Anger Management

People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult life. In some individuals, aggressive personality traits may be genetically inherited. The aggressive personality may feel weakened by having guidelines or boundaries for anger. Anger is a normal human emotion, and these guidelines can help express anger in a healthy way.

Misophonia is generally viewed as a condition where a person has an extreme emotional response and accompanying visceral arousal. A recent fMRI study indicates that the emotional response is driven by the vmPFC and is a conditioned emotional response. Another study which focused on the initial physical response concluded that misophonia includes an immediate elicited physical response (most commonly a muscle flinch, but it can be almost any physical response). Stimulus-Response classical conditioning theory is described and applied to misophonia. Based on recent research, a proposed diagnostic criteria for misophonia is presented based on the proposed criteria of Misophonia: Diagnostic Criteria for a New Psychiatric Disorder by Schroder, Vulnik, and Denys (2013). Other data presented are age of onset of misophonia, frequency of auditory and visual triggers, and comorbidity

Background and aims: Our primary goal was to determine and compare the anger expression strategies used by players of the two most popular online games, League of Legends and Fortnite Battle Royale, as well as those used by non-gamers.

Methods: The study sample was comprised of 450 subjects, of whom 338 were males and 112 females. The sample was further divided into four groups: 1. Non-gamers; 2. League of Legends gamers; 3. Fortnite gamers; and 4. League of Legends and Fortnite gamers. Anger attributes were measured using the validated Hungarian version of the 20-item Anger Expression Scale (Oláh 1987; Spielberger, 1985). Multinomial Logistic Regression was used to analyze the role of age and gender of the subjects to predict whether subjects were non-gamers or gamers. Subjects were further assessed by employing the Anger Expression Scale, which determines Anger-In (turning anger inwards or suppressing anger) and Anger-Out (expressing anger outwardly) profiles of individuals. The Anger-In and Anger-Out variables were added to the model.

Results: Compared to League of Legends gamers, Fortnite gamers had a more passive (Anger-In) anger expression strategy. Fortnite and League of Legends gamers possessed a more passive anger expression strategy relative to nongamers.

Discussion and conclusion: Further research is needed to determine whether the games themselves have a determining influence on the gamers anger expression strategy, or whether the gamers personality and anger expression strategy predisposed them to choose one game over the other.

In The Anger Workbook for Teens (second edition), author Raychelle Cassada Lohmann delivers a workbook for counselors of teens with anger issues. This is a critical stage for intervention on this issue, because dysregulated anger can have negative effects that can carry through into adulthood (Del Vecchio and O’Leary 2004; Lohmann 2018). In addition, teens with anger issues have a higher prevalence of academic problems and psychosocial issues, than their non-aggressive counterparts (Smith et al. 2016). The workbook presents activities to help the teen with anger issues learn what provokes their anger, and when provoked, what can calm them down. Under professional supervision, the teen learns how to reduce the intensity of their reactions, and implement adaptive coping skills.

Situations develop, particularly in social settings that can pose a big challenge to an individual's ability to say " No " and really mean it. Often these events can be prevented just by thinking ahead about where you are going and what is likely to happen once you get there. At other times you may get caught off guard. How you respond in certain challenging situations can make the difference of a lifetime. Developing a good set of skills for saying no successfully is essential. Consider some of the following basic yet effective strategies for saying NO:

A Course in Empathy, Finding Wisdom: Verbalizing Your Inner Dialogue, Creative Solution Development, Counseling Assessment Self-Healing Life Story Questionnaire, Your Spirituality Score, Counseling for Depression, Practicing the Presence of God: Spiritual Mindfulness

