Evaluated possible increased effectiveness from combining cognitive and relaxation coping skills (CRCS) in treatment of anger by comparing CRCS with relaxation coping skills (RCS) alone and no-treatment control. Subjects were 55 college students. Some process variables slightly favored CRCS over RCS. Compared to controls, both treatments led to…

Describes and evaluates an intervention to reduce anger in college students (N=29) which combines cognitive, relaxation, and behavioral coping skills. Results indicated the intervention seemed to be generally effective. (Author/ABL)

Compared social skills and cognitive-relaxation interventions for general-anger reduction with a no-treatment control in a pretreatment, postreatment, and five-week follow-up design. By follow-up, treatment groups reported significantly less anger, lowered tendencies to suppress or exhibit anger, and lowered state anger, and greater constructive…

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…

Describes a college course that taught preventive mental health skills to adults by exploring diverse cognitive-behavioral skills that facilitate coping, are preventive in nature, and are suitable for learning by healthy individuals in educational settings. It focused on anger management, anxiety and worry management, self-esteem enhancement,…

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…

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…

Provides rationale for and description of school-based anger coping program for aggressive children. Discusses need for school-based, preventive interventions with this population. Outlines conceptual model for this intervention and reviews relevant findings on social cognitive processes. Describes cognitive-behavioral intervention framework and…

Many psychological and physiological disorders may have some etiology in an unconstructive response to anger. Still others may be exacerbated by repressed or suppressed anger. Anger is often a problem for clients seeking therapy, yet psychologists have little research upon which to develop a viable therapeutic approach. While skills in…

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,…

Presents a 15-month follow-up to a study comparing inductive social skills training to skill assembly social skills training and cognitive-relaxation coping skills interventions for general anger reduction in college students. Compared to control group, counseled groups reported lower trait anger, general anger, anger across many situations, and…

This comprehensive guide presents the Anger Coping Program, an empirically supported group intervention for 8-12 year olds with anger and aggression problems. Controlled clinical research has demonstrated this program to reduce teacher- and parent-directed aggression; improve on-task behavior in the classroom; and enhance participants' verbal…

This monograph provides information on identifying children and youth who could benefit from social skills instruction, highlights strategies for teaching social skills, and presents ideas for reinforcing social competence. After a chapter that introduces the issues, Chapter 2, "Social Competence," defines social competence and discusses…

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…