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Anger Management: A Practical Guide (David Fulton Books)
Abstract
http://www.amazon.co.uk/Anger-Management-Practical-Guide-Fulton/dp/0415580714/ref=sr_1_1?s=books&ie=UTF8&qid=1413970190&sr=1-1&keywords=anger+management+peter+sharp
Do you work with angry children? Are you wondering why young people don’t listen when they are angry? Are you exhausted from trying to understand angry behaviour?
Anger Management is a practical guide that will help you to stay calm in the face of angry outbursts from children and young people. Written by chartered psychologists with extensive experience in the field, this helpful book will:
increase your understanding of anger
offer you a range of practical management interventions
help you to manage your own behaviours to build more effective relationships
reduce the stress experienced by staff and parents who lack confidence in the face of aggressive behaviour.
With stress and anger levels amongst young people at an all time high, this second edition of Anger Management is particularly timely. It reflects the significant developments in the field of neuro-psychology and our understanding of the physiology of emotions. It also identifies the significant changes in legislation and guidance that have taken place in education and health and social care over the last decade and explores the implications of these changes for practitioners.
Containing information, explanations and practical advice that will enable you to cope with angry behaviour in the best way possible, as well as a range of helpful photocopiable resources, this book will prove invaluable to teachers as well as parents, carers, psychologists, social workers and health care workers.
... This Emotions help individuals adapt to their environment, but individuals need to control their emotions so they can adapt appropriately (Izard, Ackerman & Saarni et al.;in Kail, 2012;Bhave & Saini, 2009). In general, there are two kinds of emotions: positive emotions and negative emotions (Faupel, Herrick, & Sharp, 2011). One form of positive emotion is happiness, while one form of negative emotion is anger (Shaffer, 2009). ...
... When dealing with anger, each individual will express it in different ways (Faupel, Herrick, & Sharp, 2011). Anger is a normal emotional reaction if it is expressed in an effective way, such as communicating feelings of anger while respecting others (Faupel, Herrick, & Sharp, 2011). ...
... When dealing with anger, each individual will express it in different ways (Faupel, Herrick, & Sharp, 2011). Anger is a normal emotional reaction if it is expressed in an effective way, such as communicating feelings of anger while respecting others (Faupel, Herrick, & Sharp, 2011). Normal anger functions as a warning of an approaching threat when needs are not met, and motivate one's self to avoid threats or meet needs that are not being fulfilled (Faupel, Herrick, & Sharp, 2011). ...
This research investigated the reduction of aggressive responses in an adolescent with borderline intelligence through the implementation of anger management intervention using a cognitive behavioral approach. The participant in this research was a thirteen-year-old girl who has difficulty in managing her anger which manifested in aggressive behavior. This research refers to anger management using a cognitive behavioral approach for people with intellectual disabilities, as developed by Taylor and Novaco (2005). Measurements were taken before and after the intervention through self-report measures, such as the Anger Expression Scale for Children (AESC) from Steele, Legerski, Nelson, and Phipps (2009); the anger thermometer from Taylor and Novaco (2005); and the Child Behavior Checklist (CBCL) from Achenbach (1991). The results of this study
indicated that anger management using a cognitive behavioral approach can reduce aggressive responses in an adolescent with borderline intelligence. These results were seen from changes in the participant’s expression of anger before and after the intervention.
Before the intervention, the participant expressed her anger through yelling, uttering harsh words, hitting, kicking, throwing, or destroying things. After the intervention, the participant was more able to control her anger and displayed fewer aggressive responses. Yelling and uttering harsh words rarely appeared.
Keywords: aggressive, anger treatment, borderline, cognitive-behavioral, angry, adolescent.
... Ketika marah diekspresikan secara efektif, hal ini memberikan kesempatan bagi individu untuk belajar dan bagaimana menyelesaikan masalah dengan cara yang adaptif. Pada anak-anak, bentuk pengekspresian rasa marah biasanya ditunjukkan dengan perilaku yang agresif, misalnya pada saat anak marah diekspresikan dengan tantrum, mengamuk, merusak barang, membanting pintu, dan perilaku merusak lainnya, yang dapat mengganggu hubungan anak dengan orangtua, dengan anggota keluarga yang lain, dengan teman di lingkungan, dengan guru dan teman di sekolah, dan dengan lingkungan sekitar di mana anak tersebut tingga (Faupel, Herrick & Sharp, 2011). Golden (2003) berpendapat bahwa kemampuan anak dalam berperilaku marah tergantung sejauh mana anak dapat merasa nyaman dalam mengekspresikan emosi dan pikiran terhadap oran g lain sebagai sumber konflik. ...