""In his « little Treatise in English» on Human nature (1640), and, later, in Leviathan (1647 – 1650), Thomas Hobbes examines and redefines the passions. Basing his argument upon the concept of motion, he conceives them as thoughts: passions are nothing but perceptions, which transit through the brain, and then move towards the heart. There they cause various sensations of pleasure or pain, by helping or hindering « vital motion ».
Anger, Hobbes claims, is a break-through in front of a sudden opposition, not the response to an outrage, as the Ancients had erroneously claimed. « Courage, in a large signification, is the absence of fear in the presence of any evil whatsoever; but in a stricter and more common meaning, it is contempt of wounds and death, when they oppose a man in the way to his end. Anger (or sudden courage) is nothing but the appetite or desire of overcoming present opposition. It hath been commonly defined to be grief proceeding from an opinion of contempt; which is confuted by the often experience we have of being moved to anger by things inanimate and without sense, and consequently incapable of contemning us. » (Leviathan, I, 6, 1-2.  Cf. Human Nature, VII, 1-2).
The definition of 'orge', as the grief for an undeserved slight, joined to the wish to retaliate, comes from Aristotle’s 'Rhetoric', a text Hobbes not only knew, but also translated. Anger was, for Aristotle, the political passion par excellence. It is because we are insulted that we revolt, and that our revolt is justified. It is in anger that we commit tyrannicide. Be it a tumultuous explosion or a long lasting grudge, ire is by definition the reasoned answer of a social actor, who suffers in his body as well as in the social image that he has  created for herself, and on behalf of justice: one does not recognize this person for that which he wishes to be considered. The gender mark is intended, given the heroic context. This criticism might appear to be just a minor detail, confined to Hobbes’ typology of the passions.  But since the new description of anger disconnects the emotion from any justification (thus from justice), refuting Aristotle was crucial for the consistency of Hobbes’ theory of the state. Leviathan must have zero tolerance for any form of social violence, from sedition (his sickness) to civil war (his death). Therefore the celebration of the noble killing of a king (conveniently labeled “tyrant”), has no place in modern politics. Those who come to treat a sovereign as an obstacle in their way understand nothing of the nature of the state, which is artificial and vulnerable, always threatened by a return to the state of nature.
    Furthermore, to object to Aristotle on anger was consistent with Hobbes’ profound weariness with classical political theory. One of the most insidious causes of the dangerous misunderstanding of the state, Hobbes argues, was ideological. People learned to cultivate dissent and glamorize discontent from subversive, poisonous political theories: those of the Ancients. « From the reading, I say, of such books, men have undertaken to kill their Kings, because the Greek and Latin writers, in their books and discourses of Policy, make it lawful and laudable, for any man so to do ; provided, before he do it, he call him tyrant. For they say not regicide, that is, killing a king, but tyrannicide, that is, killing of a tyrant is lawful » ('De Corpore Politico', XXVII,  10).  No learning of a language, Hobbes dryly comments, has ever been paid with so much blood, as that of Greek and Latin (Ibidem, 150).
In the transition from a theory of man as a political animal, naturally inclined to sociability (Aristotle), to a vision of human nature, made up of movement and competition, Hobbes rethought the anthropological underpinnings of politics. This required the simplification of the passions, and the rejection of that interlacing of rights, habits and body, which framed the complexity of the emotions in the classical past. The demystification of anger was critical.
 

