Mini Workshop

Anger Management
 Hello!
We are Kendra Canham, Lily Elkarif,
Yesenia Millan, & Melissa Rojas
 Pre -Test
On a scale of 1-5 (can use hands)
1= not so comfortable
5= very comfortable
How do you feel about running groups on anger
management now?
Introduction to Mindfulness
Specifically For Kids
 Now, Lets Practice!
Specifically For Managing Anger
 Group Counseling?
✢ The American School Counselor Association recommends that
school counselors run groups to address situational and
developmental concerns.
✢ School counselors provide group counseling services to students to
approach academic, career, social/emotional developmental and
situational needs.
✢ It is important that school counselors have the training, knowledge,
and means to run groups effectively to address situational concerns.
✢ School Counselors can help students identify these issues and
provide an appropriate course of action that is goal-focused and
short term.

(ASCA, 2020)
ASCA Rational: Group Counseling
“Group counseling, which involves a number of students working on shared tasks
and developing supportive relationships in a group setting, is an efficient, effective
and positive way of providing direct service to students with academic, career and
social/emotional developmental issues and situational concerns. By allowing
individuals to develop insights into themselves and others, group counseling makes
it possible for more students to achieve healthier personal adjustment, cope with
the stress of a rapidly changing and complex environment and learn to
communicate and cooperate with others. Research on group counseling suggests
that this intervention is rather robust for a variety of academic, career and
social/emotional concerns.”

(Gerrity & DeLucia-Waack, 2007; McGannon, Carey, & Dimmitt, 2005; Paisley &
Milsom, 2007; Whiston & Sexton, 1998).
 Research
✢ Anger management groups are intended to be proactive to stopping problem
behaviors and refocusing on academics but have historically dealt with
offenders while disregarding the effect of the environment on behavior.
Student aggression is not an isolated event, it happens in a social context.
○ Current research on AM looks at more holistic approach that uses Social
Cognitive Theory (SCT) and involves teachers, principals, peers, not just
aggressive student while integrating prosocial and leadership skills

○ 32 elementary students chosen for study to investigate effect of

leadership development and accountability on reducing aggressive
behavior and results concluded no change in aggressive behavior but did
indicate change in participants’ perception of leadership qualities (Burt,
Lewis, & Patel, 2010).
Research (cont.)
✢ In a similar study, 52 middle school students who exhibited the
following behaviors were split into three groups (leadership
development, traditional anger management, control):
○ Fighting with peers
○ Recurring violation of school rules
○ Instigating fights between peers
○ Displaying verbal aggression towards each other
✢ The leadership development group showed significant results in
reducing anger, expression of anger, and anger control followed by the
control group, and the anger management group came last. (Burt, 2018)
Research (cont.)
✢ A study conducted in 2017 found that anger management plus deep
breathing techniques counseling groups showed an increase in anger
control and a decrease in discipline reports among boys in grades 2-4.
(Brooks et al., 2017).

✢ Another study found that anger management group counseling

makes school environments more peaceful and enables group
participants to have control over their anger feelings and behaviors
(both overt and covert-anger). (Tosun, 2014).
Research (cont.)
✢ Another group study introduced self-management skills and taught
students coping strategies for when they are “losing their cool” which
resulted in reacting to anger-provoking situations less aggressively
and with more control. (Dwivedi & Gupta, 2000).
✢ The use of sociodrama was effective in improving students’ ability to
recognize anger, control anger, relieve anger, and express anger
assertively (Alawiyah, Taufiq, & Hafina, 2019).
 Specific Strategies
✢ Activities that help early-elementary students (K-2) understand both
physical and emotional responses to anger, how to explore
thoughts/feelings/situations that lead to anger, and how to develop
strategies to manage anger in a positive manner:
○ Drawing Activity-
○ How does it look and feel to be angry?
○ Draw where you feel your anger
○ Writing Activity- Use words to express your anger
○ Potential Group Assignment- students can track their body responses
to “mad”
○ Involve parents/guardians in assignment procedures and assessments
(can help their children remember how to respond to anger in a
healthy way/ coping skills) (MCGP Writing Team, 2008).
Specific Strategies (cont.)
✢ Utilize a “coaching model” with elementary students (3rd-5th) (Besley, 1999)
○ It’s essential that the facilitator helps group members understand
where their behaviors and attitudes stand at the beginning, set
specific goals, are supported and encouraged along the way, and
have a degree of control
○ When working with anger management groups, facilitators must
be prepared to help participants understand why their behavior
needs to change
✢ Focus on replacement behaviors
○ For example, replacing an “angry” behavior with a positive one
○ Prosocial responses to anger
Examples of replacement
behaviors:
Specific Strategies (cont.)
✢ Teaching problem-based learning, along with building
problem-solving techniques and critical thinking skills are successful
group strategies to help middle school students manage their anger
(Hall et al., 2009).

