1. Leadership development: A paradigm shift in anger management curricula Isaac Burt Sally V. Lewis Jonathan Ohrt Tabitha Young

2. Purpose of Study Look at existing anger management curriculaLook at existing anger management curricula Integrate leadership development skills into behavioral programsIntegrate leadership development skills into behavioral programs Serve to act as potential change agents to reduce negative patterns of thoughtServe to act as potential change agents to reduce negative patterns of thought Used to enhance productivity of marginalized populationsUsed to enhance productivity of marginalized populations

3. Past Research Disenfranchised students are frequently misunderstood by teachers, counselors, and peers alike (Deffenbacher, Lynch, Oetting, & Kemper, 1996)Disenfranchised students are frequently misunderstood by teachers, counselors, and peers alike (Deffenbacher, Lynch, Oetting, & Kemper, 1996) Social evaluations tend to dictate how a person assesses themselvesSocial evaluations tend to dictate how a person assesses themselves Has an emphasis on self-efficacy (Bandura, 1986; 1997)Has an emphasis on self-efficacy (Bandura, 1986; 1997)

4. Past Research Continued: People elicit certain social responses based on attributes such as social stigma (Lerner, 1982).People elicit certain social responses based on attributes such as social stigma (Lerner, 1982). Within marginalized populations, society responds to this populace largely depending on their social roles or statusWithin marginalized populations, society responds to this populace largely depending on their social roles or status This is given to them by socialization (Bandura, 1989)This is given to them by socialization (Bandura, 1989)

5. Methodology ParticipantsParticipants Implemented in four elementary schools across a large southeastern cityImplemented in four elementary schools across a large southeastern city Thirty-two youth were referred to this program for a myriad of socially maladaptive behaviorsThirty-two youth were referred to this program for a myriad of socially maladaptive behaviors Ages ranged from 9 to 11 yearsAges ranged from 9 to 11 years In the 4th or 5th gradeIn the 4th or 5th grade

6. Methodology Continued: Participants consisted of 20 males (65%) and 12 females (35%)Participants consisted of 20 males (65%) and 12 females (35%) 59% (19) identified as Black59% (19) identified as Black 32% (10) identified as Caucasian32% (10) identified as Caucasian 6% (2) identified as Mixed Race6% (2) identified as Mixed Race 3% (1) identified as Other3% (1) identified as Other

7. Methodology Continued: A priori criteria was implementedA priori criteria was implemented Done in order to eliminate certain participants from the study, so that other factors will not confound the investigationDone in order to eliminate certain participants from the study, so that other factors will not confound the investigation Dependent variables are improvement in leadership development and self-regulation skillsDependent variables are improvement in leadership development and self-regulation skills

8. Methodology Continued: Operationally defined-leadership development skills entails creating three core rolesOperationally defined-leadership development skills entails creating three core roles (1) personal ownership of the environment(1) personal ownership of the environment (2) teacher(2) teacher (3) consultation(3) consultation

9. Methodology Continued: Independent variables were the number of sessions attendedIndependent variables were the number of sessions attended Levels were either in 10 or 12 sessions Levels were either in 10 or 12 sessions Spearman Rank Order Correlation Coefficient was utilizedSpearman Rank Order Correlation Coefficient was utilized Determine if there is a relationship between number of sessions attended and perceived leadership development abilityDetermine if there is a relationship between number of sessions attended and perceived leadership development ability Hypothesized that groups that attended longer will have a significant relationship with an increase of leadership development and self-regulation skillsHypothesized that groups that attended longer will have a significant relationship with an increase of leadership development and self-regulation skills

10. Procedure Self-report questionnaires were given systematically over a 7, 9 and 12 week periodSelf-report questionnaires were given systematically over a 7, 9 and 12 week period Participants ranked themselves according to their perceived leadership and anger management skillsParticipants ranked themselves according to their perceived leadership and anger management skills Questionnaires were administered before and after the group interventions, similar to a pre-test, post-test analysisQuestionnaires were administered before and after the group interventions, similar to a pre-test, post-test analysis The sessions were consecutive and each lasted one hour in duration The sessions were consecutive and each lasted one hour in duration The groups were comprised of eight members from four participating schoolsThe groups were comprised of eight members from four participating schools Three of the schools had a 100% percent completion rate, while one had a 75% completion rateThree of the schools had a 100% percent completion rate, while one had a 75% completion rate

11. Procedure Continued: Participants learned activities which focused on behavioral transformation, and recognition of triggers and cuesParticipants learned activities which focused on behavioral transformation, and recognition of triggers and cues Participants practiced leadership skills by teaching others in their group the same activitiesParticipants practiced leadership skills by teaching others in their group the same activities Participants were told that they were the instructors, and that their goal was to fine tune their leadership skills with peersParticipants were told that they were the instructors, and that their goal was to fine tune their leadership skills with peers

12. Procedure Continued: Participants went into classrooms and taught the skills they learned to their peersParticipants went into classrooms and taught the skills they learned to their peers This allowed peers to see them in a different light This allowed peers to see them in a different light Helped in assisting teacher’s reexamination of their personal perceptions of the participantHelped in assisting teacher’s reexamination of their personal perceptions of the participant Increased the self-image and efficacy of studentsIncreased the self-image and efficacy of students

13. References Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J.: Prentice Hall. W. H. Freeman and Company.Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J.: Prentice Hall. W. H. Freeman and Company. Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six Theories of child development (pp. 1-60). Greenwich, CT. JAI Press.Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six Theories of child development (pp. 1-60). Greenwich, CT. JAI Press. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company. Deffenbacher, J.L.,Lynch, R.S., Oetting,E.R.,& Kemper, C.C. (1996). Anger reduction in early adolescents. Journal of Counseling Psychology, 43(2), 149-157Deffenbacher, J.L.,Lynch, R.S., Oetting,E.R.,& Kemper, C.C. (1996). Anger reduction in early adolescents. Journal of Counseling Psychology, 43(2), 149-157 Lerner, R.M. (1982). Children and adolescents as producers of their own development. Developmental Review, 2 (4), 342- 370.Lerner, R.M. (1982). Children and adolescents as producers of their own development. Developmental Review, 2 (4), 342- 370.