Psychology and Pedagogy of AngerRichardson, Roy Franklin
Science
Psychology and Pedagogy of Anger
Richardson, Roy Franklin
Anger
_Substitution of Visual and Motor Imagery._ With the subjects studied
there occurred no real pugnacious attack in which blows were struck
except with those persons who have the correction of children; there are
also but few real quarrels reported. But the versatility of
consciousness in substituting and providing merely mental reaction for
other hostile tendencies that the subject really wished fulfilled is
quite striking. Visual and motor imagery may take the place of
tendencies which are inhibited and allow a successful expression. An
observation from A. will illustrate. “I found myself saying cutting
remarks as if speaking directly to X., and I planned a course of
behavior toward him that I considered would humiliate him. I finally
ended by imagining myself kicking him down the street, telling him I
wanted no more to do with him. The imagery of this act was pleasant. I
felt victorious. X. was imagined as penitent.” The imagery of the
pugnacious attack in some form is a quite common characteristic of the
mental reaction to anger. It occurs after a period of restraint when
there seems nothing else to be done; imagination and fancy appear at
such a crisis and assume the role of a surrogate for hostile tendencies,
which the subject has controlled. The awareness of the direct end of the
initial tendency of the anger may be present in consciousness or the aim
may be indefinite. Subject I. observes, “I felt as if I wanted to say
something or do something at once that would get even with X. The thing
to do was vague, but the impulse to do something in a hostile manner was
strong.” The aim of behavior may be rather definitely formed in the
early stage of the anger consciousness as soon as the irascible feelings
are definitely referred to some object. An illustration from A.
follows:—“The impulse to take X. (a child) and shake him, was strong on
the first stimulus of the emotion; suppressing this I spoke crossly to
him, at the same time there appeared motor imagery of my holding him
with both hands and shaking him.” Another instance from the same
subject: “I had an impulse to punish X., restraint was immediately
followed by a motor and visual imagery of the act of punishment.”
Subject C. observes, “The first impulse was to kick X., the restraint
was accompanied by motor images of kicking him, followed by the image of
his being hurt in the face.” E. states, “I felt as if I would like to
shake him and imagined myself doing it.” G. developed a case of anger
from a series of irritating stimuli. Describing his anger, he says, “I
felt like I wanted to bite or hit something.” B. reports a case when he
had been humiliated by some boys along the street. The tendency to anger
at the time was controlled, but as he passed on, the emotion arose with
greater intensity. “I imagined myself beating one of the boys, I gave
him several good punches; he had no show at all. I came out victor and
was enjoying it all.” One of the many sorts of mental reactions that H.
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