EFFECT OF MULTI-MODAL THERAPY AND SELF-CONTROL TECHNIQUES ON AGGRESSION AMONG IN-SCHOOL ADOLESCENTS IN ABIA STATE

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ABSTRACT

This study sought to explore the relative effectiveness of multi-modal therapy and self-control techniques on the management of aggressive behaviour among in-school adolescents in Abia State. Eight research questions and eight null hypotheses guided the study. The  study adopted a quasi-experimental design employing the pretest, posttest, non-randomized control group design with a 4x2x2 factorial matrix. The sample of the study consisted of 120 in-school adolescents, and they were purposefully selected from 1,327 (Males 616 and Females 711) who manifested aggressive behaviours in the 186 public secondary schools in the state. These comprised 30 students each for multi-modal therapy, self-control techniques, combination of multi-modal therapy with self-control and control groups respectively.  The study equally adopted multi-stage sampling techniques. The instrument used for data collection were a 30-item questionnaire titled “Aggressive Behaviour Questionnaire” and another 30-item Personality types A/B questionnaire”. The instruments were validated by three experts, one each from Guidance and Counselling, Psychology and Measurement and Evaluation, from Michael Okpara University of Agriculture, Umudike. Test of reliability for the internal consistency of   all the instruments were measured using Cronbach Alpha and the results indicated index values of 0.812, 0.728, 0.773 and 0.832 respectively. Data were collected in the three phases of pre-treatment, treatment and follow-up periods. Data collected were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance. The result showed that: Intervention using multi-modal therapy (MMT), Self-control techniques and the combination of multi-modal therapy and self-control techniques respectively reduced aggressive behaviours of in-school adolescents at posttest; the treatment using multi-modal  therapy had greater effect than treatment using self-control techniques; the treatment using multi-modal  therapy and self-control techniques had greater effect on the Type B in-school adolescents than the Type A in-school adolescents; male and female in-school adolescents with aggressive behaviour exposed to multi-modal therapy and self-control techniques did not differ significantly in the reduction of their aggressive behaviour; in-school adolescents exposed to the combined treatment using multi-modal  therapy and self-control techniques maintained their treatment gains after six weeks follow-up period; and the treatment gains made by in-school adolescents with aggressive behaviour who were exposed to either multi-modal therapy or self-control techniques equally were maintained after six weeks follow-up period. Among the educational implications of the study was that reduction of aggressive behaviour of in-school adolescents depends on exposure to multi-modal therapy and self-control techniques. It was thus recommended that school counsellors who have some identified students with aggressive behaviours in their schools, should effectively use multi-modal therapy and self-control techniques in reducing their aggressive behaviour.




TABLE OF CONTENTS

Title Page                                                                                                                    i

Declaration                                                                                                                 ii

Certification                                                                                                               iii

Dedication                                                                                                                  iv

Acknowledgements                                                                                                    v

Table of Contents                                                                                                       vii

List of Tables                                                                                                              x

List of Figures                                                                                                             xii

Abstract                                                                                                                       xiii

 

CHAPTER 1: INTRODUCTION

1.1       Background to the Study                                                                                1

1.2       Statement of the Problem                                                                               11

1.3       Purpose of Study                                                                                             13

1.4       Research Questions                                                                                        14

1.5       Hypotheses                                                                                                     15

1.6       Significance of the Study                                                                               16

1.7       Scope of the Study                                                                                          18

 

CHAPTER 2:   REVIEW OF RELATED LITERATURE

2.1       Conceptual Framework                                                                                  20

2.1.1    Concept of Adolescence                                                                                 20

2.1.2    Concept of Aggression                                                                                   24

2.1.3    Concept of Multi-modal Management Therapy                                             31

2.1.4    Concept of Self-control                                                                                  39

2.1.5    Concept of Self-control Techniques                                                               43

2.1.6    Concept of Personality                                                                                   55

2.1.7    Concept of Gender                                                                                          59

2.2       Theoretical Framework                                                                                  60

2.2.1    Psychodynamic Model by Sigmund Freud                                                    60

2.2.2    Behavioural Approach by J.B. Skinner                                                          61

2.2.3    Rational Emotive Behaviour Therapy by Albert Ellis                                   62

2.3        Review of Empirical Studies                                                                    64

2.3.1    Empirical Studies on Adolescents                                                                  64

2.3.2    Empirical Studies on Aggression                                                                   69

2.3.3    Empirical Studies on Multi-modal Therapy                                                   74

2.3.4    Empirical Studies on self-control Techniques                                               78

2.3.5    Empirical Studies on Personality Types                                                         81

2.3.6    Empirical Studies on Gender                                                                          85

2.4       Summary of Literature Review                                                                      88


CHAPTER 3: METHODOLOGY

3.1       Design of the Study                                                                                        90

3.2       Area of the Study                                                                                            91