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Öz Bu çalışmada DSM-5 tanı kriterleri açısından yaygın kaygı bozukluğu tanısına uyum gösteren 35 yaşındaki bir erkek danışanın öncelikli problem olarak gördüğü öfke probleminin şema terapi yaklaşımı ile nasıl ele alındığı anlatılmaktadır. Danışanla, İstanbul Arel Üniversitesi'nin klinik psikoloji doktora programı kapsamında süpervizyon altında toplam dokuz seans görüşme yapılmıştır. Beck Depresyon Ölçeği, Şema Ölçeği, Şema Mod Ölçeği, Young Anne Babalık Ölçeği ve SCL-90 danışanı değerlendirmek için danışana uygulanmış ölçekler arasındadır. Değerlendirme sonuçlarına göre, bu çalışmada danışanın dayanıksızlık, karamsarlık, duyguları bastırma, boyun eğicilik ve cezalandırıcılık şemaları ve öfkeli çocuk ile uyumlu-teslimci moduyla ağırlıklı olarak çalışılmıştır. Seansların başında günlük işlevi artırmak için davranış aktivasyonu yapılan danışanla tüm terapi sürecinde şema terapi tekniklerinden bilişsel, yaşantısal ve davranışsal örüntü bozmaya dayalı tekniklerden faydalanılmıştır. Sonuç olarak, köken odaklı çalışmanın bir yandan öfke problemini giderirken diğer tarafından yaygın kaygı bozukluğuna dair iyileştirici etkisi olduğu gözlenmiştir. Tedavi sürecinde izlenen yol ve tedavi sonuçları tartışma kısmında ele alınmıştır. Abstract In the current study, it was aimed to examine how anger management problem of a 35 years old male client who was diagnosed with general anxiety disorder according to DSM-five criteria was treated by schema therapy approach. Totally nine therapy sessions were conducted with the client under Istanbul Arel University's clinical doctorate program supervision education. Beck Depression Inventory, Young Schema Questionnaire, Schema Mode Inventory, Young Parenting Inventory and SCL-90 were the assessment tools applied to the client to evaluate his psychological structure. Based on clinical evaluations, vulnerability to harm and illness, negativity/pessimism, emotional inhibition, subjugation, and punitiveness schemas and angry child and compliant surrender modes were focused in the therapeutic process. While behavioral activation technique was applied at the beginning of the sessions, cognitive, experiential, and behavioral pattern breaking strategies were utilized in ongoing therapy sessions. As a result, it was observed that using etiologic approach was effective both on anger management and on general anxiety disorder. The treatment process and outcomes were discussed in the discussion part.

"The practical exercises for acquiring empathy skills contained in this book can be used for the benefit of children, couples, families, as well as people in counseling and in the workplace.

Why learn empathy? The ability to have empathy for others is important as a foundation for caring and compassion and contributes to positive relationships in all areas of life, from the classroom to the living room and the boardroom.

Empathy builds a sense of community and reduces the tendency to discriminate against or exclude others. A person who is insensitive, abusive, or who bullies others can benefit from an awareness of the emotions of those who are being hurt.

Children, youth, and adults, will be positively impacted by learning empathy with the practical exercises described in this popular book now available on academia.edu"

Playing computer games is a routine activity for most young people today. The
aim of this study was to examine the relationship of time spent playing computer
games, the violence of the game, and self-reported anger of students in North
Cyprus. Four hundred participants between the ages of 15–18 completed the
State-Trait Anger and the Anger Expression questionnaire, together with a section
on gaming. The results showed that most (43%) students played computer
games 3–4 days a week, with many (31.5%) playing every day. It was found that
students who played computer games for 2–3 hours a day scored higher on
expressed anger than those who played for less than half an hour a day. Those
young people who preferred to play action, adventure, fight and strategy games
were found to have reported higher levels of anger than those who played other
types of computer games. The implications for guidance counsellors, parents
and teachers are discussed.
Keywords: aggression, student, computer games, anger

This is my graduation research. The research tackles anger in Emily Bronte's Wuthering Heights and makes a special focus on Heathcliff. It tackles Heathcliff's  anger and the effects of that anger, the techniques used to show that anger such as symbolism, and supernatural elements, and the consequences of children abuse and class distinction as they must be fought in any community.

The present review summarizes the current research on anger coping and experiencing. We proceeded step by step, starting from the structure of anger coping, covering the influence of anger coping on somatic health, the influence of anger coping on psychic health, and finally we discussed the interpersonal domain of anger coping, including dyadic interactions. The main emphasis was given on the shift in the conceptualization of anger coping from the simple descriptions of coping mechanisms towards the dynamic explanations within the interpersonal context. We discussed contextual factors, such as situational specificity, relative status of the individual within the social group, interpersonal targeting of anger expression, perceived level of injustice in anger elicitors, etc. Further, we also focused on the domain of the nonverbal expression of anger. Since nonverbal expression constitutes the essential part of emotional coping, we surveyed some aspects of this subfield, such as facial expression of anger, energetical costs of nonverbal expression of anger, intrapersonal emotional transfer, and emotional transfer of anger between individuals.

