Worksheet #2

Chapter 2: Dynamics of Anger, Violence, and Crises

Chapter 3: Theories of Personality Development

1. Define anger as a human emotion.

Anger is an emotion triggered in response to threats, insulting situations, or anything
that seriously hampers the intended actions of an individual. In one sense, anger is a
natural adaptive response needed for survival in the face of a threat or danger. Anger
can also be expressed aggressively, either verbally or nonverbally in the form of
hostility, or can spiral to intense anger or rage that may result in violence toward the
subject. A mild form of anger may be described as annoyance that, if provoked, can
escalate to a more volatile state.

2. Describe what is meant by trait anger.

It is is often referred to as a general biological leaning toward a volatile personality that
may be described by the person themselves as a “quick-temper,” a feeling of becoming
“hot” or feeling one’s heart rate accelerate, or behavior that reflects a quick response of
irritation and fury. This type of personality typically has a habitual response to
frustrating circumstances that trigger a negative social outcome. The person may have
difficulty interacting and encountering new relationships or social situations without
preformed opinions or biases, which makes it more difficult to avoid conflict and tense
atmospheres.

3. Identify ways that anger is outwardly expressed.

The outward reaction is fueled by the emotions that may be directed at a specific object
or person, or in a generalized sense, toward a group and even the society itself. It can
also be expressed as a willingness to be the victim over and over again. This
unexpressed anger can lead to both physical and psychological disorders.

4. Define what is meant by aggression and violence.

Aggression can include behavior that may result in both physical and psychological harm
to oneself or another that can occur both verbally and nonverbally.
Violence is seen as a means to maintain power in a situation or relationship. This may
be related to a misconstrued belief of entitlement, manipulation, rationalization, or
indifference toward the feelings of another.

5. Describe contributing factors that propel violent behavior.

Violence has become a central theme to many of the shows on television, movies, and
video games. Because these are seen as fictional and action packed, they are accepted
as entertainment.
6. Discuss the cycle of violence and its influence in situations of abuse.
Violence toward an individual starts with verbal or physical threats and assaults that
quickly victimize the person into going along with the abuse. There may be blaming,
insults, name-calling, or accusations of infidelity. During these violent episodes, the
abuser may punch walls or doors, throw objects, break mirrors or windows, tear
clothing or furniture, block driveways or take keys, and take money or means for
independence of the victim.
The emotional or verbal abuse often appears before the physical harm occurs. The
contact level may include pushing, shoving, twisting limbs, slapping, punching, choking,
hair pulling, forced sex, or threats with a weapon. Once major physical and emotional
harm or battering has been done to the victim, the batterer or abusive partner usually
tries to offer some type of gift or loving gestures of remorse and promises it will not
happen again. Ironically, this presumed sorrow sets the victim up for the next step of
abuse in which the perpetrator justifies the behavior by projecting the blame to the
victim. The victim feels guilt and accepts the blame.

7. Identify constructive ways of managing anger and aggression.

One way to manage the anger is to engage in some form of physical activity such as
walking, jogging, playing tennis or a game of volleyball. The activity utilizes energy for a
constructive purpose rather than an emotional outburst.
Another way to manage anger is through assertion. Assertion is standing up for one’s
rights, beliefs, or values in such a way that it does not hurt others in the process. This
demonstrates a form of respect for oneself and for those with whom we interact.
Thinking about the situation usually precedes assertive behavior. By this we mean that
negative thoughts can be restructured and replaced with more rational ones.
the most effective means of dealing with the negative feelings of anger is forgiveness,
both of someone else or oneself. Carrying anger or bitterness within us is like a chronic
disease that is harmful to us both physically and psychologically.

8. Describe the strategies of crisis intervention.

Reassuring the person that he or she is mentally healthy and has coped with a crisis in
the past often helps the person to reinvest in his or her ability to face the current state
of chaos. It is important to assess the events that led up to the crisis. Listening to what
the client says both verbally and nonverbally gives insight into the event or problem
from the client’s perspective.
It is important that the intervention offers hope to the individual and a plan for
resolution of the crisis with specific steps. Focusing on the present situation and keeping
a reality-based approach helps the person to concentrate on a specific task. Early
intervention in assisting the individual to manage the current situation promotes the
best chance for a positive outcome.
9. Describe components of a suicide risk assessment.
A risk assessment should be done on the first contact with the patien and it should
determine the lethality and immediacy of the crisis. The assessment should address the
suicidal desire, suicidal capability, suicidal intent, available support system, and the
individual’s sense of purpose. Once a crisis intervention assessment has been made, the
risk designation can be assigned and a plan for treatment can be initiated.

