مدیریت خشم

The purpose of the present study was to investigate the effectiveness of an acceptance and commitment-based intervention on resilience, anger management, and quality of life in mothers of children with attention-deficit/hyperactivity disorder. The study method was a quasi-experimental design with a pre-test, post-test, and follow-up with a control group. The statistical population included all mothers of children with attention-deficit/hyperactivity disorder in Pakdasht city. Thirty mothers who had referred to the Pakdasht regional counseling center were selected through purposive sampling and were randomly assigned to two groups control and experimental (N=15). The research instruments included the Resilience Questionnaire (RQ), Quality of Life Questionnaire (QLQ), and Spielberger Anger State-Trait Expression Questionnaire (SSTEQ). The acceptance and commitment-based intervention was implemented in 8 sessions for the experimental group, while the control group did not receive any intervention. Repeated measures analysis of variance was used. The results showed that the intervention based on acceptance and commitment influenced improving resilience, quality of life, and anger management in mothers (P<0.01). The results showed that the treatment based on acceptance and commitment can be used for resilience, anger management, and quality of life in mothers of children with attention deficit/hyperactivity disorder

This research was conducted with the aim of investigating the impact of anger management training on social adaptation, endurance and courage of students in Sari city.

The study method is a semi-experimental study with a pre-test-post-test design with a control group. Also, this research was practical in terms of purpose. The statistical population includes all tenth grade male students of Sari city who were studying in the academic year 1402-1401. In the present research, from the mentioned statistical population, using the multi-stage cluster sampling method, first, district two was randomly selected from the two education districts of Sari city and among the schools of this district, one school was Randomly selected and among the 10th grade classes, a class of 20 students was selected as an experimental group and a class of 20 students was selected as a control group. Then the anger management intervention was implemented in eight 90-minute sessions on the experimental group, but no intervention was done on the control group. The California Social Adaptation Questionnaire (1953), Gambrill and Ritchie's Boldness Questionnaire (1975) and Connor and Davidson's Resilience Questionnaire (2003) were used to collect information. SPSS version 26 software was used for data analysis.

The results of covariance analysis showed that anger management training has a positive and significant effect on students' social adaptation, students' resilience and students' courage.

Objective:

 The aim of this study was to compare the effectiveness of anger management and parenting training on selective attention in students with oppositional defiant disorder.

This research was applied in terms of purpose, and quasi-experimental design of pre-test and post-test design with a control group in terms of the data nature. The statistical population included all fifthand sixth-grade elementary school students in District 9 of Tehran City in the academic year of 2019-2020, of which 45 were selected by available sampling method and randomly divided into two experimental groups and one control group. The anger management experimental group based on cognitive-behavioral approach was trained in eight 1.5hr sessions, the parenting experimental group was trained in nine 90min sessions, and the control group remained on the waiting list. The instruments used in the present study included the Scoring Scale for Oppositional Defiant Disorder in Children (Homersen et al., 2006) and the word “Stroop” color test for selective attention, which were used in two stages: pre-test and post-test.

The analysis of data obtained from the questionnaire was performed through the SPSS-V24 software in two descriptive and inferential sections (analysis of covariance).

The results revealed that the groups receiving the anger management and parenting training programs showed greater effectiveness on selective attention in students with oppositional defiant disorder than the control group. Coping had the same effect in the two groups of “anger management” and “parenting”. It seems that therapists, researchers and psychotherapists in the field of children and adolescents can use the educational programs of the present study to increase the selective attention of learners.

The aim of this study was to compare the effectiveness of anger management and parenting training on response inhibition in students with Oppositional/Confrontational Defiant Disorder (ODD/FDD).

This research was a quasiexperimental study of pre-test and post-test design with a control group. The statistical population included all male students with ODD/FDD in Tehran in 2020. Overall 45 people were selected as a sample according to the entry and exit criteria through voluntary and available sampling and assigned into two experimental groups and one control group. The instruments used in the present study included a grading scale for ODD/FDD in children and to inhibit the response of the Stroop word color test.

Anger management and parenting training showed more effectiveness on response inhibition in the case comparing to the control group (P <0.5). Also anger management training group parenting training group had the same effect on the response inhibition of students with ODD/FDD (P<0.5).

Therefore, education of anger management and parenting training as two interventional programs can be effective in inhibiting the response of students with ODD/FDD.

