Modification of anger in children by affective imagery training

Abstract

From a school population of normal children third through fifth grades), thirty children initially identified as “angry”were randomly assigned to either an affective imagery training group, an attention group, or a control group. The treatment group received three sessions of affective imagery in which they focused on physiological changes and on their thoughts associated with prior emotional experiences. Teachers recorded pre-, post- , and short term follow-up aggressive behaviors for all thirty children. Cognitive perceptions and attributions were recorded at the same three occasions on the Affect Questionnaire. Results suggested that, as a result of affective imagery training, angry children's perceptions and cognitions shifted from “angry” towards “sad,” and there was a concomitant decrease in observed aggressive classroom behavior.

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Reference notes

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    Garrison, S. R., & Stolberg, A. L. Preliminary directions for measuring self-reported affect in children. Unpublished manuscript, Virgina Commonwealth University, 1981.

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    Garrison, S. R., & Stolberg, A. L. Affective Imagery Training: A procedures manual. Unpublished manuscript, Virgina Commonwealth University, 1981.

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Correspondence to Arnold L. Stolberg Ph.D..

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Garrison, S.R., Stolberg, A.L. Modification of anger in children by affective imagery training. J Abnorm Child Psychol 11, 115–129 (1983). https://doi.org/10.1007/BF00912182

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Keywords

  • Treatment Group
  • Aggressive Behavior
  • Physiological Change
  • Training Group
  • Emotional Experience