3.3       Population of the Study                                                                                  94

3.4       Sample and Sampling Techniques                                                                 94

3.5       Instruments for Data Collection                                                                     95

3.5.1    Aggression Questionnaire                                                                              95

3.5.2    Personality Types A and B questionnaire                                                      96

3.6       Validation of the Instruments                                                                         96

3.7       Reliability of the Instruments                                                                         97

3.8       Method of Data Collection                                                                             97

3.8.1    Treatment Procedure                                                                                      98

3.8.2    Pre-treatment Sessions                                                                                    98

3.8.3    Multi-modal Therapy: Treatment Plan                                                           100

3.8.4    Self-control Techniques Treatment Plan                                                        106

3.8.5    Plan for Combination of Multi-modal Therapy and Self-control

            Techniques                                                                                                     121

3.8.6    Follow-up Phase                                                                                             126

3.9       Control of Extraneous Variables                                                                    126

3.10     Method of Data Analysis                                                                                127

 

CHAPTER 4: RESULTS AND DISCUSSION

4.1           Results                                                                                                                        129

4.2        Summary of Major Findings of the Study                                                147

4.3       Discussion of Findings                                                                       148

4.3.1    Difference in the Reduction of Aggressive Behaviours between Subjects

            Exposed to Multi-modal Therapy and the Control at Posttest                        148

4.3.2    Difference in the Reduction of Aggressive Behaviours between Students

            Exposed to Self-control Techniques and the Control at Posttest                        149

4.3.3    Difference in Reduction of Aggressive Behaviour between Students

            Exposed to a Combination of Multi-modal Therapy and Self-Control

            Techniques and the Control at Posttest                                                          151

4.3.4    Difference in the Reduction of Aggressive Behaviour between the Subjects

            Treated with Multi-modal therapy and those Treated with Self-control

            Techniques at posttest                                                                                    152

4.3.5    Difference in the Reduction of Aggressive Behaviour between Subjects

            Treated with Multi-modal therapy And Self-control Techniques and the

            Control Based on Personality Types at Posttest                                             153

4.3.6    Difference in the Reduction of Aggressive Behaviour between Subjects

            Exposed to Multi-modal Management Therapy and Self-control

            Techniques and the Control Based on Gender                                               154

4.3.7    Difference in the Reduction of Aggressive Behaviour between Subjects

            Exposed to Multi-modal therapy and Self-control Techniques and the

            Control at Six Weeks Follow-up                                                                    156

4.3.8    Difference in the Reduction of Aggressive Behaviour between students

            Treated with Multi-modal Management Therapy and those Treated with

            Self-control Techniques at Six Weeks Follow-up                                          157

 

CHAPTER 5:  SUMMMARY, CONCLUSION AND RECOMMENDATIONS

5.1        Summary                                                                                                  159

5.2       Conclusion                                                                                                      162

5.3       Educational and Counselling Implications of the Findings                            163

5.4       Recommendations                                                                                          165

5.5        Limitations of the Study                                                                           166

5.6       Suggestions for Further Studies                                                                     166

 

REFERENCES                                                                                                         168

APPENDICES                                                                                                           179






 

LIST OF TABLES

2.1:                  Comparison of Type A and B Personality                                         58

3.1:                  4x2x2 Factorial Matrix                                                                       91

3.2:                  Activities for the Pre-treatment Phase                                                99

3.3:                  Activities for Multi-modal Therapy Treatment Plan Involving

                        Six Sessions of Treatment and Six Weeks Duration                          103

3.4:                  Self -Control Techniques: Treatment Plan                                         113

3.5:                  Activities for Combination of Multi-modal Therapy and Self-

                        control Techniques which Involve Six (sessions) of Six (6)

                        Weeks duration                                                                                   117

4.1:                  Pretest-posttest Mean and Standard Deviation of Reduction of                                       Aggressive Behaviours between Students Exposed to Multi-

                        modal Therapy and Control at Posttest                                              122

4.2:                  Analysis of Covariance (ANCOVA) on Aggressive Behaviour

                        Reduction of In-school Adolescents Exposed to Multi-modal

                        Therapy (MMT) and the Control Group                                            130

4.3:                  Pretest-posttest Mean and Standard Deviation of Reduction of                                       Aggressive Behaviours of In-school Adolescents in the Self-control

                        Techniques and Control                                                                      131

4.4:                  Analysis of Covariance (ANCOVA) on Aggressive Behaviour

                        Reduction of in-school Adolescents Exposed to Self-control

                        Techniques (SCT) and the Control Group                                          132

4.5:                  Pretest-posttest Mean and Standard Deviation of Reduction of                                       Aggressive Behaviours between In-school Adolescents Exposed

                        to a Combination of Multi-modal Therapy and Self-control

                        Techniques and Control at Posttest                                                    133

4.6:                  Analysis of Covariance (ANCOVA) on Aggressive Behaviour

                        Reduction of In-school Adolescents Exposed to a Combination

                        of Multi-modal Therapy and self-control Techniques and Control

                        at Posttest                                                                                            134

4.7:                  Pretest-posttest Mean and Standard Deviation of Reduction of

