Cognitive Relaxation Coping Skills (CRCS)

 

OVERVIEW

 

High-anger sixth though eighth graders participated in an intervention designed for reducing anger and unhealthy anger expression.  The intervention was comprised of two strategies, cognitive-relaxation coping skills (CRCS) and social skills training (SST). To measure impact, adolescents were randomly assigned to the CRCS condition, the SST condition, or no treatment condition.  Compared with the no treatment group, adolescents in both interventions reported reduction in trait, general, and personal-situational anger, as well as unhealthy anger expression, and one measure of anxiety.  CRCS also had impacts on depression, shyness, general deviance and a second measure of anxiety.

 

DESCRIPTION OF PROGRAM

 

Target population: high-anger adolescents

 

Two cognitive-behavioral intervention strategies—cognitive-relaxation coping skills (CRCS) or social skills training (SST) were adapted to reduce anger in sixth though eighth grade adolescents. CRCS encompassed class discussion and rehearsal, and targeted emotional and physiological arousal, and increasing skills for emotional control. SST consisted of lecturing and writing exercises, and addressed skill deficiencies and dysfunctional expressional styles. As part of the intervention, high-anger students were randomly assigned to the CRCS condition, SST condition, or no treatment condition.  To measure impact, both pre-treatment and post-treatment assessments were administered along four dimensions: 1) anger and anger expression, 2) emotional variables not directly involving anger, 3) deviant behavior, and 4) alcohol use.

 

EVALUATION(S) OF PROGRAM

 

Evaluated population: Of the 120 students participating in the study, 52.5% were boys, and 47.5% were girls. Caucasian students were predominant, representing 78.3% of the sample. Students of Latino/Hispanic origin represented 19.2% of the sample, and Asian American and American Indian students represented 1.6% and 0.83%, respectively. In total, there were 19 sixth graders, 38 seventh graders and 63 eighth graders.

 

Approach: Over a period of three years, a total of 694 sixth through eighth grade students completed baseline anger screenings, using the Trait Anger Scale (TAS), developed by Spielberg (1988). Those scoring in the upper quartile (>23) on the TAS (n=178) were recruited for participation. Of the potential students, 126 were randomly assigned, and 120 participated in the intervention for the full three-year span. Double-blind pre-treatment assessment batteries, which assessed anger and anger expression, deviant behavior, and alcohol use, were administered by counselors and teachers. Other variables indirectly related to anger, such as depression, anxiety, shyness, and self-esteem were also assessed. To ensure integrity, in addition to the anger assessments, intervention manipulation checks were administered.  Students ranked the level of counselor interest in group members, clarity of communications, and expressed expectations of intervention effectiveness. Following assessment, students were randomly assigned to the CRCS treatment condition, SST treatment condition, or an untreated control condition. Thirty-nine students were assigned to the CRCS condition, and forty students were assigned to the SST condition. The remaining 41 were assigned to the no-treatment condition. Both treatment groups met for nine 45-minute sessions, and were led by highly educated professionals who had experience with cognitive-behavioral intervention techniques.

 

Results: On all anger measures, both CRCS and SST intervention students differed significantly from the control group; but did not differ significantly from each other.  Compared with students in the untreated control group, students in both treatment groups reported less trait and general anger, less anger in their most angering situations, and less outward negative expression of anger, and greater anger control. CRCS intervention students also reported significantly less general deviance, less trait anxiety, shyness, and depression than the control group. Of these, no statistically significant differences were found between SST intervention and the control group.  No statistically significant differences were found on self-esteem or alcohol consumption. Students in the CRCS condition also experienced positive impacts on depression, shyness, a measure of anxiety, and general deviance.  In addition, no between group differences were reported on measures of manipulation, suggesting that the treatments were implemented properly.

 

Note: Analyses were not designed to adjust for the effect of clustering within schools.

 

SOURCES FOR MORE INFORMATION

 

References

 

Deffenbaucher, J. L., Lynch, R. S., Oetting, E. R., & Kemper, C. C. (1996). Anger reduction in early adolescents. Journal of Counseling Psychology, 43, 149-157.

 

Program categorized in this guide according to the following:

 

Evaluated participant ages: 11-13

 

Program age ranges in the Guide:  12-14

 

Program components: school-based

 

Measured outcomes: social and emotional health and development; life skills; behavioral problems; mental health

 

Program information last updated 11/9/2007.

 

		© Child Trends 2003