10. Identify approaches of intervention for prevention of suicide.

-Do not leave the person alone
-Try to get the person immediate medical help
-Call 911 and Eliminate access to firearms or other potential suicide tools Remove any
----Unsupervised access to prescription or OTC drugs.

Interventions should focus on the immediate danger to and safety of the individual. The
person in an acute crisis situation should never be left alone. A rapport should be
established that conveys a calm and caring attitude or genuine concern for the life and
story. If the individual has called the crisis line, the person is asking for help—the help-
seeking should be validated as the first step in a solution to his or her problems and
treatment can be initiated.

11. Define the concept of the personality.

Personality is defined as an enduring pattern of perceiving, relating to, and thinking
about oneself and the environment that is demonstrated in our social and interpersonal
interrelationships. Integrated into this personal portfolio are established characteristics
and consistent behavioral responses or personality traits that are unique to each
person.

12. Describe the factors that shape an individual’s personality.

Factors include combined genetic transmission of personality traits from both parents. A
unique blend of multigenerational family patterns is inherited through this genetic
factor. There are also many societal and environmental forces that influence
personality. Patterns of behavior are formed as one responds to the awareness and
perception of the self as autonomous and capable of individual control.

13. Define temperament.

Variances in character, including how one thinks, behaves or reacts, and the intensity
and extent of feelings are defined as the temperament. Temperament or disposition is
the innate aspect of the developing personality and influences our interpersonal
relationships.

14. Discuss the basic relationship between the behavior and the personality.
15. Identify the basic concepts of the common theories of personality development.

Freudian theory also divides personality formation into three parts. The id, which
operates on the pleasure principle and demands instant gratification of drives, is
present at birth and contains the instincts, impulses, and urges for survival. These drives
include hunger, aggression, sex, protection, and warmth. The ego begins to develop
during the first 6 to 8 months and is fairly well developed by 2 years of age. The ego is
the conscious self, which develops in response to the wishes and demands of the id that
require appropriate exchanges with the environment. It is here that sensations, feelings,
adjustments, solutions, and defenses are formed. The superego, often referred to as the
conscience, starts developing at about 3 to 4 years of age and is fairly well developed by
the age of 10 to 11 years. It controls, inhibits, and regulates those impulses and
instinctive urges whose unrestricted expression would be socially unacceptable. The
values and moral standards of parents are incorporated into this control along with the
norms and moral codes of the society in which one lives and grows. The superego
operates at both the conscious and unconscious levels, decides right from wrong, and
offers both critical self-evaluation and self-praise.

16. Explain the relationship between cognitive and moral developments.

The level of cognitive development determines how the child perceives a situation and
what is learned from that experience. Each of the three levels;
-Preconventional Level: Values indicate environmental pressure Stage 1: Acts or
behaves to avoid punishment Stage 2: Is motivated by personal reward (what is in it
for me?)
-Conventional Level: Influenced by societal pressure Stage 3: Values and acts to meet
the expectations of others (peer group) Stage 4: Is motivated by the laws of society/
legal system
-Postconventional Level: Influenced by standards and shared principles Stage 5: Acts
for the good of society or the most people (e.g., U.S. Constitution) Stage 6: Bases
actions on moral principles and ethical values (the right thing to do)
builds on the one prior with increasing complexity in the individual view of a moral
issue.

17. Describe the nursing model of interpersonal development as described by Peplau.

Peplau’s theory identified four stages of development. In infancy, the child is learning to
count on others, while the toddler is learning to delay self-gratification. At the same
time, the toddler derives much pleasure in a positive response from others to his or her
actions. Early childhood is a time of developing the skill of behaving in a way that is
acceptable to others, preceding late childhood in which the child learns to compromise,
compete, and cooperate in participation and interactions with others.
Learning to practice self-control and compromise in our relationships with others is a
precedent to living successfully and interacting as a member of society.
18. Discuss the Family System theory and how it applies to mental health.
The Family Systems theory asserts that a person is able to change behaviors based on an
awareness of the impact that present and past family patterns of behavior have on the
choices one makes. This awareness can lead to an intentional desire to make changes
and a refusal to function in the way that has been perpetuated by members of the
family.

People are able to predict their own patterns of response based on an awareness of the
dynamics that are evident in the family system. Freud saw mental disturbances as being
the result of childhood experiences.