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Year 2014, Volume: 5 Issue: 41, 11 - 22, 23.04.2014

Abstract

The purpose of this research is to examine the effectiveness of anger control training program based on prepared solution focused brief approach on high school students’ anger control and communication skills. In this research, 3x2 (experiment, control and plasebo group x pre-test post-test) split plot design was used. The anger management program, The State Trait Anger Expression Inventory and Communication Skills Evaluation Scale were administered to 9th grade high school students in Seferihisar, İzmir. 25 students (experimental=8, control=9, plasebo=8) who met the inclusion criteria were assigned randomly to experimental, control, and placebo groups. Solution focused anger control group counseling program to experimental group and a group guidance program to inform vocations and university entrance exam to placebo group were implemented during ten weeks. There was not any program application to control group. Two-way ANOVA was used to test for signifi cant treatment effect of Solution Focused Anger Management Program on anger dimensions and communication skills. The results of two-way ANOVA indicate that ANOVAs examining treatment effect were signifi cant on dimension on anger-in, anger-out, trait anger and anger control. It seems that there was a signifi cant improvement in the experimental group’s anger level compared to control and placebo group’s anger level. However the results of study also indicated that the program has no signifi cant impact on students’ communication skills. There is an abundance of research that explores anger management interventions with children and adolescents based on cognitive behavioral approach. Results of this study showed that solution focused approach also can be used in anger management for adolescents

