The effectiveness of anger management skills training on reduction of aggression in adolescents

Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 5 (2010) 1195 1199 WCPCG-2010 The effectiveness of anger management skills training on reduction of aggression in adolescents Shirin Valizadeh a *, Rahman Berdi Ozouni Davaji b, Mitra Nikamal c a Member of Young Researchers Club, Islamic Azad University,Central Tehran Branch,Tehran, Iran b Department of counselling,university of Social Welfare & Rehabilitation Sciences,Tehran,Iran c Islamic Azad University,Central Tehran Branch,Tehran,Iran Received January 10, 2010; revised February 1, 2010; accepted March 4, 2010 Abstract The purpose of this study was to investigate the effectiveness of anger management skills training on reducing level of aggression in high school students. The sample of the study consisted of 40 high school students, 20 of whom were the experimental group, while the other 20 being control. Experimental group received 10 session s of anger management skills training, while control group didn t receive any intervention. The results revealed that the anger management skills training are able to decrease total aggression, aggressive behaviours and thoughts in high school students. Implications for practice are discussed. 2010 Elsevier Ltd. Open access under CC BY-NC-ND license. Keywords:Anger, aggression, anger management skills training, students. 1. Introduction Anger is one of the basic feelings mostly experienced in daily life. It is a strong feeling of distress in response to a specific provocation. People become angry when others attack their personality, treat them unfairly, blame someone's unjustified action, keep them from getting what they want or violate cultural norms (Marby & Kiecolt, 2005). The terms anger, hostility and aggression are often used interchangeability. However, some researchers consider that hostility, anger and aggression can represent the cognitive, affective and behavioral components of the same multidimensional construct (Buss & Perry, 1992). Thus, the construct could consist of three basic dimension: a) affective, made up of emotions such as anger or loathing; b) cognitive, consisting mainly of negative thoughts about human nature, resentment, and cynical distrust; and c) behavioural, defined by various forms of aggression, such as physical or verbal aggression. All these factors seem to be related to each other, varying in intensity, frequency, and duration. Anger-related problems are among the most common reasons why children and adolescents are referred for psychological services (Abikoff & Klein, 1992). Anger is a negative phenomenological experience that exists on a * Shirin Valizadeh. Tel.: +989121794767. E-mail address: Valizadeh_pcoiran@yahoo.com. 1877-0428 2010 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. doi:10.1016/j.sbspro.2010.07.260

1196 Shirin Valizadeh et al. / Procedia Social and Behavioral Sciences 5 (2010) 1195 1199 continuum in which the frequency, intensity, and duration of the experience, along with expressive (i.e., subjective, physiological, interpretive, and behavioural) characteristics, often leads to significant impairment (Kassinove & Sukhodolsky, 1995; Kassinove & Tafrate 2002). Studies suggest that anger-related impairment is often manifested in a variety of physical (Lohr & Hamberger, 1990) and psychological problems (Tafrate, Kassinove, & Dundin, 2002). For example, Williams et al. (2000) found that anger places middle-aged adults at risk for coronary heart disease and death. Others have argued that anger is a potential mediator of domestic violence and substance abuse disorders (Barbour, Eckhardt, Davison, & Kassinove, 1998). The negative effects of anger are not limited to the aggressive individual, however, as aggressive behaviour has the potential to cause harm or injury to others. Multiple psychosocial treatments have been applied to problematic anger in mental health practice. Such treatments include but are not limited to relaxation, progressive muscle relaxation, systematic desensitization, meditation, biofeedback, self-instructional training, cognitive restructuring, social skills training, problem solving, assertiveness training, exposure, flooding, education, and stress inoculation (DiGiuseppe & Tafrate, 2003). Several studies investigated the efficacy of these psychological treatments on reduction of anger. For instance, Snyder, Kymissis, and Kessler (1999) investigated the efficacy of psychosocial treatments for anger and aggression in an adolescent psychiatric population. The results indicated that the treatment group decreased significantly from pre- to post assessment on the MMPI Adolescent Anger Content Scale. In another study, Watt and Howells (1999) investigated the efficacy of psychosocial treatment for violent offenders. The results provided little support for treatment gains for participants in the treatment condition relative to the control condition. Deffenbacher, Dahlen, et al. (2000) investigated the efficacy of psychosocial treatment for anger reduction in a college population. The results indicated that significantly more participants in the treatment condition met an index of clinically significant change. Because of negative effects of anger on individuals and increasing demands of accountability by managed-care companies and policy makers, determining the effectiveness of psychological treatment interventions has become a particularly important topic in mental health practice. For these reasons, the major purpose of this study was to investigate the effectiveness of anger management skills training on reduction of aggression in adolescents. 2. Method 2.1. Participants In this study, 20 boy students were randomly assigned either to the intervention group that received the 10 session anger management skills training or to control group that did not received any training. The demographics of the two samples are presented in table1. In this study, did not have dropout. Comparing samples in two groups yielded no significance differences on demographic variables. 2.2 Instruments Participants completed the 30-item aggression general questionnaire (AGQ, Najariyan; 2001), which assessed participants aggression on 4-point scales (0 = never 4 = always ). The total score provides a measure of overall aggression, but three subscale scores have been identified through factor analysis. These subscales represent aggressive behaviour; 12 item, aggressive thoughts; 7 items and aggressive feelings; 11 items. Higher scores indicate more general aggression. Reliability of the questionnaire was substantiated in various studies. For example, the internal consistency of the questionnaire via Chronbach Alpha method was estimated at 82.5(Sadegi; 2002). Validity assessments have shown moderate to strong psychometric properties (Najariyan, 2001). 2.3 Procedure The efficacy of the anger management skills training was tested using a quasi experimental with pre test - post test control group design, based on self- report data. 75 high school students were recruited by means of advertisements in schools. Criteria for recruitment were: 1) getting high scores in aggression questionnaire 2) being motivated to do something for promoting own mental health.

