Dissertations / Theses: 'Anger management'

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Solding, Ellen. "Anger Management." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96492.

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Anger Management is a project challenging narratives of female anger, creating conditions for change through materialization and conversation. The project looks at how narratives of anger are used, as tools of power, to oppress and invalidate anger through pathologization and internalization. The project, which is done in collaboration with 7 women in Växjö ages 13 to 62, is situated within female practices such as care, crafting and gifting. Simultaneously it is protesting what these practices entail and are part of in terms of structural inequality by intervening in the materializations of feminized labour. In Anger Management household objects are hacked into weapons for anger used to manifest, repeat and relearn new ideas of what female expressions of anger can be. Through interviews, conversations, letters and newsletters new narratives of anger are explored over time in a space of collectivity and friendship. The project looks at the personal as political and is working with the metadesign terminology and methodology. The term anger blacksmith is coined and the project is formulated as being design for anger.

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Gwynn, Arthur. "Anger management groups for adolescents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23327.pdf.

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Kennedy, Sharon Marian. "Anger management training with adult prisoners." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5780.

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The present study was designed to assess the efficacy of anger management training with aggressive, adult male offenders. The research design included two active treatment conditions and two delayed treatment control conditions. Treatment consisted of cognitive (Anger Control Training) and behavioral components (Structured Learning Therapy). The order of these components was balanced so that the therapeutic effectiveness of each component could be determined, as well as the complete program. Treatment was provided in a traditional correctional centre and in a specialized treatment centre. The program was conducted over a five week period and consisted of a total of 23 therapy sessions, each of which were three hours in length. Thirty-seven adult, male offenders confined in a medium security prison volunteered to participate in the study. All participants were assessed prior to treatment, following the first component of the program, following the second component of the program, and two months following termination of the program. The results of this study demonstrated that anger control training and structured learning therapy are both effective treatment modalities for incarcerated adult male offenders with severe anger and aggressive behavioral problems. Subjects in all four active treatment conditions displayed the following changes. They self-reported less anger to a variety of provocations common to the prison setting. They self-reported decreases in the frequency, intensity, and duration of anger, more appropriate modalities of expression, and fewer consequences of anger reactions. Objective behavioral ratings of their verbal responses to laboratory role-played provocations indicated their responses were more appropriate, as were their self-reported reactions to these provocations. In addition, subjects demonstrated more prosocial attitudes following completion of the program. The overall findings from the followup measures provide strong support for the extended maintenance of treatment benefits. Subjects continued to demonstrate lower levels of anger arousal on cognitive indices of anger. There were no differences in treatment effectiveness between the two institutions on the majority of dependent measures. Overall, the order of presentation of the therapeutic components (Anger Control Training and Structured Learning Therapy) had no distinguishable effects. Thus, all treatment groups benefitted equally from the program. However, the results do indicate that the major therapeutic gains occurred during the first phase of treatment, regardless of the treatment component received. Comparisons conducted on the disciplinary offense yielded inconsistent findings. Although, no strong statement about treatment efficacy can be made from the misconduct data, exposure to the first phase of the program may have had practical value for some of the participants.

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Tolan, Lisa M. "Formal evaluation Washburn County Anger Management Program." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000tolanl.pdf.

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Burt, Isaac. "Addressing Anger Managment in a Middle School Setting: Initiating a Leadership Drive Anger Management Group." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2459.

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This study examined the effect of a leadership driven anger management group on angry middle school students. Twenty-five participants from a local middle school were nominated by school faculty to be participants in the study. Twenty individuals participated and eighteen completed the study. The eighteen participants were assessed at pre and post test on measures of anger, anger control and personal relationships. Three research questions were tested: (1) Does a short term leadership focused anger management group reduce youths' overall anger? (2) Does such a group increase angry youths' ability to control anger urges? (3) Does this group reduce youths' expressed anger towards others? Study results indicated that the leadership driven anger management participants showed a significant reduction in overall anger. Although participants in the study had a significant increase in anger control expressed outwardly (AC-O), they did not show a significant internal perception of an increase in anger control (AC-I). Furthermore, results indicated that participants showed significant reduction in their expressed outward anger in their relationships (AX-O), but did not show significant differences in their perception of expressed internal anger in relationships (AX-I). A discussion follows explaining the possible reasons for this discrepancy, as well as limitations, modified procedures, and implications for this study. Lastly, the study completes with recommendations for future research in the field of counseling and anger management.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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Rogers, W. D. ""Stress" and "anger and conflict within marriage"." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Baxter-Boehm, Alva. "Anger : gender and culture differences in coping strategies." Thesis, Royal Holloway, University of London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249401.

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Sawyer, Susan M., and n/a. "Anger is both a learned and learnable emotion." University of Canberra. Professional & Community Education, 2001. http://erl.canberra.edu.au./public/adt-AUC20061107.165537.

