Effects of the anger management program based on cognitive behavioral techniques on high school students' anger and assertiveness levels

2014 ◽  
Vol 15 (4) ◽  
pp. 296
Author(s):  
Meral Kelleci ◽  
Dilek Avci ◽  
Etem Ersan ◽  
Selma Dogan
Keyword(s):  
High School ◽  
High School Students ◽  
Anger Management ◽  
Management Program ◽  
Cognitive Behavioral ◽  
School Students ◽  
Behavioral Techniques ◽  
Anger Management Program

scholarly journals Cognitive-Behavioral Anger Management Training (CB-AMT) untuk menurunkan perilaku agresi pada remaja awal

2019 ◽  
Vol 8 (2) ◽  
pp. 294-307
Author(s):  
Atika Permata Sari
Keyword(s):  
High School ◽  
High School Students ◽  
Children And Adolescents ◽  
Junior High School ◽  
Anger Management ◽  
Management Training ◽  
Junior High School Students ◽  
Cognitive Behavioral ◽  
Normal Range ◽  
School Students

AbstractOvercoming anger in children and adolescents becomes a challenge considering children and adolescents cannot yet understand and manage anger. Most of teenagers tend to manifest anger in the form of aggressive behavior. The purpose of this study is to determine the effectiveness of cognitive behavior anger management training (CB-AMT) on increasing anger management related knowledge and reducing aggression in junior high school students identified as having aggression behavior problem. The study design was one group pretest-posttest with a total of six participants consists of two girls and four boys. Each participant was identified as being in borderline clinical range in the aspect of aggression using child behavior checklist (CBCL). Participants attended three sessions of training with duration ranging from 120-150 minutes each. Statistical analysis using Wilcoxon showed that there is an increase in knowledge right after training. One month after the training, all participants experienced a decrease in aggression scores based on CBCL. Four participants experienced a change in category from the borderline clinical range to normal range. CB-AMT effective in increasing anger manager related knowledge and reducing aggression in junior high school students. Keywords: Aggression; Cognitive Behavioral Anger Management Training (CB-AMT); Early adolescence  Abstrak Mengatasi rasa marah pada anak-anak dan remaja menjadi suatu tantangan mengingat anak-anak dan remaja belum memiliki kemampuan untuk memahami dan mengatur rasa marah. Mayoritas remaja cenderung mewujudkan rasa marah dalam bentuk perilaku agresi. Tujuan dari penelitian ini adalah untuk mengetahui efektivitas penerapan cognitive behavioral anger management training (CB-AMT) dalam meningkatkan pengetahuan yang berhubungan dengan anger management dan menurunkan perilaku agresi siswa SMP yang teridentifikasi memiliki permasalahan perilaku agresi. Penelitian ini merupakan penelitian one group pretest-posttest dengan partisipan sebanyak enam orang yang terdiri atas dua orang perempuan dan empat orang laki-laki. Seluruh partisipan teridentifikasi berada pada borderline clinical range pada aspek agresi menggunakan pengukuran CBCL. Partisipan mengikuti tiga sesi pelatihan dengan durasi masing-masing berkisar antara 120 – 150 menit. Analisis statistik menunjukkan terdapat peningkatan pengetahuan tepat setelah mengikuti pelatihan. Satu bulan setelah pelatihan diberikan diketahui seluruh partisipan mengalami penurunan skor agresi berdasarkan pengukuran CBCL. Empat dari enam partisipan mengalami perubahan rentang agresi menjadi normal range setelah sebelumnya berada pada borderline clinical range. CB-AMT terbukti efektif dalam meningkatkan pengetahuan berhubungan dengan anger management dan menurunkan perilaku agresi pada siswa SMP. Kata kunci: Agresi; Cognitive Behavioral Anger Management Training (CB-AMT); Remaja awal

FC25-06 - The impact of training cognitive-behavioral strategies on reduction of test anxiety in male high school students

2011 ◽  
Vol 26 (S2) ◽  
pp. 1958-1958
Author(s):  
Z. Aalayi ◽  
T. Ahmadi Gatab
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Behavioral ◽  
Second Grade ◽  
Behavioral Strategies ◽  
School Students ◽  
Significant Difference ◽  
The Impact

IntroductionThe present study has focused on the impact of training cognitive-behavioral strategies in reducing test anxiety among second-grade high school male math students.ObjectivesThis study has attempted to test the hypothesis that training cognitive-behavioral strategies can help a reduction on test anxiety among anxious students.MethodsThe subjects were 72 second-grade high school students who had obtained high scores on the test anxiety scale(sarason,1978) participants were selected by a multi-stage cluster sampling method from three high schools at Tehran after administering the self-report test anxiety scale as pre-test, the subjects were then divided into two groups of control and experimental with 36 students in each groupdid not receive any treatment then, both groups were asked to complete the test anxiety scale as post-test.ResultsAnalysis of variance (anova) with repeated measures was performed to analyze the data. the results revealed that there was a significant difference between the two groups and this difference was two the advantage of experimental group showing a significant reduction in test anxiety.ConclusionsThe results showed that training cognitive-behavioral strategies can reduce test anxiety.

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