Shirin Valizadeh et al. / Procedia Social and Behavioral Sciences 5 (2010) 1195 1199 1197 Students were randomly assigned to either the anger management skills training or the control group. The students in the experimental group receive 10 weekly sessions (per sessions 70 minute) anger management skills training, while students in the control group did not receive any intervention but were contacted only for the assessments. All students were asked to complete questioner at two times: at pre test (one week prior to the intervention) and pos test (one week after the intervention). 2.4. Data analysis Spss 16.0 (Statistical Package for Social Sciences) software package was used in the analysis of the data obtained from the implementation. 3. Results Preliminary analysis were conducted to determine whether there were any pre-test differences between the two groups on the described questioner measuring different aspects of the aggression and age as demographic variable. No significant differences were found for age as a demographic variable and the total aggression, aggressive thought, aggressive behavior and aggressive feelings as measured with the AGQ (see table 1 and 2). In order to explore changes in the pre-test post-tests scores of the experimental and control group in aggression, Analysis of Covariance was used. Results show a significant group main effect, F = 24.33), P<0.05, 2 = 0.47. This result shows that aggression is clearly decreased among students that participated in the anger management skills training group (see table 3). A MANCOVA on the three subscales of the AGQ (aggressive behavior, aggressive thoughts and aggressive feeling), controlling for pre test scores, assessed the differences in AGQ subscales between the intervention and control group. Within the three subscales of the AGQ, there is significantly differences in the aggressive behavior (F = 23.53, P<0.001, 2 = 0.486) and aggressive thoughts (F = 27.78, P<0.001, 2 = 0.526) between intervention and control group. We did not observe significant differences between the intervention and control groups in the aggressive feelings (F = 0.092, ns). (See table 4). Table 1. Mean, Standard Deviation and t test results for samples age Groups N Mean SD t df Experimental Group 20 15.15 0.81 Control Group 20 15.6 1.18 2.04 38 P>./05 According to table 1, there was No statistically significant difference in participant's age between two groups. Table 2. t- Test results of the experimental and control group according to the pre test scores according to aggression and subscales Experimental group Control group t p Variables M SD M SD Aggression 81.80 3.05 78.30 9.15 8.52 N.S Aggressive behavior 34.00 2.26 33.53 6.36 1.26 N.S Aggressive thought 17.60 1.26 16.67 2.54 2.69 N.S Aggressive feeling 30.20 1/21 29.00 5.3 0.26 N.S

