Anger Management Activities And WorkSheets

How Do I Feel When I Get Angry? Check off how you feel when you are angry My head hurts ____

My heart beats faster ____

I get sweaty ____

I can’t think straight ____

My body/face feels hot ____ I feel anxious ____

I can’t sit still ____ If you have some feelings not on the list, record them below: __________________________________________________________________________________________________ ______________________________________________

Why Do I Get Angry?Check off the reasons why you get angryIt’s too loud ____

An adult gets mad at me ____

I break something ____

I feel left out ____

I lose a game ____

My sibling and I fight ____

I’m picked on ____

I can’t figure something out ____

Things I Can Do To Calm Down!

Take 3 deep breaths Count from 1 to 10 (and if you’re still angry, count again from 10 to 1) Find a trusted person to talk to about what is bothering you

Get a hug or give a hug Draw a picture of why you’re angry Jump up and down for a minute Think of a peaceful place or look at a picture of your peaceful

Listen to music or play music on an instrument Hit a pillow

Sing a song

Talk yourself into being calm: say, “Be calm, be calm” or “I can handle this

Tense and relax your muscles

Feel your pulse Visualize yourself calming down Game The game format is one of the most useful ways to teach emotionalintelligence skills. This game is designed to be used with children in counselling sessions, in classrooms, or in the home. It is intended to help children learn about anger management and think about alternatives to anger in the types of situations they will face on a daily basis. Each question presents a scenario that might frustrate children to

the point of anger and asks them to explore better ways to deal with this situation.

How to play

For 1-5 players.[PDF]

The Anger Alternatives Game - Social Skills Central

www.socialskillscentral.com/free/Dont_Get_Mad.pdf

( view the picture for the game in this site)

The first player tosses a penny so it lands on one of the numbers on the grid (on the next page).If lands on the centre square, toss again.

The same player tosses the penny a second time.

Note the two numbers that the penny landed on.

The two numbers indicate the situation the player will respond to. Forexample if the two numbers are “1” and “7”, the player will respond tosituation #17. If the two numbers are “0” and “3”, the player will respond to #3 and so on.

Read the indicated situation to the player. When the player has responded to the situation, he or she receives one point.

If the player does not want to respond to a situation he or she may pass their turn. They do not receive a point.

Remind the players that there are no right or wrong responses.

Feel free to encourage discussion. Ask follow-up questions.

The first player to receive 5 points is the winner.

The Situations1.Ryan overheard his friend Shannon saying that he was stupid. He felt like he never wanted to talk to Shannon again. What would be a better thing to do

2.Petra felt really sick, but her mother made her go to school. Petra felt like yelling at her mother. What would you tell Petra to do instead?

3.John’s teacher accused him of talking when he wasn’t. John felt like complaining.What would you tell John to do?

4.Mandy’s friend broke the arm off Mandy’s favourite doll. Mandy wanted to cry. What would you tell Mandy to do

5.Alice got a bad grade on a very important school report. She felt like running out of the classroom. What would you tell her to do instead?

6.Greg wanted to watch his favourite TV show, but his parents were watching something else. Greg felt like throwing a temper tantrum. What would you tell Greg to do?

7.Alan wanted to ride his bike, but it had a flat tire. Alan felt like knocking his bike over in anger. What do you think Alan should do?

8.Gwen forgot her lunch and was feeling very hungry. She wanted to go and sit by herself. What do you think Gwen should do?

9.Fred and Stephanie were playing with a ball when George came up and took it away from them. Fred and Stephanie started to call George names. What do you think they should do instead?

10.Jen wanted to play hopscotch, but her friends all wanted to play kickball. Jen felt like storming off in anger. What do you think Jen should do?

11.Mark’s mother made fish for dinner. Mark hates fish. He felt like leaving the table and going to his room. What do you think Mark should do?12.It rained on the day of Jason’s baseball game. He felt like yelling bad words. What do you think Jason should do?