References

  • Abikoff, H. ve Klein, R. G. (1992). Attention-defi cit hyperactivity and conduct disorder: Comorbidity and implications for treatment. Journal of Consulting and Clinical Psychology, 60, 881–892.
  • Armbruster, M.A., Sukhodolsky, D. G. ve Michalsen, R. N. (2001). Impact of managed care on treatment process and outcome in the child outpatient clinic. Paper Presented at the 48th Annual Meeting of the American Academy of Child and Adolescent Psychiatry, Honolulu, HI.
  • Averill, J. R. (1983). Studies on anger and aggression: Implications for theories of emotion. American Psychologist, 38 (11), 1145-1160.
  • Berg, I. K. ve Miller, S. D. (1992). Working with the problem drinker: A solution-focused approach. New York: Norton and Company.
  • Bolat, S. (1996). Eğitim örgütlerinde iletişim: Hacettepe Üniversitesi Eğitim Fakültesi Uygulaması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12, 75-80.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112,155-159.
  • Culbertson, F. M. ve Spielberger, C. D. (1996). Relations of anger expression to depression and blood pressure in high school students. Stress and Emotion: Anger, Anxiety, and Curiosity, 16, 193–202.
  • Deffenbacher, J. L., Oetting, E. R., Thwaites, G. A., Lynch, R.S., Baker, D.A., Stark, R.S. ...... (1996). State-trait anger theory and the utility of the trait anger scale. Journal of Counseling Psychology, 43, 131–148.
  • Deffenbacher, J. L., Filetti, L.B., Lynch, R. S., Dahlen, E.R., ve Oetting, E.R. (2002). Cognitive-behavioral treatment of high anger drivers. Behavioral Research and Therapy, 40 (8), 895–910.
  • Deffenbacher, J.L., Story, D.A., Stark, R.S., Hogg, J.A. ve Brandon, A.D. (1987). Cognitive-relaxation and social skills interventions in the treatment of general anger. Journal of Counseling Psychology, 34(2), 171-176.
  • Down, R., Willner, P., Watts, L. ve Griffi ths, J. (2011). Anger management groups for adolescents: A mixed-methods study of effi cacy and treatment preferences. Clinical Child Psychology and Psychiatry, 16 (1), 33-52. doi: 10.1177/1359104509341448
  • Duran, Ö. ve Eldeklioğlu, J. (2005). Öfke kontrol programının 15-18 yaş arası ergenler üzerindeki etkililiğinin araştırılması. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 25(3), 267-280.
  • Feindler, E. L. (2005). CBT and Adolescent Anger Management, (Encyclopedia of Cognitive Behavior Therapy) (Cilt 8, ss. 11-14). Kluwer Academic Publishers.
  • Flanagan, R., Allen, K. ve Henry, D.J. (2010). The impact of anger management treatment and rational emotive behavior therapy in a public school setting on social skills, anger management, and depression. Journal of Rational Emotive Cognitive Behavior Therapy, 28, 87-99.
  • Franklin, C., Corcoran, J., Nowicki, J. ve Streeter, C. (1997). Using client self-anchored scales to measure outcomes in solution-focused therapy. Journal of Systemic Therapies, 16, 246-265.
  • Gay, L. R., Mills, G. E. ve Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ: Pearson.
  • Gingerich, W. J. ve Eisengart, S. (2000). Solution focused brief therapy: A review of the outcome research. Family Process, 39, 477-498.
  • Gültekin, F. (2011). İlköğretim ikinci kademe öğrencilerinin öfke ve saldırganlık düzeylerinin azaltılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 180-191.
  • Hawkes, D., Marsh, T. ve Wilgosh, R. (1998). Solution focused therapy: A handbook for health care professionals. Oxford: Butterworth-Heinemann.
  • Heppner, P. P., Wampold, B. E. ve Kivlinghan, D. M. (2013). Psikolojik danışmada araştırma yöntemleri. (Çev Ed. D.M. Siyez). Ankara: Mentis Yayıncılık.
  • Hermann, D. S. ve Mc Whirter, J. J. (2003). Anger and aggression management in young adolescents: An experimental validation of the scare program. Education and Treatment of Children, 26 (3), 273-302.
  • İşlek, M. (2006). Çözüm odaklı yaklaşımlara göre düzenlenmiş sınav kaygısıyla başa çıkma eğitim programının üniversiteye hazırlanan öğrencilerin sınav kaygısı düzeylerine etkisi. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Jacob, F. (2001). Solution focused recovery from eating distress. London: BT Press.
  • Juhnke, G. A. (1996). Solution-focused supervision: Promoting supervise skills and confi dence through successful solutions. Counselor Education and Supervision, 36, 48-57.
  • Kahn, B. B. (2000). A model of solution-focused consultation for school counselors. Professional School Counseling, 3 (4), 248-255.
  • Korkut, F. (1996). İletişim becerileri değerlendirme ölçeğinin geliştirilmesi. Psikolojik Danışma ve Rehberlik Dergisi, 2(7), 18-23.
  • Lamb, J., Puskar, K., Sereika, S., Patterson, K. ve Kaufmann, J. (2003). Anger assessment in rural high school students. The Journal of School Nursing, 19 (1), 30-40.
  • Lederhendler, I. (2003). Aggression and violence: Perspectives on integrating animal and human research approaches. Hormones and Behavior, 44, 156–160.
  • Lee, D. ve Gavine, D. (2003). Goal-setting and self-assesment in year 7 students. Educational Research, 45 (1), 49-59.