                        Aggressive Behaviours between In-school Adolescents in the

                        Multi-modal Therapy and those Treated with Self-control

                        Techniques at posttest                                                                         135

4.8:                  Analysis of Covariance (ANCOVA) on Aggressive Behaviour

                        Reduction of In-school Adolescents Exposed to Multi-modal

                        Therapy and those Treated with Self-control Techniques at

                        Posttest                                                                                                136

4.9:                  Pretest-posttest Mean and Standard Deviation of Reduction of                                       Aggressive Behaviours of In-school Adolescents Exposed to

                        the Multi-modal Therapy and Self-control Techniques at Posttest

                        Based on Personality Types                                                               137

4.10:                Analysis of Covariance (ANCOVA) on Aggressive Behaviour

                        Reduction of In-school Adolescents Exposed to Multi-modal

                        Management Therapy and Self-control Techniques at Posttest

                        Based on Personality Types                                                               139

4.11:                Pretest-posttest Mean and Standard Deviation of Reduction of                                       Aggressive Behaviours of In-school Adolescents Exposed to

                        Multi-modal Therapy and Self-control Techniques at Posttest

                        based on Gender                                                                                 140

4.12:                Analysis of Covariance (ANCOVA) on Aggressive Behaviour

                        Reduction of In-school Adolescents Exposed to Multi-modal

                        Therapy and Self-control Techniques at Posttest based on

                        Gender                                                                                                 141

4.13:                Pretest-posttest Mean and Standard Deviation of Aggressive

                        Behaviour Reduction of In-school Adolescents Exposed to Multi-

                        Modal Therapy and Self-control Techniques and Control at Six

                        Weeks Follow-up                                                                                142

4.14:                Analysis of Covariance (ANCOVA) on Aggressive Behaviour

                        Reduction of In-school Adolescents Exposed to Multi-modal

                        Therapy and Self-control Techniques and Control at Six Weeks

                        Follow-up                                                                                           143

4.15:                Pretest-posttest Mean and Standard Deviation on the Reduction

                        of Aggressive Behaviours between Subjects Treated with Multi-

                        modal Therapy and those Treated with Self-control Techniques at

                        Six Weeks Follow-up                                                                         144

4.16:                Analysis of Covariance (ANCOVA) on Aggressive Behaviour

                        Reduction Mean Score between Students Treated with Multi-

                        modal Therapy and Those Treated with Self-control Techniques at

                        Six Weeks Follow-up                                                                         146

 






LIST OF FIGURES

3.1:                  Diagram Representing the Subject Distribution                     99

 

 

 


 


 

 

CHAPTER 1

INTRODUCTION


1.1       BACKGROUND TO THE STUDY

Aggression could be defined as a deliberate act intended to cause harm to another person. Aggression could simply mean an action which may involve attacking someone or a group directly or indirectly with the aim of making the person feel the impact of the action. In this regard, Ojewola (2014) defined aggression as an act that is intended to cause harm to another person. Obi and Obikezie (2013) defined aggression as a behaviour whose primary or sole purpose or function is to injure physically or psychologically. Evis (2016) in his definition, submitted that aggression is a physical or verbal behaviour intended to hurt someone. Nnodum, Uwaegbulam and Ugwadu (2017) viewed aggression as behaviour that is intended to harm another individual. Aggression can be defined as a strong, uncomfortable emotional response to an incitement that is unwanted and incoherent with a person’s values, beliefs, or rights (Roya, 2015). Ofodile and Ofodile (2018) noted that aggression can be antisocial or prosocial. While antisocial aggression refers to behaviour that infringe on the rights of others, prosocial behaviour refers to the form of aggressive behaviour that has socially constructive and desirable consequences, such as intervening to prevent a theft or  tripping a thief that has a stolen a purse. Aggression can be defined operationally as behaviour motivated by competitiveness, anger or hostility that results to destruction of others and in some cases, oneself.

Aggression can be physical or verbal. Physical aggression was defined by Ayodele (2015) as an act carried out with the intention of harming others physically such as hitting, kicking, stabbing, or shooting them. Ayodele (2015) also defined non-physical aggression as aggression that does not involve physical harm. Non-physical aggression may include verbal aggression such as yelling, screaming, swearing, and name calling and relational or social aggression. Social aggression could be defined as intentionally harming another person’s social relationships; for instance, by gossiping about another person, excluding others from our friendship group, or giving others the “silent treatment” (Ayodele, 2015).

Non-physical aggression may also occur in the form of sexual, racial, and homophobic jokes and epithets, which are designed to cause harm to individuals (Okoye, Abamara & Anyanwu, 2013) According to Okoro, Aduonye and Egwusi (2015), all these behaviours could be common during the period of adolescence. Aggression among adolescents could be with the intention to lower the victim’s self-esteem and make him or her have a feeling of worthlessness. Aggression in the school system among adolescents may come in form of a verbal attack, insults, threats, sarcasm, or attributing nasty motives to them or a physical punishment or restriction (Jimenez & Estefania, 2017).

