file · web viewjosie boehlert. university of virginia. abstract. this paper proposes a...

Running head: USING GROUP COUNSELING TO REDUCE ANGER

Using Group Counseling to Reduce Anger in Middle School Boys

Josie Boehlert

University of Virginia

1

USING GROUP COUNSELING TO REDUCE ANGER

Abstract

This paper proposes a group curriculum that can be used by middle school counselors to

help students cope with anger management issues. The risks associated with anger issues

are explored and the benefits of group counseling are provided. Principles and techniques

of the group’s theoretical orientation (cognitive behavioral therapy) are presented. The

group proposal is followed by a discussion of potential issues, necessary facilitation

skills, and therapeutic factors.

2


Using Group Counseling to Reduce Anger in Middle School Boys

Introduction

Deficiencies in anger management can lead to a host of issues that impact the

wellbeing of students. The anger issues of a handful of students can also negatively

impact the entire school climate and hinder the learning of all students. School counselors

are well positioned within the school environment to form interventions that will help to

reduce anger in students. Group counseling is an ideal means by which school counselors

can reach out to a number of students in order to benefit the entire school environment.

The purpose of this paper is to propose a research-based group process that can be used

by school counselors to reduce anger in middle school boys.

Risks Associated with Anger Issues

Students who display excessive amounts of anger are at risk for a number of

negative outcomes. Many experience peer rejection and difficulties maintaining peer

relationships as a result of a lack of social skills. Rates of academic failure, truancy, and

dropout are higher among students with anger issues. Students in this category also

exhibit higher statistics of delinquency and tobacco, alcohol, and drug use (Sutcu, Aydin,

& Sorias, 2010). Aggressive students often establish behavior patterns that lead to

criminal activity and incarceration (Gaines & Barry, 2008). Adolescents struggling with

anger management issues also display suicidal behavior more commonly than their peers.

Students who do not receive appropriate interventions during their childhood and

adolescent years may increase in antisocial and delinquent behavior over time (Sutcu et

al., 2010). Disruptions in the classroom can also inhibit the learning experiences of all

students (Burt, Patel, & Lewis, 2012). In addition, students who frequently act upon their

3


anger during the school day require more attention from their teachers and may prevent

them from providing the highest level of instruction (Dwivedi & Gupta, 2000).

Benefits of Group Counseling

School counselors possess unique training and skills that make them well suited to

address the anger management issues of students within the school. School counselors

carry the responsibility of supporting the academic achievement and social development

of all students. By forming groups that work with students on anger management issues,

school counselors can mitigate risk factors for these students and positively impact the

academic and social functioning of the entire school.

Although students struggling with anger management issues might require

individual counseling on an as-needed basis, the group counseling model is beneficial for

a number of reasons. Through the group structure, school counselors will be able to

provide preventative interventions to a greater number of students in the school (Burt et

al., 2012). Because a larger population of students will receive intervention, the school

climate will be positively impacted on a more significant scale.

The actual effectiveness of anger interventions may also be increased in group

settings. Because students’ behavior is shaped by peer perception, the presence of peers

during the counseling process may influence students to behave in more desirable ways.

Students may also be better positioned to cope with the stresses of an unfamiliar

experience when they are able to gain support from their peers. Groups within the school

are unique in that members often see one another on a daily basis. In this way, members

may serve as a support system inside and outside of the group and they may stimulate one

4


another to remember common goals and exhibit desirable behavior (Dwivedi & Gupta,

2000).

Students who experience deficiencies in anger management often display defiant

and oppositional behavior when interacting with authority figures in the school system.

Students may be accustomed to receiving discipline from adults and may experience

difficulty in establishing trust with their school counselor. Dwivedi and Gupta (2000)

contended that groups provide students with a community of peers with whom they can

relate. Students with anger issues may be better able to build trust in a group environment

and they may be more willing to experiment with new behaviors while gaining the

support of their peers (Dwivedi and Gupta, 2000).