  • Lee, H. ve Munk, T. (2008). Using regression discontinuity design for program evaluation. American Statistical Association- Proceedings of the Survey Research Methods Sections. http://www.amstat.org/sections/srms/ proceedings /y2008/ Files/3
  • Lerner, H. (2010). Öfke dansı (Çev. S. Gül). İstanbul: Varlık Yayınları.
  • Mac Donald, A. J. (1994). Brief theraphy in adult psychiatry. Journal of Family Therapy, 19, 213-222.
  • Martsch, M. D. (2005). A comparison of two group interventions for adolescent aggression: High process versus low process. Research on Social Work Practice, 15(1), 8-18.
  • Metcalf, L. (1995). Counseling toward solution. New York: The Center for Applied Research in Education.
  • Metcalf, L. (1999). Teaching toward solutions: Step-by-step strategies for handling academic, behavior, and family issues in the classroom. West Nyack, NY: The Center for Applied Research in Education.
  • Miller, T. Q., Smith, T. W., Turner, C. W., Guijarrı, M.L., ve Hallet, A. (1996). A meta-analytic review of research on hostility and physical health. Psychological Bulletin, 119, 322–348.
  • Montemayor, R. (1986). Family variation in parent-adolescent storm and stress. Journal of Adolescent Research, 1, 15-31.
  • Murphy, J. J. (1997). Solution-focused counseling in middle and high schools. Alexandria, VA: American Counseling Association.
  • Newsome, W. S. (2005). The impact of solution-focused brief therapy with at-risk junior high school students. National Association of Social Workers, 27 (2), 83-90
  • Nichols, T. R., Mahadeo, M., Bryant, K. ve Botvin, G.L. (2008). Examining anger as a predictor of drug use among multiethnic middle school students. Journal of School Health, 78, 480-486.
  • Özer, A. K. (1994). Sürekli öfke (SL-ÖFKE) ve öfke ifade tarzı (ÖFKE-TARZ) ölçekleri ön çalışması. Türk Psikoloji Dergisi, 9 (31), 26–35.
  • Özer, Z. (1997). Duygu dünyasının bam teli öfke. Bilim ve Teknik Dergisi, 354, 80-84.
  • Özmen, A. (2006). Öfkeyle başa çıkma eğitiminin ve etkileşim grubu uygulamasının içe yönelik öfke üzerine etkisi. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 30 (2), 175-185.
  • Russell, J. A. ve Mehrabian, A. (1977). Evidence for a three-factor theory of emotions. Journal of Research in Personality, 11, 273–294.
  • Sarı, T. (2006). Eklektik yaklaşıma dayalı öfke yönetimi programı. I Ulusal Psikolojik Danışma ve Rehberlik Uygulamaları Kongresi, 21-23 Eylül 2006, Mersin Üniversitesi, Mersin
  • Sarıcı Bulut, S. (2008). İlköğretim ikinci kademe öğrencilerinin sınav kaygıları, saldırganlık eğilimleri ve problem çözme becerilerindeki yetersizliklerin sağaltımlarında grupla çözüm odaklı kısa terapinin etkileri. Yayınlanmamış Doktora Tezi, Atatürk Üniversitesi, Sosyal Bilimler Enstitüsü, Erzurum.
  • Scherwitz, L. W., Perkins, L. L. ve Chesney, M. A. (1992). Hostility and health behaviors in young adults: The CARDIA study. American Journal of Epidemiology, 136, 136–145.
  • Sharry, J. (2001). Solution- focused groupwork. London: Sage Publications.
  • Siegler, I. C., Peterson, B. L., Barefoot, J. C. ve Williams, R.B. (1992). Hostility during late adolescence predicts coronary risk factors at mid-life. American Journal of Epidemiology, 36, 146–154.
  • Sigma XL (2010). Minimum sample size for robust t-Tests and ANOVA. Elde edilme tarihi: 15 Mart 2010. http:// www.sigmaxl.com/MinSampleSizeRobust.shtml.
  • Sofronoff, K., Attwood, T., Hinton, S. ve Levin, I. (2007). A randomized controlled trial of a cognitive behavioural intervention for anger management in children diagnosed with Asperger Syndrome. Journal of Autism & Developmental Disorders, 37(7), 1203–1214.
  • Spielberger, C.D. (1988). Professional manual for the State–Trait Anger Expression Inventory. Odessa. FL: Psychological Assessment Resources.
  • Starner, T. M. ve Peters, R. M. (2004). Anger expression and blood pressure in adolescents. The Journal of School Nursing, 20 (6), 335-342.
  • Sukhodolsky, D. G., Kassinove, H. ve Gorman, B. S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Aggression and Violent Behavior, 9, 247-269.
  • Sung, K. M., Puskar, K. R. ve Sereika, S. (2006). Psikososyal faktörler ve gençlerin baş etme stratejileri bir kırsal Pennsylvania Yüksek Okulu. Halk Sağlığı Hemşireliği, 23 (6), 523-529.
  • Taylor, J. L., Novaco, R. W., Gillmer, B. T., Robertson, A. ve Thorne, I. (2005). Individual cognitive-behavioural anger treatment for people with mild-borderline intellectual disabilities and histories of aggression: A controlled trial. British Journal of Clinical Psychology, 44 (3), 367.
  • Tekinsav Sütçü, S., Aydın, A. ve Sorias, O. (2010). Ergenlerde öfke ve saldırganlığı azaltmak için bilişsel davranışçı bir grup terapisi programının etkililiği. Türk Psikoloji Dergisi, 25 (66), 57-67.
  • Thomas, S. P. (2002). Age differences in anger frequency, intensity, and expression. Journal of the American Psychiatric Nurses Association, 8 (2), 44-50.
  • Turkish Psychological Counseling and Guidance Journal / 2014, 5 (41)