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Anger is an emotion sorely in need of an improved public profile. Its association with overt violent aggression has masked its original purpose, namely, to be a useful and motivating force to engineer our survival. An emotion designed to serve us well in the face of injustice and threat has become the means by which injustice is perpetuated by the strong and powerful, against the weak and vulnerable. The expression of anger is often misguided, dysfunctional and misplaced with terrible consequences for society, including road rage. Yet there is increasing evidence that the suppression of anger is associated with negative health-related conditions including heart disease, cancer, mental illness, substance abuse and eating disorders. Evidence suggests that anger has a three-stage structure of socialised reactivity, biological anger generation and environmentally acquired action and expression. As a result of this six-year research study, ten key principles of anger expression have emerged, suggesting that anger can be learned in both informal and formal institutional education by both children and adults. These principles were incorporated into a pilot program aimed to educate rather than eliminate anger expression, in a health promotion program involving 25 self-selected Canberra women. This program formed part of a wider study of acquired anger management experiences through questionnaires and in-depth interviews. Results from the study are presented as a core of learned and learnable knowledge about anger, as modules of information. These modules can be adapted and modified for any learning forum, including schools, adult education, career-related education and inservice training. Suggestions for the packaging of these component parts are provided, together with guidelines for reaching target groups. This thesis contends that each individual has the right to know and utilise this information and can use anger to achieve beneficial outcomes for themselves. If anger expression is inappropriate and dysfunctional, so will be its effects. If anger expression is appropriate and functional, then it can have a positive and beneficial outcome.

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Angus, William Arthur. "A spiritual and cognitive behavioral approach to anger management training." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64733.pdf.

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Mahoney, Janine, and N/A. "A cognitive-behavioural therapeutic approach to anger management in adolescent males." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050816.090756.

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The present investigation evaluated the efficacy of a Cognitive-Behavioural Therapeutic Approach for the anger management of three adolescent males. The study is noteworthy because it utilised essential features of Beck's Cognitive Therapy in the cognitive restructuring phase of treatment. Previous studies have commonly employed Rational Emotive Therapy's disputation of irrational beliefs for this phase. For this reason it is considered to be an original contribution to the literature. A multiple (three) single-case study research design was employed. The three adolescents, aged 13 to 17 years, attended seven to nine one-hour counselling sessions over a two to three month period. Pre-, post-treatment and long-term followup psychometric measures of aggression and anecdotal reports of anger-control were obtained from parents and teachers. Self-reports in the affective and cognitive domain, progress in therapy, psychometric measures (aggressive behaviour subscale of the Child Behaviour Checklist, Adapted Novaco Anger Inventory and Piers-Harris Children's Self-Concept Scale) and continuous (including pre-, post-treatment and long-term follow-up) assessments of the frequency of angry outbursts were obtained. Counsellor assessments of cognitive homework and behaviour in therapy were also made. Results reveal marked reductions in the average daily frequencies of angry outbursts in all cases by post-treatment and treatment effects were maintained throughout the three-month follow-up period. It was concluded that the cognitive-behavioural therapeutic approach warrants further investigation as it is proposed that it is a comprehensive and efficacious treatment for male adolescent anger problems.

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Apter, Brent Charles. "Anger management & aggression control, mastering our emotions and behavioral choices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://hdl.handle.net/1993/21774.

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Tate, Yvonne Bissonnette. "CBT to CDT: Toward a developmental paradigm for conceptualizing anger management." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1550154177.

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Frank, Heather M. "Evaluating the effectiveness of an anger management program in a detention facility /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3225317.

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Stanton, Maggie. "An investigation into the attributional style of clients with anger management problems." Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325875.

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Escamilla, Anna Gloria. "Effects of self-instructional cognitive-behavioral techniques on anger management in juveniles /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Golletz, Daniel V. "Uses of nature stimuli in relaxation therapy for anxiety and anger /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/9115.

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Coffey, Scott F. (Scott Franklin). "Anger and Hostility Measures: Effects of Social Desirability." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500495/.

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Individuals responding in a socially desirable (SD) fashion, rather than in a manner that reflects their true behavior, has been a problem for self-report questionnaires since their inception. The purpose of this study was to examine the hypothesis that the probability an item is endorsed on a self-report measure of anger is directly proportional to the rated SD of that item. Eighty-two subjects completed the Buss-Durkee Hostility Inventory (BDHI), the Profile of Moods State (POMS), and the State- Trait Anger Expression Inventory (STAXI). A probability of endorsement was computed for each of the measures' items. Twenty additional subjects rated the measures' items for SD. Each item's SD rating was paired with the probability the item was endorsed to produce a correlation coefficient for each measure. Results strongly support the stated hypothesis. Directions for future research are discussed.

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Brcak, James Andrew. "Anger management for men a group approach based on narrative therapy and masculine gender socialization /." online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3191966.

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McKinnie, Patrick J. "Anger Management: Creating the role of Coleman Shedman in Romulus Linney's 'Holy Ghosts'." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1421.

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This thesis is intended to chronicle and define the process of creating the role of Coleman Shedman in Romulus Linney's Holy Ghosts. Discussed will be the actor's method for bringing the role to life; employing the use of physical actions and in-depth analysis and preparation to achieve a real and honest interpretation of the part.

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Cruz, Edwin. "Gang Prevention for Youth through Boxing and Anger Management Training| A Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785298.

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The purpose of this thesis was to write a grant to fund anger management groups for at-risk youth. The groups would be held immediately after the boxing classes currently offered by the city of Hawaiian Gardens. Six sessions are envisioned. Topics would include self-responsibility and accountability for one’s actions inside and outside of the ring, alternatives to conflict, emotion-regulation skills, and coping with triggers. The goals are to enhance anger management skills, develop positive social skills, and decrease the risk for aggressive behavior and delinquency. In turn, this is expected to reduce the risk for gang membership.

