizes can be effective in assessing the impact of home care on improving indicators of suicidal ideation and severity of depression.

Training for Improving Anger Management Skills for Y High School Students in Depok

Y High school is one of the senior high schools in Depok that often engages in brawls. The cause of the brawl itself is the lack of management of students' anger, which is often provoked by attacking other school students. The purpose of this study was to improve students' anger management skills by using training. Subjects consisted of 10 students from High school Y Depok. The training is given by giving pretest, training implementation, giving posttest and training evaluation. The pretest and posttest in this study used an anger management scale. The results of this study showed that there was an increase in the anger management score on the subject based on the significant difference in learning outcomes for the students before and after the anger management training was given.

The Effectiveness of Anger Management Training in Reducing Bullying Behavior among School-Age Children

Introduction: Bullying is frequently violent behavior by an individual or group against a weak individual. Bullying behavior may have a negative effect on both a bully and a victim. The Incident of bullying has increased. Therefore it needs to get serious attention. Anger management training was one intervention for decreasing bullying behavior. The prior intervention rarely used anger management that included calming techniques, cognitive restructuring, and assertiveness (Communication Technique). Objective: This study aimed to examine the effect of anger management training in reducing bullying behavior in school-age children in Cimanggis Depok City. Method: The design of this study was a quasi-experiment pre-posttest with a control group. The study sample consisted of 80 elementary school students who have experienced bullying others, the intervention group had 40 respondents, and the control group had 40 respondents. The sample of the study was selected by random sampling technique. Result: The result showed that anger management training effectively reduced bullying behavior in school-age children (p 0,001). Recommendation: It was recommended to use anger management training in reducing bullying behavior among school-age children

The Association between Treatment Components and Mental Health Outcomes Among Young Children Exposed to Violence.

When treating violence-exposed children, clinicians often modify psychotherapy protocols or use only a subset of treatment components (e.g., a clinical technique, strategy). However, there is little evidence of the effectiveness of individual treatment components. Our study aimed to determine: i) the best fitting factor structure of individual treatment components; ii) the association of child characteristics (i.e., demographics, treatment dosage, environmental risk factors) with mental health outcomes (i.e., post-treatment internalizing and externalizing symptoms); and iii) the association of individual treatment factors (i.e., sets of treatment components) with mental health outcomes. A sample of 459 violence-exposed children aged 1.5-5 years was examined. Principal component analyses were conducted to factor-analyze 22 child treatment components and 18 caregiver treatment components, respectively. Multiple linear regression analyses were conducted to determine the relationship between child and caregiver treatment factors and outcomes. Children who received grief work showed significant improvement in externalizing symptoms. Children of caregivers who received parent training, attachment skills building, psychoeducation about domestic violence, safety planning, and anger management training showed significantly less externalizing symptom improvement. Gender, race/ethnicity, and treatment dosage were also associated with outcomes. This is the first study to examine treatment components in a sample of young children exposed to violence with a standardized quantitative measure. Our findings suggest that acknowledging children's loss and sorrow expressed through externalizing behavior and helping them process bereavement may help alleviate their symptoms. Clinical recommendations are discussed.

The Effect of Anger Management Training on Tendency to Violence in High School Students: An Experimental Study in Turkey

This study was conducted experimentally, along with a pretest-posttest control group, to determine the effect that anger management training has on high school students. Data were collected using personal information forms and the Violence Tendency Scale. Experimental group were given 8-session anger management training. Control group was not exposed to any training. Students in the experimental group showed a significant decrease in Violence Tendency Scale scores. Anger management training is considered to be effective in decreasing students’ tendencies to violence. It is very important to improve students’ attitudes regarding preventing violence.

