Anger management related needs of pupils in the secondary phase: effectiveness of group cognitive behavioural therapy (CBT) intervention

Recent literature has identified that trajectories for children and young people who demonstrate difficulties with anger management are at greater risk underachievement and school exclusion (DfEE, 1997; Audit commission, 2002; DfES, 2004) and have a raised chance of becoming angry young adults (Flouri and Joshi, 2005). 

Although literature has provided evidence of positive outcomes for male, high risk students who have participated in high intensity US based programmes, there is less rigorous empirical evidence to support the use of short-term intervention school based programmes for male and female students in the United Kingdom. 

This study explored whether students who attended a weekly group cognitive behavioural therapy (CBT) anger management session for a course of 7 weeks would show improvement in their emotional literacy, self-control behaviours and self-experience of anger management.

The study also explored pupil and staff perceptions of this method of intervention and whether any positive outcomes were maintained over time.

33 male and female students within two single gender secondary schools (years 7&8) were selected by staff to participate in the group treatment programme. An experimental design was employed, randomly allocating students to either an experimental (n=18) or wait list control group (n=15) and a variety of student and teacher report outcome measures were taken before exposure to the programme, immediately after, and at 6 months post treatment.

Statistical analysis utilised 2x2 mixed within-between univariate and multivariate comparisons.  A thematic analysis of qualitative response to student and staff semi-structured interviews was also conducted. 

Results from student self-report found significant change in students' emotional symptoms and emotional literacy levels as a result of exposure to the intervention but not for externalising behaviours. Follow up at 6 months post-intervention indicated stability of effect and further reductions for student anger experience.

Tutor measures reflected identified changes over time in student levels of motivation and self-awareness.

Key themes found in student and tutor qualitative reports provide support for social validity of the programme.

Overall results provide evidence that group CBT intervention programmes can be supportive for influencing internal change and self-awareness in KS3 students, but indicate that greater development work is needed to fully support the needs and self-control behaviours of such students.