There is a need when working with mentally handicapped people to develop interventions that can be used within a self-control framework. One intervention that has demonstrated success in a self-control context with normally intelligent people is Cognitive Stress Inoculation Training (CSIT). In CSIT clients are taught to recognize current self-talk…

Assigned college students (n=48) to anger reduction for cognitive-relaxation coping skills counseling group; time-limited, anger-focused, process-oriented counseling group; or uncounseled control group. Found that both counseling groups led to significant reductions on trait, state, and person-specific measures of anger and on nontargeted general…

Investigates whether a well-defined coaching process used at the moment of anger will help students internalize the cognitive processes learned in counseling sessions and enable them to use the anger management strategies independent of coaching. Offers school counselors reasons to implement such a model as an adjunct to individual or small group…

Examined effectiveness of cognitive intervention to help adolescents cope with stress and negative emotional arousal. Compared youth receiving training (N=9) with waiting list control group (N=12) in hypothetical stress situations. Results showed significant reductions in levels of anxiety and anger, improvement in self-esteem, and increase in…

People (n=103) with mild intellectual disabilities responded to several scales of anger, hostility, aggression, and personality. Results were consistent with earlier studies of relationships among anger, hostility, and aggression conducted with the general population. Findings suggest that people with intellectual disabilities may benefit from…

Compared two Anger Coping group interventions using cognitive-behavioral and social problem-solving training with aggressive boys to control condition. One intervention included teacher consultation component to enhance teachers' behavioral management skills. Treated boys displayed significant improvements in disruptive-aggressive off-task…

Two head-injured patients were treated for memory difficulties and two for temper control problems. The patients were taught memory aids and anger management strategies in a program emphasizing the role of relatives as co-therapists in ameliorating rehabilitation problems. Three obstacles to progress (denial, guilt, and family roles) are…

Examined longer term preventive effects of school-based intervention with boys referred by classroom teachers as highly aggressive and disruptive. Three years after intervention, boys who had received anger coping (AC) program had lower rates of drug and alcohol involvement and higher levels of self-esteem and social problem-solving skills than…

Twenty-two middle school students with emotional/behavioral disorders placed in an alternative school were exposed to a cognitive-behavioral intervention which decreased the inappropriate external responses to anger and increased anger control as measured by student self-reports and teacher behavioral checklists. No effect was found for internal…

Intermediate grade children (N=24) nominated by teachers for aggressive or hostile behavior were assigned to experimental or control groups, with experimental group receiving a group counseling intervention focusing on cognitive behavior techniques, modeling, role playing, and positive reinforcement. Results suggest that, compared to controls,…

Explored cognitive-behavioral interventions with families in which child abuse had been committed or parents were at risk for such behavior, to alleviate parental anger in the face of perceived provocation by children. Used cognitive restructuring, relaxation training, problem solving, and composite of the three techniques. Anger measures were…

Evaluated anger-aggression management curriculum using cognitive-behavioral techniques for effects on urban, at-risk middle school students (n=22). Following 10-session curriculum which used video symbolic modeling, self-instruction, problem solving, and self-monitoring, significant differences between treatment and placebo-control groups were…

This paper describes the preliminary results of a study of In Control, an anger management curriculum offered in the middle school of a therapeutic day school for children with severe emotional and behavioral disorders. Twenty students received the program, while 26 did not. Measures were number of anger logs students completed; institutional…

Teachers often spend more time in the classroom dealing with disruptions and conflict than they do teaching. This report describes a study (n=18) that was conducted to assess the effects of a school-based group treatment program on social skills development and anger management for students with behavior problems in an urban Saskatchewan (Canada)…

To reduce aggressive children's behavior problems and to reduce their high risk status for later major difficulties, an Anger Coping intervention based on cognitive behavioral techniques was developed (Lochman, Nelson, and Sims, 1981). Despite promising outcomes, testing showed not all children improved with this program. This study compared the…