COMMON APPROACHES FOR SEVERE MENTAL ILLNESS AND MILD INTELLECTUAL DISABILITY

Intellectual disabilities affect approximately 1% of the population and are characterized by significantly impaired intellectual and adaptive skills. It can be said that individuals with intellectual disabilities are more vulnerable to mental illness than the general population. Whereas severe mental illness produces distortions of perception, delusions, hallucinations, and unusual behaviours are sometimes called thought disorders. The common factors that are found in both IDs and SMIs including reduced capacity to manage social and cognitive demands, problem-solving difficulties, poor social judgment and communication limitations. It has been observed that psychiatric assessment of a person with intellectual disabilities has much in common with assessments undertaken with people of mental illness, but there are a number of additional special considerations. It has been observed that an interdisciplinary evaluation of the individual in both the condition is necessary to obtain an accurate diagnosis and to establish habilitation and treatment needs. A thorough medical and neurological evaluation should be included to identify acute or chronic conditions that may need attention. A psychiatric evaluation can determine if medication is appropriate. Follow-up interviews are required to monitor the individual’s response to the various treatments for both. A thorough medical and neurological evaluation should be included to identify acute or chronic conditions in case of epilepsy. On the other hand, psychiatric evaluation can determine if medication is appropriate. Follow-up interviews are required to monitor the individual’s response to the various treatments for both. Common intervention or treatment plans are at times shared by both mild intellectual disability and severe mental illness. The intervention plan includes: psychopharmacology for treating mood disorders and other psychotic disorders. The psychotherapy part which will include the behavioural, cognitive, gestalt and psychodynamic aspects. Group therapies include the skill training programs, assertiveness and anger management training. The behaviour management plans are developed to deal with maladaptive behaviours. Day treatment programs for rehabilitation and education purpose focuses on living skills, interpersonal skills, vocational preparation and enrichment. Social skill training program for the improvement of quality of life. Residential services will include inpatient units with intensive care for those with severe problems. Other crises intervention services are called upon at the time of emergencies to combat with the situation in demand Other services provided to individuals with intellectual and mental health problems may include physical therapy, speech therapy, art therapy and occupational therapy, among others, depending on individual needs. Therefore, it can be said that IDs and SMIs share common problems for which the therapies discussed above will help to develop a common approach in the process of making a common intervention plan for both and make successful outcome.

The Counseling Group of Anger Management and Social Skills Training Techniques to Reduce Physical Aggression Behavior

Adolescent development aspects that must be attain in overcoming problems are having emotional maturity, intellectuality and awareness of social responsibility so it is not to trigger new conflicts. However, the reality is conflict that often occur in dealing with a problem tend to appear negative behavior, especially physical aggressive behavior. This study aims to examine the effectiveness of group counseling of anger management techniques and social skills training techniques to reduce physical aggression in junior high school students. A total of 21 students were involved in experimental research using randomized pretest posttest comparison group design. The analysis of the results of Wilcoxon and Kruskal Wallis shows that group counseling of anger management techniques, social skills training techniques and a combination of the two techniques are effective in reducing students' physical aggression behavior. Combining anger management and social skills training group counseling techniques are more effective in reducing students' physical aggression behavior compared to the self-management technique group and social skills training. This study recommends the integration of anger management techniques and social skills training techniques to reduce physical aggression in junior high school students.

The effect of acceptance and commitment therapyorientated anger management training on anger ruminations and impulsivity levels in forensic psychiatric patients: A randomized controlled trial.

This study aimed at determining the effect of acceptance and commitment therapy (ACT) orientated anger management training on levels of anger rumination and impulsivity in people receiving forensic mental healthcare. This was a randomized controlled study. The research data were collected between July 2018 and February 2019. The personal information form, Anger Rumination Scale, and Barratt Impulsiveness Scale were used for data collection. Total scores on the Barratt Impulsiveness and Anger Rumination Scales were significantly lower in the experimental group than in the control group (p < 0.001). This study adds to existing evidence on the provision of anger management training, offering an evidence-based solution along with necessary knowledge and skills for use by forensic psychiatric nurses.

PENGARUH ANGER MANAGEMENT TRAINING TERHADAP PENURUNAN PERILAKU AGRESI PADA SISWA BERMASALAH DI SMP X BANDUNG

Aggression is all form of behavior which meant, to hurt other individual physically and mentally or harm the others which their behavior is undesireable (Berkowitz 1995). Aggressive behavior is a form of negative behaviors that arise mainlydue to the stimulation of environmental stimuli often lead to greater impact. Aggression can be physical or verbal, and may occur on other people or objects that become targets of aggression. Aggressive behavior shown junior high school students 'X' Bandung include fights either alone or in groups, pushing, hitting, and kicking her or inventory such asschool desks, chairs and doors (Displacement) due to a simple problem. Students also like to taunt and threaten her friends who do not follow their will (bullying), students also often yell and say rude to her if what she wants is not obeyed. The purpose of the research was to obtain empirical data on the effect of Anger Management Training (AMT) to decrease agression behavior at junior high school “x” Bandung. This AMT is focusing to changing of behavior through increase knowledge, helping student to be able to control their temper positively and able to express anger in a healthy way. In this study there were fifteen participants taken as a subject by using purposive techniques based on established criteria.Todetermine whether there is the effect of the AMT in reducing aggressive behavior of students, the data processing is doneby using the Wilcoxon Signed Ranks test statistic test. Statistical hypothesis proposed in this study is : there is the effect of interventions such as anger management training to decrease aggressive behavior in the study subjects. : there is the effect of interventions such as anger management training to decrease aggressive behavior in the study subjects. From theresults of statistical tests using the Wilcoxon Signed Ranks Test results obtained Z value of -3.410 with probability p for atwo-tailed test (asymp. Sig. 2 tailed) of 0.001. Given the value of p = 0.001 &lt;a = 0.05, then is rejected and is accepted. Thus, it can be said that there is the effect of interventions such as anger management training to decreaseaggressive behavior in students.&#x0D; &#x0D; &#x0D; Keywords: aggression, anger management training,