✢ With high school students, utilizing a CBT approach and focusing on

understanding the relationship between events, thoughts, and
feelings in regards to their anger has proven to increase positive
decision making and reduce conflict. (Sukhodolsky et al., 2004).
✢ Additionally, including group mindfulness relaxation techniques
(i.e., deep breathing or imagery) has proven to change initial reactions
to the feeling of anger among children and adolescents. (Feindler & Engel,
2011). (Brooks et al., 2017).
 Specific Strategies (cont.)
✢ Below are some activities that may help adolescents learn the physical
signs of anger, identifying and replacing negative thoughts, building
problem-solving and coping skills to manage difficult situations, healthy
conflict resolution, and effective communication:
○ Problem Area Identification Survey
○ Weekly Hassle Log (can work more independently on assignments)
○ Teach Anger Reducers (counting backwards from 10, pleasant
imagery, mindfulness/ deep breathing)
○ ABCDE’s of Anger Control
○ Utilizing role play, discussions, and sociodrama (Carchedi et al., 2012).
(Glick & Gibbs, 2011).
(Glick & Gibbs, 2011).
○ (Carchedi et al., 2012).
Specific Strategies (cont.)
✢ When working with anger management groups, it helps to:
○ Keep the group duration short (i.e., max out at six sessions,
make each session 45 minutes or less)
○ Keep the group smaller (aim for 5-6 participants) (Lerner, 2018)
Resources (Work Pages):
✢ http://www.elementaryschoolcounseling.org/sg-anger-management.html
✢ My Volcano
○ Students have to discuss their behaviors (specific to their own behavior patterns)
and the consequences of those behaviors.
○ When follow-up with students, revisit their volcano pictures to help reinforce the
connection between actions and consequences.
○ http://www.elementaryschoolcounseling.org/uploads/1/3/8/5/1385140/_my_volcan
o_1.pdf
✢ Angry Bird
○ During a small group lesson, you could
explain the consequences of anger
(negative choices we sometimes make)
by showing the Angry Birds characters
which correspond to how they
act in the game.
 Resources (Videos):
✢ Partly Cloudy
○ "Partly Cloudy," is about a world where clouds create little bundles of joy for storks
to deliver to loving homes. However, within this sugary sweet world lives a gloomier
cloud who likes to create more unique and, at times, unappreciated gifts.
○ The storm cloud has a hard time expressing his feelings, so this movie could spark
discussion on how to positively manage strong emotions and the importance of good
relationships.

✢ Shaun the Sheep

○ On the Shaun the Sheep YouTube channel, you can find short videos to reflect on

positive school behaviors and interpersonal skills.

