Eight studies present support for state-trait anger theory. In Studies 1-3, high-anger participants reported (a) greater anger in many different provocations, in their most angering ongoing situations, and in daily life, (b) greater anger-related physiological arousal, (c) greater state anger and dysfunctional coping in response to a visualized provocation, and (d) greater use of suppression and outward negative expression of anger. Only heart rate in the visualized provocation did not support predictions. In Studies 4-5, high-anger individuals suffered more frequent and intense anger consequences. In Studies 6-8, trait anger had higher correlations with dimensions of anger than with other emotions, cognitions, and behaviors. Few gender differences were found across studies. Results were discussed in terms of state-trait theory, convergent and discriminant validity for the Trait Anger Scale, anger expression, gender, and the implications for counseling.

Inductive social skills training (ISST), skill assembly social skills training (SASST), and cognitiverelaxation coping skills (CRCS) training were compared with a no-treatment control condition for general anger reduction. At 4-week follow-up, compared with the control group, all treatment groups showed equivalent reductions of the amount of anger experienced in a wide range of situations. ISST and CRCS Ss reported less anger in their worst ongoing provocation than did control Ss, whereas SASST Ss did not differ from Ss of other groups. Treatment groups enhanced anger control equally relative to the control group, but only the CRCS group significantly lowered outward, negative expression of anger, and only the ISST group reduced anger suppression, although active treatment groups did not differ from one another on these measures. The ISST group lowered day-to-day anger more than other groups. No treatment effects were found for nontargeted trait anxiety and assertiveness. Results are discussed in terms of prior findings and the efficacy and flexibility of ISST.Anger is a frequent primary or secondary client concern, significantly related to emotional, vocational, physical, and interpersonal well-being (Deffenbacher, 1993). Although outcome research on anger reduction has lagged behind that on other emotional problems such as anxiety and depression, recently two conceptually different intervention paradigms have proved effective. One model focuses on increasing skills for emotional control (i.e., increasing client capacity to recognize and lower cognitive, emotional, and physiological components of anger). As clients lower these elements of anger, they are freed to use existing skills to assess, solve problems, and intervene in anger-provoking situations, skills that are otherwise blocked by excessive emotional arousal. For example, the following interventions, all aimed at increasing emotional control, have lowered anger successfully: cognitive restructuring (Achmon,

Oetting (1994) that compared inductive social skills training (ISST) to skill assembly social skills training (SASST) and cognitive-relaxation coping skills (CRCS) interventions for general anger reduction in college students. Compared with the control group at 15-month follow-up, counseled groups reported lower trait anger, general anger, anger across many situations, and anger-related physiological arousal; less anger suppression and outward negative expression; and greater calm, controlled expression. ISST and CRCS participants also reported less anger in their worst ongoing, angering situation. More counseled participants showed clinically significant improvement on trait anger as well. In none of these comparisons did counseled groups differ among themselves. No treatment effects were found on nontargeted assertiveness and trait anxiety. Results are discussed in terms of long-term efficacy of treatments and of the importance of long-term follow-up.

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