Anger is an emotion characterized by antagonism toward someone or something you feel has deliberately done you wrong. Anger can be a good thing. It can give you a way to express negative feelings or motivate you to find solutions to problems. However, excessive anger can cause problems. Increased blood pressure and other physical changes associated with anger make it difficult to think straight and harm your physical and mental health (Kazdin, 2000). Like any emotion, it is turning over a message, telling you that a circumstance is upsetting, unjust, or threatening. If your kneejerk reaction to anger is to explode, however, that message never has a chance to be conveyed. Therefore, while it is perfectly normal to feel angry when you have been mistreated or wronged, anger becomes a problem when you express it in a way that harms yourself or others. If you have a hot temper, you may feel like it is out of your hands and there is little you can. Workplace anger is not only potentially harmful to the organization, but it can also cause serious Psyco-Socio problems, including chronic anxiety, depression, high blood pressure and heart disease. Confusion in role-play in Teaching-Learning process. The increasing rate of workplace violence, job Dissatisfaction poses a challenge to library managing professionals to find effective ways of preventing, diffusing and managing anger at work. The rising level of anger and frustration among workers can be attributed to a number of factors that include the prevalence of downsizing, reform and re-engineering; the impersonal aspects of organizational structure that give rise to dominant supervisors and alienate employees; an organizational culture that is suppressive and promotes fear; negative performance feedback that makes employees apprehensive, defensive and fearful; employees' personal problems; and employees' substance abuse. Libraries can minimize the risk of workplace violence by carefully conducting pre-employment screening, implementing a clear policy regarding threats and related actions, and terminating problem employees in a sensitive manner.

Instructions: Respond to each numbered item in the short list here as either “True” or “False” for you. A “True” response may identify a potential area for training. Reflect on whether an item identifies a problem or issue in the way you manage your anger. Anger requires boundaries, and a moral value (e.g. OK or not OK) can be assigned to strengthen boundaries for anger. Assess whether you believe the following:

Respond to each numbered item in the short list here as either True or False for you. A “True” response may identify a potential area for training. Reflect on whether an item identifies a problem or issue in the way you manage your anger. Anger requires boundaries, and a moral value (e.g. OK or not OK) can be assigned to ways of expressing anger.

"Fundamentals of Jewish Conflict Resolution" offers an in-depth presentation of traditional Jewish approaches to interpersonal conflict resolution. It examines the underlying principles, prescriptive rules, and guidelines that are found in the Jewish tradition for the prevention, amelioration, and resolution of interpersonal conflicts, without the assistance of any type of third-party intermediary. Among the topics discussed are the obligations of pursuing peace and refraining from destructive conflict, Rabbinic perspectives on what constitutes constructive/destructive conflict, judging people favorably and countering negative judgmental biases, resolving conflict through dialogue, asking and granting forgiveness, and anger management. This work also includes detailed summaries of contemporary approaches to interpersonal conflict resolution, theories and research on apologies and forgiveness, and methods of anger management.

Your contribution here helps reduce anger in society:
Anger Management 101,
Anger Moral assessment,
Anger Self-Assessment: Join the Awareness Movement,
Emotional intelligence self-test (30 items),
THE ANGER TEST,
The Idea of Anger in Earliest Christian Thought,
SEVENTEEN BOUNDARIES FOR ANGER!
The Healthy Expression of Anger,
Working With Anger

Anger is a common symptom among military populations with posttraumatic stress disorder (PTSD); yet, anger treatment has received relatively little attention in the literature. This discrepancy is surprising given that excessive anger is a key predictor of treatment outcome in PTSD. This study seeks to (a) build a case for the importance of a more explicit approach to understanding and treating anger in our military and veteran populations , (b) summarize the current literature base on treatment factors and treatment outcomes for treating anger and related symptoms among veterans, and (c) offer clinical and research implications and recommendations based on current findings and on the expertise of the authors in completing a large-scale study of anger treatment with veterans.

The story of the raising of Lazarus from death, in which Jesus is said to have become angry, is a popular story in the gospel of John. Some have interpreted the cause of his anger as a case of a 'Messianic Secret'that Jesus did not want the public to know he is the Messiah. Others say it was against death and the horrors it brings; and still others that his anger was as a result of the death he himself was to suffer soon afterwards. This paper argues that the cause of Jesus' anger was much more than any of these; that it was as a result of people's lack of faith in him, a lack of faith found exhibited by the sisters' of Lazarus and the Judeans who are said to have gathered to sympathize with the sisters over the loss of their brother.

