treating offenders: anger management (finish)

Question 1

what is one possible trigger for criminal behaviours?

Answer 1

• anger

Question 2

what are anger management programmes?

Answer 2

• cognitive behavioural technique
• based on a model by Ray Novaco 1975
• seeks to change both behaviour and thinking

Question 3

what do AMPs aim to reduce?

Answer 3

• criminal/aggressive behaviour by enabling individuals to learn ways to recognise and control emotions
• focusing on triggering events
• should enable them to avoid aggressive encounters that lead to violent behaviour

Question 4

what is the technique of AMPs based on?

Answer 4

• cognitive-behavioural principles
• involves the individual thinking about their behaviour, as well as applying behavioural techniques to changing those responses

Question 5

why are some offenders out on AMPs?

Answer 5

• because of the nature of their crime or because of personal characteristics

Question 6

what is the ultimate goal of AMPs?

Answer 6

• the individual learns to control their anger
• hence avoid engaging in criminal behaviour

Question 7

what are the three key steps involved in anger management strategies?

Answer 7

• cognitive preparation
• skill acquisition
• application and practice

Question 8

what is cognitive preparation?

Answer 8

• group members are helped to recognise their own anger patterns
• identify situations that trigger aggressive behaviour
• offenders are encouraged to analyse own patterns of anger and identify kinds of situations that provoke angry reactions from them
• eg cues and triggers which can help them identify when aggression is likely to occur

Question 9

what is skill acquisition?

Answer 9

• individuals learn behavioural and cognitive coping strategies
• eg relaxation
• relaxation would help them to control the feelings of anger and replace their emotions with acceptable responses

Question 10

what are the cognitive skills in skill acquisition?

Answer 10

• refining attention to identify potential triggers
• use of thought-stopping techniques (to block negative/irrational thoughts) to enable more positive and adaptive thoughts to be formulated
• self-instruction strategies to control anger in provocative situations
• eg ‘calm down. there’s a way to avoid this, and it will lead to a positive result’ or ‘I can handle this without losing my temper’

Question 11

what are the behavioural skills of skill acquisition?

Answer 11

• relaxation training to avoid excessive arousal levels
• assertiveness to help the individual to make their point or retain rights in an effective but non-aggressive way, to retain self-control
• the ’broken record technique’ (simply repeating a request calmly but with perseverance)
• empathetic assertion (recognising someone else’s feelings but repeating the request nonetheless)
• fogging (confusing the provoker by agreeing with their insult)
• other social/communication skills, such as problem-solving strategies or visualisation of positive outcomes

Question 12

what are cognitive and behavioural skills taught through?

Answer 12

• all taught through role play and modelling
• positive feedback
• so that rehearsal can become self-reinforcing

Question 13

what is application and practice?

Answer 13

• individuals try out the skills in role plays and actual situations
• eg minor but genuine provocation
• they’re positively reinforced for appropriate, non-aggressive responses
• they’re exposed to graduated, stressful, anger-provoking situations so that their anger control skills can be applied, refined and reinforced
• involves role play, in which individuals act out scenarios based on situations that might previously have made them angry
• also involves using new skills to deal with situation effectively
• they receive extensive feedback on their performance from the therapist and other group members
• cognitive self-monitoring is also encouraged
• eg ‘I handled that pretty well’ or ‘I tried my best, but I’m not going to get down about it - I’ll try even harder next time’
• through extensive practice the skills should generalise beyond role play to real-life situations

Question 14

what is the AMP in UK?

Answer 14

• National Anger Management Package
• developed by prison service in England and wales

Question 15

how does Keen describe the use of NAMP?

Answer 15

• in a young offender institution with males aged 17-21
• course is based on eight 2 hour sessions, seven which are given over two to three weeks, followed by final session month later

Question 16

what are the aims of NAMP?

Answer 16

• raise members’ awareness of how they become angry
• raise members’ awareness of the need to monitor their behaviour
• educate members in the benefits of controlling their anger
• improve techniques of anger management
• allow members to practice anger management in role plays