Addressing aggressive behaviour in a secondary school with Form 2 students

Abstract

An increasing number of students are being excluded from school as a direct result of anger management problems. The research literature suggests that short cognitive-behavioural intervention programmes may be effective in helping students understand and control their anger. The aim of the current study was to evaluate the effectiveness of a ten week cognitive-behavioural anger management intervention in reducing problem behaviours in school, and to identify factors that may facilitate or impede participant progress on such a programme. The sample comprised 9 Form 2 students referred for anger problems in a boys' secondary state school. A phase change design was implemented to measure changes in anger related problem behaviours using the Multidimensional School Anger Inventory - Revised. This was augmented by comparing the students' behavioural records before and after the programme as well as the students' attendance rate. Additionally qualitative data gathered in semi-structured interviews helped to evaluate the programme effectiveness and to review future practice. Significant improvements in the mean of the four sub-scales (Anger Experience, Hostility, Destructive Expressions and Positive Coping) scores before and after intervention were observed as a result of the intervention. An examination of the behavioural records showed a decrease in bad reports and an increase in good reports. Students also showed a high level of engagement through their high attendance rate. Analysis of qualitative data revealed a number of issues presented by the students that helped during the programme including importance of sharing thoughts, feelings and experiences with others. Other issues such as the importance of follow-up sessions and were mentioned as factors that might impact on the long-term success of the programme. Despite limitations inherent in the research design, the intervention was deemed a success.