There are two main types of aggression, namely: emotional or impulsive aggression and instrumental or cognitive aggression. The type or level of intent that underlines an aggressive behaviour creates the distinction between the two fundamental types of aggression, which are caused by very different psychological processes. Instrumental or cognitive aggression was opined by (Onukwufor, 2013) as aggression that is intentional and planned. Instrumental aggression is more cognitive than affective and may be completely cold and calculating. Instrumental aggression is aimed at hurting someone to gain something—attention, monetary reward, political power or halt /prevent a social wrong.

Emotional or impulsive aggression, on the other hand, refers to aggression that occurs with only a small amount of fore thought or intent and that is determined primarily by impulsive emotions (Esiri, 2016) Emotional aggression is the result of the extreme negative emotions that an individual is experiencing at the time that he aggresses and is not really intended to create any positive outcomes; it is impulsive and carried out in the heat of the moment. Emotional or impulsive aggression which is the focus of this study is usually manifested in form of fighting, bullying, vandalism and violence of all forms. Coleman (2015) argued that emotional aggression is often the result of the build-up of frustration and the feeling of having ‘no-control’ (losing control).

The negative effects of aggression could be more worrisome during adolescence stage. Jimenez and Estefania, (2017) observed that the period of adolescence is the stage between childhood and adulthood which is between the ages of 12 and 20 years. During this stage, teenagers tend to experiment and begin to reassess their role in the society and family. This may create confusion and uncertainty in the minds of teenagers. All these factors may result in aggressive outbursts among adolescents who do not know how to vent or channel their confusion. 

Aggression among in-school adolescents has far–reaching negative effects. Aggressive behaviours have been related to a host of social problems among adolescents, such as substance abuse and low achievement (Olive, 2017). Adolescents who demonstrate problems of aggression are at increased risk for a number of negative outcomes. It is on record that the rate of absenteeism from school as well as dropout rates in Secondary Schools are higher among victimized students than among their non-bullied peers. Those who are bullied generally show higher level of insecurity, anxiety, depression, loneliness, unhappiness, physical and mental symptoms, and low-self-esteem (Ojukwu, Chukwuemeka & Awoke, 2020). This persistent bullying may have long term negative effect on the victims many years beyond school as they could lose the spirit of compassion for other students. The students who have chronic aggressive behaviours could maintain their behaviours into adulthood and this may influence their ability to develop and maintain positive relationship. They may find it difficult to conclude relationships. They could turn out to be antisocial adults, who usually engage in juvenile crimes and other criminal activities.

Fights between one group and another are common sights and the use of weapons such as; knives, dagger, bottles, clubs and other dangerous weapons for fighting among students is common especially during inter–class fights and inter school sports competitions (Onukwufor, 2013). Students involvement in aggressive behaviour has brought miseries and anguish to many parents, teachers, guidance counsellors as well as the government and this ugly development has adversely affected the academic performance of the students and their overall well-being. The news of students on rampage over a colleague’s death in Abeokuta made the headlines of Nigerian Tribune (2021). The daily reported pandemonium that broke out on Monday, June 28, 2021, at Saje area of Abeokuta, the Ogun State capital, when students of Baptist Boys’ High School, allegedly invaded the premises of Ilugun High School, also within the area, to avenge the death of two of their students who were stabbed to death during an un-official gambling competition. It was reported that the rampaging students were armed with dangerous weapons which made students and management of Ilegun High School to scamper for safety. The activities of the students not only disrupted academic activities in the affected schools, but it disrupted commercial activities in the area as well, as shop owners had to close their shops for safety.

Abia State is one of the states that is reported to have a high prevalence of aggressive behaviour among in-school adolescents, as Ojukwu, Chukwuemeka and Awoke (2020), has noted that the in-school adolescents in Abia-State experience physical, emotional and verbal aggressive behaviour to a high extent. The researcher’s personal experience corroborates the position of Ojukwu et al.  (2020). The researcher was affected by the negative consequences of aggression, when she was  mandated to pay a huge sum of money as levy, on behalf of her ward, for the school property and equipment damaged by in-school adolescents during inter class fights in one of the public secondary schools in Abia-State.     

Efforts have been made to use several techniques and strategies to manage aggression in the past but the problem of aggressive behaviour continues to persist (Onukwufor, 2013). The techniques and strategies recommended and used include instructional counseling, enactment of regulations, laws and sanctions, psychoanalysis, pharmacological and behavioural approaches (Ezeokan, Obi-Nwosu & Okoye, 2014). Available literature reports tend to suggest that of the various techniques that have been employed, behavioural modification strategies tend to stand out clearly as being promising in managing this complex behaviour. Perhaps the reason being that aggression is particularly suitable behaviours to engage those who work from the behavioural perspective. Aggression can easily be observed and recorded.  It occurs in discrete episodes and can be easily exhibited and observed among persons in all race, gender and age. Its antecedents, actions and consequences could be measured.

