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A multimethod approach to measuring anger in children
The Journal of Psychology
|September 1, 1983
Summary
Children’s self-reported anger aligns with peer perceptions and initial behavioral issues. However, teacher anger ratings correlate with peer reports, not directly with the child’s self-assessment or presenting problems.
Area of Science:
- Child Psychology
- Clinical Psychology
- Behavioral Science
Background:
- Anger management is a critical concern in emotionally disturbed children.
- Understanding the multifaceted nature of anger expression is essential for effective intervention.
Purpose of the Study:
- To examine the correlations between self-reported anger, peer-reported anger, teacher-rated anger, and observed anger management problems in emotionally disturbed children.
- To explore the convergence and divergence of different perspectives on childhood anger.
Main Methods:
- The study involved 38 emotionally disturbed children residing in a psychiatric hospital.
- Data were collected using self-report measures (Children's Inventory of Anger), peer reports, and teacher ratings.
- Presenting problems at hospital admission were also assessed.
Main Results:
- A significant positive relationship was found between children's self-reported anger and both peer perceptions of anger and presenting anger problems upon admission.
- Teacher ratings of anger were significantly correlated with peer reports.
- Teacher ratings did not show a significant relationship with children's self-reported anger or their presenting problems.
Conclusions:
- Childhood anger is complex, with self-perceptions aligning with peer and admission behavior.
- Teacher perspectives on anger may differ from the child's self-awareness and immediate behavioral concerns.
- Future research should consider multiple informants to gain a comprehensive understanding of anger in clinical populations.