○ Ex: treat each other with respect, how to play fair, etc.
Resources (Books & Manuals):
✢ When I Feel Angry by Cornelia Maude Spelman Feeling angry is an expected part of
life, but it’s what you do when you’re feeling that way that matters.
✢ Cool Down and Work Through Anger by Cheri J. Meiners M.Ed. Talks about how
anger affects your body and suggesting safe ways to express yourself.
✢ Angry Octopus by Lori Lite and Max Stasuyk A progressive muscle relaxation and
deep breathing script for kids.
✢ Don’t Rant and Rave on Wednesdays by Adolph Moser It mentions the consequences
of having unchecked anger, and acknowledges that adults struggle with this too.
✢ How to Take The Grrrr Out of Anger by Elizabeth Verdick and Marjorie Lisovskis For
kids who are having a hard time managing being angry.
✢ Happiness Doesn’t Come from Headstands by Tamara Levitt. This is a beautifully
illustrated book all about growth mindset and resilience.
✢ The Secret to Clara’s Calm by Tamara Levitt. This is another beautifully illustrated book that
demonstrates the power of mindfulness in managing big feelings.
✢ https://schoolsocialwork.net/wp-content/uploads/2013/04/Anger-managment-group.pdf A
CBT- Based Anger Management Group Curriculum
Resources (Additional Links-Free):
✢ We Do Listen Foundation www.wedolisten.org
○ Lessons and songs
✢ Life Lessons for Little Ones www.lifelessonsforlittleones.com
○ bilingual
✢ EduKate & Inspire http://edukateandinspire.blogspot.com
○ Several videos
✢ BrainPOP www.brainpop.com
○ More support for expressing feelings
✢ Elementary School Counseling
http://www.elementaryschoolcounseling.org/sg-anger-managemen
t.html
○ Lesson plans included
✢ https://www.therapistaid.com/therapy-worksheets/anger/adolescen
ts
○ Worksheets
 Post -Test
On a scale of 1-5 (can use hands)
1= not so comfortable
5= very comfortable
How do you feel about running groups on anger
management now?
Thank You!
 References

The School Counselor and Group Counseling. (n.d.). Retrieved from

https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Group-Counseling.pdf
Alawiyah, I. T. A, Taufiq, A., & Hafina A. (2019). The effectiveness of sociodrama to improve students’ anger management skills. Islamic Guidance and Counseling Journal, 2(2), 56-55.
Besley, K. R. (1999). Anger management: immediate intervention by counselor coach. Professional School Counseling 3(2), 81-90.
Brooks, L., McGahey, J. T., & Jenkins, M. (2017). The relationship between anger management techniques and discipline reports. Georgia School Counselors Association Journal. 25(7), 6-19.
Burt, I. (2018). Leadership-Driven anger management groups for adolescents: Do they really work? Journal for specialists in Group Work, 43(1), 57-80.
Burt, I., Lewis, S. V., & Patel, S. H. (2010). Increasing accountability in school-led anger management groups: A push for equity. American Counseling Association. Retrieved from
http://counselingoutfitters.com/ vistas/vistas10/Article_56.pdf
Carchedi, S., Paul, S., Lodesky, C., & Gould, H. (2012). Healthy choices: a CBT-based anger management group curriculum for high school students.
Dwivedi, K. N., & Gupta, A. (2000). “Keeping cool”: Anger management through group work. Support of Learning, 15(2), 76-81.
Elementary School Counseling (2017). SG Anger Management. Retrieved from http://www.elementaryschoolcounseling.org/sg-anger-management.html
Feindler, E. L. & Engel, E. C. (2011). Assessment and Intervention for adolescents with anger and aggression difficulties in school settings. Psychology in the Schools. 48(3), 243-253.
Glick, B. & Gibbs, J. C. (2011). Aggression replacement training: a comprehensive intervention for aggressive youth. Champaign, IL: Research Press.
Hall, K. R., Rushing, J. L., & Owens, R. B. (2009). Anger in middle school: the solving problems together model. Journal of School Counseling. 7(39), 1-22.
Lerner, S. (2018). Facilitating psychoeducational groups in schools. American School Counselor Association. Missouri Comprehensive Guidance Programs. (2008). Anger management
small group counseling unit.
Splett, J. D., Maras, M. A., & Brooks, C. M. (2015). GIRLSS: A randomized, pilot study of a multisystemic, school-based intervention to reduce relational aggression. Journal of Child and
Family Studies, 24(8), 2250–2261.
Sukhodolsky, D. G., Kassinove, H., & Gorman, B. S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: a meta-analysis. Aggression and Violent Behavior, 9(3),
247-269.
Tosun, Ulku. (2014). Anger management of students for a peaceful school environment: the group studies. Social and Behavioral Sciences. 23(159), 686-690.