Çalışmanın amacı, çocukların öfke, üzüntü ve neşe düzenleme biçimlerini çocuk ve ebeveyn bildirimine dayalı değerlendirmeye imkân veren bir grup ölçme aracını Türk kültürüne kazandırmaktır. Bu amaçla Çocuklarda Duygu Yönetim Ölçekleri: Öfke ve Üzüntü/ Çocuk- Ebeveyn Formları (Ç/E-ÇDYÖ: Öfke ve Üzüntü) Türkçe’ye uyarlanmış; çocukların neşe düzenleme biçimlerini çocuk ve ebeveyn bildirimine dayalı değerlendiren bir ölçme aracı (Ç/E-ÇNYÖ) geliştirilmiş ve bu araçların psikometrik özellikleri incelenmiştir. Araştırma grubunu 954 ilkokul öğrencisi ve 586 anne olmak üzere toplamda 1540 kişi oluşturmaktadır. Ç-E/ÇDYÖ: Öfke ve Üzüntü’nün yapı geçerliğini incelemek amacıyla yapılan Doğrulayıcı Faktör Analizi (DFA), ölçeklerin özgün ölçeklerde olduğu gibi iki faktörlü bir yapı sergilediğini göstermiştir. Ç-E/ÇNYÖ’nün yapı geçerliğinin incelendiği Açımlayıcı Faktör Analizi (AFA) ile ortaya çıkan iki faktörlü yapı DFA ile doğrulanmış, ancak üzüntü ölçeğinin çocuk formunda işleyen bir maddenin ebeveyn formunda çalışmadığı görülmüştür. Tüm ölçeklerin güvenirlik analizleri Cronbach Alfa iç tutarlılık katsayıları ve test-tekrar test korelasyonu ile değerlendirilmiştir. Bulgular, ÇDYÖ: Öfke ve Üzüntü ve ÇNYÖ ölçeklerinin çocuk ve ebeveyn formlarının, çocukların öfke, üzüntü ve neşe duygularını düzenleme biçimlerini değerlendirmeye yönelik geçerli ve güvenilir ölçümler sunabildiğini ortaya koymuştur.
The goal of this study is to provide Turkish culture with a group of assessment tools which enable the evaluation of children’s ways to manage emotions such as anger, sadness and joy based on the children’s and parents’ reports. With this aim, Children’s Emotion Management Scales: Anger and Sadness/ Child-Parent (CEMS: Anger and Sadness/C-P) are adapted to Turkish; an assessment tool (CJMS) to evaluate children’s management of joy that is based on children’s and parents’ reports is developed, and the psychometric features of these tools are analyzed. The research group consists of 1540 people in total (954 primary school students and 586 mothers). The Confirmatory Factor Analysis (CFA) which is conducted in order to evaluate the validity of CEMS: Anger and Sadness/ Child-Parents has shown that the scales exhibit two-factor-structure as in the original scales. The two-factor-structure which appeared with the Exploratory Factor Analysis in which the structural validity of CJMS/C-P is observed was confirmed with CFA; however, it was observed that one item of the sadness scale which works for children didn’t work for parents. The reliability analysis of all the scales is evaluated according to the Cronbach Alpha internal consistency coefficients and test-retest correlation. Findings reveal that CEMS: Anger and Sadness and CJMS scales for both children and parents present valid and reliable evaluations about assessing children’s management of anger, sadness