The city of Hawaiian Gardens would be the host agency for this program. The funding source selected was the city of Hawaiian Gardens in conjunction with the Board of State and Community Corrections.

Based on the review of the literature, pairing a gang prevention program with sports has the potential to engage at-risk youth and deter them from the gang culture. The proposed program is expected to provide at-risk youth in the disadvantaged community of Hawaiian Gardens with a positive alternative path in life.

The actual submission of the grant proposal was not required as part of the thesis project.

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Van, den Berg Celia. "Dramatization of poetry as strategy in an anger management programme for adolescent girls." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/43268.

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Adolescence is a turbulent time and a critical transformational phase during which major physical, emotional, cognitive and social shifts occur. The objective of this study is to explore ways in which female adolescents can acquire anger management skills. The study proposes that emotional competency is cultivated as a result of the neurological plasticity of the brain and by applying learning material based on the work of scholars in the fields of neuroscience and Applied Drama. Adolescence is an opportune time for girls to learn emotional competency skills as the incomplete development of the prefrontal area of the brain makes them more inclined to risk taking and less aware of logical thinking processes. The study indicates that anger floods the body with secretions like cortisol and adrenaline, blocking logical thinking. Angry incidences can have destructive consequences for relationships. The empirical study includes discussions of training levels for anger management, such as the identification of anger-related emotions and anger styles, understanding anger, and curbing angry expressions through assertive communication. As anger management is a practical aptitude, the empirical study applied selected Process Drama conventions (as modes of Applied Drama), specifically role play, tableaux, Mantle of the Expert and dramatized poetry. The benefit of these conventions lies in the facility with which they can alternate between dual modes of engagement and learning content. Process Drama launches the workshops’ participants into a make-believe world in which they can identify with a situation from the inside out while simultaneously observing the situation from the outside in, a phenomenon called metaxis. The female adolescent, while protective of her social relationships, can safely enter a fictitious world and face the problems raised by anger without jeopardizing her privacy or dealing with real-life emotions. The convention of dramatized poetry enabled creative expression as the participants wrote their own poems to personalize their insight into their need for anger management. While the methodology was being practised, it was also assessed. As the outcomes of the learning objectives were the participants’ responsibility, I could assess during the activities if they accommodated learning objectives in their biography. In this study the participants were, for example, not able to fully utilize the skill of assertive communication. The integrity of the methodology of Process Drama for girls was affirmed when it was successfully combined with the principles of brain-based learning. The literature review and the outcomes of the empirical study confirmed that Process Drama adheres to the principles of brain-based learning which is, inter alia, physiological, social and emotional, and occurs in tandem with the developmental phase of the participant. The research study is the culmination of various disciplines and an endeavour to present a multimodal anger management programme that incorporates the adolescent female on a cognitive, emotional and physical level, and in a sound collaborative environment.
Thesis (DPhil)--University of Pretoria, 2013.
lk2014
Drama
DPhil
Unrestricted

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Reitnauer, Otto Charles. "Anger and missionary-national relationships a selective study of patterns and process /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Thesis (M.A./Intercultural Studies)--Columbia Biblical Seminary and Graduate School of Missions, Columbia, S.C., 1995.
Abstract. Vol. 2 comprises the appendices. Includes bibliographical references (v. 1, leaves 140-149).

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Cofrin, Ines S. "Parental emotion coaching how does it relate to attachment, anger, assertiveness, and conflict management? /." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3260589.

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Seehaver, Melissa A. "Bibliotherapy and anger management an examination of children's books recommended by Mister Rogers' Neighborhood Childcare Partnership /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004seehaverm.pdf.

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Kipling, Tara. "An investigation of the effects of anger and chronic pain on psychosocial and physical functioning." Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268488.

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Graham, Lydia, and n/a. ""Walking together" : the elements of the retrospective construction of safety in marriages where the wife is a survivor of incest." University of Canberra. Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20050411.140236.

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Many intimate relationships do not survive the process of working through issues to do with incest. However, some relationships do well despite these upheavals. Therefore the focus of the current study was on how lasting marriages manage to construct emotional safety in order to maintain emotional intimacy. The relationship issues of marriages where one partner is a survivor of incest have not been widely researched. Yet it is in the survivor's relationship where many issues arising from the incest may be played out. Literature in the survivor area focuses on the need for safety and support. Therefore, models of couple counselling may need to include these issues in their notions of healing within the process of counselling. This study was conducted using qualitative research methods. Focus groups were a primary source of data. The study examined the construction of safety in longterm intact marriages of incest survivors. This examination looked at the three-stage model of counselling for trauma proposed by Judith Herman, and the relationship between these three stages of healing and the construction of safety. The research participants included female incest survivors and husbands of survivors of incest. Participants were asked to individually make written constructions of safety related to each of the three stages of healing. A group construction process followed these individual constructions and differences within the written materials were also highlighted. Segregated groups met three times, each time concentrating on a particular stage of healing. A single validating group of the combined women and men's groups met later to do an overall construction of the notion of safety. Results indicate that emotional safety is indeed an important issue for both partners in relationships where the wife is a survivor of incest. There are differences between survivors and partners about the significance of the three stages. A model of the retrospective construction of safety has been developed. This model includes the important elements of the experience of emotional safety that arose. These elements were knowledge, negotiated control, negotiated trust, communication, how anger is managed and directed, and managing the difficult times and issues such as the times of the disclosure of incest.