13.Kirsten found out her best friend had gone to the movies with some other girls and had not invited her. Kirsten felt like calling up her best friend and yelling at her. What would you tell Kirsten to do instead?

14.Rebecca’s parents told her to clean her room when she wanted to play outside .Rebecca felt like ignoring her parents and going outside anyway. What would you tell Rebecca to do?

15.Juan wanted to stay up and play video games, but his parents told him to get ready for bed. Juan wanted to tell his parents to shut up. What do you think Juan should do?

16.Janet was playing with a basketball when another student took it away from her. Janet felt like punching that student in the arm. What would you tell Janet to do?

17.Tim wanted to skateboard but his parents told him he had to go visit hisgrandparents instead. Tim wanted to ignore his parents and go skateboarding anyway. What do you think Tim should do?

18.Victoria accidentally spilled juice on Sharon. Sharon felt like spilling her juice on Victoria to get back at her. What would you tell Sharon to do instead?

19.Daphne really wanted a puppy for her birthday, but she did not get one. She felt like complaining to her parents that her birthday had been ruined. What do you think Daphne should do?

20.Jason really liked candy, but his parents wouldn’t let him eat any sugary foods. Jason felt like yelling at his parents. What do you think Jason should do?

21.Alex’s teacher told him to move his desk to the other side of the room. Alex liked his desk where is was and felt like kicking his chair over in protest. What would you tell Alex to do?

22.Abby’s teacher would not listen when Abby told her why she did not have her homework. Abby felt like shouting at her teacher to make her listen. What would you tell Abby to do instead?

23.Tony was carefully drawing a picture for his mother when Bobby accidentally bumped into him and ruined it. Tony felt like ruining one of Bobby’s pictures. What do you think Tony should do?

25.Brett was very thirsty, but there was a long line for the drinking fountain. Brett felt like going to the front of the line and cutting. What do you think Brett should do?

26.At a birthday party, Natalie took the piece of cake that Rose wanted. Rose felt like going up to Natalie and grabbing the piece of cake off the plate. What would you tell Rose to do?

27.Joe and Tom were best friends until Tom made a new best friend. Joe felt like never hanging out with Tom again. What do you think Joe should do?

28.Josh’s classmates would not let him join the club they started. Josh felt like following his classmates around and bugging them until they let him join the club. What would you tell Josh to do?

29.Laura really wanted a new CD player, but her parents would not let her have one. Laura felt like screaming at her parents until she got her way. What do you think Laura should do?30.Paul’s teacher kept ignoring him even though Paul had his hand up and knew the answers to the questions that the teacher was asking. Paul felt like shouting out the answers. What would you tell Paul to do?

31.Joe accidentally tripped Chris in the school hallway. Chris felt like punching Joe for this mistake. What would you tell Chris to do?

32.Donna wanted to be on the kickball team with all her friends, but she got picked to be on the opposite team. Donna felt like sitting out if she couldn’t be on the team with her friends. What do you think Donna should do?

33.Simon’s parents made him wear a jacket outside even though he was not cold. Simon felt like throwing his jacket in the garbage to protest his parents’ decision. What do you think Simon should do?

34.Howard’s teacher told him it was time to come in from recess, but Howard was not ready to go in. Howard felt like running away from his teacher and hiding. What do you think Howard should do?

35.Just before it was Darlene’s turn to be up at kickball, her teacher ended the game. Darlene felt like complaining to her teacher. What do you think Darlene should do?

36.Megan’s parents reminded her to do her chores several times. Megan felt like telling them to shut up. What do you think Megan should do?

37.The school-bus driver told Gary to move to the front seat even though Gary wasn’t doing anything wrong. Gary felt like refusing to move his seat. What would you tell Gary to do?

38. Kathy was talking on the phone with her friend when her friend said Kathy was fat. Kathy felt like hanging up on her friend. What would tell Kathy to do?

