Anger Management for Youth: Stemming Aggression and Violence

By Nixon, Robin | Child Welfare, March/April 1997 | Go to article overview

Anger Management for Youth: Stemming Aggression and Violence


Nixon, Robin, Child Welfare


Perhaps no issue involving American youth over the past several years has drawn so much negative attention as youth violence. Arrests of juveniles are at all-time highs and young people are more likely to be murdered or otherwise victimized than any other segment of the population. The political and governmental response to this reality has leaned consistently toward increasingly punitive sentencing guidelines, the adult trial of juveniles at younger and younger ages, curfews, and other mechanisms to increase social controls in the expectation that social controls will reduce crime and violence. A majority of citizens agree, however, that prevention is the preferred strategy for dealing with youth crime and violence.1

In the broad context, perhaps no approach to youth services offers more hope for increasing positive outcomes and reducing problems than focusing on positive youth development. Programs utilizing a positive youth development approach seek to create supports and opportunities that contribute to the overall healthy development of young people. A substantial body of research and literature exists to support this approach.

Anger Management for Youth: Stemming Aggression and Violence is a solid contribution to the field of prevention within a positive youth development context. Despite a title that sounds negative, Dr. Eggert has developed a well-rounded curriculum with significant potential for enhancing the cognitive and emotional development of young people. The curriculum also facilitates the acquisition of skills that allow young people to respond thoughtfully and constructively to provocation.

The curriculum is designed for use by human services professionals in a small group format in schools or other counseling settings. The groups can focus solely on anger management, or the anger management curriculum can be integrated into a larger life-skills or other psychoeducational curriculum. The small group format facilitates both development of group cohesion among participants and an environment conducive to learning specific skills. Dr. Eggert pays particular attention to the creation of a supportive learning environment through such strategies as group ownership of space, meeting needs for comfort and safety, and sensitivity to ethnicity, gender, and individual diversity.

The curriculum was developed from a cognitive-behavioral perspective, with additional support from aggression replacement training, positive peer culture, and rational emotive therapy. In other words, the curriculum empowers youths to manage behavior by recognizing and controlling the thoughts and feelings that trigger learned behavioral responses to anger-provoking situations. Empower is a much overused term in the counseling lexicon, but it is appropriate when describing the strategies employed in Anger Management for Youth groups. Both the actual content of the curriculum and the expected behaviors and abilities of the professional group facilitator focus on youths' strengths, on their ability to take active and productive leadership of the group, and on building their confidence in themselves and their ability to learn new skills and behaviors. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Anger Management for Youth: Stemming Aggression and Violence
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.