Citation

Garrison SR, Stolberg AL. J. Abnorm. Child Psychol. 1983; 11(1): 115-129.

Copyright

(Copyright © 1983, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

6853874

Abstract

From a school population of normal children (third through fifth grades), thirty children initially identified as "angry" were randomly assigned to either an affective imagery training group, an attention group, or a control group. The treatment group received three sessions of affective imagery in which they focused on physiological changes and on their thoughts associated with prior emotional experiences. Teachers recorded pre-, post-, and short term follow-up aggressive behaviors for all thirty children. Cognitive perceptions and attributions were recorded at the same three occasions on the Affect Questionnaire. Results suggested that, as a result of affective imagery training, angry children's perceptions and cognitions shifted from "angry" towards "sad," and there was a concomitant decrease in observed aggressive classroom behavior.

Language: en