1 / 13

Leadership development: A paradigm shift in anger management curricula

Leadership development: A paradigm shift in anger management curricula . Isaac Burt Sally V. Lewis Jonathan Ohrt Tabitha Young. Purpose of Study. Look at existing anger management curricula Integrate leadership development skills into behavioral programs

chibale
Download Presentation

Leadership development: A paradigm shift in anger management curricula

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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 curricula • Integrate leadership development skills into behavioral programs • Serve to act as potential change agents to reduce negative patterns of thought • Used 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) • Social evaluations tend to dictate how a person assesses themselves • 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). • Within marginalized populations, society responds to this populace largely depending on their social roles or status • This is given to them by socialization (Bandura, 1989)

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

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

  7. Methodology Continued: • A priori criteria was implemented • Done 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 skills

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

  9. Methodology Continued: • Independent variables were the number of sessions attended • Levels were either in 10 or 12 sessions • Spearman Rank Order Correlation Coefficient was utilized • Determine 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 skills

  10. Procedure • Self-report questionnaires were given systematically over a 7, 9 and 12 week period • Participants 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 analysis • The sessions were consecutive and each lasted one hour in duration • The 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 rate

  11. Procedure Continued: • Participants 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 activities • Participants 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 peers • This allowed peers to see them in a different light • Helped in assisting teacher’s reexamination of their personal perceptions of the participant • Increased 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. (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. • Deffenbacher, J.L.,Lynch, R.S., Oetting,E.R.,& Kemper, C.C. (1996). Anger reduction in early adolescents. Journal of Counseling Psychology, 43(2), 149-157 • Lerner, R.M. (1982). Children and adolescents as producers of their own development. Developmental Review, 2 (4), 342-370.

More Related