Theoretical Orientation

Research has suggested cognitive behavioral therapy (CBT) as an effective means

of intervention with individuals who are struggling with anger management issues (Sutcu

et al., 2010). A basic premise of CBT is the concept that behavior is learned and can be

changed. CBT interventions also allow members to experiment with new behaviors

(Corey, 2012). According to the principles of CBT, individuals who experience anger

issues are able to change through the adoption of new beliefs and behaviors (Sutcu et al.,

2010).

School counselors who are limited by time constraints may find CBT to be an

effective means of intervention. CBT is ideal for a middle school anger reduction group

because it urges students to be active determinants in their own interventions. Students

must identify clear goals and work toward them through the process of the group. CBT

anger interventions also help students to identify triggers and adopt coping strategies.

5


Students can retain and utilize this knowledge long after the termination of the group

(Corey, 2012).

Many techniques that are trademarks of CBT would aid a school counselor in the

facilitation of a middle school anger reduction group. The school counselor could utilize

the technique of modeling to demonstrate appropriate behavior during group sessions and

throughout the school day. Behavior rehearsal through the form of role-playing would

allow students to experiment with and practice new behaviors. Homework would also

give students an opportunity to practice desired behavior outside of the group. School

counselors could employ the techniques of coaching and feedback in order to encourage

students in the process of adopting new behaviors. Reinforcement through the form of

praise, prizes, or point systems could be employed to reward students for their effort

(Corey, 2012).

Group Proposal

The following section provides an outline of a group that could be facilitated by a

middle school counselor to help students cope with excessive anger. The proposal is

based in CBT and includes a number of interventions that have been found by researchers

to be effective in reducing anger in children and adolescents. Activities have been

designed to appeal to middle school aged students. The intervention could be tailored for

use with students of any sex; however, a homogenous group might facilitate a deeper

level of comfort and trust. The proposal is written in bullet-point form in order to provide

a clear guide that delineates the group process.

Pre-group Measures

Screening.

6


Facilitator will collect initial pool of candidates through teacher recommendation

Facilitator will examine students’ histories of discipline referrals

Students with higher incidences of discipline referrals will receive priority

Students who pose a threat to the safety of others will be excluded

Facilitator will observe potential members in the classroom

Facilitator will conduct a brief interview with candidates

Motivation and potential for positive change will be assessed

Facilitator will assess group dynamics of potential members

Multicultural considerations:

Incorporate diversity

Attempt to ensure that no students feel isolated

Ethical considerations:

Facilitator will consider likelihood of gaining parental consent

If involuntary members are chosen for the group, the facilitator will

prepare to thoroughly explain the purpose of the group

The facilitator will take precautions to protect members from harm

Facilitator will choose 5-7 boys in the same grade in order to promote a

community of support inside and outside of the group

Planning.

Facilitator will consider class schedules of all members and choose a time

Facilitator will select a space that creates a welcoming environment and can

accommodate 5-7 students

Facilitator will obtain all necessary materials for group activities

7


Facilitator will write a permission form and send it home with students to be

signed by parents

The counselor will call parents if forms are not returned within one week

If parents do not sign the permission forms, the facilitator will select other

appropriate members from the original pool

Group Process

Session 1.

Introduce all members and explain the role of the school counselor

Explain the purpose of the group

The counselor will frame the purpose in positive terms by stressing

students’ strengths and potential

Acquire informed consent and explain confidentiality

Help members identify group and individual goals

Assist members in creating rules and consequences

Facilitator will print out rules and consequences

Facilitator will ask members to sign the “contract” in order to encourage

them to take the group seriously

Members will complete a pre-intervention questionnaire

Session 2.

Summarize previous session

Review goals: By reminding members of their goals on a regular basis, the group

facilitator will help members to maintain their levels of motivation

Psychoeducation:

8


The group will discuss triggers and situations that may cause anger

Students will discuss the feelings associated with physical manifestations

of anger

Activity:

Students will create an “anger log” notebook and decorate it

On the first page, students will include goals and signs of anger that they

should watch for

Homework:

Students should pay attention to triggers, physiological reactions to anger,

and their behavior and write their observations in their “anger-log”

Session 3.


