1. CAMPAIGN BACKGROUND
Anger is a natural feeling that varies individually. However, if left uncontrolled and free to take over the mind and body, anger becomes aggression (Anju 2013). Intense anger has been linked with many diseases, including high blood pressure, insomnia, heart attack, and social problems (child abuse, verbal abuse, and community violence) (Mental Health Foundation 2015; Better Health 2015). Newspapers also report many serious consequences of anger, including verbal aggression, physical violence, murder, or suicide. Therefore, it is urgent to tackle anger.
Recently, aggressive and violent actions among Vietnamese young adults have become an alarming issue. According to Ministry of Health, over 6,200 young people were hospitalised due to fights during 2015 Tet holiday. In addition, 15 people succumbed of heavy injuries; 11 passed away the day after; 900 still in the hospital (Khuyen 2015). Dr Hong states that there has been a burst in “hot temper”,making young Vietnamese generation easily aggressivein several past years. Indeed, many people have become disrespectful and disregardful of the tradition of peace and tolerance. According to Yuksel-Sokmen (2015) aggression among young people seem to beassociated with ego. If ego is not educated and nurtured in the positive ways, people are easy to take unwise decisions in angry situations.
The purpose of this campaign is to help the Vietnamese youth manage their anger and avoid aggression. “Tame your Temper”campaign will provide them with skills to recognize signs of becoming angry, and what appropriate actions to be taken (Anju 2013).
2. STRATEGIC COMMUNICATION CHALLENGES
There are four main challenges for the development of this campaign.
First, teenagers are sensitive and tend to react negatively to criticisms which are contrary to their beliefs and thoughts. Additionally, while Confucian philosophy still has an impact on Vietnamese education methodology (Center for Population Studies and Information 2003), the increasing flow of Western media into the country promotes self-expression as a highly desired value among young people (Straits Times 2014). They see self-expression as important and can interpret the act of following others’ advice as giving up on their uniqueness (Nguyen 2005). Communication therefore should be done in the form of dialogue - raising questions and challenging beliefs, rather than imposing a clearly ethical position on the target audience from the beginning, which might lead to message avoidance.
Second, aggressive behaviour is a way to assert self-importance among the youth. Being non-reactive can be a sign of being weak and defenceless, which might lead to bully. School bully is phenomenally rampant in Vietnam (Horton 2011), and understanding aggressive behaviours’ is beyond stating ‘we should all calm down and wait for the heated situation to pass’. Specifically, this campaign is not simply about staying relaxed and ignoring why aggressive behaviour happens in the first place. Indeed, it acknowledges the need for self-recognition among adolescents and promotes “being cool” as a superior power. This is the power of managing one’s own, not others’ emotions, which will ultimately end the cycle of aggression.
Another challenge is to not miscommunicate managing one’s own anger as eradicating anger. Anger, if kept within certain assertiveness, can indeed be a healthy emotion for inner balance (Angelis 2003). Eradicating, or suppressing anger, on the other hand, is an unhealthy behaviour. Suppressing anger may lead to depression, physical issues, crime, and emotional and physical abuse (Derrer 2015).
Finally, shortened attention span and weakened memory are becoming phenomenal among young Vietnamese (Phượng 2014), which might affect communication campaign’s effectiveness. Due to the addictive effects of new media and life imbalance, Vietnamese adolescents are devoting themselves to multiple platforms. In facts, Vietnamese expose to thousands of media channels every day, including 143 local TV channels, 55 foreign channels, 800 print titles (Kantar Media 2013) and 413,419 registered dot.vn websites (Mindshare 2013). Consequently, they find it hard to process complicated communication messages and unresponsive to uninteresting ones (Smith 2014). As our communication campaign targets this highly distracted generation, the message must be simple and memorable.
3. KEY INSIGHTS
Researchers have presented that young people tend to be more aggressive in response to conflicts and anger. According to the result of a survey conducted by Ho Chi Minh City University of Pedagogy about the reactions of high school students to conflicts, 29.6% of participants choose to use physical, while 38.8% prefers immediate verbal methods (Dang 2014).
There could be hundreds of reasons behind one’s anger and most of those lead to bad behaviours. Particularly, this campaign will focus on the most common reason among target audience - negative ego. According to Neighbors, Vietor & Knee (2002), aggression usually results from emotional reaction to perceived threats of self-esteem and social identity. Hence, ego is strongly associated with anger and violent responses (Neighbors, Vietor & Knee 2002). When people perceive unfavourable external feedback such as being criticised, rejected, insulted or ignored, they are likely to reject this evaluation and sustain a more favourable self-appraisal. This results in anger towards the source of that evaluation (Bond, Ruaro & Wingrove 2006).
