Anger Management - Research Paper Example

?Patrick Chase PSY 1012 Anger Management Introduction Anger is a common phenomenon and it has been identified to create distance in primary relationships (Dierker 6700). It would seem to argue that if anger in relationships creates distance, then learning how to manage anger may contribute to reversing that process. This paper begins with understanding emotion, in general, and then looks at the various ways in which anger is understood, expressed and managed. Anger: Friend or Foe? Anger is an emotion that significantly differs from other emotions (Mayne & Ambrose 354). Anger can be healthy or disturbed, it can be expressed in a variety of ways, it resists change and it is attractive to people. This complexity contributes in some ways to the lack of research that exists. First, anger is a “frequent human experience that can be healthy or disturbed” (DiGiuseppe ‘End piece’ 366). In healthy manifestation, anger is intended to act as an alert system to warn us of potential threat and to encourage us to take corrective actions (DeAngelis 44-45). In this way it is a positive, adaptive response. The distinction between when anger is healthy and when it is disturbed is of some debate. Tangney, Hill-Barlow et al., have suggested that the goals of one's anger are good predictors of healthy verse problematic anger (cited in DiGiuseppe ‘End piece’ 366). This suggestion becomes problematic in two ways. First, it does not account for cultural differences and value systems. Second, it does not clearly define the appropriateness of anger expression. It does however, support the rationalization that some angry people use to justify their anger. While healthy anger can result in making choices that create an atmosphere for understanding, protection and getting needs met, inappropriate anger may result in miscommunication, hostility and isolation. For this reason professionals have long sought way to manage and redirect negative anger reactions into positive channels. Second, anger can be expressed in a variety of ways. (Deffenbacher, et al. 575). These expressions may have either positive or negative impacts on a relationship. Deffenbacher argues that the diversity of the behavioral component of anger has provided confusion in defining anger and has contributed to the delay in professional understanding (cited in DiGiuseppe ‘End piece’ 366). Because mainstream society depicts the angry person as the one who acts outwardly, he is usually the only party for whom anger management treatment is suggested. More typically, angry people gravitate towards others who tolerate them either because it fulfills a familiar pattern or compliments their personality style. In this way dynamic systems of anger are created. Third, “people feel little desire to change their anger” and “the only emotion people wish less to change is joy” (Scherer & Wallbott cited in DiGiuseppe ‘End piece’ 366). It is typical for angry people to blame others for their emotional reactions. As a result, most are unable to identify a need for change. More typically, angry individuals have strong convictions that it is “the other” that needs to make change. This lack of motivation for change is a significant challenge to the understanding and altering anger reactions. For people with anger issues, it is important for them to first understand the destructive nature of their anger and then to construct alternative emotions and behaviors (DiGiuseppe 25-35). Finally, anger, “more than all emotions except joy, produces a stronger tendency to approach rather than avoid the triggering event” (Scherer & Wallbott cited in DiGiuseppe ‘End piece’ 366). Anger has strong habitual ties that create an adrenaline rush or “high” that is intoxicating to the angry individual (Berkowitz 496-497). Additionally, angry individuals often continue their actions out of fear of “losing” such things as love, attention and respect. This continuation can result in either constructive or destructive interactions depending upon the dynamic that is created. The majority of anger episodes get directed at people known well, liked, or loved. In fact, anger occurs more at home than any other place. According to Wetzler and Cole (23-36), anger is a natural byproduct of negotiating intimacy and difference within a relationship. Although the ultimate hope is to obtain even greater connection between individuals, the opposite often occurs. Negative anger inevitably damages interpersonal relationships and breaks down social networks (DiGiuseppe 367). PTSD and Anger Although more than three decades have passed since their return from Vietnam, many veterans still continue to experience social and psychological consequences related to the things they encountered in the war zone. It is important to note that there are wide discrepancies in the reports of the actual numbers of Vietnam veterans who suffer from PTSD. The tendency of Vietnam veterans with PTSD to isolate themselves and avoid contact with others makes it difficult at times to accurately estimate how many are affected by the disorder (Barrett 73-77). However, it is generally agreed