Anger Management Anthony Chaves SNHU April, 2020 Anger Management Anger is a powerful emotion that can have an effect on a person's life, including social, spiritual, and psychological dimensions. Anger is natural, and it is one of the major human emotions. This emotion shows that there is a problem within a relation, and it could result from untimely expectations, frustrations, invasion of privacy, insults, breach of confidence, and unreasoned thoughts and beliefs. The downside of anger is that it prevents a person from attaining their goals, and this is why anger management is important. Since anger manifests in different ways across different individuals and its causes are varied, managing it can be a problem. Professionals in sociopsychological and behavioral sciences are invested in anger management as they try to provide people with coping skills and information on the impacts of anger on their biopsychosocial health as well as the surrounding. Most of the problems facing humanity currently can be attributed to anger. Some of these problems include increase in youth crimes, family abuse, terrorist attacks, and racial conflicts. Despite this, anger disorders are not classified in diagnostic classification systems. The various methods of managing anger show the need for and importance of anger avoidance. There are some comparative research on the magnitude of anger as well as techniques to manage anger in the form of meta-analysis and systematic reviews. Some of the social science resources that can be used to investigate anger management can be found in scientific search engines such as PubMed. Keywords such as anger management and anger control are especially useful when searching for relevant resources that relate to the main topic. Recent sources that have sustainable outcomes and use cognitive-behavioral approaches to anger management were selected. The resources selected include 1) The effect of adaptation theory-based therapeutic approach on adolescents anger management (Doğan & Çam, 2020), 2) Cognitive behavioral skill-based training program for enhancing anger control among youth (Sharma, Hamza, Marimuthu, & Murli, 2016), and 3) The efficacy of a resilience-enhancement program for mothers in Japan based on emotion regulation (Tobe, Sakka, & Kamibeppu, 2019). All of these three sources have employed a cognitive-behavioral approach in the management of anger. However, the resources look at methods for managing anger for different demographics, more specifically, adolescents, youth, and mothers. Since most of the anger management techniques that are successful, implement therapeutic approaches and cognitive-behavioral methods, the selected sources are, therefore, relevant and appropriate in investigating anger management since they have high empirical support. Anger management is intertwined with social science principles. Social roles depend heavily on anger management so as to avoid role strain. Role strain is where individ ...

1. Anger Management
Anthony Chaves
SNHU
April, 2020
Anger Management
Anger is a powerful emotion that can have an effect on a
person's life, including social, spiritual, and psychological
dimensions. Anger is natural, and it is one of the major human
emotions. This emotion shows that there is a problem within a
relation, and it could result from untimely expectations,
frustrations, invasion of privacy, insults, breach of confidence,
and unreasoned thoughts and beliefs. The downside of anger is
that it prevents a person from attaining their goals, and this is
why anger management is important.
Since anger manifests in different ways across different
individuals and its causes are varied, managing it can be a
problem. Professionals in sociopsychological and behavioral
sciences are invested in anger management as they try to
provide people with coping skills and information on the
impacts of anger on their biopsychosocial health as well as the
surrounding.
Most of the problems facing humanity currently can be
attributed to anger. Some of these problems include increase in
youth crimes, family abuse, terrorist attacks, and racial

2. conflicts. Despite this, anger disorders are not classified in
diagnostic classification systems. The various methods of
managing anger show the need for and importance of anger
avoidance.
There are some comparative research on the magnitude of anger
as well as techniques to manage anger in the form of meta-
analysis and systematic reviews. Some of the social science
resources that can be used to investigate anger management can
be found in scientific search engines such as PubMed.
Keywords such as anger management and anger control are
especially useful when searching for relevant resources that
relate to the main topic. Recent sources that have sustainable
outcomes and use cognitive-behavioral approaches to anger
management were selected.
The resources selected include 1) The effect of adaptation
theory-based therapeutic approach on adolescents anger
management (Doğan & Çam, 2020), 2) Cognitive behavioral
skill-based training program for enhancing anger control among
youth (Sharma, Hamza, Marimuthu, & Murli, 2016), and 3) The
efficacy of a resilience-enhancement program for mothers in
Japan based on emotion regulation (Tobe, Sakka, &
Kamibeppu, 2019).
All of these three sources have employed a cognitive-
behavioral approach in the management of anger. However, the
resources look at methods for managing anger for different
demographics, more specifically, adolescents, youth, and
mothers. Since most of the anger management techniques that
are successful, implement therapeutic approaches and cognitive-
behavioral methods, the selected sources are, therefore, relevant
and appropriate in investigating anger management since they
have high empirical support.
Anger management is intertwined with social science
principles. Social roles depend heavily on anger management so
as to avoid role strain. Role strain is where individuals are
stressed out from the numerous responsibilities that come with
their social roles. Anger management is, therefore, important to