صديقي القارئ، هل يسيطر الغضب على حياتك؟ هل يسبب لك التعاسة طوال الوقت؟ هل يسبب لك المشاكل في البيت والعمل ومع الجيران والأصدقاء؟ هل يسبب لك الأمراض البدنية والنفسية؟ إذن أنت في حاجة ماسّة لقيادة غضبك قبل أن يفسد حياتك كما أفسد حياة كثير من الناس! قد تكون حاولت سابقاً قيادة غضبك ولم تستطع، لعل المشكلة لا تتعلق بإرادتك وإنما بالطريقة التي تستخدمها! لا تفقد الأمل ولا تظن أنه لا يمكن قيادة الغضب وإلا لما نهانا الله عنه، فكيف ينهانا عن شئ لا نستطيع الانتهاء عنه؟
إن هزيمة الأمس لا تعني هزيمة اليوم
ونجاح الأمس ليس ضماناً لنجاح اليوم
امنح نفسك فرصة جديدة لقيادة حياتك بدلاً أن يقودها الغضب إلى طريق مسدود .. ألا تريد الاستمتاع بهدوئك النفسي مثل تلك الأيام الخوالي التي كنت مبتسماً فيها مسروراً؟ ألا تريد أن تستعيد علاقتك الطيبة مع أقرب الناس لك؟ ألا تريد استعادة سعادتك التي أفسدها عليك الغضب؟
في هذا الكتاب ستتعرف على عدد من الاستراتيجيات العملية التي تستند على نظريات علمية ومراجع شرعية، بالإضافة إلى الخبرة العملية للمؤلف الحاصل على الدكتوراه في نظرية "قيادة الذات"، وبفضل الله ثم هذه الاستراتيجيات طوّر المؤلف من قدرته على قيادة الغضب، وبعدما كان سريع الغضب وشديد الانفعال، أصبح يُوصف بالهدوء والثبات الانفعالي.
في هذا الكتاب ستتعرف على كيفية هزيمة غضبك من خلال استراتيجيات قيادة الغضب، كما ستتعرف على بعض التطبيقات العملية لاستراتيجيات قيادة الغضب مثل مواجهة العنف بدون عنف – الإنتصار للشركاء الأعداء -  الحرب الباردة. كما ستتعرف على العديد من القصص المؤثرة عن قيادة الغضب، وكذلك ستتعرف على المكافأة الربانية لقيادة الغضب، مما سيساعدك على السيطرة على غضبك وعلى حياتك كلها .. لأنك بالفعل ..
يمكنك قيادة الغضب

People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult life. In some individuals, aggressive personality traits may be genetically inherited.

The aggressive personality may feel weakened by having guidelines or boundaries for anger.

Anger is a normal human emotion, and these guidelines can help express anger in a healthy way.

The present study aimed to examine the effect of life skills training on anger management and perception of competence in children. The method of the current study was quasi-experimental followed by a pretest-posttest design with a control group. The population included all 10 to 11 years old children who attended the Center for Intellectual Development of Children in 2014 in Zahedan.The sample (N = 31) was selected using census method and was randomly divided into two groups: experimental (16 individuals) and control (15 individuals). Participants of each group answered two questionnaires, including Nilsson’s Anger Inventory and Harter’s Perceived Competence Scale on three occasions: pre-test, post-test and follow-up. The experimental group participated a life skills training program three times a week. The data analyses were carried out using the analysis of covariance and Repeat measure.The results indicated that life skills training significantly decreased experimental groups’ anger and significantly increased their perception of social competence, compared to the control group (p<0.01).Based on these results, life skills training is an effective method to decrease anger and increase perception of social competence in children

Today, emotions receive much attention. We are invited to talk about our feelings, ‘emotion talk’ being a newly coined phrase to cover this socio-psychological activity. Initially the concern of psychologists, sociologists and anthropologists, emotions have begun to attract the attention of historians and linguists. The relative neglect of a concerted study of emotions in the past is because emotions, like ecology or gender, are very much “invisible”. Gestures, facial expressions, vocal volume or intonation, for example, are rarely recorded in any detail. As far as Anglo-Saxon England is concerned, emotions have scarcely been studied in any systematic way and a coherent emotionology for the Anglo-Saxons is yet to be developed. This article approaches the emotion of anger in Anglo-Saxon England from various angles. First, it briefly discusses the concept of anger from a cultural-historical point of view. Next, attention is paid to the Old English anger vocabulary. Finally, a number of case studies follow to see how anger worked in Anglo-Saxon England, and to what extent order can be created in this material. I argue that anger was valued differently according to tradition and that the conversion to Christianity brought new attitudes towards it. In the Anglo-Saxon warrior culture, anger continued to play a role in constructing a man’s honour, whereas in religious circles this emotion was generally considered to be censurable.