The effects of a classroom anger management program on levels of anger and depression in fourth-grade students.

Abstract

Posttest analyses revealed a significant treatment effect on self-reported and teacher reported levels of student anger in the classroom, with no significant effect on levels of depression. The need for peer evaluations of affect and follow-up testing is discussed.

Results of a pretest analysis suggested that there was no significant relationship between self-report measures of anger and depression, however, there was a significant relationship between the Teacher Report of School Anger Control Problems and the Children's Depression Inventory overall score, as well as the depression subscales assessing interpersonal problems and ineffectiveness. A significant relationship was found between the Student Anger Inventory and the subscales for negative mood and anhedonia on the Children's Depression Inventory. No gender differences were found on any of the dependent measures.

The present study examined the effects of a cognitive-behavioral Classroom Anger Management Program on self-report and teacher report measures of anger as well as self-report levels of depression in a sample of 70 fourth grade students. Additionally, correlations of anger and depression were examined, as were gender differences in anger and depression. The four classrooms were randomly assigned to the treatment and control conditions.