First of all, when we look at the scores of the students from the Trait Anger subscale, no significant difference was found between the genders. This situation supports the information in the literature. While anger is a necessary emotion for human life, it is also an innate emotion that is directly related to survival (From, 1993). From this point of view, it can be considered natural that Trait Anger does not differ between genders. As a matter of fact (Buss & Perry, 1992), it was stated that the feelings of hostility, which are included in negative emotional states, usually show themselves as feelings of anger, hatred, jealousy as a result of weakness of emotional control (Cited by Yazgan-İnanç, Bilgin, & Aıcı, 2008). When we look at the scores of Anger In and Anger Out subscales, there is no significant difference between the genders. Adolescents can express their internal and external anger at a close level. Yazgan et al. (2008) also stated that it is interesting that gender differences also differentiate situations in which anger is felt. For example, while men are more angry with objects that do not work; Girls are more angry with people and various social situations. Karataş (2002) found in his study that children with parents with high levels of aggressive behavior also have high levels of aggression. According to Social Learning Theory, parents’ use of corporal punishment as a discipline method in the family may cause adolescents to learn violence and aggression through modeling. In addition, in this type of families, although parents punish their children’s aggressive behaviors towards them, they reinforce their aggressive behaviors outside the home (Bandura, 1960). As a result, both genders learn the reaction they have developed against anger from their own families and use it in their own family life in later ages. Carrasco et al. (2009) found a relationship between parental hostility (father and mother, or both spouses against each other) and child aggression, confirming previous research. In other words, the development of the child’s aggressive behavior, the hostile feelings of the parents prepare the ground and cause the child to internalize the aggression in his future life. Thus, in the long run, it causes aggression to be taken for granted. As a result, it can be revealed that both parents are responsible for the child’s present and future aggressive attitudes, regardless of gender. Because the child performs the socialization process by taking his parents as a model and identifying with them. On the other hand, there are also studies in the literature showing that gender is determinant in terms of violent behavior. Coles, Grene, and Braithwaite (2002) examined 99 adolescents between the ages of 13-18 and found that family control was not distinctive in violent behavior observed in male adolescents at the end of the study. At the same time, Aspy, Oman, Vesley, Mcleroy, Rodine, and Marshall (2004), interviewed 1098 middle and high school students and their parents, and found that male adolescents pose a greater risk of carrying a gun and displaying violent behavior than female adolescents and ethnic groups. When the Anger Control subscale analyzes are analyzed, there is no significant difference between the genders. Adolescents express their anger similarly, regardless of gender. Both male and female students are able to control their behavior when they are angry and take precautions before they harm themselves and the person in front of them. Although there is no significant difference between adolescents’ anger control according to their gender, individual differences play an important role in the tendency to anger. While some adolescents who are very calm have very few instances of anger, some adolescents who respond to daily events with anger naturally exhibit verbal and bodily aggression more frequently. Angry adolescents who were asked to describe their family environment; They said that they grew up in a family that lacked a healthy family union, had less flexibility, was contradictory and organized (Yazgan-İnanç et al. 2008). Being able to control anger in a healthy way is of vital importance for both the adolescent and his family. Because the adolescent’s ability to develop and maintain positive relationships, develop a healthy career, communicate well with his environment, control his anger and express it in normal ways depends on it. According to the Social Learning Model, which asserts that children learn behaviors in the family and apply what they learn in later years in their own lives, it is understood that children who can express and control their anger in healthy ways are likely to develop healthy social skills and problem-solving skills.
The Trait Anger and Anger Expression Styles of the Students according to their Experiencing/Not Experiencing Domestic Violence In the study, the scores of the students who experienced domestic violence in the Trait Anger subscale were found to be higher than the students who did not experience domestic violence. This finding supports the findings in the literature. Wenar (1971) stated that young people learn aggressive behaviors by taking models from their families or others. If behavior patterns that carry an element of violence are exhibited in the family, it can be thought that the children who grew up in that family also learned about violence and made some mistakes in expressing their anger. A warm relationship helps children develop a responsible and self-controlled personality; the hostile relationship tends to support aggression (Act. Gander & Gardiner, 1993). According to this model, one mechanism by which people learn to be aggressive is learning through modeling. Researchers state that people tend to imitate the behaviors of people they particularly like or envy (Baron & Byrne, 2000). In summary, it can be said that the violence learned in the family is almost copied in the future life; significantly shapes the child’s future life. When a child grows up in such a family environment, when he becomes a parent in the future, he may carry on the mistakes of his parents on their children, causing their own children to adopt unhealthy expressions of anger. In addition, according to the results obtained from the research, it was determined that 31.5% of the students who experienced domestic violence experienced anger, 28.9% sadness, and 26.9% anger. The scores of the students who experienced domestic violence on the Anger Inside subscale were higher than those who did not experience violence. According to Westermayer (2001), the