Anger management in children and teenagers

The prevalence of anger, aggression and violence in children and young people, who form the core of the society, brings about the establishment of a professional prevention program. We are faced with guidance regarding these problems from both families and schools.
Anger is a natural, universal and healthy emotion that all people, big and small, feel in different doses and often. We open our eyes to the world by crying. We start to get used to the new world by filling our lungs with oxygen by shouting and shouting. Children have anger depending on family and environmental factors.
improve their emotions and behaviors. When he is hungry during infancy, he cries when his diaper is not cleaned, waiting for his needs to be met. The child, who is not satisfied in the first years of basic trust and love, takes the steps of a worthless, loveless personality.
During this period, her wishes and needs should be met with love and affection by the mother. In the following periods, he should be allowed to become independent, to realize himself and to reveal his own skills. When we look at the causes of anger and violence, there is an event, object or person that hinders our desires or needs, being wronged, physical punishment and injuries, harassment, disappointment,
It is seen that factors such as being dependent on parents and being exposed to threats are at the forefront. In these negative feelings and situations, anger takes place as a buffer, a self-protective reaction that creates a defense in communication with the environment.

In the position of the pasha, the princess of the house, the child who gets used to the situations where his wishes are fulfilled immediately, his wishes are given up and said yes after being told no, the boundaries are not clear, the decisions are no longer made by the parent, but by the children,
When he cannot find the same acceptance in his friends and school environment, he may resort to anger and aggression as a method of getting it accepted.

Causes of anger and violence

 Family, school, and mass media and social myths (“It drove me crazy.”), The stone of my heart
blew.” “My fuse blew.” ), when we evaluate anger as its preparatory, improving and nourishing effects.
we can see.
 Failure to meet the psychological needs of the child
 Negative traumatic experiences of the child, adolescent, in the family, friends, school environment,
 Low socio-economic level
 To the child of the family who was harmed during the game, “Is your hand picking a pear, if you had hit it too.”, “good
you did.” reinforcing negative behavior
 Aggression is tolerated and supported as a male characteristic.
 The father’s corporal punishment approach as an authority figure is aimed at desperation and short-term results.
mother’s approach to corporal punishment or domestic violence
 Model by showing the method of solving the problems of the mother or father with anger and aggressive behaviors.
to be
 Being abused by peers at school (humiliation, humiliation, physical abuse, ostracism,
being mocked)
 Low academic achievement and interest in school
 Humiliation, humiliation, verbal or physical punishment by the teacher
 Broken families
 Inconsistent discipline
 Uneducated families who do not know how to behave
 Lack of supervision of children and young people
 Low social contact

 The emotions and feelings of anger and violence in television, movies and computer games in a short and long time.
triggering, accelerating and encouraging effect on thoughts, attitudes and behaviors
This effect develops in the following ways:
 Children and adolescents learn about the dialogues, words, attitudes and behaviors they follow through modeling and social learning.
They imitate behaviors and learn. Identifying with heroes, acting like them, exist like them
they try to be.
 Adopting anger, violence and aggression as a way of problem solving and self-expression.
they begin.
 They begin to become desensitized to anger, violence and aggression, death, pain, and immunity. This
Concepts, behaviors and images begin to normalize and be accepted. empathizing with the sufferer
His abilities begin to disappear.
 To feel and experience the feelings of anger, anger, hatred, vengeance more intensely and to express it.
they begin.
 In these developmental periods, where they try to understand and learn about the world and life, the good and the bad,
realistic, functional, irrational thought patterns as winners-losers
As we increase the duration of such publications, the right and wrong, the fiction and the truth, the appropriate
they begin to have difficulty distinguishing the inappropriate, the possible and the impossible.
 According to research, programs and cartoons broadcast on children’s TV channels average 20 hours per hour.
contains acts of violence.
 Children who watch TV for more than 2 hours a day, at home, at school, in the classroom and social environment
aggressive attitudes and behaviors were detected.
 According to the study conducted around the world in 1998-2002, the most watched primetime generation
TV series, movies and programs containing violence increased by 81%.
 As TV viewing time increases, nightmares, fear, anxiety and tension are directly proportional.

How do anger and violence manifest themselves?

 Shout
 crying
 humiliate, humiliate
 Cursing, insulting
 Refusing to speak
 spiteful gossip, lying
 Beating, pulling hair, biting, pushing
 Making offensive jokes
 Naming
 Verbal Threats
 Throwing, kicking an object
 Damaging the things of your anger
 Extortion
 Suicide
Control of anger and violence
The ability to express anger correctly without harming oneself or others is called anger management.
Anger control can be achieved in family, school and society with emotional, intellectual and behavioral measures.
Family Advice
 Demonstrate consistent and sustained attention and love to children
 To give children the opportunity to be independent and competent, to show their skills, and
to support
 Not reacting with negative emotion or behavior. Not hitting, swearing, insulting, not approaching with threats.
 Showing interest and praising the child when he or she does not exhibit angry behavior.

 Not paying special attention when the child starts to have tantrums. What we were busy with before
to continue
 Clearly telling the child that he or she must stop his angry behavior. His anger is even more
Trying to distract or divert attention without increasing.
 A safe place where the child will not harm himself or others during a tantrum.
to keep in the environment
 Tell the child that it is a natural feeling to be angry and that he has the right to do so. But that’s why
to say that his opinion on the matter will not change and that you will be there for him when his anger is over, and
stand firm on this.
 Discussing their problems together. Discussing the consequences of resorting to and not using violence
 Directing them to non-violent situations and environments
 Not to criticize, judge, advise or suggest
 To develop empathy
 Limiting television, movies and computer games
School Advice
 Mediation between peers
 Teaching conflict resolution
 Teaching problem solving
 Teaching anger management
 To prevent verbal and physical abuse of teachers
 To teach interpersonal relations and social skills
 Recognizing negative thoughts and behaviors and replacing them with positive ones

The frequency and severity of these behaviors will continue as long as the child submits to his anger and his anger and demands are fulfilled. Seeing the right to reciprocate, basing it on providing relief and ejaculation, is especially common among young people. They should be told that anger breeds anger, and violence breeds violence.
Before anger arises, there are physiological clues that the body gives. To notice these physical changes such as hot flushes, rapid heartbeat, fist clenching of the jaw, clenching of the jaws, trembling, tension in the muscles, shifting the attention away from the thought that generates anger, to mentally visualize, reconstruct the relationship skill and thought. Interview sessions can also be done by applying for expert support.

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