Psychology and Pedagogy of AngerRichardson, Roy Franklin
Science
Psychology and Pedagogy of Anger
Richardson, Roy Franklin
Anger
difficulties of which he was not aware when the emotion was intense. An
instance from A. will illustrate. He had been intensely angry at X. and
had planned to tell him his opinion of his conduct. By the time he had
opportunity to speak, the emotion had subsided. He observes, “I had at
this point a severe struggle with myself. I wanted to tell him what I
had planned; I felt I was inconsistent if I did not. On the other hand I
was slightly apprehensive, not of X., but of making myself ludicrous. I
recognized what I had not before, that I was not fully justified, and
partially excused him for what he had done. But the tendency to do what
I had planned still persisted, and I felt I would give anything if I
could do it.” He reports further that although the emotion was now fear,
at this point “the tendency to execute the plan, formed during the
anger, persisted for about fifteen minutes of intense struggle with
myself before it disappeared.” Tendencies in the after-period of the
emotion, which refer to conclusions or resolutions reached during its
active stage, at times, when they appear are passed over lightly and
even with amusement.
The effects of anger may extend far beyond the period immediately after
the emotion has disappeared. The more remote after-period, after the
immediate effects have passed off or been modified, have important
results in our mental life. The momentum, acquired during anger by
determined emotional outburst, may be a reenforcement to volitional
action and may allow old habits to be more quickly broken down and new
ones formed. If an error has been repeatedly made with increased
irritation, till the subject has been thoroughly aroused to anger at
himself, the tendency to repeat the error is usually successfully
forestalled by an attitude of caution and determination following the
emotion. The possible failure may be prevented by mild anger at the
imagined humiliating result, which increases volitional action to a
point insuring success, and a new momentum is acquired which may have
far reaching influences. Slight habitual mistakes, like errors in
typewriting or speaking, repeated forgetting of details, and social
blunders, are reported as cured by anger.
Mild prolonged anger which has not had a fully satisfactory expression
may leave in its wake a fighting attitude which if transferred into work
enables the subject to acquire new levels of activity. A record from C.
will illustrate. He observes, “I would not allow myself to be dejected,
but have planned to fight and dig into it like everything. These
emotions are the greatest stimuli I have. I get angry, then I want to
get down to work for all I am worth.” On the other hand, anger which has
been successfully expressed may be followed by a feeling of satisfaction
in the result and an attitude of success, which gives momentum for
increased volitional action in the future.
Public-domain text, read in full here on John Shaqi.
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