Anger and aggression have large impact on people’s safety and the society at large. In order to provide an intervention to minimise aggressive behaviours, it is important to understand the neural and cognitive aspects of anger and aggression. In this systematic review, we investigate the cognitive and neural aspects of anger-related processes, including anger-related behaviours and anger reduction. Using this information, we then review prior existing methods on the treatment of anger-related disorders as well as anger management, including mindfulness and cognitive behavioural therapy. At the cognitive level, our review that anger is associated with excessive attention to anger-related stimuli and impulsivity. At the neural level, anger is associated with abnormal functioning of the amygdala and ventromedial prefrontal cortex. In conclusions, based on cognitive and neural studies, we here argue that mindfulness based cognitive behavioural therapy may be better at reducing anger and aggression than other behavioural treatments, such as cognitive behavioural therapy or mindfulness alone. We provide key information on future research work and best ways to manage anger and reduce aggression. Importantly, future research should investigate how anger related behaviours is acquired and how stress impacts the development of anger.
The purpose of this study was to investigate the differences in the attitudes of the students with and without learning disabilities (LD) towards including the learners with mild intellectual disability in regular elementary schools. Participants were 120 elementary boys and girls in Bahraini elementary schools. A survey was used here to identify the students' attitudes towards the inclusion of the children with mild intellectual disability in regular schools. The results indicated that: (1) There was a positive attitude among elementary students towards including the children with mild intellectual disability in regular schools; (2) there were statistically significant differences among the students with and without learning disabilities in their attitudes towards including the children with mild intellectual disability in regular elementary schools in favour of the typically developing group; and (3) there were statistically significant differences among the male and female students with and without learning disabilities in their attitudes towards including the children with mild intellectual disability in regular schools in favour of females.
Abstract:The current study aimed to examine the effectiveness of a counseling program for the female teachers to modify the unacceptable behaviors of the students with learning disabilities using the semi-experimental design. the ultimate study sample consisted of (12 ) female grade three teachers, in addition to (35) male and female grade three students was showed that the most common unacceptable behaviors among grade three students with learning disabilities include: talking with friends during the lesson, speaking in the class without the teacher permission , interrupting other students while speaking, not following the teacher's instructions and throwing wastes in the class , There are statistical differences between the pre-testing and the post-testing of the level of the unacceptable behaviors among the experimental group, in favor of the post -testing. There are no statistical differences between the pre -testing and the post-testing of the level of the unacceptable behaviors among the control group. There are statistical differences in the post-testing of the level of the unacceptable behaviors between the experimental group and the control group, in favor of the experimental group .There are no statistical differences in the post-testing of the level of the unacceptable behaviors between the male students and the female students of the experimental group , There are no statistical differences between the post -testing and the follow up -testing of the level of the unacceptable behaviors among the experimental group.
This study aimed to identify training needs of transitional services for teachers of secondary learning-disabled girls in Saudi Arabia, and determine the differences in training needs of transition services for teachers pursuant to the variables: educational level, years of experience, and training courses. A descriptive method was used here, specifically developed to measure these needs. The sample represented all secondary schools providing learning disabilities programs in Saudi Arabia. Participants included 39 female teachers of learning disabilities during the school year 2015-2016. Results indicated that teachers of learning-disabled girls lack knowledge and skills to effectively provide transition services, and need training and qualification in some areas. The most important areas needing training and their percentagesare Interagency Collaboration (90.91%), Career Development(77.78%), Transition Planning(50%), Leadership &Policy(40%), Secondary Academic Programs (33.33%), Family Collaboration (20.00%), and Assessment (11.11%). Findings showed that teachers no need training courses in Community-Referenced Curriculum &Programs . Concerning variables, statistically significant differences existed at the level of training needs for teachers regarding transition services (0.05%). Teachers' educational level and years of experience had no significant effect on teachers' knowledge and skills for transition services. Results are discussed and some recommendations are suggested.
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