39.Glenn wanted a new pair of shoes, but his parents told him that the ones he had were still good enough to wear. Glenn felt like messing up his shoes so his parents would have to buy him new ones. What would you tell Glenn to do?

40.Andrew wanted to go on a trip with his parents, but they left him with a babysitter anyway. Andrew felt like ignoring the babysitter in order to get back at his parents. What would you tell Andrew to do?

41.Frank slipped in the cafeteria and everyone laughed at him. Frank felt like telling everyone to shut up. What do you think Frank should do?

42.Julius was not allowed to sit near his friends during a school assembly. Julius felt like sneaking over to where his friends were sitting. What do you think Julius should do?

43.Derek gave the wrong answer twice when his teacher called on him. Derek felt like telling the student who gave the correct answer to shut up. What would you tell Derek to do?

44.Donald told Bruce not to give away a secret, but Bruce went and told the entire class. Donald felt like kicking Bruce. What would you tell Donald to do?

45.When Dave went to school with a new haircut, his entire class laughed at him. Dave wanted to scream at them to stop laughing. What you would tell Dave to do?

46.Mikey felt like his older brother was picking on him at the dinner table. Mikey wanted to throw food at his brother. What do you think Mikey should do?

47.Julia wanted to join the soccer game, but the other players wouldn’t let her. Julia felt like taking the ball and running away. What would you tell Julia to do?

48.Bryan kept losing at the board game he was playing with his friends. Bryan wanted to knock the game to the floor and storm off. What do you think Bryan should do?

49.Amy’s mother was on the phone when Amy wanted to make a call. Amy felt like disconnecting her mother’s call and taking the phone. What do you think Amy should do?

50.Carl’s father told him to clean up a mess that Carl’s brother had actually made. Carl felt like ignoring his father. What do you think Carl should do?

51.Lisa’s friend Betty said she would call on Friday night, but she never did. Lisa felt like never talking to Betty again. What would you tell Lisa to do?

52.Arnold’s friend Ed refused to share his candy with Arnold. Arnold felt like just going home. What do you think Arnold should do?

Dealing with AngerBy Inner Health Studiowww.innerhealthstudio.comInner Health Studio: Coping Skills and Relaxation ResourcesThese anger management worksheets will help you to identify your anger triggers and find more effective ways to deal with anger.What is anger?Anger is an emotion. It is a signal that we think we are being treated unfairly. Feelings are neither right nor wrong. It is okay to feel angry. Actions can be right or wrong. It is not okay to hurt ourselves, others, or property when we feel angry.So how can we deal with anger and act in healthy ways?1)Recognize anger - know when you are angry and what makes you angry.2)Practice positive responses - practice, practice, practice until your new positive responses become good habitsQuick List of Ways to Cope with Anger

Walk awayExerciseTalk to someone who you are not feeling angry withDistract yourselfCount 10 breathsWrite about itCome back and deal with it later when you feel calmSymptoms of AngerHow do you know when you are angry?All of us have symptoms of anger – physical and mental signs that tell us we are angry.Physical signsMental SignsOther signsFast heart beatSweatingShakingClenched jawsClenched fistsFast breathingHeadachesStomach achesUpset feeling in the stomachTight chestTense musclesFrowning, scowlingRed faceProblems concentratingConfusionMemory problemsThoughts of doing harmAngry thoughtsIrritabilityShort temperedYellingSwearingWithdrawing from othersThrowing thingsPacingShow in this diagram where you experience anger by shading or circling the area or writing words.

