Anger Management Leadership Groups: A Creative Intervention for Increasing Relational and Social Competencies With Aggressive Youth

Burt, Isaac; Patel, Samir H.; Lewis, Sally V.

doi:10.1080/15401383.2012.710168

Cited by 18 publications

(12 citation statements)

References 15 publications

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“…Another study also concludes that anger management leadership groups become one of the creative techniques for reducing students' aggressive behavior [35]. That study was conducted in school, however, the study focused on the use of anger management that is implemented in a group setting.…”

Section: Resultsmentioning

confidence: 99%

Self-Regulation of Emotion Module to Reduce Aggressive Behavior

Alhadi¹,

Saputra²,

Purwadi³

et al. 2019

Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019)

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The present study aimed at identifying the level of aggressive behavior in students, formulating hypothetical drafts of products, and develop self-regulation of emotion module for reducing students' aggressive behavior. This study adapted the research and development of Gall, Borg & Gall, which in the development procedure was limited to three stages, namely (1) identification of students' aggressive behavior; (2) the formulation of hypothetical draft of self-regulation of emotion module; and (3) Product feasibility test which was carried out by expert and practitioner. The data were analyzed using quantitative descriptive analysis. The study was conducted in Junior high schools in the Special Region of Yogyakarta. The result of the study showed that the self-regulation of emotion module was developed by including the components of selfregulation of emotion, namely receiving, evaluating, triggering, searching, formulating, implementing, and assessing. Besides, the self-regulation of emotion module is categorized as feasible to be implemented by the counselor to support the counselor's program in reducing students' aggressive behavior.

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Section: Resultsmentioning

confidence: 99%

Self-Regulation of Emotion Module to Reduce Aggressive Behavior

Alhadi¹,

Saputra²,

Purwadi³

et al. 2019

Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019)

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“…Anger management groups in mainstream and specialist settings were a common intervention and the research shows some evidence for their effectiveness in different settings (Burt, Patel, and Lewis 2012, Humphrey and Brooks 2006, Valizadeh, Davaji, and Nikamal 2010, Kellner, Colletti, and Bry 2003. A recent meta-analysis of sixty studies from 1979-2010 indicated an overall effect size of −0.27, showing a small to moderate intervention effect in reducing children's negative emotional and behavioral outcomes including anger, aggression and loss of self-control (Candelaria, Fedewa, and Ahn 2012).…”

Section: 22: Behaviour For Learningmentioning

confidence: 99%

Supporting pupils in school with social, emotional and mental health needs: a scoping review of the literature

Carroll

Hurry

2018

Emotional and Behavioural Difficulties

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This article reports on a scoping review of the academic and related literature published between 2000 and 2015 that addressed the education provision for secondary aged pupils with social, emotional and/or mental health difficulties (SEMH) conducted over a six week period in 2015. A total of 168 documents met the inclusion criteria for the review, including 110 peer reviewed journal articles. The authors found an emerging evidence base to support more effective provision for pupils with SEMH, but there remains, particularly at the group and individual level a dearth of literature. Underpinning all the successful programmes in this review was a positive approach adopted by teachers and school leaders to pupils with SEMH. There was an overlap in practice between approaches used at universal, group and individual level but the majority of effective approaches were common to mainstream and specialist settings.

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“…Pre-and post-group paperwork sessions took approximately 15-30 minutes (Burt, 2010). As Burt et al (2012) suggested, groups must be strength-based (i.e., accentuating members' strong points), and incorporate collaboration and teamwork. The group was prosocial in nature, emphasized clients' strengths and developed social bonding.…”

Section: Methodsmentioning

confidence: 99%

“…Mental health counselors should not allow personal biases and media influences to sway professional opinion (Gladding, 2012). In addition, mental health counselors must advocate for fairness and oppose stereotyped biases and ideologies pushed by society (Burt et al, 2012). According to Gray and Rose (2012), discrimination and internalized oppression begin by ignoring discriminatory societal practices.…”

Section: Implications and Future Directions For Researchmentioning

confidence: 99%

“…However, the study did not attempt to determine whether males and females were equal in anger at the beginning or end of the study. Similarly, Burt, Patel, and Lewis (2012) reported that incorporating social and relational competencies into anger management groups reduced anger, but there was no discussion of anger differences between genders. Sadeh et al (2011) indicated that women expressed more self-anger (i.e., anger directed internally toward themselves) than males, but did not investigate whether differences existed between genders before the study.…”

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confidence: 99%

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Convergent and Divergent Validity of the Student Engagement in School Success Skills Survey

Villares

Colvin²,

Carey³

et al. 2014

TPC

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This pilot study explored differences between the levels of anger expression and anger control by adolescent males and females. Eighteen participants (9 males and 9 females) completed a strength-based anger management group promoting wellness. Anger management group counseling consisted of a 10-week continuous intervention emphasizing anger reduction, anger control and appropriate anger expression. Results indicated gender differences in that females exhibited more anger expression, as well as less anger control. However, females had higher levels of overall improvement. The article concludes with limitations and implications for mental health counseling with adolescent populations.

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Anger Management Leadership Groups: A Creative Intervention for Increasing Relational and Social Competencies With Aggressive Youth

Cited by 18 publications

References 15 publications

Self-Regulation of Emotion Module to Reduce Aggressive Behavior

Self-Regulation of Emotion Module to Reduce Aggressive Behavior

Supporting pupils in school with social, emotional and mental health needs: a scoping review of the literature

Convergent and Divergent Validity of the Student Engagement in School Success Skills Survey

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