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Stillman, Alexandra Michele. "The Effect of Anger Management and Communication Training on Functional and Quality-of-Life Status in Fibromyalgia Patients." DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/6231.

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Fibromyalgia syndrome (FMS) is a debilitating condition that affects millions of individuals throughout the world. As of yet the specific etiology of this condition remains unknown and successful treatments remain in their infancy. Although several studies have focused on the emotional components of fibromyalgia, none have specifically addressed the issues of communication and anger that appear to be important among this patient population. The objectives of this study were to design a 4-week experimental group therapy treatment based on successful cognitive behavioral components and add anger management and communication components in an attempt to increase benefits to the overall well-being of patients. Subjects were 46 fibromyalgia patients recruited from physicians, chiropractors, and physical therapists as well as through newspaper, radio, and advertising through flyers. Patients who were accepted into the study were randomly assigned to either a treatment group or a wait-list control group, with the control group receiving the treatment in the month following the treatment group. Outcomes were assessed using a repeated measures analysis of variance with one within (time) and one-between subjects (group) factor. The five assessment measures utilized in this study were the Fibromyalgia Impact Questionnaire (FIQ), the Short-Form 36 (SF-36) Version 2, the Chronic Pain Self-Efficacy Survey (CPSS), the State Trait Anger Expression Inventory- 2 (ST AXI-2) and a communication inventory developed specifically for this intervention. Specific outcomes measured included change on fibromyalgia-specific symptoms and physical and emotional health-related status, improvement in communication, change in anger scores, and changes in levels of self-efficacy. Analysis of patient outcome data revealed that significant results were achieved in the areas of mental health and communication variables . In addition, several notable effect sizes were also found, particularly in the areas of vitality (-.97), mental health (-.76) and pain management (-1.17). Results demonstrated that a brief, cost-effective 4-week intervention can have a beneficial impact for FMS patients in the area of psychological function. Implications of these findings are discussed within the context of the existing literature on fibromyalgia treatment as well as in terms of possible limitations of the study as it was conducted.

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Yorgun, Abdulvahap. "The Effect Of Violence Management Training On Violent Behaviors And Anger Control Of Secondary School Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609168/index.pdf.

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The purpose of the present study is to design and investigate the effect of Violence Management Training on violent behaviors and anger control of secondary school students. An experimental design with one training and notreatment control group and two measurements (pre and post) was used in the present study. The subjects were selected from 95 ninth and tenth grade secondary students from a multi-programmed lycee in Ç
amlidere region of Ankara. The Violent Behaviors Checklist (VBC) and Anger Control Subscale of STAS (State Trait Anger Scale) were used as the data collection instruments. Violence Management Training, consists of 16 sessions, was implemented to the training subjects. The sessions were held twice a week and each session lasted 50 minutes. On the other hand, no-treatment control group subjects did not receive any training. Mixed Design (one between factor and one within factor) multivariate analysis of variance (MANOVA) was applied to the pretest and posttest VBC scores of v subjects to examine the effect of the Violence Management Training on the violent behaviors of subjects. Additionally, in order to investigate the effect of the Violence Management Training on anger control of subjects, Mixed Design (one between factor and one within factor) analysis of variance (ANOVA) was employed to the pretest and posttest Anger Control Subscale scores of STAS. The results indicated that Violence Management Training was not an effective treatment procedure in reducing violent behaviors and increasing anger control of secondary school students.

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Watson, Susanne Elizabeth. "An evaluation of a short term cognitive behavioural anger management intervention for key stage two pupils." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10007495/.

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The aim of this research is to evaluate the effectiveness of a short term, cognitive behavioural anger management intervention, for improving the emotional and behavioural outcomes of children aged 7-11. The study investigated whether locus of control acts as a mediating variable and whether age, gender, socio-economic status and family stress act as moderating variables for the intervention. Interviews were undertaken to explore factors which impact on the success of the intervention. In all, 70 Participants took part in a 6 week school based group run by trainee educational psychologists. An experimental versus wait-list control design was used. Questionnaires were delivered pre and post intervention and at a 3 month follow up. The questionnaires administered included: Multidimensional Measure of Children's Perceptions of Control, Adverse Life Events and Strengths and Difficulties Questionnaire. A sub-sample of children, parents and facilitators participated in semi-structured interviews post intervention. Data from questionnaires and demographic information were analysed using multiple linear regression analyses. The intervention was shown to be effective post intervention, but only for those children in the wait-list control group. For the children in the wait-list control group the intervention was moderated by age, with younger children benefiting more from the intervention. No other variables investigated acted as mediating or moderating variables. The thematic analysis of the interviews identified a number of factors which impacted on the success of the intervention including, factors which supported the running of the group 3 and factors which made running the group more difficult. Findings point towards a number of practical implications for the delivery of therapeutic interventions in schools. The current study highlights the need for future research to explore school factors and group processes in addition to individual child and family factors which impact on the success of CST based group interventions.

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Hogue-Vincent, Charlise Gloria. "The Impact of Education and Gender on the Facilitation of the Duluth Model Anger Management Course." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3449.

