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Anger Management Educational Model Qualitative Research Essay


Abstract

The paper below will explore various health promotion approaches and strategies in the pursuit of high quality mental health care delivery for the participants. In the first chapter, the problem, purpose of study and the research questions will be highlighted.

It will be indicated that unresolved anger can cause several body disorders, such as heart attacks, colds, high blood pressure, anxiety, digestion problems, and the flu. Therefore, anger should be well managed in the case of people with depression issues.

The information from the educational curriculum will be useful to adult probationers at Legacy Services in Orange, Georgia. From the information, the group will make use of the identified means of anger management in education.

In the second chapter, a careful appraisal of the significant literature review related to anger management educational model will be conducted. The literature and the input from the committee members will be used in the development of the curriculum. The third chapter will focus on the methodology and procedures.

As such, the Library at San Juan University will be consulted for this project. The fourth chapter will focus on expectations.

The program will have an impact in the community because it will offer current knowledge about issues such as successful techniques, effective communication, emotional awareness, family dynamics, and triggers of anger management.

Methodology and Procedures

Methodology

When conducting an IRB-approved study, two methods will be applied in the methodology. Given that the subject research is developmental, one method will be utilized. The method will be developmental.

Procedures

Search procedures: A careful review of the significant literature related to anger management educational model will be conducted (Antonsen & Thimm, 2014). The review will focus on historical data, epidemiological information, curriculum development, and learning theory.

Libraries used: In the study, one library will be utilized. As such, the Library at San Juan University will be used for this project

Search engines and databases used: In the study, two databases will be utilized. The databases are citations and abstracts from EBSCO and PubMed.

Search terms: A number of search terms were used to identify sources for this project. The terms included the practicum proposal and educational resource.

Boolean strings: Boolean strings were considered for the literature search. Two Boolean strings will be utilized in the literature review. The first Boolean will be Anger AND thoughts. The second Boolean will be Anger OR behavior.

Age of the sources: To enhance the authority of the literature review, up to date peer reviewed articles will be utilized. The sources were published in the last two or one year.

Research modalities: The available literatures will reveal multiple research modalities. In the study, longitudinal and exploratory modalities will be utilized. A few longitudinal studies exploring anger management will be examined. Exploratory articles will also be included in the review.

Various approaches to care of this special population will be discussed.

Committees

Formative committee: A formative committee will be assembled. The selected committee members will possess a didactic knowledge base and clinical expertise in anger management. Information that is gleaned from this committee will serve to drive the process of curriculum development.

In addition, the learned input of this committee will be instrumental in guiding the development of educational products such as lecture materials. The endeavor of curriculum development for adult probationers group will invite input from other health care professionals outside the formative committee who have served this population of interest.

Summative committee: A summative committee will be assembled for reviewing the findings of the formative committee. Summative committee members will be composed of clinical practitioners who are engaged in the actual care of adult probationers.

Revision of the lecture materials will be based upon their recommendations prior to final implementation.

Study subjects: The information from the educational curriculum will be useful for adult probation experts (Antonsen & Thimm, 2014). The adult probationers who will be receiving the information are from adult probationers at Legacy Services in the Rockville Metropolis area.

The correctional department offers a complete supervision to adult probationers charged with misdemeanors and felonies. The probationers come from black American, Caucasian, Hispanic, and Asian American races. Their ages range from 16 to 75 years.

Study location: The study location is the Rockville Metropolis. The region is renowned for its vibrant education system. As such, the city is adjacent Washington DC. The institution in the region offers a complete continuum of mental health and age-related services.

The services include deterrence programs, outpatient rehabilitation, psychiatric facilities, and special education.

Assumptions

The study will comprise of a number of assumptions. For instance, it will be assumed that the literature reviews are the most recent. The above imply that there are no other latest literatures on the topic available on the market except the identified ones.

Equally, it will be assumed that the formative committee has the requisite knowledge to assist in the development of the project and the summative committee has the requisite knowledge to assist in the validation of the final project. Lastly, it will be assumed that the adult probationers have completed a secondary education.

Limitations

The educational model will be subject to a number of limitations. The first limitation is that the educational model will be limited to adult probationers at Legacy Services in Orange, Georgia. The probationers are secondary education certificate holders.

The experts have diverse skills such as leadership, decision-making, sympathy, and oral and written communication. Their level of education is a limitation because they do not have adequate knowledge in psychiatry (Willner et al., 2013). The last limitation is the lecture materials utilized will be developed from secondary data.

Expectations

Anticipated benefits

The anticipated benefits expected from this educational endeavor will be to educate adult probationers. It is the goal of the program to explore various health promotion approaches and strategies in the pursuit of high quality mental health care delivery for the adult probationers.

Some of the activities that will be accomplished will enhance delivery of information about the health approaches to anger management. Adult probationers will also be educated about how to help change their behaviors while dealing with their anger issues.

The program will have an impact in the community because it will offer current knowledge about issues such as successful techniques, effective communication, emotional awareness, family dynamics, and triggers of anger management. Through this, health care delivery systems will be enhanced.

Therefore, the community members and the adult probationers should expect. As such, the ultimate aim of the program is to come up with an educational program that can be used in other health care communities throughout the country involved in the care of adult probationers.

Through the research, new opportunities might arise. As such, the institution will note the benefit of effective management of anger from the study. Consequently, they will employ a number of other researchers to advance with our study in the future.

References

Antonsen, L., & Thimm, J. (2014). Effectiveness of cognitive behavioral group therapy for depression in routine practice. BMC Psychiatry, 14(292), 2-9.

Willner, P., Rose, J., Jahoda, A., Kroese, B., Felce, D., Cohen, D., Hood, K. (2013). Group-based cognitive-behavioural anger management for people with mild to moderate intellectual disabilities: Cluster randomised controlled trial. The British Journal of Psychiatry, 1(23), 288-296.

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IvyPanda. (2019, June 30). Anger Management Educational Model. Retrieved from https://ivypanda.com/essays/anger-management-educational-model/

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"Anger Management Educational Model." IvyPanda, 30 June 2019, ivypanda.com/essays/anger-management-educational-model/.

1. IvyPanda. "Anger Management Educational Model." June 30, 2019. https://ivypanda.com/essays/anger-management-educational-model/.


Bibliography


IvyPanda. "Anger Management Educational Model." June 30, 2019. https://ivypanda.com/essays/anger-management-educational-model/.

References

IvyPanda. 2019. "Anger Management Educational Model." June 30, 2019. https://ivypanda.com/essays/anger-management-educational-model/.

References

IvyPanda. (2019) 'Anger Management Educational Model'. 30 June.

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