thing that prevents the feeling of anger from fulfilling its function is its introversion or the individual’s turning towards himself. Individuals whose anger is inward-directed have difficulty accepting that they are angry. The anger reactions of these people usually consist of passive reactions. These usually appear in the form of pouting, pouting, and resentment. These people hope that the other person will read their thoughts. Eventually, their anger can turn into a form of pain or resentment. Individuals whose anger is inward-directed do not immediately show an aggressive reaction when they encounter a situation that causes anger, but individuals think for a long time about the importance of this situation and how they will react (Westermayer, 2001). Inward anger often causes self-destructive behaviors in individuals, as in depression. It is known that the emotion of anger plays an important role in adolescent suicides. In other words, adolescents who experience violence in the family direct their anger towards themselves and show passive aggression. Adolescents who have problems in the family suppress their feelings of anger with the pressures of the superego and thus try to reduce the tension by freeing the ego from conflict. However, the anger in question does not disappear completely and continues to function inside, and after a while, it changes direction and starts to harm its owner this time. The scores of the adolescents who experienced domestic violence on the Anger Out subscale were found to be higher than those who did not experience domestic violence. According to the Social-Cognitive Model, people learn to be aggressive when they are inhibited. Children may be rewarded by their parents for aggressive behavior. For example; When the child hits an older child and his father rewards him, the child’s violent behavior is approved and reinforced. In addition, even if the aggressive behavior is not approved by the parents or teachers, the child’s aggressive behavior manifests itself with violent behavior because he can attract attention with such behaviors; that is, the child acts aggressively either by being rewarded by an important, valuable and authority figure for him or to attract the attention of these people (Bandura, 1963). Again, Bandura (1989) stated that children’s violent behaviors may increase when they are exposed to the aggressive behavior of an adult; revealed that kindergarten students behave more aggressively when they watch violence (such as punching, kicking) from adults. He also stated that various television programs negatively affect the mental development of children. (Act. Hetherington, Parke, 1993). Because of not being able to express his anger comfortably in the family, the anger that has accumulated in him can reach an animal (such as a cat, a dog, etc.), an object (kicking the door, breaking the glass, damaging things), a person (his little brother, his friends at school). or to students in lower grades) can change direction. Even though such adolescents know that their physical strength is not enough, they may direct their anger towards their teachers (by preventing them from teaching, saying offensive words that will disturb them, threatening them) or school administrators (damaging school materials, not following school rules, etc.). Since the adolescent cannot directly discharge the tension arising from his own anger in the family, he may go for the relief of his ego indirectly by venting his anger. As a result, the tension caused by the parents in the position of authority in the family may cause the child to develop an excessive anger reaction against the authority figure. In this case, the adolescent may generalize the inferences arising from the anger experienced in his family to other areas in his life. He/she may choose to vent his anger directly or indirectly towards authority figures in the classroom and school (such as class president, club presidents, teacher, vice principals, principal). It is difficult for adolescents who have problems with their parents or siblings in the family, who are prevented from, pressured, abused, or abused to control their anger; a kind of feeling of anger takes the adolescent under control and the adolescent can express this anger excessively. Children who do not receive the necessary support from their families, who are criticized for everything they do, who are ridiculed, who are not encouraged in their endeavors, on the contrary, who are discouraged and whose self-confidence are shaken, may go overboard in their expressions of anger in the future. They may try to reduce the tensions caused by anger by hurting the person in front of them, who is the main source of anger, by kicking and punching, and smashing those around them. It was observed that there was no significant difference between the scores of the students who experienced domestic violence from the Anger Control subscale and the scores of the students who did not experience domestic violence. Regardless of the domestic violence situation, students control their anger at similar rates. 5.3. Trait Anger and Anger Expression Styles of the Students by Grade Levels There was a significant difference between the scores of the students from the Trait Anger subscale according to their grade levels. This difference is in favor of eleventh graders; in other words, eleventh grade students experience less anger than ninth and tenth grade students. This situation shows parallelism with the information in the literature. As a matter of fact, Yazgan et al. (2008) state that the self-concept begins to differentiate as the age progresses. In the first years of adolescence, contradictions and contradictions between the concepts that make up the self-concept are at a high level. Contradictions and separations, which reach their highest level in middle adolescence, begin to decrease later on. During their middle adolescence, young people can compare the differences in their self-concept, and in the following years they distinguish more precisely the self-concept they want to have by developing their ability to resolve these differences and make them more coherent. From this, we can easily deduce that in the first years of adolescence, adolescents differentiated their self-concept very well, and they could not establish their self-perceptions about themselves and others very well. For this reason, adolescents are tense and they can act impulsive and reactive with the effect of the sudden development they experience. In this way, they can express their anger with actions