A . What happened/what triggered the problem?

Your mother/father tries to tell you what to do and you don'twant to listen .

B . BEHAVIOUR

What would you say/do?

C . CONSEQUENCES

To you and your parent .

A - B - C MODEL

B . BEHAVIOUR

What would you say/do?

C . CONSEQUENCES

To you and the girl .

A - B - C MODEL

A.

What happened/what Triggered the Problem?A

girl

accuses - you

of something

you

didn't

do.

(egsmashing things on a desk) .

Fig . 1 .

B . BEHAVIOUR

A .

What happened/what Triggered the Problem?Someone says something mean about you .

What would you say/do?

A - B - C MODEL .

C . CONSEQUENCES

To you and the other person.

A .

What happened/what Triggered the Problem?You have been wasting time talking . The teacher tellsyou she will send you out of class . You think that'sunfair and a bit rough although the lesson is boring.

B . BEHAVIOUR

What would you say/do?

C . CONSEQUENCES

To self and the teacher .

A - B - C MODEL .

LABELLING FEELINGS AND DISCUSSING CUES :

With the use of the "Faces Sheet," (fig .3) use faces on over-head sheets and the list of feelings (fig .4) trainees areasked to fit feeling words to each face on the overhead .

To help identify angry feelings use "The Anger Scale," exer-cise (fig 4) .

This exercise illustrates how our body becomes increasinglyeffected the angrier we become :

o = a calm state1 = slight anger

(face frowning) .2 = increasing anger (face frowning, teeth gritting) .3 =

(frowning, teeth, heart pumping) .4 =

(frowning, teeth, heart, lungs pumping)5 =

"

(frowning, teeth, heart, lungs, stomachchurning)

5 =

"

(frowning, teeth, heart, lungs,stomach, hands feel like hitting) .

7 =

(frowning, teeth, heart, lungs, stomach,fists feel like punching) .

8 =

(frowning, teeth, heart, lungs, stomach,punching, feet feel like kicking) .

Identify signs : Ask trainees to describe signs that let themknow they are angry . List on a whiteboard .

DISCUSS ANGER REDUCERS 1,2,3 .

Introduce the three techniques . Trainees then practice eachtechnique with a partner :

Anger Reducer 1 . Deep Breathing .

Taking a few slow, deep breaths can help in making amore controlled response in a pressure situation .Examples from sports of taking a few deep breathscan be presented (eg . in basketball- before takingan important shot) . Trainees are reminded abouttheir signs of being angry and how deep breathingcan-reduce tension by relieving physical symptoms oftension .

Trainees practice deep breathing with a partner .

Anger Reducer 2 : Backward Counting :

A second methbd of reducing one's level of arousalis to count silently backward (or forward) at aneven pace from 1 to 20 (or 10) when faced with aprovocative situation . Trainees should be instruct-ed to turn away from the provoking person or situa-tion, if appropriate while counting . Counting back-ward is also a way of gaining time to think abouthow to respond most effectively .

Trainees practice backward counting with a partner .

Anger Reducer 3 . Pleasant Imagery :

HOMEWORK:

A third way of reducing tension in an anger arousingsituation is to imagine something you like doing egsitting eating ice-cream . (fig . 6) .

Trainees choose a picture to imagine .

Trainees to practice one of these techniques in one situationin which they are angry .

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FACES - Page 13

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.17 . ENERGETIC

18 . 'SURE

19 . COMFORTABLE

20 . INTERESTED

31 . UNSURE

32 : SUICIDAL

33 . BORED

34 . EMBARRASSED

35 . CONFUSED

Fig 3 FEELINGS - Page 14

POSITIVE FEELINGS NEGATIVE .FEELINGS1 . HAPPY 1 .' FRUSTRATION

2 . TIRED2 . HORNEY 3 . SAIS

4 . SHAME3 . EXCITED. 5 . FRIGHTENED

6 . ANGRY4 : FEELING GOOD 7 . DEPRESSED

8 . SCARED5-. RELAXED 9 . GLOOMY

10 . HOSTILE .6 . GRATEFUL 11 . ANNOYED7 . WARM 12 . NERVOUS

13 . WORRIED8 . LOVABLE 14 .