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Domestic violence, specifically intimate partner violence (IPV), is a major social problem in the United States despite legislative efforts aimed at reducing it. The Duluth model, which is the preeminent domestic violence intervention model used in the United States, is a male-only group intervention based on feministic views that domestic violence stems from men's behaviors to assert power and control in relationships. While the model is widely emulated, its policies and practices are under scrutiny from researchers who question the program efficiency, pointing to high recidivism rates. Guided by feminist theory, the purpose of this generic qualitative study was to examine perceptions of 7 male and female program facilitators with various educational backgrounds, specifically toward the effectiveness of the anger management component of the Duluth model. Individual in-depth interviews were collected and inductively analyzed, revealing a lack of diversity related to various cultures and client base, limited scope of the model in addressing causes or contributors of battering, lack of coordinated community response, and limited use as an orientation tool at the beginning of counseling to discuss violent behaviors and behavior modification. These findings provide insight for positive social change by addressing facilitators' concerns and developing solutions to create positive social change at the individual and family level.

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Small, Kylie. "The Development of Interpersonal Problem Solving and Anger Management Skills in Boys with Early Onset Conduct Problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/402.

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The aim of study one was to investigate the effectiveness of interpersonal problem solving (IPS-AM) skills training to parent-child dyads compared to parent group intervention. Four boys, aged 7 to 9 years, who met diagnostic criteria for Oppositional Defiant Disorder, participated in the study with their mothers. A multiple baseline across participants, single case experimental design was implemented. Both interventions resulted in improvements in the children’s prosocial reasoning and reduced antisocial reasoning but with some floor effects. Independent naturalistic observation in the home recorded no changes in the noncompliance to parental instruction and verbal aggression of the children. In addition, no change was found for negative parental verbalisation toward the child and very low levels of positive verbalisation and praise between parents and children were observed. In addition, poor parental compliance to program requirements was also found. Study two’s aim was to focus the parent-child interaction onto a specific area of conflict and examine the effectiveness of parent-child training using behaviour task analysis. There was a reduction in the task demand and the number of intervention sessions provided. A multiple baseline across participants, single case experimental design was implemented with three, 7 to 8year-old boys and their mothers. Independent observers recorded no change in child and parent behaviour from baseline during intervention. However, at follow-up improvements in non-compliance and verbal aggression in the children and verbal aggression in parents were found. Improvements in children’s prosocial reasoning, antisocial reasoning and parent report of the internalizing and externalizing behaviour scores as measured by the Child Behavior Checklist were found at post-intervention. At follow-up parent report was more consistent with in-home observation. It was concluded that reducing the number of intervention sessions and the task demand improved attendance and program compliance. The paradoxical finding was of worsening behaviour in some children and parents during intervention yet improvement on follow-up. Implications for future research and clinical practice were explored.

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Nicolette, Myrna K. (Myrna Kay). "Anger Reduction in Closed Head Injured Individuals with Group Social Skills Training." Thesis, North Texas State University, 1990. https://digital.library.unt.edu/ark:/67531/metadc331164/.

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In the present study, an anger management treatment program was compared to a pseudo-social skills training program (self-help group) and waiting list control group to determine its effectiveness in reducing irritable/angry behavior in head injured subjects. Subjects consisted of 28 adults with previous head injury trauma who had difficulty with excessive irritability and anger. Subjects averaged 35.4 years of age and had an average of 8.9 years post head injury. Treatment consisted of 10 group sessions over a five week period. Anger management training was designed to teach subjects self management skills aimed at reducing the frequency of angry acting out behavior. Training methods included role playing, relaxation training, assertiveness training and cognitive restructuring. The pseudo-social skills training group was a self-help group designed to encourage discussion of irritability problems without teaching specific coping techniques. To assure some degree of homogeneity in cognitive abilities among subjects, minimum eligibility scores were required on five subtests of the Wechsler Adult Intelligence Scale - Revised and the Peabody Picture Vocabulary Test. Dependent measures were pre and posttreatment scores obtained from five categories of the Katz Adjustment Scale - Relative form: belligerence, negativity, general psychopathology, social obstreperousness, and social role functioning. In addition, pre and posttreatment recordings of observed angry/irritable behavior in the subjects were obtained from a significant other. Results failed to reveal statistically significant differences on the dependent measures between the three study groups. In addition, analysis failed to reveal any significant variables that predicted outcome. It is evident that much more organized research is needed to further investigate the possibilities of treatment for various problems encountered by those with head injuries.

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Johnson, Candace Kay. "The effectiveness of anger management counseling on recidivism rates of gang-related adolescents in the Project BRIDGE Program." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3209.

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This study explores recidivism rates of gang-related adolescents newly enrolled in the Project BRIDGE (Building Resources for the Intervention and Deterrence of Gang Engagement) Program. The goal of this project is to reduce the incidence of youth gang violence, gang membership, and gang related activities in the city of Riverside, California.

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Marsh, Robert A. G. "The relationship between religious beliefs and practices, and Catholic couples' management of anger and conflict in their marriage." Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286936.

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Salwan, Joseph F. "Management of stress-related anger in vocational rehabilitation clients: comparison of cognitive-behavioral therapy and relaxation coping techniques." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76495.