Consequently, a large degree of evidence has indicated that behaviour modification programmes can be used to bring about changes in deviant and problem behaviours. Nonetheless, these changes do not appear to generalize to improved behaviour once an individual enters back into the community (Sydney-Agbor, 2016).To this effect, research emphasis is shifting to cognitive behavioural therapies which anchor on cognitive behaviour theory. Several factors were considered in the choice of these two treatment programmes. For instance, the selection of multi-modal therapy stems from discoveries by theorists and clinicians of the relative effectiveness of multi-modal therapy over single behaviour techniques.

Multi-modal therapy (MMT) is an approach to psychotherapy devised by psychologist Arnold Lazarus, who originated the term behaviour therapy in psychotherapy. It is based on the idea that humans are biological beings that think, feel, act, sense, imagine, and interact; and that psychological treatment could address each of these modalities. Hence, Multi-modal therapy (MMT) strives to combine a broad and interactive set of systematic strategies, and offers particular assessment tactics that could enhance diagnosis, promote a focused range of effective interventions, and improve treatment outcomes. Other theorists and clinicians that favour the use of broad spectrum approach in treating clients include: Enitan et. al, (2019), Masi (2014), Hogsteder, Starns, and Frige (2015), Sibley and Anorld (2021). These theorists and clinicians view multimodal therapy as multi-dimensional, multi-factorial and multi-faceted which provides a systematic, comprehensive psychotherapeutic structure that pragmatically contrives techniques, strategies and modalities and address specific assessment and treatment operations. Multi-modal therapy is based on the assumption that most psychological problems are multi-faceted, multi-determined and multi-layered, and that comprehensive therapy calls for a careful assessment of seven dimensions or “modalities” in which individuals operate – Behaviour, Affect, Sensation, Imagery, Cognition, interpersonal relationships and biological processes. Application of principles of multi-modal theory may help adolescents with aggressive behaviour to recognize and make changes in basic areas of their lives.

Recent studies carried out in Nigerian setting have argued about durable treatment outcomes on adolescents’ aggressive problems when multi-modal treatment therapy is used. One of such studies which was carried out by Adeuisi, Gesinde, Alao, Adejumo, and Adeleke (2015), examined the efficacy of single behavioural strategies of cognitive restructuring and behaviour rehearsal in the management of conduct disorder such as aggression and violence among adolescent inmates in correctional centres in Lagos State, Nigeria. The study reported that there was no significant difference in the treatment of conduct disorder among participants who were exposed to the single treatments of cognitive restructuring and behaviour rehearsal. The study therefore, recommended the use of multi-modal therapy in situations where single treatments have yielded low results.

However, another study such as Esy-suranemi, (2019), reported that multi-modal therapy is more effective in the management of stress among adolescents. The divergent view of researchers on the effectiveness of this therapy on aggression among in-school adolescents highlights the need for further research in this area; hence, the relevance of the present study.  It is due to the suspected comprehensive and multi-component nature of the multimodal - therapy that the researcher considers it the appropriate treatment programme for this study as aggression being a multi- facet problem that involves both the behavioural and inner processes would require a more comprehensive treatment approach that could address the various aspects of the problem for a permanent solution.

Studies have also revealed that in adopting multi-modal therapy (MMT) to reduce aggression among individuals with aggressive behaviour, acquisition of self-control skills may have the potentials of enabling such individuals have self-motivation and achieve personal goals. Self-control was defined as the ability to inhibit unwanted impulses (Cheung, Gillebaart, Kroese & De Ridder, 2014 & Hofmann, Luhmann, Fischer, Vohs & Baumeister, 2015), This definition provides the opportunity to either emphasize the classic inhibition component as well as the initiating component (regulatory performance of self-control). Recent studies on trait self-control by Ein-Gar and Sagiv (2014) and Hoyle and Davisson (2017) corroborate the notion that self-control encompasses both inhibition and initiation components with self-control by inhibition involving the conscious overriding of a tendency to engage in goal-inconsistent behaviour while self-control by initiation involves consciously acting in a goal-consistent manner despite initial reluctance. In accordance with the definition of self-control as dealing with a dilemma, Hoyle and Davisson (2017) posited that the initiatory part of self-control relates to prioritizing a specific option when faced with a self-control dilemma, striving for positive outcomes. The initiatory component of self-control may reflect motivation to engage in desired activity.

The initiation component of self-control involves the ability to employ (automatized) strategies and adaptive habits or routines that are less dependent on effort and are less prone to depletion (Adriaanse, Kroese, Gillebaart, & De Ridder, 2014; Galla & Duckworth, 2015). Importantly, a study by Adriaanse et al. (2014) further showed that these adaptive habits or adaptive routines are geared toward initiating goal pursuit (Hoffmann et al., 2016). The new self-control notion involves strategically structuring one’s life to steer away from these tempting situations, and thus may not need to down regulate or inhibit undesired impulses (Cheung et al,  2014 ; Hofmann et al., 2016).