This study intended to compare the effectiveness of group training of anger management based on cognitive reconstructing and mindfulness based stress reduction (MBSR) on mental fatigue, perceived stress, and emotion regulation in nurses. The research method was quasi-experimental with pre-, and post-test design and a control group, statistical population included all the nurses of Shafa hospital in Urmia (n=85), among them 45 people were selected through on-hand method and were randomly assigned in two experimental and one control groups (each group 15 people). The research instruments included mental fatigue scale (Feron & Tidel), perceived stress scale (Cohen), and emotions questionnaire (Watson) and anger management based on cognitive reconstructing and MBSR packages. Data analysis was done by one-way analysis of covariance with SPSS software. The findings indicated that MBSR was more effective than anger management based on cognitive reconstructing regarding decreased perceived stress. No significant difference was observed regarding the effectiveness of two methods on both variables of mental fatigue and emotion regulation (in sig level of 0.05). In conclusion, participating in anger management training sessions based on cognitive restructuring and MBSR makes nurses familiar with their feelings, emotions and thoughts and can control their negative emotions, thereby experiencing lower levels of perceived stress and mental fatigue.

The purpose of this study was the effectiveness of mindfulness training on lifestyle, anger management and self-compassion in students of West Tehran University. The present study, including quasi-experimental designs, was a pretest-posttest with a control group. The statistical population in the present study included all students of Azad University, West Tehran Branch. In this study, 30 students who met all the entry criteria were randomly selected and replaced in two experimental and control groups. Data collection tools included the Walker et al.'s (1987) lifestyle questionnaire, Nelson's anger intensity (2000), Neff self-compassion (2003), and a summary of the mindfulness training protocol. The collected data were analyzed by descriptive and inferential methods through SPSS21 software. In this research, descriptive statistics were used to calculate the mean and standard deviation of research variables and show the frequency and related graphs, and inferential statistics were used to test the research hypotheses. Before testing the hypotheses, the hypothesis of normality of data distribution was performed by Kolmogorov-Smirnov test. Multivariate analysis of covariance was used to analyze inferential statistics data. The results showed that mindfulness training is effective on lifestyle, anger management and self-compassion in students of Tehran West University. Due to the severity of the effect, mindfulness training has a greater impact on students' lifestyle than anger management and compassion.

Anger is associated with destructive consequences; therefore, it is of great interest to psychologists, ethical and education scholars and thinkers each of which has somehow studied its management solutions. Sa’adi is one of the world's greatest literary scholars who has a particular interest in ethical, emotional and education issues, and the extraction of hidden implications from his works is a potential mission. The main aim of the present research is to identify the principles and methods of "anger management” in Sa'adi’s Būstān and its application to education administrators. The present study was conducted using the theme analysis method. The research area in this study is Sa'adi’s Būstān and the sample was selected using theoretical sampling method. The coding list of themes derived from anger management in Sa’adi's view revealed that: 1. Anger management includes four principles of goodness, humility, fairness, and easygoingness. 2- goodness methods include contemplation in action, formality of speech, pragmatism, and farseeing; humility methods include self-criticism; fairness methods include goodness with the bad, self-sacrifice, fairness, empathy; and easygoingness methods consist of tolerance, altruism, forgiveness, peace seeking, and pacifism. Anger and its management from Sa’adi’ perspective have been used in teaching moral concepts and high human emotions, and the categories achieved by this research can be a model for the practice of education administrators and curriculum planners.

This study aimed to design an anger management package for high school students and to assess its effectiveness on their depression, anxiety, and stress.

The study was a single group quasi-experimental research with pretest-posttest design. A total of 39 students aged between 14 and 15 (M = 14.33 and SD = 0.48) were chosen using convenient sampling from Tehran City’s private schools and took part in 5 sessions based on cognitive-behavioral therapy. Multidimensional School Anger Inventory (MSAI, Smith, Furlong, Bates, and Laughlin, 1998) and Depression, Anxiety & Stress Scale (DASS, Lovibond & Lovibond, 1995) were answered by the participants before and after the intervention.

The results of repeated measures illustrated that anger management training improved destructive expressions and anger experience; however, positive coping did not change significantly. In addition, depression, anxiety and stress were also significantly diminished.

 In sum, it can be concluded that the designed anger management package for high school students has positive effects on students’ mental health. Therefore, anger management training for families is recommended.

The purpose of this study was to investigate the effect of group training on anger management on self-directed learning of first-year students. The pre-test-posttest with control group was a quasi-experimental research. The statistical population of the study consisted 302 students of Molavi Kord High School in Ravansar city in the academic year of 2016-2017. The research sample consists of 30 students who have been selected through targeted and available sampling among high anger students. Then, they were randomly assigned to two experimental groups (15 people) and control group (15 people). First, self-directed questionnaire of Fisher and et al (2001) was presented as a pre-test to the students of both groups (test and control) and the data were analyzed. Then, anger management training program was presented to the students of the experimental group in six seventy-seven (two-weekly sessions) sessions, but the students in the control group did not receive any training. In the end, a questionnaire for measuring anger control skills and a self-directed self-directed questionnaire as a post-test questionnaire were presented to both groups. Statistical data were analyzed using independent T-test, size-effect formula and covariance analysis. Findings and results showed that implementation of anger management skills training program can increase self-directedness and reduce anger among students.