Lise Öğrencilerinin Öfke Kontrolü ve İletişim Becerilerinde Çözüm Odaklı Psiko-Eğitim Programının Etkis

Year 2014, Volume: 5 Issue: 41, 11 - 22, 23.04.2014

Abstract

Öz: Bu araştırmanın amacı, çözüm odaklı psikolojik danışma yaklaşımına dayalı öfke kontrolü psiko-eğitim programının lise öğrencilerinin öfke kontrolü ve iletişim becerileri düzeylerine etkisini incelemektir. Araştırmada 3x2’lik (deney, kontrol ve plasebo grubu x öntest-sontest) karışık desen kullanılmıştır. Öfke kontrolü eğitim programına katılacakları belirlemek için İzmir İli Seferihisar ilçesindeki Seferihisar Anadolu Lisesi’ne devam eden 9. sınıf öğrencilerine Sürekli Öfke ve Öfke İfade Tarz Ölçeği ile İletişim Becerilerini Değerlendirme Ölçeği uygulanmıştır. Eğitim programına katılım ölçütlerini karşılayan 25 öğrenci (deney grubu=8, kontrol grubu= 9, plasebo grubu=8) deney, kontrol ve plasebo gruplarına yansız olarak atanmıştır. Deney grubuna 10 oturumluk çözüm odaklı yaklaşıma dayalı öfke kontrolü psiko-eğitim programı, plasebo grubuna da 10 oturumluk üniversiteye giriş sınavı ve meslek tanıtımı programı uygulanmıştır. Kontrol grubu ile de herhangi bir uygulama yapılmamıştır. Tekrarlayan ölçümler için iki faktörlü ANOVA sonuçları çözüm odaklı yaklaşıma dayalı psiko-eğitim programının öfkenin boyutları olan sürekli öfke, öfkeyi dışa vurma, öfkeyi içte tutma ve öfke kontrolü üzerinde etkili olduğunu göstermektedir. Buna göre deney grubundaki deneklerin, kontrol ve plasebo grubundaki deneklere göre sürekli öfke, öfkeyi dışa vurma ve öfkeyi içte tutma düzeylerinde, anlamlı bir düşüş olurken; öfke kontrolü düzeylerinde anlamlı bir artış olmuştur. Ancak araştırma sonuçları çözüm odaklı yaklaşıma dayalı psiko-eğitim programının, iletişim becerileri üzerinde anlamlı bir etkisi olmadığını göstermektedir. Bu çalışmanın sonuçları, çözüm odaklı yaklaşıma dayalı öfke kontrolü psiko- eğitim programının ergenlere öfke kontrolünü kazandırmada etkili bir psikolojik danışma yaklaşımı olarak kullanılabileceğini göstermektedir.

