The Relationship between Anger Management Techniques and by Sukhodolsky, Smith, McCauley, Ibrahim, anger. Rice and Howell (2006) discuss how Discipline Reports and Piasecka (2016) is “a negative affec- important is when planning an interven- tive state that may include increased physi- tion for anger to use anger reflection and LaTorea Brooks ological arousal, thoughts of blame, and an control techniques since these have been Taliaferro County Schools increased predisposition toward aggressive shown to be more successful at reduc- behavior” (p. 58). It can be triggered by ing overall anger. When those who have James Todd McGahey, Ed.D., LPC, NCSC frustration and can vary in duration and problems with anger are used to acting out Jacksonville State University intensity (Sukhodolsky, Smith, McCauley, when they are angry, this usually leads to Ibrahim, & Piasecka, 2016, p. 59). more aggressive behavior and more anger Marvin Jenkins, Ed.D., S-LPC (Rice & Howell, 2006, p. 52). Rice and Jacksonville State University Even though anger is mostly seen as a Howell also discuss the three main ways negative emotion, not all experts agree on people express their anger: anger-out, anger being only negative. There are those anger-suppression, and anger-reflection/ who feel that if anger is managed well, control. Anger-out is anger express out- it can be a positive emotion also. Howie wardly, anger-suppression is anger held in, and Malouff (2014) state that, “Anger and anger-reflection/control is a cognitive Abstract so because they lack the necessary skills is a normal human emotion that can be way or expressing anger. The purpose of this study was to target involved in emotion regulation. An interven- instrumental for motivating an individual students who show aggressive and bullying tion that teaches students how to better towards assertiveness and the necessary How students regulate their anger can behavior due to a lack of anger manage- regulate their emotions and behaviors is action to defend one’s self in the face of be influenced by their family and culture. ment and self-control skills. Two groups of needed for students at Whitesburg School, personal threat from the environment” (p. Social skills can also play a part in how a boys in grades 2-4 participated in anger a P-8 in a southern state. 310). Golden (2016, p. 57) proposes that student regulates their anger. Park and Kim managements groups that either followed when anger is informed by self-reflection, (2012) discuss how family dynamics can an anger management curriculum or fol- Literature Review anger can become healthy. Lowth (2015) influence how Korean-American students lowed the anger management curriculum Experts have many definitions for anger. states, “Getting angry is normal, but letting regulate their anger. Negative relationships plus breathing techniques. The study found Oolup, Brown, Nowicki, and Aziz (2016) anger get the best of you is not.” It is not within the family can lead to low anger that the boys in the anger management state that anger is “an emotional condition the anger itself that is negative, it is the control by Korean-American students. plus breathing techniques group, in gen- that is often socially instigated through the behavior and consequences that come with This can lead more to anger-out and eral, showed an increase in anger control perception of threatening, frustrating or the anger that make anger seem nega- anger-suppression methods of expressing and a decrease in discipline reports. stressful circumstances and environments” tive. In many instances anger can lead to anger. However, when students have more (p. 280). Golden (2016) describes it as aggressive behaviors, sometimes including positive relationships within the family and Introduction follows: physical altercations. Golden (2016) also a more independent self-construal, this Emotion regulation is a person’s ability to Anger is a powerful and challenging says that when those who are angry act can lead to more anger-reflection/control adapt their emotions appropriately within emotion triggered by feelings of threat impulsively, they can be dangerous (p. 57). methods of expressing anger. the social context (Kuzucu, 2016). Anger, to our physical or mental well-being. It is on its own, is not necessarily a negative also often a reaction to and a distraction Interventions can help those who have The role of family dynamics in influencing emotion. It does become negative when from some form of inner pain that may anger issues learn to control their anger how student express anger is not far- it leads to aggression and other negative be associated with anxiety, shame, pow- and regulate their emotions. Golden (2016) fetched. Children and adolescents need to consequences (Seshardri, 2014). All stu- erlessness, or disrespect. (p. 57) proposes that when those who are angry develop anger regulation skill and one of dents deserve a school environment where Park and Kim (2012) define anger as a learn to stay calm, have compassion for the first places they will learn that skill is they feel safe and