A Service for Emotion Management: Turkish Version of the Adolescent Anger Rating Scale (AARS)*

Article excerpt

Abstract

An individual's activities are closely related with his/her communication abilities. One's awareness of his feelings and needs and to what extend he can control such feelings are the key factors which effect communication abilities. Webster (1996) defines anger as, "a strong emotion; a feeling that is oriented toward some real or supposed grievance." Its synonyms are "rage, displeasure, wrath." Adolescence is a very important period in one's life because it is when individuals start to have a place in the adult world, and when they create their own relation manners. The focus of this study is to create a version of a tool, which is originally developed in English and designed for a different culture. The current study adapted the scale to another culture in order to measure one of our fundamental feelings. The Adolescent Anger Rating Scale (AARS) is developed in 1994 by DeAnna McKinnie Burney in the United States of America. This article discusses and analyzes the AARS's reliability, validity and Turkish linguistic equivalence in detail. The AARS scores are reported for total anger score and three subscales measuring the aspects of the adolescent's typical anger response pattern as: Instrumental Anger, Reactive Anger, and Anger Control. A group of 569 adolescents from different backgrounds, aged between 13-23 years, participated in the study (Togan, 2006). The study provided significant statistical data for the Turkish version of the scale.

Key Words

Anger in Adolescents, Anger, Anger Measurement.

Adolescence is an important stage in life span as it is a period where an individual positions himself/herself in the adolescent world and define the style of his/her relations. In addition to hormonal and physical changes seen in this period, an increasing need in individual for independence comes along (Kulaksizoglu, 1990, 1999; Onur, 1987). One of the most important developmental tasks expected from the individual in adolescence period is the behavioral pattern complying with adult roles. Gaining skills on emotions and emotional control during his/ her social and emotional development are listed among more common developmental tasks of the period (Köknel, 1986; Yesilyaprak, 2000). An individual's recognition of himself/herself and being able to establish and manage empathy is called "emotional intelligence." With these aspects, emotional intelligence can be accepted as a part of emotional development.

Emotional intelligence is a mental skill. It is not only having emotions but also understanding their meaning at the same time (Epstein, 1999). It is the skill of a person to recognize various expressions of his/her and others (Goleman, 2001; Hettich, 2000). Sensitivity about emotions, consciousness and ability to manage constitute a subtitle of communication and of importance for the adolescent when entering the adult world.

It can help understand communication better when it is examined not only within the limits of individual relationships but with its social and personal aspects. According to Cüceloglu (1991), gaining new communication skills is essential to become a democratic and modern society. Healthy social relationships require awareness of "relationship and content levels" in the communication process. Different meanings can be attributed to the same content in communication with persons in different positions. In addition, the individual needs to recognize his/her emotions, be aware of sources of emotions and emotional control for a healthy communication.

Telman and Ünsal (2005) emphasize that a person should resist against giving immediate reaction in situations causing anger, otherwise this anger might damage the person himself/herself and his/her social relations.

"Anger" is one of the important emotions in terms of healthy communication. According to Webster dictionary (2009), anger also contains a powerful emotion of hostility. It is an intense emotional condition caused by discontent. …

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