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A large body of empirical research has accumulated, suggesting that stress plays a direct and indirect role in both somatic and psychological disorder. Impaired job performances have also been attributed to the deleterious effects of stress. Most of the occupational stress management literature, however, has been focused on non-handicapped populations. Negative reactions to anger and stress have been identified as factors contributing to the poor transition from school to work for handicapped youth. The present study was one of the first efforts to evaluate and compare the efficacy of cognitive-behavioral therapy and relaxation coping techniques for the management of stress-related anger in handicapped work adjustment youth using a controlled group design. Forty work adjustment students identified as emotionally handicapped or mentally retarded were randomly assigned to a stress inoculation condition, progressive relaxation condition, or a waiting-list control condition. Subjects ranged in age from 16 to 22. Subjects in the two treatment conditions met with a male therapist for 10 one-hour group sessions. Physiological, psychological, and behavioral measures were administered at pre-treatment, post-treatment, and 4-week follow-up intervals to all subjects. Results of a 3x2x3 multivariate analysis of variance with repeated measures indicated no significant main or interaction effects. It was concluded that the interaction of treatment with time, and treatment with time accounting for disability did not significantly affect the work adjustment students' stress and anger scores for the selected dependent measures. Possible explanations for the absence of significant differences on these measures were presented, and the utility of the study as a whole was discussed.
Ph. D.

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Andersen, Catherine V. S. "Daily Study of Drinking and Dating Violence Perpetration: The Moderating Role of Trait Mindfulness and Anger Management in College Couples." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1588696150985476.

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Jamison, David L. "Effects of communication/listening skills & conflict resolution skills on lowering anger levels and raising marital satisfaction levels for married couples." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Hentges, Francoise. "The effectiveness of a self-help intervention for school children with anger management difficulties and its impact on emotion regulation." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574474.

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Anger management difficulties in children are common and are a major health concern. If left untreated these difficulties can have negative longer term impacts on the children's academic, social and emotional development. The present study looks at the effectiveness of a self-help anger management intervention; a potentially cost-effective and accessible approach. Twenty-four children were recruited through primary schools and assessed before and after the intervention. Child behaviour was assessed through child, parent and teacher reports. Conduct Problems and Total Difficulties of the Strenghts and Difficulties Questionnaire were included, and Aggression, Internalising, Externalising and Total Problem Scales were of relevance from the Child Behaviour Checklist. Children also completed self-report measures on emotion regulation at both time points. The results indicated that based on parent and teacher's reports the children's behaviour . improved over the course of the intervention. The effect sizes of these findings were large. Additionally, there was evidence to suggest that an improvement in behavioural difficulties was associated with a self-reported improvement in the children's emotion regulation abilities, in particular their ability to cope with anger in more appropriate way, and an improved emotional awareness. There was furthermore evidence to suggest that behavioural improvement was linked to whether or not parents were involved during the intervention. Some, albeit limited, evidence was found that improvement was also linked to the amount of material the children had worked through over the course of the intervention. On the whole children and parents expressed high levels of satisfaction with the intervention. Results are discussed in relation to previous research, and possible underlying mechanisms of change for children with anger difficulties in general and self- help interventions.in particular are explored. The importance of therapist involvement is considered. Limitations are acknowledged and research and clinical implications are suggested. 3

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Esposito, Layla E. "The Role of Empathy, Anger Management and Normative Belief about Aggression in Bullying Among Urban, African American Middle School Children." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1181.

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This study used binary logistic regression analysis to examine the role of empathy,anger management, and normative beliefs about aggression on overt bullying, relational bullying, and prosocial behavior in urban African-American middle school children. Participants included 177 African-American sixth, seventh and eighth grade students from two public, urban middle schools in a large city in the Southeast United States. The results of this study indicated that binary logistic regression models including empathy, anger management, and normative beliefs about aggression predicted prosocial behavior, and marginally predicted relational bullying. Nonnative beliefs about aggression had a significant moderating effect, such that for participants who endorsed higher normative beliefs about aggression, low levels of empathy significantly increased the likelihood of being classified as a relational bully. Participants in this study reported highly aggressive behavior, with 24% of the sample being identified as overt bullies. Significant gender differences were also identified in this study. Boys reported more relational aggression than girls, and girls reported higher levels of empathy, and prosocial behavior. Implications for future research and intervention programs for bullying among middle school children are discussed.

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Anger, Michael [Verfasser], Andrea [Akademischer Betreuer] Maurer, Andrea [Gutachter] Maurer, and Carsten [Gutachter] Herrmann-Pillath. "Self-Fulfilling Theory. Eine mechanismenbasierte Perspektive auf die Performativität ökonomischer Theorien am Beispiel des Shareholder-Value-Ansatzes / Michael Anger ; Gutachter: Andrea Maurer, Carsten Herrmann-Pillath ; Betreuer: Andrea Maurer." Trier : Universität Trier, 2020. http://d-nb.info/1216702527/34.

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Lissade, Yolette. "The Effect of an Arts-Based, Anger-Management Intervention for Girls Displaying Aggressive Behavior Who Are Being Reared Without Their Fathers." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/25.