Review goals to help members maintain motivation

Share notes in anger log homework and discuss

Psychoeducation:

Talk about acceptable reactions to anger

Activity:

Play the “Anger Solution Game”

Homework:

Students should record their acceptable and unacceptable reactions to

anger in their anger logs

Session 4.


9




Facilitator should focus on strengths and areas of improvement

Psychoeducation:

Coping skills: Thought-stopping, breathing exercises, progressive muscle

relaxation (PMR)

Activity:

Engage in PMR and breathing exercise and discuss

Inform students that they will be responsible for teaching their classmates

PMR and/or a breathing exercise as a final project

Homework:

Instruct students to use new coping strategies and write about them in their

anger logs

Session 5.





Psychoeducation:

Talk about problem-solving skills and communication

Activity:

Role-play hypothetical anger-inducing scenarios

Practice breathing exercises and PMR

10


Homework:

Write about reactions to anger and successful use of problem-solving

skills, communication skills, breathing exercises, and PMR in anger log

Session 6.





Address termination

Activity:

Remind students that they will be instructing their classmates in PMR or

breathing exercises in the coming week

Work together to write a script and assign roles

Practice presentation

Discuss feelings about presentation

Homework:

Practice presentation

Write about anger responses and use of coping strategies in anger log

Presentation.

Group facilitator should arrange logistics with a teacher

Group facilitator should introduce purpose of presentation and group members to

the class

Group members will instruct classmates in breathing or PMR exercise

11


Students will explain that these coping strategies can be used to deal with

the stresses of everyday life

Session 7: Termination.




Discuss presentation and associated feelings

Activity:

Review goals and discuss how they have been achieved

Ask students to write an “autobiography” of their futures

Re-administer original questionnaire for evaluation

Address strengths and areas of improvement

Address feelings associated with termination

Give students certificates of achievement

Evaluation.

Compare pre-intervention and post-intervention questionnaires

Record data of improvements in positive responses to anger as reported in

students’ anger logs

Re-administer questionnaire as a 6-month follow-up

Group Stages and Potential Issues

The group will be expected to progress through the forming, storming, norming,

performing, and mourning stages that are characteristic of group development. As with

any group, unique issues may arise during each stage. The group facilitator should make

12


efforts to take precautions so that such issues do not hinder the group’s development

(Corey, 2012).

During the forming stage, students may experience difficulty in establishing trust

if they view the group facilitator as a disciplinarian. Because the members likely have

trouble with social skills, they may also find it challenging to bond with one another. If

members are forced to participate in the group, they may be unwilling to follow the rules

or engage in group activities. The negative attitudes of these members may influence

others in the group (Corey, 2012). It will be important for the group facilitator to perform

an in-depth induction of her role as school counselor so that students do not view her as a

disciplinary figure. The counselor will make the goals of the group clear so that students

understand that they are not “in-trouble.” The facilitator will encourage students to deal

openly with their feelings about the group and express themselves in constructive ways

(Corey, 2012).

Issues will also be expected to arise during the storming stage of the group.

Research has suggested that group members often experience defensive feelings during

the storming stage. Conflict may arise between members or between the members and the

leader. Group members may become annoyed with a difficult member in the group. In

order to effectively deal with issues in the storming stage, the group leader will openly

address conflict (Corey, 2012). The counselor will teach the members constructive ways

of expressing their feelings through the psychoeducation in the group’s curriculum.

Students will be encouraged to practice their problem-solving skills and communication

skills with other group members. During all stages of the group, the counselor should

make sure that another adult is easily accessible in case physical conflict arises.

13


Group members can be expected to experience common issues in both the

norming and performing stages. The group facilitator should be conscious of the

possibility that members will show improvement within the group but fail to apply new

beliefs and skills outside of the group sessions (Corey, 2012). In order to buffer against

this possibility, the facilitator will continually encourage students to revisit their

individual and group goals. This reminder is intended to help students grasp the value of

their hard work and to motivate students to implement positive change in every arena of

their lives. To aid students in applying new skills outside of the group, the facilitator will

assign practical activities and homework (Corey, 2012).