It is difficult to have a proper definition for ego because it is sort of abstract. In simple words, ego is a self-image, or perceptual identity of one person that is gradually constructed by a diversity of beliefs and thoughts that he experiences in life (Sen 2011). Experts claim that ego always has 2 sides – positive and negative. The positive ego is more like self-esteem which reflects how one person values himself. On the other hand, negative ego is self-importance which drives people to self-defence to cover the insecure inside them (Sen 2011, Oxford Dictionary, 2010).
When an individual cannot control his negative ego, he is willing to hurt another person, physically or emotionally, to defence his opinions (Persun 2014). Therefore, this type of people unconsciously gives him the right to be angry at others, and tends to emotionally overreact with anger in response to conflicts (Warmerdam 2013).
As mentioned above, anger is not bad. In contrast, it is a normal feeling that any healthy person should have when they face unpleasant things in life. However, if one cannot control his anger, it may cause serious consequences, not only for himself but also for other people (Burg 2010). Researchers have found that people with higher education has lower anger level because of cognitive comfort and ability in solving problem which causes by anger (Gulseren; Babacan & Esra 2011). In contrast, young people who are lack of problem solving skills usually do not know how to react in a proper manner. As a result, it leads to bad behaviours which might injure others physically or mentally. Therefore, education of personalities is significant in helping young people manage their anger and express it in a positive manner. According to Bond, Ruaro & Wingrove (2006), people who have a high self-concept are less likely to recognize ego threats and be able to control their negative emotions. In contrast, those knowing to dispose angry are more likely to think carefully about the responses to ego threats and behave in consideration of their feelings and thoughts (Bond, Ruaro & Wingrove 2006).
Since the Vietnamese shares family-oriented culture, family members and teachers are responsible for young generation’s development. Family members are supposed to be those preserving traditional principles and values; however, due to the busy lifestyle in Ho Chi Minh City, parents concentrate more on their work rather than teaching their children (Doan, 2005).
In addition, moral education has also been neglected at school. Although it is a compulsory subject for students at school, this subject has very little impact in educating and shaping children’s personalities and worldviews (SRV MOET, 2004). In reality, most of the lessons and tests are theoretical. The content is unclear or unfocused, and the teaching method is not interesting or interactive enough (SRV MOET, 2004). Moreover, some teachers do not have the degree specialized in this field (Doan 2005). Students perceive these subjects as irrelevant and time-consuming (Doan, 2000). In addition, moral education is completely ignored in university. Students themselves underestimate the importance of learning soft skills including anger management, self-control and problem solving.
This campaign serves as a solution to educate and persuade young people to respond in a positive manner when they fall into conflicts in life.
4. OBJECTIVES
Communication objectives:
Action objectives:
5. TARGET AUDIENCE
For this campaign, we aim to target the young Vietnamese generation from 16 - 22 years of age, who live in Ho Chi Minh City. In this age of group, they rapidly react before thinking of long-term consequences (Pearson n.d.). Also they are easily influenced by the environment around them, including school, family, and society. Since they spend most of their time at school, the Vietnamese teaching content and methods about moral behaviour are not enough. They lack of experience in solving problem/anger in appropriate behaviours (Tran 2012).
Moreover, according to Doan (2005), family and society are another important factor affecting the behaviour of the young people. However, since parents are busy with work every day, there is almost no time for them to guide their children or share their experience and skills, especially in how to manage anger. Hence, this young group (16 - 22 years of age) tends to act out their behaviour in inappropriate ways. It is necessary for them to have a guardian who will guide them in the right track.
As the Internet is developing in Vietnam in the 21st century, it is clearly that younger people are more likely to be active on the social media (Cimigo 2011). Therefore, using Internet can become the main tool to reach this target audience in order to guide and show them the positive message about anger management. Moreover, they belong to the group who is described as being motivated by self: expressive, curious, superficial, willing to share, and interested in experiencing new things (Slotnik 2012). Thus, this young generation is likely to accept our message and spread it among their friends. By using a ‘word - of - mouth’ approach, the “Tame your temper” campaign will be able to widely communicate its message effectively.