Anahtar Sözcükler: öfke, öfke kontrolü, iletişim becerileri, çözüm odaklı psikolojik danışma yaklaşımı, ergenlik

Abstract: The purpose of this research is to examine the effectiveness of anger control training program based on prepared solution focused brief approach on high school students’ anger control and communication skills. In this research, 3x2 (experiment, control and plasebo group x pre-test post-test) split plot design was used. The anger management program, The State Trait Anger Expression Inventory and Communication Skills Evaluation Scale were administered to 9th grade high school students in Seferihisar, İzmir. 25 students (experimental=8, control=9, plasebo=8) who met the inclusion criteria were assigned randomly to experimental, control, and placebo groups. Solution focused anger control group counseling program to experimental group and a group guidance program to inform vocations and university entrance exam to placebo group were implemented during ten weeks. There was not any program application to control group. Two-way ANOVA was used to test for significant treatment effect of Solution Focused Anger Management Program on anger dimensions and communication skills. The results of two-way ANOVA indicate that ANOVAs examining treatment effect were significant on dimension on anger-in, anger-out, trait anger and anger control. It seems that there was a significant improvement in the experimental group’s anger level compared to control and placebo group’s anger level. However the results of study also indicated that the program has no significant impact on students’ communication skills. There is an abundance of research that explores anger management interventions with children and adolescents based on cognitive behavioral approach. Results of this study showed that solution focused approach also can be used in anger management for adolescents.

Keywords: anger, anger control, communication skills, solution focused counseling, adolescence.