The aim of the present study was to analyze the concept of anger management as a moral strategy in Sa’di’s Bustan in order to identify its implications for moral education of students in the formal, general education system. The research method was philosophical, analytical. The statistical population of the study comprised Sa’di’s Bustan and its related research. The sample included related topics which were selected using purposive sampling method. Index cards were used to hold the data. The data analysis methods included categorization, coding and interpretation which were continuously and simultaneously carried out with data collection. The findings showed that the concept of anger management has been presented in Bustan through teaching ethical concepts and letting the human emotions be sublimed by the spirit of God. In addition, the concept of anger management was described and examined in Bustan from three different perspectives: 1. Refraining from anger. 2. Anger as an essential emotion, 3. Prudent anger. The aforementioned extracted categories indicate that Sa’di has recommended being realistic and moderate in the case of anger arousal and focused on the concepts of affection, kindness, and altruism far more than hostility, harassment, and inhuman relationships. It is essential that anger management strategy be considered by educational policy-makers for moral education of students in the formal and general education system.

This study carried out with the aim of comparison of anger management training and the empathy training on the aggressiveness of the female students of Islamabad Gharb.
The research method was quasi experimental and administered by pretest, posttest design with control group. The statistical population consisted of all female students of guidance schools in Islamabad Gharb that among them 60 subjects were select through cluster sampling method and using simple random method were assign into two equal experimental groups and control groups. To gather the data the aggressiveness questionnaire (AGQ) by Buss and Perry and clinical interview were use. For experimental groups, empathy and anger management training in 8 sessions of 70 minutes administered, while the control groups did not receive any intervention. The gathered data were analyzed using one-way analysis of variance (ANOVA).
The result of the analysis of variance showed that the training of empathy skill (P=0/001, F=157/32) and anger management (P=0/001, F=21/95) as compared with control groups were effective in reducing the aggressiveness of the female student's aggression. In addition, the result of the LSD follow up test showed that the decrease in dependent variable in compared to the control group was significant in the experimental groups (P = 0.001), but the difference in the effect of the experimental groups was not significant. Therefore, the efficacy of empathy skills training and anger management were mention to Education experts.

Conduct disorder is one of the most common psychiatric disorders among students so the purpose of the present research was to determine the effect of cognitive-behavior anger management training on response inhibition in students with conduct disorder.
This study is a quasi-experimental with pre-test/post-test and a control group. The sample of study consists of 24 high school students with conduct disorder in Rasht city in the school year 2016-2017 that were selected by in access sampling method and assigned to two experimental and control groups. To collect the data, Stroop test (1935) were used before and after training. The 8 sessions of cognitive-behavior anger management training were implemented for experimental group.
The results of multivariate analysis of covariance showed that cognitive-behavior anger management training were significantly improved response inhibition in the students with conduct disorder (P According to the findings of the research, cognitive-behavior anger management training is one of the most effective treatments to reduce impulsivity, anxiety and physical aggression in children with conduct disorder.

The aim of this study was to investigate the effect of peace-oriented curriculum on anger management in preschool students. The research method was single group experiment with pre-test and post-test. The study population included all preschool students of Khorshid (Shiraz, district one) where using simple random sampling method, 39 students were selected from two classes. The research instruments were Standard piece-oriented curriculum and anger management forms. After 12 sessions, The data were analyzed using chi-square method. The results showed that: 1. there is a significant difference between the frequencies of anger associated behaviors of preschool students before and after the implementation of piece-oriented curriculum, 2. there is a significant difference between the frequencies of anger associated reactions of preschool students before and after the implementation of piece-oriented curriculum.

This paper describes the evaluation of a group program designed specifically to meet the anger management needs of a group of individuals with various levels of intellectual disability and/or complex communication needs.

29 participants were randomly assigned to an intervention group or a waiting-list comparison group. The Intervention comprised a 12-week anger management program which incorporates adapted content and pictographic materials developed for clients with a range of disabilities.

On completion of the program, clients from the intervention group had made significant improvements in their self-reported anger levels, compared with clients from the comparison group, and relative to their own pre-intervention scores. Treatment effects were maintained at 4-month follow-up. In contrast, there was an absence of measured improvements in Quality of life.

The results provide evidence for the program’s effectiveness as an intervention for anger problems for individuals with a range of disabilities.