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This arts-based intervention program was designed to reduce anxiety and aggressive behavior in adolescent girls who were being reared without their fathers during the period of 2010–2015. The research questions were designed to investigate the scope, frequency, and severity of the problem of increased aggressive behavior and anxiety by girls being reared without their fathers; to evaluate the effectiveness of an arts-based intervention in reducing aggressive behavior and anxiety in girls being reared without their fathers; to investigate the ways that the use of an arts-based intervention might improve feelings about family relationships for single mothers and girls being reared without their fathers; and to gather observations and perceptions of all participants of the arts-based intervention regarding its impact on aggressive girls being reared without their fathers. Eight children between the ages of 8 and 17 completed the study. Data collection consisted of administering the following surveys: the Adolescent Anger Rating Scale, the Children’s Aggression Scale, the Parent Adolescent Relationship Questionnaire, and a confirmation interview with parents. An anger-management intervention utilizing the arts as an outlet for self-expression was implemented during the winter 2013 semester. Results showed the implementation fostered peer collaboration and resulted in reduced anger and aggression as well as increased communication and family cohesion. Expression through the arts, coupled with anger-management training, enabled girls to cope with their anger rather than acting out.

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Van, Rooyen Yolande. "An exploration of offenders' experiences and social workers' perceptions of standardised anger management programme:|ba case study at St Albans Correctional Centre." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/6391.

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The purpose of this research is to explore offenders’ experiences and social workers’ perceptions of the Standardised Anger Management Programme as facilitated by social workers at the Department of Correctional Services. The offender population in South Africa is diverse in terms of culture, language, religion, education and socio economic status. The Department of Correctional Services is committed to providing needs-based programmes for offenders to address their offending behaviour in ways that are appropriate for each. The research design was based on a case study. Thirteen offenders from St Albans Correctional Centre who had completed the Standardised Anger Management Programme, together with three social workers at the centre, participated in the evaluation of the effectiveness of the programme. Evaluations were conducted by means of questionnaires and semi-structured interviews with the thirteen offenders, and a focus group discussion with the three social workers facilitating the programme. Together, these three methods yielded useful and insightful ideas on the areas where the programme’s challenges lie, and led to the formulation of several general and specific recommendations, which are presented in chapter five of this thesis. The thesis bases its critique of the programme on insights gained from the literature; expanding on all aspects of the ecological approach to the individual. A detailed presentation of the ecological approach is given in chapter three. The various individual, micro-, exo- and macrosystems that make up the totality of influences on a person’s life are reviewed, and are referred to again in chapter four, which presents the finding of the study. The findings and discussion thereof are, of course, presented in the context of the Department of Correctional Service’s legislative and legal framework, which takes its direction from the 2005 White Paper on Corrections. This White Paper firmly set the Department of Correctional Services on a path towards rehabilitative, rather than purely punitive, treatment of offenders. Its publication was followed soon after by the introduction of the Standardised Anger Management Programme which, as the name suggests, was an attempt to standardise all the hitherto piecemeal rehabilitative efforts of various centres around the country. The study found that facilitators and the participants of the Standardised Anger Management Programme had areas of commonality regarding their views on the programme. The findings suggest that while participants in the programme gained anger management skills, much needs to be done to revise and improve the programme, so that it better addresses the needs of the unique offender population of South Africa. Among many recommendations made in chapter five, the researcher recommends that social workers are adequately trained and equipped to present the programme. In addition, the issues of course content and cultural assumptions, offender motivation and centre officials’ attitudes also need to be addressed.

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Chen, Huanyong. "Why do groups engage in counterproductive work behavior ? : the roles of group stressors and group affect." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1543.

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Hebing, Marcel Verfasser], Susanne [Akademischer Betreuer] [Rässler, Klaus [Akademischer Betreuer] Tochtermann, and Silke [Akademischer Betreuer] Anger. "A Metadata-Driven Approach to Panel Data Management and its Application in DDI on Rails / Marcel Hebing. Betreuer: Susanne Rässler ; Klaus Tochtermann ; Silke Anger." Bamberg : Otto-Friedrich-Universität Bamberg, 2016. http://d-nb.info/1102932914/34.

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Hebing, Marcel [Verfasser], Susanne [Akademischer Betreuer] Rässler, Klaus [Akademischer Betreuer] Tochtermann, and Silke [Akademischer Betreuer] Anger. "A Metadata-Driven Approach to Panel Data Management and its Application in DDI on Rails / Marcel Hebing. Betreuer: Susanne Rässler ; Klaus Tochtermann ; Silke Anger." Bamberg : Otto-Friedrich-Universität Bamberg, 2016. http://d-nb.info/1102932914/34.

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Blignaut, Alice May. "An impact and cost-benefit analysis of some SAPS personnel capacity-building programmes / by Alice May Blignaut." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1816.

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Anwer, Jahanzeb [Verfasser]. "Dynamic reliability management / Jahanzeb Anwer." Paderborn : Universitätsbibliothek, 2017. http://d-nb.info/1137944056/34.

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Odendaal, Jacobus Nicolaas. "Konflik in die werksplek : gevallestudie met verwysing na vyf tafeldruifuitvoerplase in die Benede-Bergrivier." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/827.

