The Effects Of Anger Management Groups In A Day School For Emotionally Disturbed Adolescents - Statistical Data Included

Adolescence, Winter, 1999 by Millicent H. Kellner, Brenna H. Bry

Second, one week before the program began and six months after the program ended, parents were asked via telephone to rate their children's behavior using the Conduct subscale of the Conners Parent Rating Scale (Conners, 1989). Again, this well-established scale was used because of its documented validity. It was hypothesized that after participation in the anger management group, students would receive improved conduct scores from their parents.

Third, during both the six months before the program began and the six months after it ended, the number of incidents of physical aggression by participating students was counted (a system exists, entirely independent of the anger management program, to report any situation involving physical aggression to staff or peers). It was hypothesized that after participation in the anger management group, the number of incidents of physical aggression would decrease.

RESULTS

Conduct Subscale: Teacher Version

Prior to their participation in the anger management group, the students' mean score on the Conduct subscale of the Conners Teacher Rating Scale was 92.57. After participation, their mean score was 80.28. Their improvement was statistically significant (Walsh test, p [less than].03). In fact, every student's score either improved or stayed the same; no student received a worse score after completing the program.

Conduct Subscale: Parent Version

Before their participation in the anger management group, five of the students received a mean score of 81.00 on the Conduct subscale of the Conners Parent Rating Scale (ratings could not be obtained from parents of two of the students). After participation, their mean score was 65.00. According to the randomization test for matched pairs (pre-post), the students' improvement was statistically significant (p [less than].04), Again, the students' scores either improved or stayed the same; no student's score deteriorated.

Number of Incidents of Physical Aggression

During the six months prior to participation in the anger management group, the seven students averaged 1.28 physically aggressive incidents. During the six months after participation, the mean score was .28. According to the randomization test for matched pairs (pre-post), their improvement approached statistical significance (p [less than].06). Aggressive incidents decreased or stayed the same for all but one of the students.

DISCUSSION

This study examined the effects of an anger management program on the aggressive behavior of seven students attending a special day school. Teacher and parent ratings of their aggressive behavior, as well as documented incidents of physical aggression at school, were analyzed. Improvement was noted on all three measures, despite the fact that early adolescents with aggression problems often become more aggressive as they grow older (Elliott & Voss, 1974).

Although Conduct subscale scores for the majority of students remained in the clinical range after participation in the program (according to teacher ratings), it is nonetheless encouraging the positive change occurred. Clearly, more must be done. One option is to incorporate anger management training into the regular classroom experience of such students. This would allow for more intensive anger management skill development than that provided by once-a-week group treatment.