Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574474
Title: The effectiveness of a self-help intervention for school children with anger management difficulties and its impact on emotion regulation
Author: Hentges, Francoise
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2012
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Abstract:
Anger management difficulties in children are common and are a major health concern. If left untreated these difficulties can have negative longer term impacts on the children's academic, social and emotional development. The present study looks at the effectiveness of a self-help anger management intervention; a potentially cost-effective and accessible approach. Twenty-four children were recruited through primary schools and assessed before and after the intervention. Child behaviour was assessed through child, parent and teacher reports. Conduct Problems and Total Difficulties of the Strenghts and Difficulties Questionnaire were included, and Aggression, Internalising, Externalising and Total Problem Scales were of relevance from the Child Behaviour Checklist. Children also completed self-report measures on emotion regulation at both time points. The results indicated that based on parent and teacher's reports the children's behaviour . improved over the course of the intervention. The effect sizes of these findings were large. Additionally, there was evidence to suggest that an improvement in behavioural difficulties was associated with a self-reported improvement in the children's emotion regulation abilities, in particular their ability to cope with anger in more appropriate way, and an improved emotional awareness. There was furthermore evidence to suggest that behavioural improvement was linked to whether or not parents were involved during the intervention. Some, albeit limited, evidence was found that improvement was also linked to the amount of material the children had worked through over the course of the intervention. On the whole children and parents expressed high levels of satisfaction with the intervention. Results are discussed in relation to previous research, and possible underlying mechanisms of change for children with anger difficulties in general and self- help interventions.in particular are explored. The importance of therapist involvement is considered. Limitations are acknowledged and research and clinical implications are suggested. 3
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.574474  DOI: Not available
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