Psychology and Pedagogy of AngerRichardson, Roy Franklin
Science
Psychology and Pedagogy of Anger
Richardson, Roy Franklin
Anger
There are various conditions under which this sort of mental reaction
to anger occurs. It is a frequent device in a social situation when
there is rising anger and it becomes necessary to adopt a sudden and
quick control. It is forced upon the subject to meet a sudden crisis.
He may at once assume an over-friendly or over-polite behavior, when
in reality he would like to behave in a hostile manner. A little
over-solicitude for the offender may be conspicuously displayed. A few
cases will illustrate. B. was met on the stairs by his landlady, who
requested him not to write on his machine after ten o’clock, also to
put on his slippers on coming home late before ascending the stairs.
He observes, “Before she had finished I felt uncomfortable and was
vaguely aware of the inconvenience that these limitations would cause
me. I recalled that she had said that I could use the typewriter all
I wished when I took the room; I found myself becoming angry, but at
once I took the attitude of excusing her. I noted that she looked tired
while she was talking, and thought perhaps I had kept her awake. I then
said with an extra pleasant tone, ‘That is all right, I am very glad
you speak of it, I wish you had told me before.’ The pleasantness was
assumed, I did not feel pleasant as I spoke, I was still mildly angry.
Five minutes later I recalled what she had said and began to get angry
again, but at once imaged her tired appearance and excused her as
before.” A.’s observation illustrates further. A. was humiliated and
angry at X.’s statement. “I wanted to say something cutting, several
hostile remarks appeared which were inhibited one after the other. I
felt extremely confused and unpleasant but I suddenly began to agree
with X. I told him in an over-polite manner he was quite right and that
I was glad he had mentioned it. In reality I did not agree with him nor
was I glad.” A. states that on leaving the presence of X. the emotion
reappeared many times in the course of the next half day and in no
case did he find any excuse for X.’s behavior but blamed him severely.
When the contrary reaction is resorted to as a device to gain quick
control, it is reported as unpleasant. The emotion reappears again and
is usually followed by unpleasant feelings, but when it is not forced
upon the subject and is entered into spontaneously with zest, as a
means of finding some sort of satisfaction for the emotional restraint,
it is accompanied by pleasant feelings. Subject A. sometimes takes
keen delight in assuming a dignified attitude toward an offender and
treating him rather friendly as if he were far above getting angry. He
states, “I always feel I am victor, that I am master of the situation,
and it is pleasing when I do this.” It may be said that whenever the
attributive reaction is satisfactory, the contrary reaction is not
resorted to. The latter type occurs for the most part when the subject
is mentally obstructed and there seems nothing else to be done but to
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