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Thesis (MBA (Business Management))--Stellenbosch University, 2008.
ENGLISH ABSTRACT: Conflict is an integral part of relationships in the workplace. This study supports the pluralistic view that states that people with different values, views and aims come to the workplace and therefore conflict can be expected. This assumption puts challenges to any business to manage conflict constructively and to keep it within controllable levels. The study was done amongst team leaders on five table grape export farms in the vicinity of Piketberg. It showed that increased conflict is a clear indication of deficiencies on management level regarding skills and the execution of management tasks. Team leaders with inadequate or no management or technical training find it extremely difficult to cope with conflict assertively. The change in the composition of the workforce over a period of a couple of years to comprise of a majority Xhosa speaking workers has brought unmanageable challenges, even to senior team leaders. Their limited ability to communicate and to give clear instructions to people of an unknown language and culture is stretch to the edge and often leads to serious conflict. It poses a number of challenges to companies to keep a positive atmosphere for conflict resolution and to equip base line management to deal successful with conflict. The following themes will need urgent attention: • The acknowledgement and management of diversity in the workplace; • The development of a positive organisational culture and values; • Skills training and the development of self image; • The setting up of communication channels and participation of workers in management.
AFRIKAANSE OPSOMMING: Konflik is ŉ inherente deel van verhoudinge in die werksplek. Die pluralistiese siening word onderskryf dat mense met verskillende waardes, sieninge en doelwitte die werksplek betree en daarom is konflik te verwagte. Hierdie aanname stel uitdagings aan die onderneming om konflik kontruktief te bestuur en dit op beheerbare vlakke te hou. Die studie op vyf tafeldruifuitvoerplase in die Piketberg omgewing onder spanleiers het aangetoon dat verhoogde konflik ŉ duidelike aanwysing is van tekorte op bestuurvlak t.o.v. vaardighede en uitvoering van bestuurstake. Spanleiers met gebrekkige of geen bestuurs- en tegniese opleiding vind dit uiters moeilik om konflik op ŉ assertiewe manier te hanteer. Die verandering in die samestelling van die werksmag oor ŉ periode van enkele jare om nou uit ŉ meerderheid Xhosa-sprekendes te bestaan, bring onhanteerbare uitdagings, selfs aan senior spanleiers. Hulle beperkte vermoë om te kommunikeer en duidelike instruksies te gee binne die vreemde taal en kultuur, word tot die uiterste beproef en lei dikwels tot ernstige konflik. Dit laat die ondernemings met verskeie uitdagings om beide ŉ gesonde atmosfeer vir konflikhantering daar te stel sowel as om die vaardighede aan grondvlakbestuur te gee om dit suksesvol te hanteer. Die volgende temas sal ernstige aandag moet kry: • Erkenning en bestuur van diversiteit in die werksplek; • Ontwikkeling van ŉ positiewe organisasie-kultuur en –waardes; • Vaardigheidsopleiding en selfbeeldontwikkeling; • Skep van kommunikasie-kanale en werkersinspraak by bestuur.

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Som, Anurag. "Dating Violence Attitudes, Experiences and Perceptions of Women in College: An Indian Context." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/35121.

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The purpose of this study was to understand the attitudes, perceptions and experiences of college women in modern India with regard to intimate partner violence, specifically dating violence. Surveys were collected from 489 undergraduate female participants. Only 99 participants (20%) were or had been in a dating relationship. The participants in this study self reported both perpetrating and receiving violence in these relationships. A significant positive relationship was found between dating violence perpetration and victimization and four risk factors: witnessing and experiencing abuse in one's family of origin, attitudes justifying wife beating, and problem behaviors associated with alcohol use. A significant negative relationship was found between anger management skills and the perpetration and victimization of violence in dating relationships. Finally, even though the rate of dating and alcohol use is low in India, the problem behaviors associated with these phenomena are very similar to those identified in the United States. Although much is known about domestic violence and wife assault in the Indian context, there is almost no information or effort in the direction of prevention and education in the realm of dating violence. While India is advancing technologically, creating new opportunities for its youth, there is no simultaneous effort being made to protect its youth from risks of urbanization and cultural shifts. The young adults of India today are joining the global economy. However, there is no system put in place to educate and nurture their social and cultural evolution. Findings from this study suggest that as the youth open themselves up to the culture of dating and premarital courtship, there needs to be a parallel effort made to educate and train them about healthy relationships.
Master of Science

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Lundeberg, Kirsten Marie. "A Comparison of Three Groups of Undergraduate College Males--Physically Abusive, Psychologically Abusive, and Non-Abusive: a Quantitative Analysis." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/35155.

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This study compares three groups of undergraduate college males in heterosexual dating relationships: those who are physically and psychologically abusive (n=39), those who are solely psychologically abusive (n=44), and those who are non-abusive (n=34). These three groups are compared along the following variables: self-reported history of experiencing family of origin violence; self-reported history of witnessing family of origin violence; level of self-reported impulsivity; level of self-reported satisfaction with life; level of self-reported alcohol use; level of self-reported relationship satisfaction; and amount of self-reported anger management skill. An analysis of variance (ANOVA) revealed significant main effects among the three groups of males along several of the variables examined (Wilks' Lambda F = 4.80, df = 10, 220, p <.001). Post hoc tests revealed significant differences among the three groups of males. This study revealed that these three groups differ significantly along their levels of alcohol use (F = 10.16, p <.001), their reported levels of relationship satisfaction (F = 4.23, p <.05), and their levels of anger management skills (F = 14.56, p<.001). This information can be helpful to clinicians and educators who are working with college populations. It would seem that psychoeducation might be useful for some of these men so that they might develop alternatives to violence, and may hopefully decrease the risk factors associated with the perpetration of relationship violence. Intervening early and effectively with these dating relationships can be a substantive step towards preventing the escalation and maintenance of violence in relationships.
Master of Science

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Dissertations / Theses on the topic 'Anger management'

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