3. help an individual deal with stress. For example, a female
teacher is expected to perform her duties as a teacher and ensure
that her pupils are getting the best education, and at home, she
is expected to perform the role of a mother for her kids. These
responsibilities might be overwhelming, and she might get
annoyed easily due to stress. Anger management is, therefore,
of great importance if she is to juggle both roles successfully.
Beliefs and values also rely upon anger management so that
individuals remain consistent with their personal values.
Through anger management, an individual will remain
consistent with the way they order their lives. People easily
deviate from their principles when they are enraged. For
example, a person who is dependable would remain dependable
if he is able to manage his anger better.
Social norms are rules that govern relationships, and they
provide ways of predicting and understanding what people do.
Anger management is, therefore, important to ensure
conformity. Not interrupting someone while they are speaking is
a norm, and an enraged person can refrain from doing so
through anger management.
Anger outbursts are common in clinical settings; hence
healthcare staff should be prepared with anger management
techniques. Therapists, nurses, and social workers should ensure
that the environment is safe during therapeutic sessions,
evaluation processes, and mental status examination. Healthcare
staff should be properly educated on what to do in the event of
an angry outburst. It is easier to relay social science
terminologies to healthcare staff since they are knowledgeable,
and therefore information will be disseminated with minimal
fuss. For example, therapists, nurses, and social workers are
familiar with what cognitive behavior therapy entails and thus,
it will be easy for them to understand the scientific methods
used to manage anger.
Conclusion
After looking at how cognitive-behavioral approaches are
effective in managing anger, it would be interesting to find out

4. how effective this approach is in dealing with psychopathic
patients. To answer this question, social scientists would need
to determine first what triggers angry outbursts in patients with
psychopathic behaviors before determining proper anger
management strategies.
References
Arbury, S., Zankowski, D., Lipscomb, J., & Hodgson, M.
(2017). Workplace violence training programs for health care
workers: an analysis of program elements. Workplace health &
safety, 65(6), 266-272.
Doğan, S., & Çam, O. (2020). The effect of adaptation theory-
based therapeutic approach on adolescents anger
management. Journal of Child and Adolescent Psychiatric
Nursing. https://doi.org/10.1111/jcap.12268
Sharma, M., Hamza, A., Marimuthu, P., & Murli, S. (2019).
Cognitive behavioral skill-based training program for enhancing
anger control among youth. Industrial Psychiatry Journal, 28(1),
37. https://doi.org/10.4103/ipj.ipj_28_17
Tobe, H., Sakka, M., & Kamibeppu, K. (2019). The efficacy of
a resilience-enhancement program for mothers in Japan based
on emotion regulation: study protocol for a randomized
controlled trial. BMC
Psychology, 7(1). https://doi.org/10.1186/s40359-019-0344-6
Figure 1: Research Paper Rubric
EXPERT PROFICIENT APPRENTICE NOVICE
INTEGRATION
OF
KNOWLEDGE

5. The paper demonstrates that
the author fully understands
and has applied concepts
learned in the course.
Concepts are integrated into
the writer’s own insights. The
writer provides concluding
remarks that show analysis
and synthesis of ideas.
The paper demonstrates that
the author, for the most part,
understands and has applied
concepts learned in the
course. Some of the
conclusions, however, are
not supported in the body of
the paper.
The paper demonstrates that
the author, to a certain
extent, understands and has
applied concepts learned in
the course.
The paper does not
demonstrate that the
author has fully
understood and applied
concepts learned in the
course.
TOPIC
FOCUS