In summary, self-control is not only a matter of inhibiting unwanted impulses but also of initiating attempts at goal pursuit. According to Cheung, Gilbeart, Kroese & De Ridder, (2014), the new understanding of successful self-control in terms of initiatory self-control is that initiation of goal directed behaviour and development of strategies and adaptive routines lie at the heart of self- control success and subsequent well-being. In line with this position, Obi and Igbokwe (2014) view self-control techniques as a set of adaptive skills that work together to equip an individual with adaptive competencies that will enable him alter his maladaptive behaviour.

These skills when acquired, may help the adolescent who engages in fights anytime he has a misunderstanding with people, to assume responsibility for his own goals and actions, help him to redefine such experiences, and thereafter, set goals for the future. In line with such goals, he may set standards of appropriate behaviour for himself and endeavour to conform to such goals. Implicit in the self-control approach is the realization that circumstances are not always such that call for the establishment of monitoring or reinforcing contingencies by the behaviour modifier. A problem requiring modification such as aggressive behaviours may be carried outside the classroom setting, such as the playground, refectoire, and may not call for the direct intervention of the therapist. In such a situation, what is needed is that the client be schooled in a number of techniques which may enable him take control of his activities and acquire self-regulatory capacity. Self- control skills, therefore, seek to confer on the client greater skills and freedom with which he can solve his own problems. Self- control or self-management has a number of skills which serve as the basis for new learning and self-regulation. These are: self-study and analysis which help the adolescent who is prone to aggression to understand his external (peer group, teachers, parents) and internal (irrational thoughts and beliefs) environment that reinforce aggressive behaviour. Self-monitoring skill could help the adolescent become aware of the pattern or frequency of aggression, giving him a base line data on which the treatment will be based.

Behaviour contract and self-reinforcement skills could equip the client with the motivation to set adaptive goals for himself and work towards the realization of the goals and also acquire the ability to select appropriate reinforcements both positive and negative and apply them effectively. Skills of physical relaxation and positive imagery responses, could serve to prevent or reduce stress and tension as well as behaviours that incite aggression (Briesch, Donaldson & Abdulkareem, 2019).

Recent studies have investigated the effect of self-control techniques on the management of aggression among adolescents, but the results of these studies were conflicting. The study by Adebusiyi and Ayodele (2018) investigated the effect of self–control/self-management, emotional intelligence and assertiveness training programmes in reducing the potentials for terrorism and violence among Nigerian adolescents in different local government areas in Remo educational blocks of Ogun State, Nigeria. The result confirmed the efficacy of self- control techniques in comparison with other techniques.

However, the experiment by Denson, Nathan, Delwas, Finkel (2016), tested whether self-control training over a two week period could decrease anger and aggression in response to provocation. At the end of the 2 weeks, participants were insulted and given the opportunity to retaliate by delivering a blast of loud noise. Self – control training reduced aggression only among those high in trait aggression. The results provided initial support that self-control might prove beneficial for assisting aggressive individuals to overcome aggressive impulses.

It is based on the studies cited above, that the two treatment programmes: multi-modal therapy and self-control techniques are suspected to be appropriate for the management of aggressive behaviour among in-school adolescents in Abia State. It is expected that the utilization of multimodal therapy and self-control techniques could help in reducing aggressive behaviour and improve academic performance, build healthier family and community living, as well as achieving more adjusted school behaviour among in-school adolescents.

In adopting Multi-modal therapy (MMT) and self-control techniques to reduce aggression among individuals with aggressive behaviour, Personality Types A and B and gender have been suspected to have influence on the effectiveness of the treatment programmes. Personality was defined by Barbara (2017) as a person’s unique pattern of thinking, emotions and activities. Researchers such as Siewart, Kubiak, Jonas and Weber, (2015) had reported that the personality types of an individual could affect his or her disposition to aggressive behaviour. Studies such as Mickleod (2017) and American Psychological Association (2018) have linked aggressive disposition to the personality types. The study indicates that type A personality is associated with underlying hostility that results in aggressive behaviour. Acccording to the American Psychological Association (2018), type A personality is associated with complex pattern of behaviours and emotions that include excessive emphasis on competition, aggression and hostility. Type B personality on the other hand is linked with less competitive, less aggressive, less hostile pattern of behaviour and emotion. The present study sought to either confirm or refute these propositions. Gender refers to the set of social and behavioural roles that are considered socially appropriate for individuals of a specific sex in the context of a specific culture and which differ widely between cultures and historical periods (Afolji &Almasir, 2014). While some studies such as Roya (2015) reported higher incidence of aggressive behaviour among males, other studies such as Sydney-Agbor (2016) revealed that both males and females are both disposed to aggressive behaviour. The divergent views of researchers on the influence of gender on the treatment of aggression, highlights the need for further studies in this area. Hence, the interaction effect of gender will also be examined in this study.


1.2       STATEMENT OF THE PROBLEM

Education plays an important role in development of human and the relevant society. It helps people develop an equilibrated personality of worth. School which is the medium of formal education is an institution designed for teaching and learning. Since teaching and learning can only successfully take place in a conducive environment, ideally a school should be a place devoid of intimidation, harassment, insecurity and fear. In Abia State post primary institutions, the once serene condition has given way to insecurity and chaos as physical fights between students who use offensive languages are now the order of the day.