-15 .ANXIOUSPANICKY

9 . CHEERFUL 16 . TERRIFIED17 . THREATENED

10 . GLAD 18 . MUDDLED19 . REVENGEFUL

11 : PROUD 20 . DESPERATE21 . MISERABLE

12 . SATISFIED _22 . LONELY23 .' LEFT OUT

13 .i SYMPATHETIC 24 . STONED25. : DRUNK

14 . FRIENDLY' 26 . FUZZY27*. PESSIMISTIC

15 . HEALTHY 28 . HURT29 . RESTLESS

16 . POWERFUL 30 . TENSE

Fig . 5 .

IMAGERY EXERCISE .

Review Homework .

INTRODUCE THE HASSLE LOG .

-as-

WEEK TWO .

l .

Hand out hassle logs to trainees (fig .C)and ask someone different to read eachitem . Use an overhead example of the has-sle log or a large visual example .

2 .

Ask the group for an example of a situa-tion in which they became angry and usethis to demonstrate how to fill in thehassle log .

3 .

Give a rationale for using hassle logs : itis a way of providing trainees with anaccurate picture of how they handled conflict situations during the week . Traineeswill find out what triggers their angerand report on situations which they han-dled well .

4 . The Consequence for not completing thehassle log is that students will not earna reinforcer for that session .

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Fig 6 -Page 20

HASSLE LOG

Somebody took something of mine

Somebody told me to do something

Somebody was doing something I didn't like

I did something wrong

Somebody started fighting with me

Other

Who was that somebody?

Another kid

Mum

Another adult

sister

Teacher Dad Brother

other

What did you do?

Hit back

Yelled

-

Broke something

Run away

-

Cried

-

Told an adult

Walked away calmly

Ignored it

Talked it out

-

Used anger control

How -did_you handle yourself?

1

2

3

4

5poorly

not so well

OK

good

great

How angry were you?

Really

Moderately

Mildly angry

Not angryBurning - angry -

angry

-

but still OK - at all

NAME : DATE :

Morning Afternoon- - Evening

Where were you?

School Outside Home

Classroom Garden- Loungeroom

Playground Street - Kitchenf

Verandah Park Bathroom

Bedroom

What happened?Somebody teased me

DISCUSS TRIGGERS :

(fig .7) .

The trainer reviews the idea that each conflict situation hasan A (trigger), a B (behaviour) and a C (consequence) . In thissession, the focus will be on the A step or trigger . the goalis to help trainees identify things that trigger or arousetheir anger . Both external and internal triggers will bedescribed .

EXTERNAL TRIGGERS :

Are things done by one person that make anotherperson angry . External triggers may be somethingothers say to a trainee (eg . being told what to door being called a name) or they may be nonverbal (ega push or an obscene gesture) . The trainer helpstrainees identify one or more external triggers(verbal or non verbal) that led to their becomingangry or aggressive during the last few weeks . Al-most always it takes more than just an externaltrigger to lead to anger arousal and aggressivebehaviour .

INTERNAL TRIGGERS :

What youngsters think or say to themselves (internaltriggers) when faced with an external trigger is ofcrucial importance in whether or not they becomeangry . Youngsters will often say things to them-selves such as "That SOB is making fun of me,""He's making me look a wimp," or "I'm going to tearthat guy's head off ." These self-statements are theinternal triggers that often combine with externaltriggers to lead to aggressive behaviour .

Helpingtrainees identify

their internal

triggers sets

thestage for the next session,-in which they will learnhow to replace internal triggers that make themangry with positive self-statements, or reminders,that reduce their anger in conflict situations .