1198 Shirin Valizadeh et al. / Procedia Social and Behavioral Sciences 5 (2010) 1195 1199 M= Mean SD= Standard Deviation N.S= No Significant As seen in Table 2, it was appeared that there were not any significant differences between the total aggressions, aggressive behaviour, aggressive thought and aggressive feeling scores in experimental and control group in the pre test. Table 3: Analysis of Covariance for total aggression Source df SS MS F Pre test 1 61.82 61.82 2.90 0 Group 1 515.07 515.07 * 24.33 0 Error 37 571.64 21.72 Total 40 1205.5 * P<0.05 As seen in Table 3, after controlling for pre test scores, total aggression decreased significantly in the 2 intervention group, F = 24.33, P<0.05, = 0.474 Table 4: Multivariate Analysis of Covariance for Subscale of Aggression Source df SS MS F Group Thoughts 1 64.57 64.57 27.78** 0 Behaviour 1 160.72 160.72 23.53** 0 Feeling 1 0.67 0.67 0.092 0 Error Thoughts 35 58.09 2.32 Behaviour 35 170.8 6.83 Feelings 35 181.9 7.28 Total Thoughts 39 126.96 4.38 Behaviour 39 376.00 12.96 Feelings 39 301.41 10.39 ** P <0.001 As seen in table 4, after controlling for pre test scores, aggressive thoughts and behaviours decreased significantly in the intervention group. Significant difference between the intervention and control groups was not observed in the aggressive feelings. 4. Conclusion This study examined the effectiveness of the anger management skills training on reduction of aggression in adolescences. The results indicated that global aggression decreased significantly among participants who took part in the intervention group. Among the various aspects that comprise aggression, significant changes were found on subscales measuring aggressive thoughts and behaviours. A similar finding was reported by Snyder, Kymissis and Kessler (1999) that conducted a psychological treatment for anger and aggression in an adolescent population and found that the treatment group decreased significantly from pre- to post assessment on the Anger. Similarly Deffenbacher, Dahlen, et al. (2000) in their research about the efficacy of psychosocial treatment for anger reduction in a college population, indicated that significantly more participants in the treatment condition met an index of clinically significant change. In this study, the high school students were the subjects. For further research, working with college students and adult samples is recommended. In addition, studying with samples from different aggression levels and different backgrounds could provide a broader picture on the effectiveness of the anger management skills training. There are a limited number of studies on aggression levels of high school students; therefore, it is valuable to study aggression levels and to conduct better programs and training strategies for countering aggression. Anger management skills training are crucial for adolescents. Therefore, the educators, school administrators, school counsellors and who work with these adolescents should be trained and educated on these trainings.

Shirin Valizadeh et al. / Procedia Social and Behavioral Sciences 5 (2010) 1195 1199 1199 References Abikoff, H., & Klein, R. G. (1992). Attention- deficit hyperactivity and conduct disorder: comorbidity and implications for treatment. Journal of Counseling and Clinical Psychology, 60, 881-892. Barbour, C., Eckhardt, C., Davison, J., & Kassinova, H. (1998). The experience and expression of anger in martially violent and discordant, and nonviolent men. Behavior therapy, 29, 173-191. Buss, A. H., & Perry, M. (1992). The aggression Questionnaire. Journal of Personality and Social Psychology, 63, 452-459. Deffenbacher, J. L., Dahlen, E. R., Lynch, R. S., morris, C. D., & Gowensmith, W. N. (2000). An application of Beck's cognitive therapy to general anger reduction. Cognitive therapy and Research, 24, 687-689. DiGiuseppe, R., & Tafrate, R. C. (2003). Anger treatment for adults: A meta-analytic review. Clinical Psychology: Science & Practice, 10, 70-84. Kassinove, H., & Sukhodolsky, D. G. (1995). Anger disorder: Basic science and practice issues. In Kassinove, H. (Ed.), Anger disorders: Definition, diagnosis, and treatment (pp 1-26). Washington, DC: Taylor & Francis. Kassinove, H., & Tafrate, R. C. (2002). Anger management: the complete treatment guidbook for practitioners. California:Impact Publishers. Lohr, J. m., & Hamberger, k. l. (1990). Cognitive- behavioral modification of cornary- prone behaviors: Proposal for a treatment model and review of the evidence. Journal of Rational- Emotive and Cognitive-Behavior therapy, 8, 103-126. Marby, J. B., Kiecolt, K. J. (2005). Anger in black and white: Race, adienation, and anger. Journal of Health and Social Behavior, 46, 85-101. Najariyan, B., Shokrkon, H. (2001). Developing and exploring the reliability and validity of measure for assessing the aggression. Ahvaz Shahid Chamran University Journal of Educational Sciences and Psychology, 85, 74-102. Sadegi, A. (2002). Role of emotinal behavioral based group anger management training on reduction of eggression in Esfahanian students, unpublished master thesis, faculty of psychology, University of Esfahan. Iran. Snyder, K. V., Kymissis, P., & Kessler, k. (1999). Anger management for adolescents: Efficacy of brief group therapy. Journal of the American Academy of child and Adolescents Psychiatry, 38, 1409-1423. Tafrate, R. C., Kassinove, H., & Dundin, L. (2002). Anger Episodes in high and low trait anger community adults. Journal of Clinical Psychology, 85, 1573-1590. Watt, B. D., & Howells, K. (1999). Skills training for aggression control: Evaluation of an anger management program for violent offenders. Legal and Criminilogical Psychology, 4, 285-300. Williams, J. E., Paton, C. C., Siegler, I. C., Eigenbrodt, m. L., Nieto, F. J., & Tryoler, H. A. (2000). Anger proneness predicts coronary heart disease risk. Circulation, 101, 2039-2039.