6. The topic is focused narrowly
enough for the scope of this
assignment. A thesis
statement provides direction
for the paper, either by
statement of a position or
hypothesis.
The topic is focused but lacks
direction. The paper is about
a specific topic but the
writer has not established a
position.
The topic is too broad for the
scope of this assignment.
The topic is not clearly
defined.
DEPTH OF
DISCUSSION
In-depth discussion &
elaboration in all sections of
the paper.
In-depth discussion &
elaboration in most sections
of the paper.
The writer has omitted
pertinent content or content
runs-on excessively.
Quotations from others
outweigh the writer’s own

7. ideas excessively.
Cursory discussion in all
the sections of the paper
or brief discussion in
only a few sections.
COHESIVENESS
Ties together information
from all sources. Paper flows
from one issue to the next
without the need for
headings. Author's writing
demonstrates an
understanding of the
relationship among material
obtained from all sources.
For the most part, ties
together information from
all sources. Paper flows with
only some disjointedness.
Author's writing
demonstrates an
understanding of the
relationship among material
obtained from all sources.
Sometimes ties together
information from all sources.
Paper does not flow -
disjointedness is apparent.
Author's writing does not
demonstrate an
understanding of the

8. relationship among material
obtained from all sources.
Does not tie together
information. Paper does
not flow and appears to
be created from
disparate issues.
Headings are necessary
to link concepts. Writing
does not demonstrate
understanding any
relationships
SPELLING &
GRAMMAR
No spelling &/or grammar
mistakes.
Minimal spelling &/or
grammar mistakes.
Noticeable spelling &
grammar mistakes.
Unacceptable number of
spelling and/or
grammar mistakes.
SOURCES
More than 5 current sources,
of which at least 3 are peer-
review journal articles or
scholarly books. Sources

9. include both general
background sources and
specialized sources. Special-
interest sources and popular
literature are acknowledged
as such if they are cited. All
web sites utilized are
authoritative.
5 current sources, of which
at least 2 are peer-review
journal articles or scholarly
books. All web sites utilized
are authoritative.
Fewer than 5 current sources,
or fewer than 2 of 5 are peer-
reviewed journal articles or
scholarly books. All web sites
utilized are credible.
Fewer than 5 current
sources, or fewer than 2
of 5 are peer-reviewed
journal articles or
scholarly books. Not all
web sites utilized are
credible, and/or sources
are not current.
CITATIONS
Cites all data obtained from
other sources. APA citation
style is used in both text and
bibliography.

10. Cites most data obtained
from other sources. APA
citation style is used in both
text and bibliography.
Cites some data obtained
from other sources. Citation
style is either inconsistent or
incorrect.
Does not cite sources.
Adapted from: Whalen, S. “Rubric from Contemporary Health
Issues Research Paper”
http://academics.adelphi.edu/edu/hpe/healthstudies/whalen/HED
601_r2.shtml
SCS 200 Presentation Progress Check Guidelines and Rubric
Overview: Throughout the first three themes, you have been
guided through your work on Project Two (a presentation),
which you will continue to work on in
Theme: Presenting Social Science Concepts and Research and
will formally submit to your instructor at the end of Week 8.
This assignment provides you with an
important opportunity to get valuable instructor feedback on the

11. progress you are making and to ensure you are on the right track
for your later submission.
Prompt: Throughout the first three themes, you have explored
why the social science issue selected in Project One (a research
investigation) is of interest to you
personally, and you have begun to reflect on how your research
related to your issues has changed your perspective on the topic.
Specifically, in this assignment,
you will submit the Project Two elements listed below for
review by your instructor.
In Theme: Performing the Research Investigation, learning
block 4-2 (page 1); Theme: Performing the
Research Investigation, learning block 4-3 (page 3); and Theme:
Tailoring the Message to an Audience,
learning block 5-3 (page 3), you completed the following work:
I. Provide a brief overview of the social scientific background
of your issue and research question.
How is the issue situated within the social sciences?
In Theme: Tailoring the Message to an Audience, learning block
5-2 (page 3), you completed the following
work:
II. Explain how the issue impacts the audience. In other words,
how is the issue relevant to members
of the audience? Why should the audience care about the
response to your question or the
outcome of your investigation? Support your response with

