The aim of the article is to explore the prevailing addresses in female and male anger manifestations in the Lithuanian electronic discourse. In the presence of globalisation, when society is becoming more and more modern, one encounters changes in communication. Nevertheless, a person remains the same i.e., with his human instincts and emotional expression which has an opportunity to be realized not only in the ordinary reality but in the web space as well. This article presents the analysis of the examples of linguistic realization of female and male anger collected in 2016. It has been investigated that the addresses expressing anger in electronic discourse can be divided to 9 different groups. The research into addresses reveals the fact that people communicating in electronic discourse have no physical contact, thus tendentiously use negative connotation addresses to express anger. Such an investigation into emotions and language becomes an integrated discipline due to the bonds existing between Psychology (emotions), Linguistics (linguistic means of expression) and Philosophy (the aspects of linguistic ethics).

This research presents findings from a corpus linguistic study analysing the elabo ration and relative frequency of anger, fear and sadness metaphors and metonymies encoding health disorders. The aim of the research is to see how languages reflect the real world and to what extent clinical findings support cultural folk medical knowledge. The linguistic data show that various health disorders are encoded in the languages. The expressions with the heart are the most frequent both in English and in Lithuanian. However, Lithuanian uses several times more HEART expressions than English does. The results correlate with the results of the research from different disciplines. The sta tistics shows that tendency in languages is consistent with the general health situation in cultures. In a way our linguistic expressions may give a hint of what disease a certain emotion may cause.

Some teachers tend to get angry. The anger of a teacher could destroy interpersonal relationships with students. It could weaken students’ learning motivation, academic achievement and social behavior. The aim of the current study was to investigate the relationship of teachers’ five personality traits and anger. The sample consisted of 157 Lithuanian teachers of general education schools. The NEO-FFI Personality Trait Questionnaire (Costa, McCrae, 1992) and the Multidimensional Anger Inventory (Siegel, 1986) were used to measure personality traits and anger. Correlation analysis of the research data revealed a positive correlation between neuroticizm and anger, anger arousal, hostile outlook and anger-in. Extraversion and conscientiousness negatively correlated with anger, anger arousal, range of anger-eliciting situations, hostile outlook and anger-in. Openness to experience had the negative correlations with anger, anger arousal, anger-in and anger-out. The trait of agreeableness was not related to anger and its dimensions. The results obtained can be useful in organizing anger management programs for teachers or selecting future teachers.

The article analyses the emotional mechanism of resentment, which springs up from interpersonal alienation. The source of it is the phenomenon of annoying envy. This annoying envy together with other negative emotions causes an overthrow of values (Werteumsturz). For this reason people gripped by anger fail to appreciate and push out of sight the positive values of love, self-cognition, and self-control that foster harmony. This gives rise to negative social phenomena, including an exaggerated interest in the Kedys crime story, the powerlessness of judicial agencies in the case of Viktor Uspaskich, and their hesitation to reach a final verdict. Resentment reveals the connection between the nation’s social problems and changes in values. Unemployment and structural problems of emigration only intensify the negative emotions of fear, anger, and envy. Resentment also negatively affects emotional relations among persons; it also influences creative impulses and forms of inferiority complex. An antidote to resentment is self-knowledge, which makes a person given over to anger aware of positive spiritual values.

Research *ndings indicate that psychological tension may lead to various somatic and mental health problems or hamper psychological well-being of an individual. Therefore relaxation methods may serve as a tool for reducing psychophysiological tension and increasing biopsychosocial functioning. The purpose of the study was to evaluate the potential of progressive muscle relaxation and relaxation with classical music in reducing female student psycho-physiological tension (anxiety, anger, blood pressure). Material and methods. The level of anxiety was assessed by the Spielberger State Anxiety Inventory. The level of anger was assessed by Anger State subscale from The State-Trait Anger Expression Scale. 70+female students aged 18 through 31 took part in the study. Results and conclusions. The study revealed that a single progressive muscle relaxation session reduces levels of anxiety and anger, while relaxation with classical music reduces anxiety, anger, and systolic blood pressure levels. Relaxation with classical music sessions had a long-term anger and diastolic blood pressure reduction ePect, and no such ePect was observed in case of progressive muscle relaxation sessions.

Aggressive behaviour and anger is frequent among school-aged children (Reyes at al., 2003). Adolescents’ inability to control their anger may be largely related with many problems at school (Humphrey, Brooks, 2006; Schwartz at al., 2006; Feindler, Engel, 2011). Thus, adolescents’ aggression and anger remains important research problem aiming to prevent consequences caused by anger and aggression (Fives at al., 2011). Many investigations analyzing the effect of interventions to anger and aggression have been performed. The results of meta-analyzes have shown that interventions based on cognitive-behaviour therapy are effective but most of the investigations did not analyze separately children’s and adolescents’ population; the difference between the measures of the effect of different interventions counted in various meta-analyzes was not researched; most summarized investigations are often older than fifteen years and most of them tend to have various evaluation and methodological shortcomings (Beck, Fernandedez, 1998, Bennet at al., 2000; Sukhodolsky, 2004; Saini, 2009, Feindler, Engel, 2011). Thus, a need to perform systematic analysis of the literature, encompassing the effectiveness of the cognitivebehaviour therapy based interventions, including most recent investigations, arises. The aim of the research is to carry out systematic analysis of the literature describing the investigations of the cognitive-behaviour therapy based interventions’ influence on children’s and adolescents’ anger and aggressive behaviour. The method applied in the research is systematic analysis of the literature. The results revealed that in most of the cases group interventions based on cognitive-behaviour therapy, disregarding their length, were effective in altering children’s and adolescents’ anger and aggressive behaviour sub-scales’ results. Nevertheless, some controversial results and methodological shortcomings were observed.[...]