6. ADVERTISING CONCEPT
Based on the research cited in the key insights, education should be the long-term but effective approach to show young adults how to manage anger. Moreover, this target audience loves to seek new experiences and belongs to the “most Internet users” group. Hence, the campaign mainly employs the Internet to identify the anger, provide tips to manage it and maintain interaction with the audiences. This leads us to the big idea “Tame your Temper”.
Taming is the method that people domesticate wild animals to reduce their aggressive distinct. We use the word ‘Tame’ with the metaphor meaning that people should control their temper and learn how to behave properly in frustrating situations.
‘Tame your Temper’ campaign is divided into two periods. During the first period, our campaign encourages the audiences to share their most memorable stories when they could not control their anger that resulted in an unforgettable moments. Therefore, the public is aware of the negative consequences that anger might cause and how important the lesson of ‘Tame your Temper’ is. After that, ‘the Tamer’ provides the online course on the official website as well as ‘the Tamer’ series, which present different situations that can easily lead to anger and aggressions and how to solve them in an appropriate way.
7. PROPOSITION
Don’t let anger take over your mind.
8. KEY VISUAL
Key visual of the campaign is the image of a cage, which represents the action of keeping in bounds the anger. The cage also shows domestication, the education on how to control anger. We believe that this key visual is intriguing enough to grab the target audience’s attention. The visual helps deliver the key message that people need to manage their anger, to tame the anger inside them. The campaign will be based on this key visual to develop promotional materials such as poster, online banner, etc.
Anger is a natural feeling that varies individually. However, if left uncontrolled and free to take over the mind and body, anger becomes aggression (Anju 2013). Intense anger has been linked with many diseases, including high blood pressure, insomnia, heart attack, and social problems (child abuse, verbal abuse, and community violence) (Mental Health Foundation 2015; Better Health 2015). Newspapers also report many serious consequences of anger, including verbal aggression, physical violence, murder, or suicide. Therefore, it is urgent to tackle anger.
Recently, aggressive and violent actions among Vietnamese young adults have become an alarming issue. According to Ministry of Health, over 6,200 young people were hospitalised due to fights during 2015 Tet holiday. In addition, 15 people succumbed of heavy injuries; 11 passed away the day after; 900 still in the hospital (Khuyen 2015). Dr Hong states that there has been a burst in “hot temper”,making young Vietnamese generation easily aggressivein several past years. Indeed, many people have become disrespectful and disregardful of the tradition of peace and tolerance. According to Yuksel-Sokmen (2015) aggression among young people seem to beassociated with ego. If ego is not educated and nurtured in the positive ways, people are easy to take unwise decisions in angry situations.
The purpose of this campaign is to help the Vietnamese youth manage their anger and avoid aggression. “Tame your Temper”campaign will provide them with skills to recognize signs of becoming angry, and what appropriate actions to be taken (Anju 2013).
2. STRATEGIC COMMUNICATION CHALLENGES
There are four main challenges for the development of this campaign.
First, teenagers are sensitive and tend to react negatively to criticisms which are contrary to their beliefs and thoughts. Additionally, while Confucian philosophy still has an impact on Vietnamese education methodology (Center for Population Studies and Information 2003), the increasing flow of Western media into the country promotes self-expression as a highly desired value among young people (Straits Times 2014). They see self-expression as important and can interpret the act of following others’ advice as giving up on their uniqueness (Nguyen 2005). Communication therefore should be done in the form of dialogue - raising questions and challenging beliefs, rather than imposing a clearly ethical position on the target audience from the beginning, which might lead to message avoidance.
Second, aggressive behaviour is a way to assert self-importance among the youth. Being non-reactive can be a sign of being weak and defenceless, which might lead to bully. School bully is phenomenally rampant in Vietnam (Horton 2011), and understanding aggressive behaviours’ is beyond stating ‘we should all calm down and wait for the heated situation to pass’. Specifically, this campaign is not simply about staying relaxed and ignoring why aggressive behaviour happens in the first place. Indeed, it acknowledges the need for self-recognition among adolescents and promotes “being cool” as a superior power. This is the power of managing one’s own, not others’ emotions, which will ultimately end the cycle of aggression.
Another challenge is to not miscommunicate managing one’s own anger as eradicating anger. Anger, if kept within certain assertiveness, can indeed be a healthy emotion for inner balance (Angelis 2003). Eradicating, or suppressing anger, on the other hand, is an unhealthy behaviour. Suppressing anger may lead to depression, physical issues, crime, and emotional and physical abuse (Derrer 2015).
