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Home > CEU courses > Anger Management > Anger Management: Cognitive Behavioral Interventions (Abbreviated 3) > Answer Booklet Anger Management: Cognitive Behavioral Interventions (Abbreviated 3)

Anger Management: Cognitive Behavioral Interventions (Abbreviated 3)

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Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs | Anger Management CEU Courses

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Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question. Do not add any spaces.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
1. What are four methods of creating anger?
2. What are two types of anger displays?
3. What are the five keys to helping a parent manage a child’s anger?
4. What are four rationalizations that perpetuate anger?
5. What can be five steps in Assertiveness Training through Role-Playing?
6. What are four concepts you might consider regarding implementing behavioral change in your anger management client?
7. What are the two categories of trigger thoughts?
8. What are three alternatives to anger?
9. What are two types of positive responses to anger?

Answers:
A. They are: select an incident, role-play with another group member, have the client visualize the situation once more, have the client role play the situation twice with the other group member, and encourage the client.
B. Analyzing accusations, acknowledging imperfections, and teaching others.
C. Positive and Negative anger displays
D. Judgment based on personal rules and blame placement
E. "My past is too painful, forgiveness is too good, why should I try when no one else does, and anger is a familiar habit".
F. Active and Questioning
G. Don’t be threatened by your child’s anger, let choices and consequences shape the child, don’t preach, don’t major in the minors, and share your own experiences.
H. Setting goals, making amends, choosing positive communication, and being authentic.
I. Pride influences anger, fear’s effects on anger, loneliness creates anger, and anger can reflect inferiority feelings.

Course Content Manual Questions The Answer to Question 10 is found in Section 10 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
10. What do restraint methods that directly manipulate body processes and bypass the patients’ own thinking mechanisms help to create?
11. Although control and restraint may be perceived as the primary intervention within the hospital and prison environment for violent offenders, why can it no longer be defined as safe, according to Lewis?
12. In the Peñas-Lledó study, how did external anger expression in both genders relate to binge eating and impulsivity?
13. What are two hypotheses concerning the mechanism of action between coping styles and the risk of depression?
14. Building on the long-studied relation between anger and depression, what does the data in Goodwin’s study seem to provide?
15. What was the relationship discovered in Felitti's study between four or more "adverse childhood experiences" (ACE) and various destructive behaviors?
16. In the case study, how does John react to being frequently sedated or given medication via intramuscular injection while being restrained?
17. Based on psychiatric diagnostic findings and clinical observations, what did Khantzian hypothesize concerning specific psychopharmacologic preferences of opiate addicts and cocaine abusers?
18. According to the Aharonovich study, what were the STAXI, or anger, differences between cocaine, heroin, and marijuana patients?

Answers:
A. Two hypotheses are 1) specific modes of interpreting positive and negative events are differentially depressogenic and result in lifestyles that accommodate either the positive or the negative perspective, and 2) there are neuroendocrine or neurobiological substrates associated with emotion-focused coping that increase the risk of depression through neurochemical changes or pathways
B. Gordon's data provides evidence to suggest that the gender difference in depression, i.e. female youths were more likely to report feelings of depression, may be contributed to by differences in behaviors used to cope with feelings of anger, such as the female tendency to be more contemplative and the male to fight physically
C. According to Felitti's study, when people experienced four or more ACE they had a 4–24-fold increased risk of alcoholism, drug abuse, depression and suicide attempt; a 2–4-fold increased risk of smoking, of poor self-rated health, of having had more than 50 sexual partners, and of sexually transmitted disease; and a 1.5-fold increased risk of being physically inactive or having severe obesity.
D. External expression of anger was related to binge eating regardless of gender, but was associated with different facets of impulsivity for males and females.
E. John reacted by perpetuating his anger because he believed that no one understood or cared how he felt and he began to physically threaten staff.
F. There were no significant overall differences between cocaine, heroin, and marijuana patients on any of the anger scales.
G. These coercive restraints help to create a sense of helplessness and loss of control, which in turn can lead to increased levels of violence through its own violation.
H. Khantzian hypothesized that opiate addicts suffering from aggression are attracted to the drug for its anti-aggressive effects, while cocaine abusers suffering from depression seek to alleviate this feeling with the stimulating effects of the drug.
I. Control and restraint can no longer be defined as safe as it often results in harm; such as deconditioning, strangulation, combativeness, humiliation, anger and fear, and even death.