Questions About Your Anger:How do you know when you are angry?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Where in your body do you feel anger? List your physical signs of being angry.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What is the first sign of anger you notice? List your early warning signs that tell you when you are starting to become angry.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What makes you angry? List all the things you can think of... all the way from small annoyances to big problems.______________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Write the things that make you angry on the scale below, according to how angry they usually make you feel.How Angry Situations or events100As angry as possible95908580757065605550Moderately angry4540353025201510

50Not angry at all

How You Handle AngerHow do you usually react when you feel angry?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Think about the last time you reacted in an unhealthy or negative way to anger. What happened right before you got angry?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How did you react? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How did you feel after you reacted?______________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What could you have done instead? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What would happen if you were to react in a more positive way? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Calm Down Box

Counselor and registered play therapist Kim Peterson suggests that parents, caregivers and others working with children help kids create a "calm down box," which includes items that appeal to the senses and help kids get calm while using effective, appropriate anger management tools. Peterson says kids can use their calm down box whenever they're having a temper tantrum, or feeling angry, frustrated or sad. Peterson suggests that items included in the calm down box are objects that kids can touch, smell, hear and look at, such as a soft pillow and blanket, calming music and squeeze toys. Peterson also recommends that parents allow kids to create homemade items to include in their calm down box for a more personalized touch.

Angry Tornado

Presented by counselor Michelle Stangline, writing at Creativecounseling101.com, the "angry tornado" teaches kids how anger builds up inside a person. Once children can identify the anger erupting, they can then use effective anger management techniques to cope with their angry feelings. Simple materials are needed to complete this exercise: an empty plastic water bottle, water, glue, paper and markers, clear dish soap, red food colouring, tokens -- representing something of value -- and different colours of glitter to represent various emotions. You'll have to explain to your child the different emotions that people feel, and ask him to identify any emotions -- such as sadness -- being felt at the time. Fill the bottle three-quarters of the way, add the rest of the ingredients to the bottle and seal the lid shut with glue. When your child shakes up the bottle, talk to him about how emotions in people are often like the tornado in the bottle -- swirling around chaotically. Once the tornado settles, discuss with your child ways to settle the difficult emotions he feels.

Anger Management (lesson 1)

Grades 3-5

ASCA personal/social standard A: The school counseling program enables all students to achieve success in school and to develop into contributing members of our society.

Competency: PSA1.5 Identify and express feelings

PSA1.6 Distinguish between appropriate and inappropriate behaviour

Objective: To identify the positive uses of anger

Materials: Drawing paper and coloured pencils or markers

Activities: Discuss the idea of positive anger, which can motivate people to make thing better. Give children two sheets of drawing paper and have them draw a very large hand on each sheet. On one hand, ask them to write five examples of anger that can be used for positive results, such as “I feel angry when I see trash on the street.” On the other hand, have them write five things they can do in response to that anger such as “I can pick up the trash and throw it away.”

Discuss: How can kids make things better in their schools or communities? Have there been times you used your anger make something good happen?

Additional: Ask students to make a small version of a hand and write in it the most important example of positive anger they can think of. This hand can be a portable reminder that sometimes anger can be at the root of making things better.

Have students journal about a time when they felt angry and turned that anger into positive results.

Assessment Question: An example of positive anger is

A. I don’t like it when you roll your eyes at me.B. I feel angry when I see the kids tell secrets.C. I am frustrated when I see trash on our playground.D. There is no positive anger.

Anger Management (lesson 2)

Grades 3-5

ASCA personal/social standard A: The school counseling program enables all students to achieve success in school and to develop into contributing members of our society.

Competency: PSA1.5 Identify and express feelings

PSA1.6 Distinguish between appropriate and inappropriate behaviour

Objective: To provide a physical outlet for expressing angry feelings.

Materials: a ball

Activities: In a circle, have kids randomly toss the ball to each other. Before they toss the ball, children should shout out something that makes them angry. Make sure that the ball keeps moving: any child who holds the ball for more than ten seconds is out of the circle. If time permits, keep going until only one person is left. That person is the champion of expressing feelings.

Discuss: Was it easy or difficult to think of things to shout? How did it feel to be able to shout things out?

Options: Bring in one pillow for every student. Have group members try pounding the pillow and shouting out things that inspire anger.