12. specific examples from your research
investigation.
In Theme: Tailoring the Message to an Audience, learning block
6-1 (page 4), you contributed to the following
prompt:
III. Describe the evidence you have to support your conclusions
about the impact of the issue on you
personally and on your audience. Support your response with
specific examples from your
research investigation.
In Theme: Exploring Social Science Issues, learning block 2-2
(page 4), you completed the following work:
IV. Explain why this issue is important to you personally. In
other words, why did you select this issue
to investigate?
https://snhu.mindedgeonline.com/content.php?cid=92549
https://snhu.mindedgeonline.com/content.php?cid=92549
https://snhu.mindedgeonline.com/content.php?cid=92549
In Theme: Performing the Research Investigation, learning
block 3-4 (page 1), you contributed to the
following prompt:
V. Illustrate how your investigation of the issue impacted the

13. way you thought about the issue. In
other words, how did thinking like a scientist to research and
develop a question affect what you
thought about the issue you selected? How did social scientific
thinking change the lens through
which you viewed the issue? Support your response with
specific examples from your research
investigation.
In Theme: Tailoring the Message to an Audience, learning block
5-2 (page 3), learning block 3 (page 3), and
learning block 6 (page 4), you began working on the following
section of the prompt:
VII. Communicate your message in a way that is tailored to
your specific audience. For instance, you
could consider your vocabulary, your audience’s potential
current natural science knowledge or
lack thereof, and what is specifically important to the audience.
In Theme: Tailoring the Message to an Audience, learning block
6-3 (page 4), you were prompted to create
two visual slides using a presentation software of your choosing
(PowerPoint, Prezi, or other) and
accompanying notes. These slides can be used to address any of
the sections detailed above and should
include visuals with proper citations, where necessary.
Note that the numbering included above directly aligns with the
numbering of these elements as they are presented in the Project
Two Guidelines and Rubric
document.

14. Rubric
Guidelines for Submission: Your presentation progress check
submission will include two sections: a two-slide portion of
your presentation, submitted using a
presentation platform of your choosing (PowerPoint, Prezi,
etc.), and a written document submitted in Microsoft Word. In
your Word document, be sure to
format with double spacing, 12-point Times New Roman font,
and one-inch margins. Citations should be formatted according
to APA style.
Critical Elements Proficient (100%) Needs Improvement (75%)
Not Evident (0%) Value
Social Scientific
Background
Provides brief overview of social
scientific background of issue and
research question and explains how
issue is situated within social sciences
Provides brief overview of social
scientific background of issue and
research question and explains how
issue is situated within social sciences,
but with gaps in detail or clarity
Does not provide brief overview of
social scientific background of issue
and research question and does not

15. explain how issue is situated within
social sciences
14
Audience Explains how issue impacts audience,
supporting response with examples
from research investigation
Explains how issue impacts audience,
but with gaps in clarity, detail, or
support
Does not explain how issue impacts
audience
14
https://snhu.mindedgeonline.com/conte nt.php?cid=92549
https://snhu.mindedgeonline.com/content.php?cid=92549
Evidence Describes evidence that supports
conclusions about impact of issue on
self and audience, supporting response
with examples from research
investigation
Describes evidence that supports
conclusions about impact of issue on
self and audience, but with gaps in
clarity, detail, or support
Does not describe evidence that

16. supports conclusions about impact of
issue on self and audience
14
Personally Explains why issue is important
personally
Explains why issue is important
personally, but with gaps in clarity or
detail
Does not explain why issue is important
personally
14
Investigation Illustrates how investigation of issue
impacted thinking on the issue,
supporting response with examples
from research investigation
Illustrates how investigation of issue
impacted thinking on the issue, but
with gaps in clarity, detail, or support
Does not illustrate how investigation of
issue impacted thinking on the issue
14
Message Communicates message effectively in a
way that is tailored to specific audience
Communicates message to audience,
but communication is not effective or is

17. not tailored to specific audience
Does not communicate message to
audience
14
Two Visual Slides Slide visuals support key points of the
presentation using properly cited
graphics and charts as appropriate
Slide visuals include graphics and
charts, but citations are incomplete or
connections to presentation content
are not clear
Slide visuals are not included in
submission
10
Articulation of
Response
Submission has no major errors related
to citations, grammar, spelling, syntax,
or organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main
ideas
Submission has critical errors related to
citations, grammar, spelling, syntax, or

18. organization that prevent
understanding of ideas
6
Total 100%