The issue of aggression is becoming more worrisome because the aggressive behaviours are taking a more dangerous dimension in Abia State Secondary Schools. Fights between one group and another are common sights and the use of weapons such as; knives, dagger, bottles, clubs and other dangerous weapons for fighting among students is common especially during inter–class fights and inter school sports competitions. Students’ involvement in aggressive behaviour has brought miseries and anguish to many parents, teachers, guidance counsellors as well as the government and this ugly development has adversely affected the academic performance of the students and their overall well-being.

In view of the foregoing, there is need to help in-school adolescents prone to aggressive behaviour to adopt effective aggressive behaviour management and self-control strategies to enable them develop a more socially accepted behaviour. Many researchers have conducted studies on the management of aggressive behaviours among in-school adolescents using various single techniques, but the treatments have yielded low success rate and the incidence of aggression among this group has continued to assume a worrisome increase. Literature reports from outside Abia State tend to suggest that multi-modal management and self -control techniques have the potentials of helping in the management of aggressive behaviour.  However, the effectiveness of multi-modal management therapy and self -control techniques in the management of aggression among in-school adolescents in Abia State has not been investigated.

The problem of this study therefore put in a question form is: What is the relative effectiveness of multi-modal management therapy and self -control techniques on the management of aggressive behaviour among in-school adolescents with Personality type A and B as well as gender as moderating variables?

 

1.3       PURPOSE OF STUDY

The purpose of the study was to determine the relative effectiveness of multi-modal management therapy and self-control techniques on the management of aggressive behaviour among in-school adolescents. Specifically the study sought to:

1.     find out the mean  difference in the reduction of aggressive behaviour between subjects exposed to  multi-modal therapy and the control at posttest.

2.     find out the mean difference in the reduction of aggressive behaviour between subjects exposed to self-control techniques and the control at posttest.

3.     determine the mean difference in reduction of aggressive behaviour between subjects exposed to a combination of multi-modal therapy and self-control techniques and the control at posttest.

4.     determine the mean  difference in the reduction of aggressive behaviour between the subjects treated with multi-modal  therapy and those treated with self-control techniques at posttest.

5.     ascertain the mean  difference in the reduction of aggressive behaviour between subjects treated with multi-modal therapy, self-control techniques and the control based on personality type at posttest.

6.     ascertain the mean difference in the reduction of aggressive behaviour between subjects exposed to multi-modal  therapy, self-control techniques and the control based on gender at posttest.

7.     find out the mean difference in the reduction of aggressive behaviour between subjects exposed to multi-modal therapy and self-control techniques and the control at six weeks follow-up.

8.     determine the mean difference in the reduction of aggressive behaviour between subjects treated with multi-modal therapy and those treated with self-control techniques at six weeks follow-up.   


1.4       RESEARCH QUESTIONS

The following research questions guided the study:

1.       What is the mean score difference in the reduction of aggressive behaviours between subjects exposed to multi-modal therapy and the control group at posttest?

2.       What is the mean score difference in the reduction of aggressive behaviours between subjects exposed to self-control techniques and the control group at posttest?

3.       What is the mean score difference in reduction of aggressive behaviour between subjects exposed to a combination of multi-modal therapy and self-control techniques and the control group at posttest?

4.       What is the mean score difference in the reduction of aggressive behaviour between the subjects treated with multi-modal therapy and those treated with self-control techniques at posttest?

5.       What is the mean score difference in the reduction of aggressive behaviour between students treated with multi-modal therapy and self-control techniques and the control group based on personality test at posttest?

6.       What is the mean score difference in the reduction of aggressive behaviour between students exposed to multi-modal therapy and self-control techniques and the control group based on gender.

7.       What is the mean score difference in the reduction of aggressive behaviour between subjects exposed to multi-modal therapy and self-control techniques and the control group at six weeks follow-up?

8.       What is the mean score difference in the reduction of aggressive behaviour between subjects treated with multi-modal therapy and those treated with self-control techniques at six weeks follow-up?


1.5       HYPOTHESES

The following hypotheses were tested at 0.05 level of significance to guide the study:

H01:       There is no significant difference in the aggression behaviour reduction mean           score between subjects exposed to multi-modal therapy and the control group at         post-test.

H02:       There is no significant difference in the aggression reduction mean score between subjects exposed to the self-control techniques and the control group at posttest.

H03:       There is no significant difference in the aggression reduction mean score between subjects exposed to a combination of multi-modal therapy and self-control           techniques and the control group at posttest.

H04:       There is no significant difference in the aggression reduction mean scores of          subjects treated with multi-modal therapy and those treated with self-control          techniques at posttest.

H05:       There is no significant difference in the aggression reduction mean score between subjects treated with multi-modal therapy, self-control techniques and the control      based on personality types.

