Abstract
The RAC curriculum component in this chapter chiefly addresses the self-serving cognitive distortions that often underlie offenders’ Easily Angered/Unmanaged Anger problems. If anger is to lead to constructive rather than aggressive behavior, it must be controlled, managed, or regulated. Central to anger management is the correction of “thinking errors” or self-serving cognitive distortions. In addition to learning relaxation techniques, equipment meeting group members learn the key role of mind activity (thinking errors) in aggression. They then acquire cognitive and social perspective-taking tools such as relabeling (restraint as strong rather than weak), self-talk anger reducers (e.g., “I understand why she is angry with me; that helps me stay calm”), TOP (think of the other person), thinking ahead to consequences (for others and self), and self-evaluation.
Gary is in the kitchen of his apartment. Gary’s girlfriend, Cecilia, is angry at him for something he did to hurt her. She yells at him. She pushes his shoulder. Thoughts run through Gary’s head. Gary does nothing to correct the errors in his thoughts. Gary becomes furious. He swears at Cecilia. A sharp kitchen knife is nearby. Gary picks up the knife and stabs Cecilia, seriously wounding her.
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Potter, G.B., Gibbs, J.C., Robbins, M., Langdon, P.E. (2015). Equipping with Skills to Manage Anger and Correct Thinking Errors. In: A Comprehensive Cognitive Behavioral Program for Offenders. Springer, Cham. https://doi.org/10.1007/978-3-319-17536-2_5
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DOI: https://doi.org/10.1007/978-3-319-17536-2_5
Publisher Name: Springer, Cham
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