upon that there are a vast number of Vietnam veterans suffering from PTSD. In one particular study of non-psychiatric Vietnam veteran patients, 42% of whom had never sought psychiatric treatment, 46% of the participants scored well above the PTSD cutoff on the Mississippi Combat Scale (Blake et at, 15-17). Additional probing in this study revealed that the majority of these veterans had never sought treatment for their difficulties. Strategies for Addressing Anger: Constructive vs. Destructive There are several factors that can make a difference between constructive and destructive anger. Constructive anger expression usually occurs within the dyad when the angry person expresses his anger to the target person. The target person hears the angry person and reacts appropriately (i.e. in a non-defensive manner). This, of course is easier said than done, because now the target person must deal with all his defenses (vulnerabilities) in order to adequately hear the angry person (Sanchak, & Leonard 399-401). The target person then must also get an opportunity to express her feeling and be heard as well. If the anger is justified and expressed in a manner which can be heard, the response has a greater likelihood of being connecting rather than distancing. This technique has long standing support in the psychotherapeutic community. One of the best examples of this was devised by Markman et al. in a structured skill based Speaker/Listener Technique. Constructive anger expression often works best when the angry person frames the problem in a way that makes it a mutual concern rather than venting a frustration or attacking (Tavris 12-20). When partners have the opportunity to participate in a cooperative experience, they are more likely to work together to achieve a desired goal rather than feeling defensive. The belief that "venting" is healthy for individuals and relationships is a widespread misnomer (Potter-Efron, 24-31). Venting anger is the same as practicing anger. The more people vent the better they become at expressing anger. Venting anger in maladaptive ways solidifies an angry attitude and creates an anger habit. This cultural myth of efficacy often undermines relationship and creates defensive responses in partners. As a result, emotional distance is created and intimacy is compromised. Finally, it is helpful to remember that anger is contextual and social. What may produce anger for one person may not for another. Or, what produces anger in one instance may not in another. Examples of this include: the cultural difference in terms of personal space; or, it may become harder to be patient with a child when one is in a bad mood. Anger Management: Psychoeducational Interventions There are numerous psychoeducational programs that have been developed to help treat individuals with anger problems. There is significant evidence that psychoeducational anger management programs work (Deffenbacher 587-588) and they work equally for both men and women (DiGiuseppe 368). In addition, reports indicate that the degree of change is large and that treatment effects appear to last (DiGiuseppe 368-369). Approximately eighty percent of all treatment modalities for anger involve group approaches (DiGiuseppe 369). Typically called "Anger Management" or the like, these courses are designed to help individuals 1) identify that the individual does have an anger problem; 2) understand the consequences of their anger; 3) address motivation for change 4) become an expert of their own anger (triggers, frequency, intensity, duration, and mode of expression); 5) identify core emotions beneath anger; 5) manage physiological arousal through relaxation and cooling off techniques and 6) foster cognitive changes concerning such issues as blame and unfairness, 7) implement behavioral changes which include learning new communication skills, 8)develop environmental supports of newly learned skills, and 9) prepare for potential relapse and how prevention skills. These changes occur with the assistance of a facilitator whom needs to develop an alliance through validation and support of the individuals' struggles. In summation, successful interventions work with the mind by teaching the person to identify the perceptions and interpretations that generate anger including value systems; the body by teaching relaxation and cooling off techniques that help calm the person down; and behavior by teaching new habits and skills. Summary Anger is an emotional response, based on perception that can manifest itself in a variety of behavioral expressions. It has been shown, when used ineffectively, to have negative repercussions on relationships. Successfully managing anger however, may have benefits of producing greater insight and intimacy within relationships. Participation in an anger management course contributes to helping individuals manage their anger in ways that reduce both internal and external conflict. Work Cited Barrett, R.H. Violence blame distribution in Vietnam-era veterans with and without posttraumatic stress disorder. University of Arkansas, Fayetteville, 1996. 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