Date of Completion
anger, adolescents, self-distancing, high school students, aggression
Thomas J. Kehle
Field of Study
Doctor of Philosophy
The present study employed an experimental design to examine the efficacy of self-distancing as an intervention in a sample of high school students for promoting reflective adaptation to anger inducing events relative to a control group using self-reflection/self-immersion. Despite the prevalent assumption that self-reflection facilitates the resolution of negative emotions, evidence demonstrates that self-reflection often leads to anger rumination. Recent experimental studies on college students, elementary school students, and couples have found that self-distancing interventions, as compared to self-immersion/reflection interventions or a no-treatment control, lead to adaptive responses to anger and reductions in future aggression. As adolescents are particularly prone to intense experiences of anger and are at high-risk of being the perpetrators and victims of aggression, examining the potential of self-distancing to reduce anger has important implications for adults serving this population. However, contrary to the results of the literature examining self-distancing in adult and child populations, self-distancing was not found to reduce, and may have increased, implicit aggressive cognition, anger, and negative affect in the adolescent sample. Implications for future research are discussed.
Yoshikawa, Koichi, "Self-Distancing to Reduce Anger in High School Students" (2014). Doctoral Dissertations. 499.