Journal
JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES
Volume 15, Issue 3, Pages 224-235Publisher
BLACKWELL PUBLISHING LTD
DOI: 10.1046/j.1468-3148.2002.00121.x
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Background Fourteen clients with learning disabilities referred for anger management were randomly assigned to a treatment group and a waiting-list control group. Methods Treatment consisted of nine 2-h group sessions, using brainstorming, role-play and homework. Topics addressed included: the triggers that evoke anger; physiological and behavioural components of anger; behavioural and cognitive strategies to avoid the build-up of anger and for coping with anger-provoking situations; and acceptable ways of displaying anger (assertiveness). The intervention was evaluated using two inventories of anger-provoking situations, which were completed independently by both clients and carers. Results Clients in the treated group improved, on both self- and carer-ratings, relative to their own pre-treatment scores, and to the control group post-treatment. The within-group improvement corresponds to a 'moderate' (0.68 SD) effect size, whereas the between-group improvement corresponds to a 'large' (1.76 SD) effect size. The degree of improvement during treatment was strongly correlated with Verbal IQ. Clients in the treated group showed further improvement relative to their own pre-treatment scores at 3-month follow-up. Conclusions The treatment was effective in decreasing anger, in this randomized controlled trial of routine clinical practice.
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