References

  • Abikoff, H. ve Klein, R. G. (1992). Attention-defi cit hyperactivity and conduct disorder: Comorbidity and implications for treatment. Journal of Consulting and Clinical Psychology, 60, 881–892.
  • Armbruster, M.A., Sukhodolsky, D. G. ve Michalsen, R. N. (2001). Impact of managed care on treatment process and outcome in the child outpatient clinic. Paper Presented at the 48th Annual Meeting of the American Academy of Child and Adolescent Psychiatry, Honolulu, HI.
  • Averill, J. R. (1983). Studies on anger and aggression: Implications for theories of emotion. American Psychologist, 38 (11), 1145-1160.
  • Berg, I. K. ve Miller, S. D. (1992). Working with the problem drinker: A solution-focused approach. New York: Norton and Company.
  • Bolat, S. (1996). Eğitim örgütlerinde iletişim: Hacettepe Üniversitesi Eğitim Fakültesi Uygulaması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12, 75-80.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112,155-159.
  • Culbertson, F. M. ve Spielberger, C. D. (1996). Relations of anger expression to depression and blood pressure in high school students. Stress and Emotion: Anger, Anxiety, and Curiosity, 16, 193–202.
  • Deffenbacher, J. L., Oetting, E. R., Thwaites, G. A., Lynch, R.S., Baker, D.A., Stark, R.S. ...... (1996). State-trait anger theory and the utility of the trait anger scale. Journal of Counseling Psychology, 43, 131–148.
  • Deffenbacher, J. L., Filetti, L.B., Lynch, R. S., Dahlen, E.R., ve Oetting, E.R. (2002). Cognitive-behavioral treatment of high anger drivers. Behavioral Research and Therapy, 40 (8), 895–910.
  • Deffenbacher, J.L., Story, D.A., Stark, R.S., Hogg, J.A. ve Brandon, A.D. (1987). Cognitive-relaxation and social skills interventions in the treatment of general anger. Journal of Counseling Psychology, 34(2), 171-176.
  • Down, R., Willner, P., Watts, L. ve Griffi ths, J. (2011). Anger management groups for adolescents: A mixed-methods study of effi cacy and treatment preferences. Clinical Child Psychology and Psychiatry, 16 (1), 33-52. doi: 10.1177/1359104509341448
  • Duran, Ö. ve Eldeklioğlu, J. (2005). Öfke kontrol programının 15-18 yaş arası ergenler üzerindeki etkililiğinin araştırılması. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 25(3), 267-280.
  • Feindler, E. L. (2005). CBT and Adolescent Anger Management, (Encyclopedia of Cognitive Behavior Therapy) (Cilt 8, ss. 11-14). Kluwer Academic Publishers.
  • Flanagan, R., Allen, K. ve Henry, D.J. (2010). The impact of anger management treatment and rational emotive behavior therapy in a public school setting on social skills, anger management, and depression. Journal of Rational Emotive Cognitive Behavior Therapy, 28, 87-99.
  • Franklin, C., Corcoran, J., Nowicki, J. ve Streeter, C. (1997). Using client self-anchored scales to measure outcomes in solution-focused therapy. Journal of Systemic Therapies, 16, 246-265.
  • Gay, L. R., Mills, G. E. ve Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ: Pearson.
  • Gingerich, W. J. ve Eisengart, S. (2000). Solution focused brief therapy: A review of the outcome research. Family Process, 39, 477-498.
  • Gültekin, F. (2011). İlköğretim ikinci kademe öğrencilerinin öfke ve saldırganlık düzeylerinin azaltılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 180-191.
  • Hawkes, D., Marsh, T. ve Wilgosh, R. (1998). Solution focused therapy: A handbook for health care professionals. Oxford: Butterworth-Heinemann.
  • Heppner, P. P., Wampold, B. E. ve Kivlinghan, D. M. (2013). Psikolojik danışmada araştırma yöntemleri. (Çev Ed. D.M. Siyez). Ankara: Mentis Yayıncılık.
  • Hermann, D. S. ve Mc Whirter, J. J. (2003). Anger and aggression management in young adolescents: An experimental validation of the scare program. Education and Treatment of Children, 26 (3), 273-302.
  • İşlek, M. (2006). Çözüm odaklı yaklaşımlara göre düzenlenmiş sınav kaygısıyla başa çıkma eğitim programının üniversiteye hazırlanan öğrencilerin sınav kaygısı düzeylerine etkisi. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Jacob, F. (2001). Solution focused recovery from eating distress. London: BT Press.
  • Juhnke, G. A. (1996). Solution-focused supervision: Promoting supervise skills and confi dence through successful solutions. Counselor Education and Supervision, 36, 48-57.
  • Kahn, B. B. (2000). A model of solution-focused consultation for school counselors. Professional School Counseling, 3 (4), 248-255.
  • Korkut, F. (1996). İletişim becerileri değerlendirme ölçeğinin geliştirilmesi. Psikolojik Danışma ve Rehberlik Dergisi, 2(7), 18-23.
  • Lamb, J., Puskar, K., Sereika, S., Patterson, K. ve Kaufmann, J. (2003). Anger assessment in rural high school students. The Journal of School Nursing, 19 (1), 30-40.
