A cluster analysis of responses from more than 1500 college students to 53 potentially angering driving-related situations yielded a 33-item driving anger scale (alpha reliability = .90) with six reliable subscales involving hostile gestures, illegal driving, police presence, slow driving, discourtesy, and traffic obstructions. Subscales all correlated positively, suggesting a general dimension of driving anger as well as anger related to specific driving-related situations. Men were more angered by police presence and slow driving whereas women were more angered by illegal behavior and traffic obstructions, but differences compensated so there were no gender differences on total score. A 14-item short form (alpha reliability = .80) was developed from scores more highly correlated (r = .95) with scores on the long form. Driving anger may have potential value for research on accident prevention and health psychology.

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Eight studies present support for state-trait anger theory. In Studies 1-3, high-anger participants reported (a) greater anger in many different provocations, in their most angering ongoing situations, and in daily life, (b) greater anger-related physiological arousal, (c) greater state anger and dysfunctional coping in response to a visualized provocation, and (d) greater use of suppression and outward negative expression of anger. Only heart rate in the visualized provocation did not support predictions. In Studies 4-5, high-anger individuals suffered more frequent and intense anger consequences. In Studies 6-8, trait anger had higher correlations with dimensions of anger than with other emotions, cognitions, and behaviors. Few gender differences were found across studies. Results were discussed in terms of state-trait theory, convergent and discriminant validity for the Trait Anger Scale, anger expression, gender, and the implications for counseling.

This article outlines the theory, research, and procedures of stress inoculation training (SIT). SIT consists of three overlapping phases. Their first phase, conceptualization, is an education phase that emphasizes the development of a warm, collaborative relationship through which a careful assessment and problem reconceptualization are completed. The second phase, skill acquisition and rehearsal, target and develop a repertoire of palliative and instrumental coping skills for anxiety reduction. A table of common cognitive coping skills is included to exemplify the range of coping skills employed. The third phase, application and follow-through, focuses upon activities that transfer coping skills to real life and prevent relapse. Finally, guidelines for the selection and design of individual and group application of stress inoculation training are provided.