Plan a playground game that can help angry kids calm down.

My game is called…. Where will it be played? What equipment is needed? What are the rules? How will it help kids?

Assessment question: A healthy physical expression of anger is:

A. Kick a soccer ballB. Play kick ballC. Throw a ball into a pitchback netD. All of the above

Anger Management (lesson 3)

Grades 3-5

ASCA personal/social standard A: The school counseling program enables all students to achieve success in school and to develop into contributing members of our society.

Competency: PSA1.5 Identify and express feelings

PSA1.6 Distinguish between appropriate and inappropriate behaviour

Objective: To learn to communicate effectively in angry situations by using “I” messages

Activities: This is a role play activity. Situation can be chosen in any way that proves effective, either leader generated or student generated. Only use situations that involve two people.

Pick a pair to begin. Allow the students to role play the angry situation on their own.

Next, the leader will step in and model “I” message. Explain that instead of accusing and blaming the other person for anger, one can take responsibility with the use of I messages. For example, one scenario involves a little sister taking a favorite jacket without asking, a typical anger response might include ”You make me so angry!” Instead, in this activity, students learn to focus and express their anger by using an “I”, “I feel really angry when you took my jacket.”

Have the kids continue to work on the role play, until they become comfortable using “I” messages to express their anger.

Discuss: What is the purpose of “I” messages.

Options: Go around the room and have each student make an “I” message. Have students complete the following phrase: “I get really angry when _____________.” Discuss the idea of blame and how “I” messages work to help eliminate it.

Write a paragraph about it in the journal using an “I” message.

Assessment question: When you are angry, you can write a pretend letter and express your anger. Which statement would be the best way to express your anger?

A. I am angry because taking my book is not fair.B. I will just laugh at her.C. I don’t care what she thinks.D. It is okay that he hit me.

Anger Management (lesson 4)

Grades 3-5

ASCA personal/social standard A: The school counseling program enables all students to achieve success in school and to develop into contributing members of our society.

Competency: PSA1.5 Identify and express feelings

PSA1.6 Distinguish between appropriate and inappropriate behaviour

Objective: To explore students, sources of anger and the behaviours, feelings and activities that can serve as constructive responses to that anger.

Materials: Two small boxes, label the boxes “Things that make me angry” and “things that calm me down.”

Activities: Seat students in a circle. Hand both boxes to one student. Both boxes should be empty.

Instruct the student to first open the box labeled “things that make me angry”. Using their imagination, the task is to “take out” one thing and tell the group about it. Then, students close the box and set the box and the imaginary item aside.

Next, the same student should open the second box. “Things that calm me down”: and find something in there that is either calming, distracting or used to vent angry energy (e.g. playing sports). The task is to “take out” that item describe it to the group and explain how it helps handle angry feelings.

Students take the thing that made them angry and put it back in the box. Students keep the thing that calms them down.

Pass both boxes to the next student.

Discuss the experience of thinking of something that creates anger and then finding something to help cool down angry feelings. Was it easy to do this?

Option: Role play situations where students can act out anger and use the cool down technique from the box.

Make a cool down box to take home.

Assessment question:

What is a good response to calm down anger?

A. Kick the wallB. Hit another studentC. Yell at your brotherD. None of these are good responses to calm down anger.

Anger Management (lesson 5)

Grades 3-5

ASCA personal/social standard A: The school counseling program enables all students to achieve success in school and to develop into contributing members of our society.

Competency: PSA1.5 Identify and express feelings

PSA1.6 Distinguish between appropriate and inappropriate behaviour

Objective: To examine times when anger helps to keep us safe or guides us in the right direction; to learn the distinction between appropriate assertive behaviour and angry behaviour that is aggressive and inappropriate.

Materials: paper and markers

Activities: Begin by announcing that today the activity will take place outside in the street, in the middle of a busy intersection.