  • Lederhendler, I. (2003). Aggression and violence: Perspectives on integrating animal and human research approaches. Hormones and Behavior, 44, 156–160.
  • Lee, D. ve Gavine, D. (2003). Goal-setting and self-assesment in year 7 students. Educational Research, 45 (1), 49-59.
  • Lee, H. ve Munk, T. (2008). Using regression discontinuity design for program evaluation. American Statistical Association- Proceedings of the Survey Research Methods Sections. http://www.amstat.org/sections/srms/ proceedings /y2008/ Files/3
  • Lerner, H. (2010). Öfke dansı (Çev. S. Gül). İstanbul: Varlık Yayınları.
  • Mac Donald, A. J. (1994). Brief theraphy in adult psychiatry. Journal of Family Therapy, 19, 213-222.
  • Martsch, M. D. (2005). A comparison of two group interventions for adolescent aggression: High process versus low process. Research on Social Work Practice, 15(1), 8-18.
  • Metcalf, L. (1995). Counseling toward solution. New York: The Center for Applied Research in Education.
  • Metcalf, L. (1999). Teaching toward solutions: Step-by-step strategies for handling academic, behavior, and family issues in the classroom. West Nyack, NY: The Center for Applied Research in Education.
  • Miller, T. Q., Smith, T. W., Turner, C. W., Guijarrı, M.L., ve Hallet, A. (1996). A meta-analytic review of research on hostility and physical health. Psychological Bulletin, 119, 322–348.
  • Montemayor, R. (1986). Family variation in parent-adolescent storm and stress. Journal of Adolescent Research, 1, 15-31.
  • Murphy, J. J. (1997). Solution-focused counseling in middle and high schools. Alexandria, VA: American Counseling Association.
  • Newsome, W. S. (2005). The impact of solution-focused brief therapy with at-risk junior high school students. National Association of Social Workers, 27 (2), 83-90
  • Nichols, T. R., Mahadeo, M., Bryant, K. ve Botvin, G.L. (2008). Examining anger as a predictor of drug use among multiethnic middle school students. Journal of School Health, 78, 480-486.
  • Özer, A. K. (1994). Sürekli öfke (SL-ÖFKE) ve öfke ifade tarzı (ÖFKE-TARZ) ölçekleri ön çalışması. Türk Psikoloji Dergisi, 9 (31), 26–35.
  • Özer, Z. (1997). Duygu dünyasının bam teli öfke. Bilim ve Teknik Dergisi, 354, 80-84.
  • Özmen, A. (2006). Öfkeyle başa çıkma eğitiminin ve etkileşim grubu uygulamasının içe yönelik öfke üzerine etkisi. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 30 (2), 175-185.
  • Russell, J. A. ve Mehrabian, A. (1977). Evidence for a three-factor theory of emotions. Journal of Research in Personality, 11, 273–294.
  • Sarı, T. (2006). Eklektik yaklaşıma dayalı öfke yönetimi programı. I Ulusal Psikolojik Danışma ve Rehberlik Uygulamaları Kongresi, 21-23 Eylül 2006, Mersin Üniversitesi, Mersin
  • Sarıcı Bulut, S. (2008). İlköğretim ikinci kademe öğrencilerinin sınav kaygıları, saldırganlık eğilimleri ve problem çözme becerilerindeki yetersizliklerin sağaltımlarında grupla çözüm odaklı kısa terapinin etkileri. Yayınlanmamış Doktora Tezi, Atatürk Üniversitesi, Sosyal Bilimler Enstitüsü, Erzurum.
  • Scherwitz, L. W., Perkins, L. L. ve Chesney, M. A. (1992). Hostility and health behaviors in young adults: The CARDIA study. American Journal of Epidemiology, 136, 136–145.
  • Sharry, J. (2001). Solution- focused groupwork. London: Sage Publications.
  • Siegler, I. C., Peterson, B. L., Barefoot, J. C. ve Williams, R.B. (1992). Hostility during late adolescence predicts coronary risk factors at mid-life. American Journal of Epidemiology, 36, 146–154.
  • Sigma XL (2010). Minimum sample size for robust t-Tests and ANOVA. Elde edilme tarihi: 15 Mart 2010. http:// www.sigmaxl.com/MinSampleSizeRobust.shtml.
  • Sofronoff, K., Attwood, T., Hinton, S. ve Levin, I. (2007). A randomized controlled trial of a cognitive behavioural intervention for anger management in children diagnosed with Asperger Syndrome. Journal of Autism & Developmental Disorders, 37(7), 1203–1214.
  • Spielberger, C.D. (1988). Professional manual for the State–Trait Anger Expression Inventory. Odessa. FL: Psychological Assessment Resources.
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Details

Primary Language Turkish
Journal Section Makaleler
Authors

Diğdem Müge Siyez This is me

Dilek Tan Tuna This is me

Publication Date April 23, 2014
Published in Issue Year 2014 Volume: 5 Issue: 41

Cite

APA Siyez, D. M., & Tan Tuna, D. (2014). Lise Öğrencilerinin Öfke Kontrolü ve İletişim Becerilerinde Çözüm Odaklı Psiko-Eğitim Programının Etkis. Turkish Psychological Counseling and Guidance Journal, 5(41), 11-22. https://doi.org/10.17066/pdrd.57097

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