PROTOCOL: Online interventions for reducing hate speech and cyberhate: A systematic review.

PROTOCOL: Online interventions for reducing hate speech and cyberhate: A systematic review.

Comparison of the Effectiveness of Anger Management Training based on Cognitive Behavioral Therapy Approach and Narrative Therapy on Academic Self- efficiency and Academic Resilience in Students with Attention Deficit/Hyperactivity Disorder (ADHD)

Comparison of the Effectiveness of Anger Management Training based on Cognitive Behavioral Therapy Approach and Narrative Therapy on Academic Self- efficiency and Academic Resilience in Students with Attention Deficit/Hyperactivity Disorder (ADHD)

THE EFFECT OF ANGER MANAGEMENT TRAINING TOWARD AGGRESSIVE BEHAVIOR IN ADOLESCENTS

The purpose of this study is to examine the effect of anger management training on adolescent aggression behavior. This study uses a quasi-experimental method, with one group pretest-posttest design. The treatment is only given to one group. The population of this study is 15 male neglected and street adolescences. The subjects of this study were six male adolescences (Mage = 14 years old, SD =.75), with highly aggressive behavior. Aggression behavior is measured using the CBCL (Child Behavior Checklist). The adolescence who have scores above the threshold line are then involved in this study. Data were collected before and after the intervention using the Aggression Questionnaire (AQ) (29 items, α = .917). As a treatment, a nine-session of anger management training was conducted. The data was analyzed with the Wilcoxon signed-rank test, and the result shows that there is a significant difference knowledge before and after training (p = .028, p &lt;.05). Posttest scores were better than pretest scores. It can be concluded that anger management training can be considered as a good program in increasing knowledge about aggression and procedure in reducing aggressive behavior.

Effect of anger management training on aggression and anxiety of working children

Effect of anger management training on aggression and anxiety of working children

Prevalence and Prevention Strategies of Cyberbullying among Nigerian Students

Cyberbullying is a problem that has emerged as a byproduct of modern-day technologies. This form of aggression occurs when one or more individuals use a technological medium for the purpose of intimidating or harming others. In spite of the popularity of technological devices among Nigerian youths presently, there remains a critical gap in literature relating to cyberbullying and its possible effects on students in Nigeria. This study thus sought to identify if a relationship exists between traditional bullying and cyberbullying; examine the effect of cyberbullying on students’ psychological behavior; and examine ways in which cyberbullying might be prevented. The sample consists of students from tertiary institutions while the results were analyzed using both descriptive and inferential statistics. The result of the findings showed that significant correlations were found between traditional bullies and cyberbullies (rranks = 0.322, p < 0.001), cyberbullies and cyberbullied victim (rranks = 0.401, p < 0.0001). There were also significant correlations found between bullies and bully victims (rranks = 0.326, p < 0.001) and between bullied victim and cyberbully victim (rranks = 0.160, p < 0.05). These findings suggest that traditional bullying and cyberbullying share a strong relationship with one another. Furthermore, it was also discovered that those who were victimized through traditional bullying or cyberbullying were also likely to bully others. The result showed that cyberbullied victims often exhibit a variety of negative outcomes especially anger, embarrassment, fear and anxiety. A Spearman Rank-Order correlation revealed a negative association between grade level and cyberbullies (rranks = 0.034, p = 0.355) as well as grade level and cyberbully victims (rranks = 0.107, p = 0.217). A significantly positive relationship occurred between frequency of computer use and cyberbullies (rranks = 0.206, p = 0.015), as well as between frequency of computer use and electronic victimization (rranks = 0.223, p = 0.012). The study concluded that parents, school and mental health providers must not only be aware of cyberbullying and its consequences, but must also have access to ways to deal with this growing concern through public awareness building, anger management training for youths and the establishment of mentorship programs for youths to help one other.