Finally, shortened attention span and weakened memory are becoming phenomenal among young Vietnamese (Phượng 2014), which might affect communication campaign’s effectiveness. Due to the addictive effects of new media and life imbalance, Vietnamese adolescents are devoting themselves to multiple platforms. In facts, Vietnamese expose to thousands of media channels every day, including 143 local TV channels, 55 foreign channels, 800 print titles (Kantar Media 2013) and 413,419 registered dot.vn websites (Mindshare 2013). Consequently, they find it hard to process complicated communication messages and unresponsive to uninteresting ones (Smith 2014). As our communication campaign targets this highly distracted generation, the message must be simple and memorable.
3. KEY INSIGHTS
Researchers have presented that young people tend to be more aggressive in response to conflicts and anger. According to the result of a survey conducted by Ho Chi Minh City University of Pedagogy about the reactions of high school students to conflicts, 29.6% of participants choose to use physical, while 38.8% prefers immediate verbal methods (Dang 2014).
There could be hundreds of reasons behind one’s anger and most of those lead to bad behaviours. Particularly, this campaign will focus on the most common reason among target audience - negative ego. According to Neighbors, Vietor & Knee (2002), aggression usually results from emotional reaction to perceived threats of self-esteem and social identity. Hence, ego is strongly associated with anger and violent responses (Neighbors, Vietor & Knee 2002). When people perceive unfavourable external feedback such as being criticised, rejected, insulted or ignored, they are likely to reject this evaluation and sustain a more favourable self-appraisal. This results in anger towards the source of that evaluation (Bond, Ruaro & Wingrove 2006).
It is difficult to have a proper definition for ego because it is sort of abstract. In simple words, ego is a self-image, or perceptual identity of one person that is gradually constructed by a diversity of beliefs and thoughts that he experiences in life (Sen 2011). Experts claim that ego always has 2 sides – positive and negative. The positive ego is more like self-esteem which reflects how one person values himself. On the other hand, negative ego is self-importance which drives people to self-defence to cover the insecure inside them (Sen 2011, Oxford Dictionary, 2010).
When an individual cannot control his negative ego, he is willing to hurt another person, physically or emotionally, to defence his opinions (Persun 2014). Therefore, this type of people unconsciously gives him the right to be angry at others, and tends to emotionally overreact with anger in response to conflicts (Warmerdam 2013).
As mentioned above, anger is not bad. In contrast, it is a normal feeling that any healthy person should have when they face unpleasant things in life. However, if one cannot control his anger, it may cause serious consequences, not only for himself but also for other people (Burg 2010). Researchers have found that people with higher education has lower anger level because of cognitive comfort and ability in solving problem which causes by anger (Gulseren; Babacan & Esra 2011). In contrast, young people who are lack of problem solving skills usually do not know how to react in a proper manner. As a result, it leads to bad behaviours which might injure others physically or mentally. Therefore, education of personalities is significant in helping young people manage their anger and express it in a positive manner. According to Bond, Ruaro & Wingrove (2006), people who have a high self-concept are less likely to recognize ego threats and be able to control their negative emotions. In contrast, those knowing to dispose angry are more likely to think carefully about the responses to ego threats and behave in consideration of their feelings and thoughts (Bond, Ruaro & Wingrove 2006).
Since the Vietnamese shares family-oriented culture, family members and teachers are responsible for young generation’s development. Family members are supposed to be those preserving traditional principles and values; however, due to the busy lifestyle in Ho Chi Minh City, parents concentrate more on their work rather than teaching their children (Doan, 2005).
In addition, moral education has also been neglected at school. Although it is a compulsory subject for students at school, this subject has very little impact in educating and shaping children’s personalities and worldviews (SRV MOET, 2004). In reality, most of the lessons and tests are theoretical. The content is unclear or unfocused, and the teaching method is not interesting or interactive enough (SRV MOET, 2004). Moreover, some teachers do not have the degree specialized in this field (Doan 2005). Students perceive these subjects as irrelevant and time-consuming (Doan, 2000). In addition, moral education is completely ignored in university. Students themselves underestimate the importance of learning soft skills including anger management, self-control and problem solving.
This campaign serves as a solution to educate and persuade young people to respond in a positive manner when they fall into conflicts in life.
4. OBJECTIVES
Communication objectives:
- To reach 50% of target public to be aware of ‘Tame your Temper’after the first 3 months of the campaign.