This should inspire some response for the students. If there is no response, begin to ask questions: Does anyone have a problem with this?” After getting some negative responses to working in the middle of a busy street, announce that instead you will stay inside and work on special activities the entire day. Everyone will have to miss all their classes today and tomorrow. Explain that no permission was obtained from the school for this—so all required work from every class must still be done on time. If a test is missed, too bad.

Again, this should inspire some response from students. If not question them to get responses.

Discuss: Did you get at all angry at the request of demands? What purpose did your anger serve?

Write: A list of situations where it is appropriate to speak up:

Do these situations sometimes inspire anger? Is it necessary to get angry to express a different point of view? Is it necessary to get angry to keep yourself safe?

Options: Make sign with something you should not do and put a circle with a line through it. Example: use put-downs, take things without asking, etc.

Assessment question: Do we have to get angry to keep us safe? Yes No

Small Group Responsive Services

Lesson PlansName of group: Anger ManagementFocus of group: The focus of the Anger Management Small Group is to give students strategies to deal with their anger in a positive way. The main goal of this small group is to help students better control their anger so that it doesn’t control them. Number of students participating: This school year we had nine students participate in this small group. School Counselor: SAP Counselor (Stephen Moore)Number of Group meetings: The group met six times.

Session 1: February 18Topic: What is Anger? Competencies PS:A1.9 Demonstrate cooperative behaviour in groups; PS:A1.5 Identify values, attitudes and beliefs PS:A1.8 Understand the need for self-control and how to practice it Session 1 will begin with introductions; have each member say their name and something interesting about themselves. Then come up with a Group Agreement (rules for the group). Write it on a big poster so the whole group can see. Ask the entire group for suggestions for group rules and then have them vote on each one. Give the group a pre-test evaluation for the group. Have the group come up with a definition of Anger. Explain to the group how anger is a natural emotion and that everyone has it. Explain the anger curve and have the group each draw their own curve; have the group present their curves (voluntarily). Take time with each curve and ask what the group sees in each one. The main thing is to stop anger before it reaches the point of no return. Have each group member talk about how anger has affected them and what they want to do to change it. End the group by telling them about the expectations from the facilitator. Let them know about the group dynamics (when we will meet, that you will email the teachers in advance; that we expect them to make up work missed).

Session 2: February 25Topic: Ways of RelatingCompetencies: PS:A1.5 Identify and express feelings, PS:A2.6 Use effective communication skillsSession 2 will begin by giving each member a chance to talk about their week. They can answer the question, ‘Did I get angry this week? What did I do?’ Go over the four ‘Ways of Relating’ with the group (without passing the worksheet around). Ask fora volunteer for each way of relating and let that person read it to the group. Ask them questions about each way of relating while noting the most positive one is being Assertive. They will steer the conversation to aggression but note why that is not the most positive. Role play:

Let the group split up into pairs or threes and have them ‘act’ out one of the ways of relating. Give them 5-10 minutes to discuss and then let them act it out in front of the group. After they finish the group will try and guess what they acted out. Conclude the group by summarizing the Ways of Relating and why it is more beneficial for them to be Assertive and not Aggressive.

Session 3: March 3Topic: Assertiveness vs. AggressionCompetencies: PS:A1.1 Develop a positive attitude toward self as a unique and worthy person, PS:A2.6 Use effective communication skillsSession 3 will begin by giving every group member a chance to talk about their week. This week have them talk about how they have been assertive other than aggressive. Allow the rest of the group to respond to each person’s story. Make sure that you respond to each story as well (congratulate the ones who are making strides, encourage the others).Put out the letters that spells ‘just one word’ on the table in random order. Then tell the group to work together using these letters to spell ‘just one word.’ Say this quick enough that they don’t pick up on it. The goal is to have them work together using communication skills and see what leadership skills they have. They should try using the letters to spell one big word. That is good because they usually take around 10 minutes to realize that no big word can be formed. Give them a hint if they are having trouble. After they realize it is three words, ask them about the activity: what made this difficult, what made this work? Take a few minutes to have each group member say one thing they like about themselves. This is a short self -esteem activity. Have a group discussion about Assertiveness vs. Aggression. Ask the group leading questions about why it would be better in school or outside of school to be assertive. Most of them believe that assertive is better but they don’t practice it in their lives. Give them examples of when they can be assertive instead of aggressive (when a teacher says something they don’t like). Conclude the group by summarizing how important communication skills are and what they learned from the activity. Encourage the group to practice being assertive this week. Session 4: March 10Topic: Relaxation Competencies: PS:A1.5 Identify and express feelings, PS:A1.10 Identify personal strengths and assets, PS:B1.3

