Abstract
This chapter explores the emotion of anger and how it is assessed and treated in the practice of school psychology. Definitions of anger are often confused. We discuss these and provide an integrated working construct of this often misunderstood emotion. A brief review of the development of anger across childhood is presented. The relationship between anger and its behavioral expression is also reviewed. The experience of anger does not necessarily culminate in acts of aggression, and neither is anger necessarily a precursor for aggression. However, a strong relationship between anger and aggression has been established. Although there are no specific diagnostic anger disorders, we review the different DSM-5 diagnostic categories that psychologists might use to classify youth with anger problems. Recent changes in DSM-5 to the criteria for oppositional defiant disorder reflect the closest category to an anger disorder. The various assessment measures of anger are reviewed. These instruments reflect the often confusing definitions of anger and failure of consensus for the same across test developers. The impact of consequent variable forms of evidence-based treatments for anger problems in children is discussed. After critical analysis of various assessment measures, we recommend which characteristics of anger should be assessed in children along with those instruments that are most valid and reliable. Research on anger treatment programs for youth is reviewed, and we conclude that there are several programs that are effective for managing anger. Suggestions are made for strategies that would improve the effectiveness of treatments for dysfunctional experiences of anger.
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Test Yourself Quiz
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1.
Compared to other emotions anger is often less-studied and as such, we know less about anger. What are some of the variables that have impacted the degree to which anger has been measured and researched in working with youth?
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2.
Anger presents itself differently as a function of developmental level, context where anger is experienced, and symptom presentation. In consideration of working in the schools, what measures would school psychologists want to consider to understand the multi-dimensional aspect of anger among youth?
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3.
While interventions for anger among youth typically support programs that have a cognitive-behavioral base, it is still not clear as to what specific components of the intervention lead to changes in anger experience and expression. In consideration of the sections on the effectiveness of anger interventions, what programs would you think would be most effective for youth with an anger and a social-skills deficit? What about for students who experience anger in the form of rumination but do not openly express it to others?
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4.
What cultural variables in Australia may warrant consideration for work with youth who are angry and their families?
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DiGiuseppe, R., Barnea, M., Duke, G., Murphy, B.P., Brewer, W.J. (2017). Evidence-Based Assessment and Intervention for Anger in School Psychology. In: Thielking, M., Terjesen, M. (eds) Handbook of Australian School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-45166-4_18
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