- To achieve 80% of campaign participants to have positive perception of ‘Tame your Temper’campaign after the first 4 months of the campaign.
- To achieve 70% of visitors to find the information provided on ‘Tame your Temper’ website helpful and interesting by the end of the campaign.
Action objectives:
- To attract approximately 10,000 visits on ‘Tame your Temper’ official website after 4 months of the campaign.
- To have approximately 2000 participants in the online course by the end of the campaign.
- To have approximately 200 participants to the online writing contest by the end of this event.
- To have approximately 100 entries to the video contest by the end of this contest.
- To gain approximately 30,000 followers on ‘Tame your Temper’ official fanpage on Facebook by the end of the campaign.
- To get approximately 500,000 views for The Tamer YouTube channel by the end of the campaign.
- To attract approximately 100 participants to each of “The Tamer”offline trainings every month.
5. TARGET AUDIENCE
For this campaign, we aim to target the young Vietnamese generation from 16 - 22 years of age, who live in Ho Chi Minh City. In this age of group, they rapidly react before thinking of long-term consequences (Pearson n.d.). Also they are easily influenced by the environment around them, including school, family, and society. Since they spend most of their time at school, the Vietnamese teaching content and methods about moral behaviour are not enough. They lack of experience in solving problem/anger in appropriate behaviours (Tran 2012).
Moreover, according to Doan (2005), family and society are another important factor affecting the behaviour of the young people. However, since parents are busy with work every day, there is almost no time for them to guide their children or share their experience and skills, especially in how to manage anger. Hence, this young group (16 - 22 years of age) tends to act out their behaviour in inappropriate ways. It is necessary for them to have a guardian who will guide them in the right track.
As the Internet is developing in Vietnam in the 21st century, it is clearly that younger people are more likely to be active on the social media (Cimigo 2011). Therefore, using Internet can become the main tool to reach this target audience in order to guide and show them the positive message about anger management. Moreover, they belong to the group who is described as being motivated by self: expressive, curious, superficial, willing to share, and interested in experiencing new things (Slotnik 2012). Thus, this young generation is likely to accept our message and spread it among their friends. By using a ‘word - of - mouth’ approach, the “Tame your temper” campaign will be able to widely communicate its message effectively.
6. ADVERTISING CONCEPT
Based on the research cited in the key insights, education should be the long-term but effective approach to show young adults how to manage anger. Moreover, this target audience loves to seek new experiences and belongs to the “most Internet users” group. Hence, the campaign mainly employs the Internet to identify the anger, provide tips to manage it and maintain interaction with the audiences. This leads us to the big idea “Tame your Temper”.
Taming is the method that people domesticate wild animals to reduce their aggressive distinct. We use the word ‘Tame’ with the metaphor meaning that people should control their temper and learn how to behave properly in frustrating situations.
‘Tame your Temper’ campaign is divided into two periods. During the first period, our campaign encourages the audiences to share their most memorable stories when they could not control their anger that resulted in an unforgettable moments. Therefore, the public is aware of the negative consequences that anger might cause and how important the lesson of ‘Tame your Temper’ is. After that, ‘the Tamer’ provides the online course on the official website as well as ‘the Tamer’ series, which present different situations that can easily lead to anger and aggressions and how to solve them in an appropriate way.
7. PROPOSITION
Don’t let anger take over your mind.
8. KEY VISUAL
Key visual of the campaign is the image of a cage, which represents the action of keeping in bounds the anger. The cage also shows domestication, the education on how to control anger. We believe that this key visual is intriguing enough to grab the target audience’s attention. The visual helps deliver the key message that people need to manage their anger, to tame the anger inside them. The campaign will be based on this key visual to develop promotional materials such as poster, online banner, etc.
