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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