welcome but if these “powerful emotion that has been associ- themselves, and being aware will help their within their families. But family dynamics behaviors are allowed to continue students ated with a host of negative psychological anger be healthy instead of destructive. are not the only factor that mediate how will continue to feel unsafe in the school outcomes, including externalizing problems It is important that students, as early as students regulate their anger. Students’ environment. Many of these students who such as aggression and delinquency” (p. possible learn the skills to help them man- social skills also help mediate their anger are exhibiting these behaviors are doing 1339). Another definition of anger given age and regulate their emotions, especially control skills. A lack of social skills can lead 6 | 2017 Georgia School Counselor Association Georgia School Counselor Association 2017 | 7 to aggression and behavioral problems and substance abuse” (p. 343). Cooley and In interventions for anger, it is important The literature shows that anger is not (Kuzucu, 2016). Kuzuco states, “Aggres- Fite (2016) also echo this sentiment when that there is a cognitive component to the inherently negative but if children and ado- sive behavior is predicted by anger in they state: training. When there is a cognitive com- lescents do not know how to regulate and adolescents. Anger leads to adolescent Emotional competence requires coping ponent, it has been shown that the anger manage their anger, it can lead to aggres- to misinterpret existing cues, and this with negative emotions in a manner management training was more effective sion and other negative consequences. The misinterpretation is more likely results in that is responsive to the demands over the long term (Burt, Patel, Butler, & purpose of this study is to use this concept physical, verbal, and indirect aggression” of the social context. Thus, adaptive Gonzalez, 2013; Fitzsimmons, Isaacs, & to help students learn better ways to man- (p. 850). Because of their lack of social emotion regulation involves strategies, McCloy, 2015; Steffgen, 2017). A more age their anger and develop better coping skills, adolescents cannot read social cues such as behavioral distraction and so- holistic approach to anger management skills. This would lead to a decrease in correctly which leads to misunderstand- cial support seeking, used to modulate can not only teach anger management office discipline referrals for these students ing, which in turn can lead to anger and emotional arousal in order to avoid skills but also coping skills for other difficult and a more safe and inviting environment aggression. It is important for adolescents undesired consequences and prevent emotions which can lead to less aggressive for all students and staff. to develop these skills so that they can use negative emotions from overwhelming behaviors and other negative consequenc- social problem-solving instead of aggres- and impairing one’s ability to engage in es (Burt, Patel, Butler, & Gonzalez, 2013). Methods sion to help them through troubles (p. 851). goal-directed behavior. (p. 536-537). When trying to decrease the aggression Participants Anger can lead to risky decisions in chil- and negative consequences related to For this study, students in grades 2-5 (ages There are many reasons why anger control dren and adolescents. This habit of risky anger, more positive means of dealing with 7-11) at Whitesburg P-8 will be selected is an important skill to develop in children. decisions can continue into adulthood and problems need to be addressed because based on their discipline referral history. When children are young they start to learn lead to more serious consequences. the anger and aggressive behavior can be The students had been referred to the how to deal with and regulate their anger. related to each other (Tosun, 2014). Problem Solving Team (PST) for behavior. When they learn maladaptive forms of There are many interventions that can help Students with at least three discipline anger control, this can later be tied to defi- students learn to manage and regulate Nontraditional methods of group anger reports or those who have been referred cits in social and academic skills (Daniels, their anger. Many studies discussed the management training have also been to PST for aggressive behaviors will be Mandleco, & Luthy, 2012). For example, use of groups to help students learn how to shown to be effective in helping with anger chosen. The students represent a variety of tantrums in children after a certain age are manage their anger (alavinezhad, Mousa- regulation. Art therapy can be used to help racial and economic backgrounds. Parents an abnormal way to deal with anger, which vi, & Sohrabi, 2014; Burt, Patel, Butler, express anger in a more productive and will be notified of their children’s selection can become more serious as they get older & Gonzalez, 2013; Fitzsimmons, Isaacs, less aggressive way by giving the partici- for the intervention groups by sending a (Daniels, Mandleco, & Luthy, 2012).