Detailed contribution information
| Contribution title | 2325 - Mind your anger habits for teens |
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| Contribution code | PS01-56 (P) |
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| Form of presentation | Poster |
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| Abstract |
Background of workshop: Problematic anger behaviors of children and adolescents represent a significant challenge to the clinical community. Although a number of direct and indirect factors are theorized to contribute to the etiology of aggressive behavioral problems, the cognitive-behavioral model focuses on the cognitive processes that play a significant role in the generation of anger and the aggressive responses to provocation. “Mind your anger habits: for teen” manual, is based on the cognitive-behavioral conceptualization of anger ,it consists of 10 group sessions for teens and 8 group sessions for their parents. In the “Mind your anger habits: for teen”; anger is identified as a stress reaction with three response components: cognitive, physiological, and behavioral. The cognitive component is characterized by one’s perception of social stimuli and provocation cues in the social context, by one’s interpretation of these stimuli, by one’s attributions concerning causality and/or responsibility, and by one’s evaluation of oneself and the situation. This component represents a significant area for intervention with aggressive adolescents as their perceptions and attitudes serve to prompt most behavioral responses to provocation. Research on the social and cognitive processing in aggressive youth indicates that distorted interpretations, attributional biases, and deficiencies in problem solving can all influence the selection of aggressive behavior responses. Furthermore, cognitive processing patterns are likely to become more rigid over time, and as such the maladaptive aggressive behaviors prompted by dysfunctional cognitions will be maintained. Learning Objectives: Education and skills development including For adolescents ; Emotional awareness. Functional analysis of anger behavior. Aggressive beliefs & how to dispute them. Assertive relationships. Self- instruction. Estimating future negative consequences and how to handle. Skills for problem solving. For parents; Adolescence period characteristics. Parents’ beliefs about themselves and their teens, are they functional? Effective communication strategies with the teenager. Loving and supportive relationship. Setting behavioral limits. Encouraging the teenager to solve personal problems alone or with guidance. Skills for managing parental stress. Training Modalities: Direct Lecturing Video illustrations Case examples Demonstration and dyadic role-plays Q & A |