... Beberapa akibat yang dapat muncul dari kesulitan dalam mengelola rasa marah dan mengekspresikannya dalam perilaku marah di antaranya adalah depresi, perasaan bersalah, malu, tidak dapat mengendalikan diri, serta kehilangan rasa percaya diri ketika berhadapan dengan orang lain. Secara spesifik, dampak dari perilaku marah pada anak adalah adanya kesulitan atau kegagalan dalam menjalin hubungan dengan orang lain serta tidak menutup kemungkinan munculnya tingkah laku kekerasan terhadap diri sendiri mau pu n orang lain(Faupel, Herrick & Sharp, 2011).Untuk menghindari terjadinya dampak negatif dari pengekspresian rasa marah yang berlebihan, maka perlu dilakukan intervensi tertentu. Pada penelitian ini, peneliti akan menggunakan intervensi Cognitive Behavior Therapy (CBT) untuk mengatasi perilaku marah pada anak. ...
Penelitian ini bertujuan untuk mengetahui efektivitas intervensi Cognitive Behavior Therapy (CBT) untuk menurunkan perilaku marah pada anak Sekolah Dasar. Hipotesis yang diajukan pada panelitian ini adalah ada perbedaan frekuensi perilaku marah pada anak usia Sekolah Dasar sebelum dan sesudah mendapatkan perlakuan menggunakan Cognitive Behavior Therapy (CBT), Perilaku marah setelah perlakuan menggunakan CBT menurun. Subjek dalam penelitian ini berjumlah 2 orang siswa. Desain yang digunakan dalam penelitian ini adalah single case study berupa pengaruh intervensi Cognitive Behavior Therapy (CBT). Metode analisis yang digunakan adalah analisis visual inspection; analisis kualitatif yang diperoleh dari wawancara, observasi, dan catatan marah subjek; serta analisis kuantitatif menggunakan analisis non parametric (Wilcoxon). Hasil uji hipotesis pada penelitian ini pada subjek D sebesar Z= -2,207 dengan nilai p= 0,027 < 0,050, dan pada subjek A diperoleh besaran Z= -2,201 dengan nilai p= 0,028 < 0,050. Berdasarkan anaalisis tersebut diperoleh kesimpulan bahwa ada perbedaan signifikan frekuensi perilaku marah pada subjek sebelum dan sesudah memperoleh intervensi Cognitive Behavior Therapy (CBT). Intervensi Cognitive Behavior Therapy (CBT) efektif untuk menurunkan frekuensi perilaku marah pada anak usia Sekolah Dasar.
... The structured therapeutic sessions were conducted twice a week and after the completion of the therapy, the research participants were reassessed on the same measures to test the efficacy of the protocol and to identify the differences between the groups (Table 1). The assault cycle [26], Advantage-disadvantage analysis [24], the traffic light routine [27] Session 5 Relaxation exercise and solution focused therapy ...
The study aimed to evaluate the efficacy of cognitive behavior therapy (CBT) across gender in alleviating burden, anger and enhancing the physical health of the caregivers of patients diagnosed with dementia in the sociocultural context of Pakistan. Independent groups design was employed and a sample of ten participants was screened through purposive sampling from neurological and psychiatric clinics in Lahore, Pakistan. Ten therapeutic sessions were conducted twice weekly over a period of five weeks. The main techniques included verbal reattribution, triple column, pie chart, advantage-disadvantage analysis, progressive muscle relaxation, sleep hygiene and time management grid. The participants were assessed on General Health Questionnaire-28 (GHQ-28), Burden Assessment Scale (BAS) and State-Trait Anger Expression Inventory-2 (STAXI-2) at pre and post treatment levels. Statistical analyses comprised descriptive statistics along with independent samples t-test. The results showed that the caregiver burden (t = 3.41, df= 8, p = 0.01) was significantly different as women tend to have low scores on burden level as compared to men. The findings indicate the need to devise gender sensitive therapeutic intervention.