Identify alternative solutions to a problem, PS:B1.4 Develop effective coping skills for dealing with problems, PS:B1.6 Know how to apply conflict resolution skillsSession 4 will begin with a group discussion on each other’s week. By this point in the group you should be hearing more positive ways of handling conflict. If not ask the group how each situation could be handled in a positive way. Also the rest of the group should be responding to each person and letting them know their perspective on how they handled things.

Self- esteem activity: Have each group member say one nice thing about the person on their right. It is interesting to see the nice things that the group will come up with. Have the group do the Relaxation exercise. Read it to them and if they participate they should see it work. This is a breathing exercise so pace yourself while you read it (in a calm soothing voice). Make enough copies so each group member can use this at home. Encourage them that sometimes all they really need to do is relax and calm down. Ask the group what ways they can use this exercise in their everyday life. Conclude the session by summarizing why relaxation can help them. Encourage the group to try and relax more this week.

Session 5: March 17Topic: I statements Competencies: PS:A2.6 Use effective communication skills, PS:B1.6 Know how to apply conflict resolution skills, PS:A2.7 Know that communication involves speaking, listening, and nonverbal behaviourSession 5 will begin with the group telling success stories from their week about how they have successfully used communication skills, relaxation, or positive ways of relating. This part of the group should be a little longer at this point. Play the telephone game. Have messages already typed up for the group and tell them the rules of the game. Have the group try to send the message along one by one by whispering it in each other’s ears and see how it changes in the end. If the group is mature enough you can have them come up with their own messages. During the activity ask them what is keeping the message from coming out the same as it started. Brainstorm

with the group how the y can improve. By the end of the activity they will either have the entire message go through or come pretty close. Talk about the communication skills that make this activity successful.Go over the ‘I’ statements worksheet with the group. Have the group volunteer to read each section. Then have them start to put together their own I statements. You may need to come up with your own scenarios ahead of time to help them. Talk about why I statements would help them; they will keep you from instantly putting someone on the defensive. This could help avoid a fight or argument with someone else. Session 6: March 24Topic: Perspectives and Success/Closure Competencies PS:A1.4 Understand change as a part of growth, PS:A1.10 Identify personal strengths and assets, PS:B1.9 Identify long-and short-term goalsSession 6 will begin with the group talking about their week. This part of the group is the essence of the group. It should take about 15 minutes to get through every group member as they reflect on their week. Have the group look at the pictures of different perspectives (saxophone player). Ask them what they see. Most of them will see the saxophone player but others may see the woman’s face. Have a discussion about different perspectives and how different people look at the same picture in two completely different ways. Relate this concept to communicating with others and how it can help you before you get angry. Give the group a good amount of time to celebrate successes that they have had in the six weeks of group. Ask them what they have learned. Tell them what you have observed in their lives during this time. Give the group the post-test evaluation of the group. Encourage them as they now go on without the consistent group sessions. Let them know that they can come anytime to talk with you one on one. Encourage them to not allow anger to dictate their lives

Instructional Lesson Plan Anne Arundel County Public ...

www.aacps.org/buildingbridges/132-137.pdf

Anger Management Charts and Printables

www.freeprintablebehaviorcharts.com/anger_management_charts.htm