H06:       There is no significant difference in the aggression reduction mean score of           subjects exposed to multi-modal therapy, self-control techniques and the control      group based on gender.

H07:       There is no significant difference in the aggression reduction mean scores of          subjects exposed to multi-modal therapy, self–control techniques, and the control     group at 6 weeks follow-up.

H08:       There is no significant difference in the aggression reduction means scores of           subjects treated with multi-modal therapy and those treated with self-control            techniques at 6 weeks follow-up.


1.6       SIGNIFICANCE OF THE STUDY

The findings of this study would have both practical and theoretical significance. The findings of the study would support the rational emotive behaviour therapy by Albert Ellis (2001) which emphasizes that aggression like all other maladaptive behaviours, is a multi-component problem that involves the thoughts, feelings and behaviour of an individual. Aggression management training from REBT perspective, addresses not only the thoughts and behaviours but also the student's feelings. The two treatment techniques in this study namely: multi-modal therapy and self-control techniques, derive their methods from cognitive behaviour theory (REBT). The findings of the study would therefore authenticate the assumptions of the theories—the cognitive behaviour model, the behavioural model and the psychodynamic model on which the study is based.

The findings of the study would be of immense benefit to in-school adolescents, guidance counsellors, parents, curriculum planners, University communities and other academic institutions, government and future researchers, when published. The outcome of the study would enable post primary school students understand the implication of getting involved in aggressive behaviour. The modification of the problem of aggressive behaviour would give a big boast to their academic moral and self-control. Following the fact that aggression affects learning, academic performance and school adjustment, the students would also become successful in their academic endeavours and achieve a positive self-concept, if aggressive behaviour is reduced.

The in-school adolescents are potential University students who are prone to aggressive behaviours that are usually manifested in form of riots; destruction of school properties and other forms of vandalism; as a way of reaction to perceived acts of injustice by the school management and other authority figures. If the in-school adolescents are able to reduce or change their aggressive behaviours, by virtue of the knowledge and skills acquired from the study, smooth and un-interrupted academic activities would be guaranteed in the higher institutions.

The in-school adolescents are members of the community and they extend their aggressive behaviours to the communities. They engage in frequent fights, all forms of violence and criminal acts-assaults and murder. If the youths are helped to reduce or change their aggressive behaviours on account of the knowledge and skills provided by this study, peace and security will be restored in our communities. 

The study on completion would help the government in the area of crime prevention, as the government would be sensitized on possible ways of handling and reducing aggressive behaviours among adolescents.

The findings of the study would also help the government understand the importance of counselling services in the primary and post primary institutions and motivate them to make budgets towards the development of school counselling services.

The literature reviewed in this study would broaden the knowledge of counsellors in the secondary schools and improve their expertise and skills in handling the problem of aggression among the in-school adolescents. This feat would no doubt boast the credibility of the counsellors as well as the counselling profession.

Results from this study would enlighten parents on available counselling resource centers where problems relating to aggressive behaviour of their children and wards can be addressed. Such awareness could motivate them to seek help for their adolescents and wards who manifest aggressive behaviour.

Knowledge provided by the study would help curriculum planners see the need to include counselling programmes in the school curriculum at the primary and post primary levels, so that students can be sensitized on the consequences of aggression and other related matters that are relevant to the academic and social development of the students.

The literature reviewed along with other aspects of this study would be of benefit to future researchers who may need them to improve their work. The findings would also serve as a reference material for further researchers who are interested in the issue of aggression among adolescents and students.


1.7       SCOPE OF THE STUDY

This study was delimited to all the SS2 students in the secondary schools in Abia State, Nigeria who were diagnosed with severe aggressive behaviour. The SS2 students were chosen for this study based on interest and ability. They have stayed in the school for about four years and have experienced one form of aggression or another, so they can participate actively in the programme and relate their personal experiences. Moreso, most of them are handling the mantle of leadership as school prefects and may be tempted to exhibit aggressive behaviour to make the younger students obey them. Furthermore, they are not in examination class, hence they would be free to participate actively in the study. The aggressive behaviours that were examined in this study include those behaviours that are precipitated by uncontrolled emotion and they include: fighting, bullying, vandalism, and violence of all forms. Such severe aggressive behaviours were diagnosed by the instrument developed for the study which is the self-report form on aggressive behaviour.

This study sought ways to determine the effectiveness of the two treatment techniques – multi-modal therapy and self-control techniques to determine their relative efficacy in aggressive behaviour reduction among male and female in-school adolescents in Secondary Schools, and ascertain the effect of the intervening variables of types A and B personality on the results obtained.  The study focused on the following techniques of multi-modal therapy: emotion/aggression control techniques (relaxation techniques), social skills training (communication skills), moral reasoning (adolescents’ rights with regard to authority), imagery, self-instruction, cognitive restructuring (disputing self-talk). The self-control techniques employed in the study are: self-monitoring techniques, emotion/aggression control techniques, (relaxation technique, time-out, cognitive restructuring) behaviour contract, technique of self-evaluation and technique of self- reinforcement.


 

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