Disharmonious interpersonal relationships, deleterious effects on health, conflict at a workplace are some of the negative consequences of excessive anger. According to the Western Australia Council of Social Services, social sustainability happens when the formal and informal processes, systems, structures, and relationships actively support the capacity of present and future generations to create healthy and livable communities. Anger control is important in personal and social development by promoting emotional, physical and mental health, enhancing stronger and healthier relationships with others, and creating a harmonious and sustainable society. A sustainable society is one that could satisfy its needs without diminishing the chance of the present and future generations. This concept has evolved to a wider range of issues such as environment, social and economy. According to Buddhism, sustainability means establishing appropriate material wellbeing, non-harming in economic movement, and realising the inner freedom from suffering. Buddhism has a contribution in shaping the ethical and moral concerns of people. This paper focuses on ways to apply anger control methods derived from the Buddhist teachings for a sustainable society. In order to achieve this objective, a methodology was set up in a framework of literature review and textual analysis based on primary and secondary sources. It is revealed that, in Buddhist psychology, hate, ill-will, aversion or resentment are negative emotions sharing similar characteristics with anger. There are several positive emotions and controlling methods to Buddhism can provide to remedy these negative mental states. One can train to gradually heighten his or her awareness of negative mental states and restrict its expression by applying a meditative approach-being conscious, mindful, and regularly reflecting on one's deeds, speech and thoughts. Moreover, one may reduce one's his or her anger effectively by repeatedly reflecting on the Buddhist doctrine of karma, disadvantages of anger, advantages of non-hatred, good qualities of the hostile person, rebirth principle, and three characteristics of existence. The development of the virtue of patience and four affective qualities of divine abiding is also recommendable as powerful antidotes against anger. This paper highlights various Buddhist approaches to conquer anger emotion, where one may use any method that will work best in different situations.
Some children may only be able to express feelings of anxiety, frustration, stress or sadness through angry behaviours, which may prove challenging for schools (Barnes et al., 2016; Shechtman and Tutian, 2016). This is problematic when considered in relation to research evidence highlighting the negative impact such behaviours may have upon social relationships and academic outcomes (Sloan et al., 2017). The aims of this study were to explore whether a tailored emotional literacy programme can be used effectively to extend children's emotional lexicon and strategies for the self‐management of behaviours. Three children with social‐emotional difficulties were taught in twelve weekly sessions. The findings from this study suggests the positive benefits of using a programme tailored to meet a child's specific needs (rather than a programme without any adaptations), which may be an effectual tool in supporting children to change established patterns of negative behaviours.
The objective of the present study is to examine the trait anger and anger explanation styles of preschool teachers on age and gender variables. The sample of this study consisted of the 150 preschool teachers (120 females and 30 males) working in preschools and primary schools in Turkey. Trait Anger-Anger Style Scale for determining anger and anger explanation styles and Personal Information Form were used as data collection instruments. In order to analyze non-parametric kruskal wallis test and Mann Whitney U test were used. Findings were discussed in the ligt of the literature.
This study evaluated the school-based short-term, cognitive-behavioral group anger management programme, ‘Learning How to Deal with our Angry Feelings’ (Southampton Psychology Service, 2003). Thirteen groups of children aged 7- to 11-years-old were randomly allocated to two different cohorts: One cohort (n = 35) first received the intervention and was then assigned to a no-intervention period; the other (n = 35) first had a no-intervention period and subsequently received the intervention. Both cohorts showed statistically significant improvements in their understanding of anger directly post-intervention, but neither reported improvements in self-perceived experience of anger scores. Teacher-rated measures of change in some problem behaviors (conduct problems and peer problems) showed significant improvements, but only in the second cohort (no intervention; intervention). The implications of these findings, and possible reasons for differences between cohorts, are discussed.
The educational psychologist can be a very important resource to a school. The psychologist?s knowledge of the school and its context is key. Through regular consultation with schools, educational psychology services can provide help in clarifying problems and devising problem solving strategies; in carrying out specialised assessments, including techniques in managing behaviour and evaluating pupil progress. (DfES, 2001 Department for Education and Skills (DES). 2001. Special educational needs code of practice, Nottingham: DfES Publication. , Code of Practice, Section 10.8)
The main aim of this paper is to describe a working protocol which can offer practising educational psychologists a rational framework within which to investigate and understand the complex problems of children and young people in school and to provide appropriate advice to teachers, parents/carers and LEA decision makers on how they can best manage such problems more effectively. In particular, the quality of psychological advice (Appendix D) arising from the statutory action assessment process relating to children and young people with special educational needs will be considered, some improvement suggestions will be highlighted and wider issues surrounding the use of such a protocol will be considered.
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