Assessing anger and hostility in school settings

Chronically high levels of anger and hostility havc been identified as important contributors to violence potential at school (Dwyer, Osher, & Warger, 1998; McGee & DeBernardo, 1999; Reddy et al., 2001; Verlinden, Rersen, & Thomas, 2000). In published lists of warning signs posted by the American Psychological Association (APA, 1999) and the U.S. Departments of Justice and Education (Dwyer et al., 1998), for example, aspects of uncontrolled anger and hostility are among the key indices of violence potential. Additionally, profiles of perpetrators of serious acts of violence at school, such as those developed by the FBI (O'Toole, 2000), frequently cite intense anger and resentment toward others as common characteristics of violence-prone youth. Given the potential impact of anger and hostility on aggressive and violent behavior, it is imperative that educators, psychologists, and other mental health personnel have reliable and valid methods for assessing anger in school settings. The purpose of this chapter is to provide an overview of selected instruments designed to measure levels of anger and hostility in school-age populations. This review begins with a brief discussion of some of the fundamental concerns associated with measuring anger and hostility and then provides a description and critique of selected instruments of interest to school personnel. The chapter concludes with a summary of best practices in anger assessment as well as some of the limitations and other obstacles associated with measuring students' anger in school environments