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Anger Management For Student in the Catholic Junior High School

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• Volume 3,Issue 2, March 2016

Year:

2016

Type of Publication:

Article

Keywords:

Anger Management, Character Education, Catholic School

Authors:

• Hermino, Agustinus
• Soetopo, Hendyat
• Arifin, Imron
• Imron, Ali

Journal:

IJIRES

Volume:

3

Number:

2

Pages:

98-104

Month:

March

ISSN:

2349-5219

BibTex:

@article{562, author = "Agustinus Hermino and Hendyat Soetopo and Imron Arifin and Ali Imron", abstract = "The purpose of this research is to get deep meaning of anger management for students in the Catholic junior high school especially in implementation of the character education. Research locations are in four schools: Cor Jesu, Frateran Celaket 21, both in Java island; and Frateran Ndao, Sint Ursula, both in Flores island of Indonesia. This research used a qualitative approach with a multi-case study design. Researcher find the meaning of events and interactions of people in situation at the time of research in order to understand concepts, perspectives, values, anger management practices. Data collection techniques include: (1) in-depth interviews, (2) participant observation, and (3) study the documentation. Result of the reserach that: (1) anger resources: a) disharmony in family, b) violence at home, c) lack of quality attention from parents to children, d) non-fulfillment of the wishes of children; e) interactions with peers and community; f) homework given by the teacher; h) classroom atmosphere and conditions, including in the school environment; (2) responsibility and process in anger management of students: a) involving all teachers, b) involving school principal and the head of school’s foundation; d) experience and concept learning, e) learning delivered through the internalization of Christian love; (3) teacher’s role as a: a) agent of learners, b) role models, c) counselors, and d) listener; (4) control of student’s anger, through: a) classroom rules, b) liaison book from school to the student’s parents, c) daily picket teachers, d) writing nuanced character education, e) development of faith by religious teachers; (5) supporting factors: a) good relationship between school and school foundation, b) good cooperation from principal to teachers, c) good relationship from principle to the school committee, d) good cooperation with local church and school alumni. Inhibiting factors: a) slow response of liaison book by parent, b) school alumni not recorded properly.", issn = "23495219", journal = "IJIRES", keywords = "Anger Management, Character Education, Catholic School", month = "March", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "2", pages = "98-104", title = "{A}nger {M}anagement {F}or {S}tudent in the {C}atholic {J}unior {H}igh {S}chool", volume = "3", year = "2016", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

The purpose of this research is to get deep meaning of anger management for students in the Catholic junior high school especially in implementation of the character education. Research locations are in four schools: Cor Jesu, Frateran Celaket 21, both in Java island; and Frateran Ndao, Sint Ursula, both in Flores island of Indonesia. This research used a qualitative approach with a multi-case study design. Researcher find the meaning of events and interactions of people in situation at the time of research in order to understand concepts, perspectives, values, anger management practices. Data collection techniques include: (1) in-depth interviews, (2) participant observation, and (3) study the documentation. Result of the reserach that: (1) anger resources: a) disharmony in family, b) violence at home, c) lack of quality attention from parents to children, d) non-fulfillment of the wishes of children; e) interactions with peers and community; f) homework given by the teacher; h) classroom atmosphere and conditions, including in the school environment; (2) responsibility and process in anger management of students: a) involving all teachers, b) involving school principal and the head of school’s foundation; d) experience and concept learning, e) learning delivered through the internalization of Christian love; (3) teacher’s role as a: a) agent of learners, b) role models, c) counselors, and d) listener; (4) control of student’s anger, through: a) classroom rules, b) liaison book from school to the student’s parents, c) daily picket teachers, d) writing nuanced character education, e) development of faith by religious teachers; (5) supporting factors: a) good relationship between school and school foundation, b) good cooperation from principal to teachers, c) good relationship from principle to the school committee, d) good cooperation with local church and school alumni. Inhibiting factors: a) slow response of liaison book by parent, b) school alumni not recorded properly.

Full text: IJIRES_562_FINAL.pdf Online version [Bibtex]