Members in the anger management group may experience feelings of loss or

sadness during the mourning stage associated with termination. Students may become

reliant upon the group and they may not feel confident in their abilities to apply new

skills in their everyday lives without the support of the group. In order to help students

process termination, the group facilitator should discuss termination with the members

early-on and she should encourage members to openly express their feelings. The group

should spend time discussing ways that members will apply their new skills outside of the

group. Role-play exercises will give students opportunities to practice new behaviors and

apply them to hypothetical real-world scenarios (Corey, 2012).

Necessary Group Facilitation Skills

The school counselor will utilize a variety of group facilitation skills throughout

the course of the anger management group. The leader will continually turn to the basic

counseling skills of active listening, restating, clarifying, summarizing, questioning,

reflecting feelings, empathizing, and facilitating. Through CBT activities, the leader will

14


support students, assist them in goal setting, and help them to evaluate their goals. The

school counselor will model appropriate behavior, suggest alternate behaviors, and give

feedback on students’ improvements. Students experiencing similar issues may benefit

from the use of linking. The counselor may find it necessary to confront certain members

and protect members in the case of conflict. Some members may display negative

attitudes and behaviors and the facilitator may utilize the skill of blocking to decrease the

negative impact on the other members of the group. Finally, the group leader must use

appropriate termination skills to end the group (Corey, 2012).

Therapeutic Factors

A number of therapeutic factors are incorporated in the anger management

group’s curriculum. By focusing on the students’ strengths and goals, the facilitator will

instill hope that positive change is possible. Students will experience universality and

group cohesiveness while gaining support from students struggling with similar issues.

The school counselor will impart information and socializing techniques through

psychoeducation. Students will experience interpersonal learning while engaging in

activities with their peers. A goal of the group is for students to imitate the positive

behaviors of other members. Finally, the members of the anger group will be confronted

with existential factors while they learn to take responsibility for their actions no matter

the circumstance (Yalom, 2005).

Conclusion

Anger management issues can lead to an array of difficulties for students and the

entire school environment. School counselors can prevent such difficulties by forming

anger management counseling groups in their schools. The supportive environment of the

15


counseling group would likely increase the effectiveness of anger management

interventions carried out by school counselors. A seven-week program based on the

principles of CBT would be an ideal method of intervention with students who display

excessive amounts of anger. The facilitator of the anger management group must prepare

for issues that might arise in each stage of the group and utilize the appropriate group

facilitation skills. Through the process of the CBT intervention, students will experience

therapeutic factors that will help them cope with their anger and improve in the areas of

social, emotional, and academic development.

16


References

Burt, I., Patel, S. H., & Lewis, S. V. (2012). Anger management leadership groups: A

creative intervention for increasing relational and social competencies with

aggressive youth. Journal Of Creativity In Mental Health, 7(3), 249-261.

doi:10.1080/15401383.2012.710168

Corey, G. (2012). Theory and practice of group counseling. (8th ed.). Belmont, CA:

Brooks/Cole, Cengage Learning.

Dwivedi, K., & Gupta, A. (2000). 'Keeping cool': Anger management through group

work. Support For Learning, 15(2), 76.

Gaines, T., & Barry, L. M. (2008). The effect of a self-monitored relaxation breathing

exercise on male adolescent aggressive behavior. Adolescence, 43(170), 291-302.

Sütcü, S., Aydın, A., & Sorias, O. (2010). Effectiveness of a cognitive behavioral group

therapy program for reducing anger and aggression in adolescents. Turk Psikoloji

Dergisi, 25(66), 68-72.

Yalom, I. D. (2005). The theory and practice of group psychotherapy. (5th ed.). New

York, NY: Basic Books.

17

file · web viewjosie boehlert. university of virginia. abstract. this paper proposes a...

Documents