9. MEDIA STRATEGY
Media Flow Chart:
Media Flow Chart:
Budget Allocated
10. REFERENCES
Angelis, T 2003, ‘When anger’s a plus’, American Psychological Association, March, vol.34, no.3, p.44, viewed 11th March 2015, <http://www.apa.org/monitor/mar03/whenanger.aspx>
Anju, S 2013, ‘How to control your anger’, Anju Saini, viewed 16th March 2015, <https://anjusaini.wordpress.com/2012/05/09/how-to-control-your-anger/>
Bassem, R n.d., ‘Negative Ego Characteristics’, Master my own mind, viewed 12th March 2015, <http://mastermyownmind.com/blog/2013/07/22/negative-ego-characteristics/>
Better Health 2015, ‘Anger – how it affects people’, State Government of Victoria, viewed 16th March 2015, <http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Anger_how_it_affects_people>
Bond AJ, Ruaro.L & Wingrove.J, 2006, “Reducing anger induced by ego threat: Use of vulnerability expression and influence of trait characteristics”, Personality and Individual Differences, Vol. 40, Issue. 06, pp. 1087 – 1097
Burg.B, 2010, “The ego. Good? Bad? Both? Neither?”, Bob Burg, 5th May, viewed 4th March 2015, <http://www.burg.com/2010/05/the-ego-good-bad-both-neither/>
Center for Population Studies and Information 2003, ‘Adolescents and Youth in Vietnam’, Committee for Population, Family, and Children, Hà Nội, viewed 11th March 2015, <http://www.prb.org/pdf/AdolescYouthVietnam.pdf>
Cimigo 2011, ‘Internet Usage and Development in Vietnam’, Cimigo, viewed 16th March 2015, <http://www.cimigo.com/en/download/research_report/348>
Dang. T, 2014, “Bao luc hoc duong ngay cang dang so”, Zing News, Sống trẻ, 25th Dec, viewed 1st March 2015, <http://news.zing.vn/Bao-luc-hoc-duong-ngay-cang-dang-so-post495533.html>
Derrer, DT n.d., ‘Men and anger management’, WebMD Medical Reference, viewed 11th March 2015, <http://www.webmd.com/men/guide/anger-management>
Doan.H D, 2005, “Moral education or political education in the Vietnamese educational system?”, Journal of Moral Education, Nong Lam University, Vietnam, Vol. 30, No. 4, pp. 451 – 463
Horton, P 2011, ‘School Bullying and Power Relations in Vietnam’, Lund University, viewed 11th March 2015, <http://www.lunduniversity.lu.se/lup/publication/2224168>
Khuyen, M 2015, ‘Time for a Tet resolution to end violence’, Viet Nam News, viewed 16th March 2015, <http://vietnamnews.vn/opinion/op-ed/266854/time-for-a-tet-resolution-to-end-violence.html>
Kantar Media, 2013, ‘Vietnam Media Landscape’, Kantar Media, viewed on 11 May 2014, <https://www.wan-ifra.org/system/files/field_article_file/Vietnam.pdf>.
Lester, J n.d., ‘The Ego Positive and Negative’, Life Master Series, viewed 12th March 2015, <http://www.lifemastertraining.com/ego.html>
Mental Health Foundation n.d., ‘Anger’, Mental Health Foundation, viewed 16th March 2015, <http://www.mentalhealth.org.uk/help-information/mental-health-a-z/A/anger/>
Mindshare, 2013, ‘Vietnam Digital Landscape’, Mindshare, viewed on 11 May 2014, <http://www.slideshare.net/Phuongbi/vietnam-digital-landscape-update-2013-sep2013mindshare>.
Neighbors.C, Viettor.N A & Knee. C R, 2002, “A motivation model of driving anger and aggression”, Society for Personality and Social Psychology, Inc, Vol. 28, No. 3, pp. 324 - 335
Nguyen, PA 2005, ‘Youth and the State in Contemporary Socialist Vietnam’, Lund University, viewed 11th March 2015, <http://www4.lu.se/images/Syd_och_sydostasienstudier/working_papers/Nguyen.pdf>
Oxford Dictionary, 2010, “Definition of Ego”, 3rd edn, Oxford University Press, Oxford, UK, viewed 5th March 2015
Patton, L n.d., ‘Anger and Ego’, Street Directory, viewed 12th March 2015, <http://www.streetdirectory.com/travel_guide/112197/medical_conditions/anger_and_ego.html>
Pearson, A n.d, “Ten typical characteristics of teenagers”, Global Post, viewed 12 March 2015, <http://everydaylife.globalpost.com/10-typical-characteristics-teenagers-12960.html>