such as shouting, hurting left and right, and breaking objects around them. The intense and complex mood experienced in the first years of adolescence leaves its place to a continuous, consistent and stable structure in the following years. Therefore, it can be considered natural for adolescents aged 14-15, which is considered to be the middle stages of adolescence, to behave with impulsive reactions and express their anger intensely outwardly. In the results of the study, a significant difference was found between the scores of the adolescents in the Anger Out subscale, according to their exposure to domestic violence. Students who experience domestic violence express their anger more than students who do not experience domestic violence. At the age of 16-17, which is the last period of adolescence, the self-perception of adolescents has gradually settled and the personality has become stable. Therefore, a significant decrease in the trait anger states of adolescents in the last period of adolescence represents a natural developmental course. There was no significant difference between the scores of the students in Anger In, Anger Out and Anger Control subscales according to their grade levels. Adolescents can suppress their anger from time to time and use the containment method as an expression method. Likewise, adolescents control their anger in a similar way, regardless of age. 64 CHAPTER VI CONCLUSIONS AND SUGGESTIONS In this section, a general evaluation of the research results has been made and as a result of these evaluations, suggestions that will shed light on psychological counselors working in schools, social workers working on adolescents, academicians working on families, and future research and researchers are presented. 6.1. Conclusions The findings obtained as a result of this study confirm the previous research findings. In the findings obtained, trait anger and anger expression styles of high school students in cases of experiencing or not experiencing domestic violence were examined according to gender and grade level, and it was found that there were some significant differences. The scores of the students in the sub-scales of the SBS Scale do not differ according to gender. It has been observed that adolescents who experience domestic violence have higher scores than adolescents who do not experience domestic violence on other subscales (Constant Anger, Anger In, Anger Out), except for the Anger Control subscale. At the same time, a significant difference was observed between the scores of the adolescents from the Trait Anger subscale according to their grade levels. In other words, it was determined that the students in the eleventh grade experienced lower levels of trait anger than the students in the ninth and tenth grades. There is no significant difference according to the grade level in the scores of the students from Anger In, Anger Out and Anger Control scales. 6.2. Suggestions In line with the results of the study, suggestions for studies to be carried out in the field of domestic violence are presented in two groups below: 6.2.1. Suggestions for Practice 1. Preparation of necessary training and guidance plans for students (especially 9th and 10th grade students) in the risk group due to the protective mental health function of psychological counseling (communication, use of self language, 65 awareness of emotions, anger control, self-knowledge) , etc. activities) and can be effective in solving the problem before moving on to the next period. 2. Ensuring that students who have problems in anger expression take active responsibility in club activities in order to increase their social and social skills; It may be beneficial to ensure participation in activities to be organized inside and outside the school. 3. In line with the results of the research, programs aiming to provide information about the subject to the guidance teachers of the students who experience domestic violence will contribute to the students’ overcoming the situation with less damage. 4. Group work can be done by developing package programs such as anger coping skills related to anger expression problems faced by students. 5. School psychological counselors and other practitioners working in this field (social workers, psychologists, etc.) can conduct individual psychological counseling with adolescents who have difficulties in anger control. 6. Since one of the main tasks of the Psychological Counseling and Guidance Service in schools is to gather information, it will be very useful to identify students who experience domestic violence, to provide group guidance to these students and to work together with their families. Here you can benefit from the Parent Support Program. 6.2.2. Suggestions for Research 1. The sample of the research consisted of two academic high schools in the town of Yüreğir in Adana Province Center. Conducting the same research on different samples (such as different provinces, districts, school types) will provide more useful information to increase the quality of aid services. 2. Since the research covers adolescents in a narrow age range, a study to be conducted in a wider age range (preschool, primary education, university, adults) will be useful in determining the situations in different developmental periods. 3. Academic success was controlled in the research, but academic success may be a variable in itself in future research. 66 4. At the time of the research, high schools had just passed to the four-year system and there were no students in the twelfth grade. The inclusion of twelfth grade students in the sample group in the future research will enrich the research results. 5. Adolescents living in rural areas can be compared with those living in cities; Comparisons can also be made according to the relationships between socioeconomic status (lower, middle and upper) and the anger expression styles of adolescents. 6. The effect of personality traits on strategies for coping with anger can be examined. 7. In the study, the anger expression styles of students who experienced and did not experience domestic violence were examined. Future studies can be conducted by using different variables such as parenting styles of the family, parental attitudes, and the structural characteristics of the family, which may be related to anger. 8. The relationships of adolescents who have problems in anger expression with their peer groups, family and environment can also be addressed, as well as their sense of loneliness, learned helplessness, sense of integrity, and peer support level.
