Article

Received 03.07.2025

Revised 24.11.2025

Accepted 23.12.2025

Published 06.01.2026

Retrieved from Vol. 15, No. 2, 2025

Pages 9 -21

Herasymchuk, O. (2025). Theoretical and methodological approaches to the correction of aggressive behaviour in adults with frustration-related manifestations. Psychology and Personality, 15(2), 9-21. https://doi.org/10.33989/2226-4078.2025.2.09

Theoretical and methodological approaches to the correction of aggressive behaviour in adults with frustration-related manifestations

Oksana Herasymchuk

The purpose of the study was to determine the effectiveness of a comprehensive psychological correction programme for aggressive behaviour in adults with pronounced frustration-related manifestations. Psychodiagnostic methods were employed (an author-developed frustration level questionnaire, the Rosenzweig Picture-Frustration Study, the Buss-Durkee Inventory, and the Self-Actualisation Personal Profile) to examine the interrelations between levels of frustration, aggression, and self-actualisation, and to assess the dynamics of change following the correction programme. The results demonstrated a substantial reduction in the level of personal frustration, which was reflected in lower mean values, median values, and percentiles. The Rosenzweig test indicated a shift from barrier-dominant responses towards solution-oriented tendencies, reflecting enhanced adaptability in frustration-inducing situations. A decrease in both direct and indirect forms of aggression was recorded using the Buss-Durkee method, including reductions in irritability and hostility. Correlational analysis identified a strong association between reduced frustration and lower levels of verbal aggression, and between the rise in problem-solving tendencies and the decline in hostility. The most pronounced positive changes were observed among respondents who presented with a high level of emotional instability at the beginning of the programme. Additional effectiveness was achieved through the integration of emotional-somatic and cathartic techniques, which facilitated a deeper processing of aggressive experiences. The group format played a decisive role, as the support and shared experience of other participants fostered greater awareness of personal behavioural patterns. In summary, the correction programme, which combined cognitive, emotional, and social components, proved effective in reducing levels of frustration and aggression. The practical value lies in the potential use of the developed programme as an instrument for preventing and correcting aggressive behaviour in adults within psychological support systems