Persun. N, 2014, “How to switch of an angry person”, Psychcentral, Blogs, 20th August, viewed 1st March 2015, <http://psychcentral.com/blog/archives/2012/07/26/how-to-switch-off-an-angry-person/>
Phượng, Đ 2014, ‘Ngày càng nhiều người trẻ bị suy giảm trí nhớ’, VnExpress, viewed 11th March 2015, <http://doisong.vnexpress.net/tin-tuc/suc-khoe/tu-van/ngay-cang-nhieu-nguoi-tre-bi-suy-giam-tri-nho-3083906.html>
Sen, 2011, “Understanding what ego really is”, Calm Down Mind, Understanding the Mind, 28th July, viewed 3rd March 2015, <http://www.calmdownmind.com/what-is-ego/>
Slotnik, DE 2012, ‘When Do You Become an Adult?’, The New York Times Company, viewed 16th March 2015, <http://learning.blogs.nytimes.com/2012/05/30/when-do-you-become-an-adult/?_r=0>
Smith 2014, ‘How to create a successful PR Campaign for your business’, Business 2 Community, viewed 11th March 2015, <http://www.business2community.com/public-relations/create-successful-pr-campaign-business-01023675>
Socialist Republic of Vietnam, Ministry of Education and Training (SRV MOET), 2004, “Giao duc cong dan lop 6 – 12”, Citizenship Education, Grade 6 – 12, Education Publisher, Hanoi
Straight Times 2014, ‘Vietnam youth hungry for things new and foreign’, Singapore Press Holdings Ltd., viewed 11th March 2015, <http://www.straitstimes.com/the-big-story/asia-report/vietnam/story/vietnam-youth-hungry-things-new-and-foreign-20140309>
Tran, DT 2012, ‘Đôi điều suy nghĩ về giáo dục văn hóa giao tiếp trong nhà trường’ [A few thoughts on communication etiquettes education in schools], Can Tho University, viewed 16th March 2015, <http://se.ctu.edu.vn/bmnv/index.php?option=com_content&view=article&id=182:oi-iu-suy-ngh-v-giao-dc-vn-hoa-giao-tip-trong-nha-trng&catid=48:khoa-hc-giao-dc-nghip-v-s-phm&Itemid=75>
Warmerdam, GV 2013, ‘What is the Ego?’, Life By Intent LLC., viewed 12th March 2015, <http://www.pathwaytohappiness.com/happiness/2013/02/26/what-is-the-ego/>
Warmerdam. GV, 2013, “What is the ego?”, Pathway to Happiness, Cage of the Ego, 26th February, viewed 2nd March 2015, <http://www.pathwaytohappiness.com/happiness/2013/02/26/what-is-the-ego/>
Yuksel-Sokmen, O 2015, “The balance of power & Ego & Aggression: Deprivation leads to Delinquency”, Kon, viewed 12 March 2015, <http://www.kon.org/urc/v7/yuksel-sokmen-3.html>
Angelis, T 2003, ‘When anger’s a plus’, American Psychological Association, March, vol.34, no.3, p.44, viewed 11th March 2015, <http://www.apa.org/monitor/mar03/whenanger.aspx>
Anju, S 2013, ‘How to control your anger’, Anju Saini, viewed 16th March 2015, <https://anjusaini.wordpress.com/2012/05/09/how-to-control-your-anger/>
Bassem, R n.d., ‘Negative Ego Characteristics’, Master my own mind, viewed 12th March 2015, <http://mastermyownmind.com/blog/2013/07/22/negative-ego-characteristics/>
Better Health 2015, ‘Anger – how it affects people’, State Government of Victoria, viewed 16th March 2015, <http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Anger_how_it_affects_people>
Bond AJ, Ruaro.L & Wingrove.J, 2006, “Reducing anger induced by ego threat: Use of vulnerability expression and influence of trait characteristics”, Personality and Individual Differences, Vol. 40, Issue. 06, pp. 1087 – 1097
Burg.B, 2010, “The ego. Good? Bad? Both? Neither?”, Bob Burg, 5th May, viewed 4th March 2015, <http://www.burg.com/2010/05/the-ego-good-bad-both-neither/>
Center for Population Studies and Information 2003, ‘Adolescents and Youth in Vietnam’, Committee for Population, Family, and Children, Hà Nội, viewed 11th March 2015, <http://www.prb.org/pdf/AdolescYouthVietnam.pdf>
Cimigo 2011, ‘Internet Usage and Development in Vietnam’, Cimigo, viewed 16th March 2015, <http://www.cimigo.com/en/download/research_report/348>
Dang. T, 2014, “Bao luc hoc duong ngay cang dang so”, Zing News, Sống trẻ, 25th Dec, viewed 1st March 2015, <http://news.zing.vn/Bao-luc-hoc-duong-ngay-cang-dang-so-post495533.html>
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