self-control; cognitive-emotional approach; irritability; emotional self-regulation; group dynamics; correction programme
  1. Alam, Q.A. (2023). Frustration-aggression: Revisited. International Journal of Scientific Research in Modern Science and Technology, 2(12), 48-53. doi: 10.59828/ijsrmst.v2i12.168.
  2. Bass-Darkie Aggression Level Questionnaire. (n.d.). Retrieved from https://www.eztests.xyz/tests/personality_bdhi/.
  3. Bertsch, K., Back, S., Flechsenhar, A., Neukel, C., Krauch, M., Spieß, K., Panizza, A., & Herpertz, S.C. (2021). Don’t make me angry: Frustration-induced anger and its link to aggression in women with borderline personality disorder. Frontiers in Psychiatry, 12, article number 695062. doi: 10.3389/fpsyt.2021.695062.
  4. Bicer Hazir, Ş. (2025). Are human beings inherently aggressive? Understanding human aggression with various theories. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 41, 328-340. doi: 10.20875/makusobed.1641997.
  5. Deci, E.L., & Ryan, R.M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R.M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85-107). Oxford: Oxford University Press. doi: 10.1093/oxfordhb/9780195399820.013.0006.
  6. Declaration of Helsinki. (2013). Retrieved from https://surl.li/cajlea.
  7. DeMarsico, D., Bounoua, N., Miglin, R., & Sadeh, N. (2022). Aggression in the digital era: Assessing the validity of the cyber motivations for aggression and deviance scale. Assessment, 29(4), 764-781. doi: 10.1177/1073191121990088.
  8. Diachkova, O., Yeremenko, L., Donets, I., Klymenko, I., & Kononenko, A. (2024). The role of positive thinking in overcoming stress a cognitive-behavioural approach. Edelweiss Applied Science and Technology, 8(6), 152-162. doi: 10.55214/25768484.v8i6.2031.
  9. Din, N., & Ahmad, M. (2021). Emotional regulation on negative affect and aggression: A review. Asian People Journal, 4(2), 29-44. doi: 10.37231/apj.2021.4.2.281.
  10. Dodge, T. (2024). Rethinking the postcolonial state in the Middle East. In S. Heydemann & M. Lynch (Eds.), Making sense of the Arab state (pp. 85-110). Ann Arbor: University of Michigan Press. doi: 10.3998/mpub.12839265.
  11. Dollard, J., Miller, N.E., Doob, L.W., Mowrer, O.H., & Sears, R.R. (1939). Frustration and aggression. New Haven: Yale University Press. doi: 10.1037/10022-000.
  12. Dugré, J.R., & Potvin, S. (2023). Neural bases of frustration-aggression theory: A multi-domain meta- analysis of functional neuroimaging studies. Journal of Affective Disorders, 331, 64-76. doi: 10.1016/j.jad.2023.03.005.
  13. Dweck, C., & Yeager, D. (2021). Global mindset initiative introduction: Envisioning the future of growth mindset research in education. SSRN. doi: 10.2139/ssrn.3911564.
  14. Ellenberg, M., Kruglanski, A.W., & Bushman, B.J. (2025). Significance: The missing link between frustration and aggression. In A.W. Kruglanski, I. Prilleltensky & A. Raviv (Eds.), The Routledge international handbook of human significance and mattering (pp. 190-201). New York: Routledge. doi: 10.4324/9781003424437.
  15. Freud, S. (1949). Group psychology and the analysis of the ego. Boston: Boston University.
  16. Girasek, H., Nagy, V.A., Fekete, S., Ungvari, G.S., & Gazdag, G. (2022). Prevalence and correlates of aggressive behavior in psychiatric inpatient populations. World Journal of Psychiatry, 12(1). doi: 10.5498/wjp.v12.i1.1.
  17. Gross, J.J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. doi: 10.1037/1089-2680.2.3.271.
  18. Herasymchuk, O., & Lisyanskaya, T. (2025). Main theories of aggression and frustration: Causes and ways to overcome them. Scientific Journal of the Mykhailo Dragomanov UDU. Series Psychological Sciences, 26(71), 5-19. doi: 10.31392/UDU-nc.series12.2025.26(71).01.
  19. Kruglanski, A.W., Ellenberg, M., Szumowska, E., Molinario, E., Speckhard, A., Leander, N.P., Pierro, A., Di Cicco, G., & Bushman, B.J. (2023). Frustration-aggression hypothesis reconsidered: The role of significance quest. Aggressive Behavior, 49(5), 445-468. doi: 10.1002/ab.22092.
  20. Kurilova, U.I. (2022). Factors of aggressive behavior as a manifestation of psychological protection: Diagnosis and correction. Kryvyi Rih: Kryvyi Rih State Pedagogical University.
  21. Lagios, C., Restubog, S.L., Schilpzand, P., Kiazad, K., & Aquino, K. (2025). Disrupting the chain of displaced aggression: A review and agenda for future research. Journal of Organizational Behavior. doi: 10.1002/job.2893.
  22. Lankford, A. (2021). A sexual frustration theory of aggression, violence, and crime. Journal of Criminal Justice, 77, article number 101865. doi: 10.1016/j.jcrimjus.2021.101865.
  23. Lazarus, R.S. (1991). Emotion and adaptation. Oxford: Oxford University Press.
  24. Luminet, O., Nielson, K.A., & Ridout, N. (2024). Cognitive-emotional processing in alexithymia: An integrative review. In O. Luminet, K. Nielson & N. Ridout (Eds.), No words for feelings (pp. 15-53). London: Routledge. doi: 10.4324/9781003426905.
  25. Maia, G., & Tinatin, T. (2024). Aggression in adolescents – causes and methods of prevention. In Proceedings of the 10th international scientific and practical conference “Problems and prospects of modern science and education” (pp. 266-273). Stockholm: International Science Group. doi: 10.46299/ISG.2024.1.10.
  26. Prayogi, F., Utomo, P., & Bulantika, S.Z. (2024). Cognitive-behavioral counseling: A strategy to overcome students’ addiction to TikTok through self-instruction method. Journal Kajian Bimbingan Dan Konseling, 8(2), 117-126. doi: 10.17977/um001v8i22023p117-126.
  27. Pryyshak, O.V., & Matsko, L.A. (2012). Psychology (Vol. 2). Vinnytsia: Vinnytsia National Technical University.
  28. Rosenzweig, S. (1935). A test for types of reaction to frustration. American Journal of Orthopsychiatry, 5(4), 395-403. doi: 10.1111/j.1939-0025.1935.tb06358.x.
  29. Saracoglu, K. (2019). Jokes and humour: Seeing Freud’s theory from different perspectives. Retrieved from https://surl.lt/xcuhps.
  30. Sifneos, P.E. (1973). The prevalence of “alexithymic” characteristics in psychosomatic patients. Psychotherapy and Psychosomatics, 22(2-6), 255-262. doi: 10.1159/000286529.
  31. Sturmey, P. (2022). Psychological and sociological theories of violence and aggression. In P. Sturmey (Ed.), Violence and aggression: Integrating theory, research, and practice (pp. 215-232). Cham: Springer. doi: 10.1007/978-3-031-04386-4_9.
  32. Wang, X., Siti Hajar, A.B., & Zaiton, A. (2024). Social support for adult community corrections offenders: A systematic review. Journal of Forensic Psychology Research and Practice. doi: 10.1080/24732850.2024.2427798.
  33. Yalom, I.D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). New York: Basic Books.
  34. Yazdi, H. (2025). Unveiling frustration: Underlying mechanisms and individual differences. Solna: Caroline Institute. doi: 10.69622/28632836.v1.
  35. Zhang, A., & Zhang, Q. (2023). How could mindfulness-based intervention reduce aggression in adolescent? Mindfulness, emotion dysregulation and self-control as mediators. Current Psychology, 42(6), 4483-4497. doi: 10.1007/s12144-021-01778-5.

https://doi.org/10.33989/2226-4078.2025.2.09