Role Playing :

The trainer models, helps the trainees role play and givesfeedback on the following chain : "triggers (external andinternal) + cues + anger reducer(s) . For these role plays andall others, situations from the Hassle Logs are used . In thissession's role playing, the emphasis is on identifying theinternal triggers .

Fig 7TriRRers

Fig 8 Relaxation - Page 28

ALPHA MEDITATION

Find a place in your room where you will enjoy yourmeditation, be free from interruptions, and make sure thatyour clothes aren't too tight or restricting .

Lay down . Feel free and relaxed . This is really enjoyable .

With your eyes closed, and the mind clear, tense your feet -one, two, three, four, relax .

With your eyes closed and your mind clear, tense your legmuscles . Really tense them tightly . One, two, three, four .Relax .

With your eyes closed and your mind clear . Tense yourstomache muscles . One, two, three, four . Relax .

With your eyes closed and your mind clear . Tense the musclesin your back . Really tense them . Feel the tension . One,two, three, four . Relax

Now tense tightly the muscles in your shoulders . One, two,three, four . Relax .

Now tense and tighten the muscles in your arms . One, two,three, four . Relax .

With your eyes closed and your mind clear .

Clench your handsand fists . One, two, three, four . Relax .

Now tense the muscles in your neck . One, two, three, four .Relax .

With your eyes closed and your mind clear . Tense the musclesin your face . One, two, three, four . Relax

With your eyes closed and your mind clear tense every musclein your body . Really feel the tenseness and tightness in yourbody . One, two, three, four . One, two, three, four . One,two, three, four . Relax . Relax .

Close your eyes . Maintain your eyes closed . Focus on yourbreathing . Feel each breath bringing clarity and strength toyour life . Feel each breath as an energy breath .

As you breath in, picture the number 10 in big, black, boldletters entering your head . Still breathing in you canpicture the number 10 moving down through your body . As youbreathe out it comes from your body somewhere below yourstomach, and turns in a circle to become the number 9 . Nowbreathe the number 9 in, into your head and down through yourbody . Breathe out the number 9 .

9 becomes 8 and circles into your head . Breathe it downthrough your body . Breathe it out . The number 7 . Breathe itinto your head, breathe it down through your body . Breatheit out .

You now have an open and clear mind . Your mind is open andclear .

In your mind you can picture a coloured dot hovering about ametre above you . The dot is red . As you breathe in the dotmoves down towards you . It is not threatening, but the colourred covers your body . As you breathe out it moves back tobecome a dot hovering above you .

low moves downd feeling . Asain .

it moves downis the colourbecome a dot

again .

The next dot is pink . You breathe in and feel all thelightness and vibrance of pink . Breathe out . It becomes adot again .

The next dot is blue . You breathe this blue in and it becomesyou . It stays with you . You picture your mind as sky blue .The open blue sky . The kind of sky to fly in . You aretravelling through the sky . A bird in flight . A flight offreedom . You are relaxed and feeling very very good . Youfeel great to be flying . And you're flying to a place whichis your relaxation place . A place where you simply love tobe . Your flight takes you to this place . You land andbreathe deeply . Relax . You look around . Picture the detailof this place . Picture it and Enjoy it . Perhaps its a roomyou like to be in, or perhaps its a scene in nature where youlove to go . Perhaps its a place by the beach . You can hearthe sounds and see the sights . you are feeling very verygood . you picture it and enjoy it . You lay down in thisplace and you breathe deeply . You have arrived where you wishto be and everything about you feels open, calm clear andrelaxed .

The number 6 . Breathe it in down through your body . Breatheit out .The number 5 . Breathe it in down through your body . Breatheit out .The number 4 . Breathe it in down through your body . Breatheit out .The number 3 . Breathe it in down through your body . Breatheit out .The number 2 . Breathe it in down through your body . Breatheit out .The number 1 . Breathe it in down through your body . Breatheit out .

The next dot is yellow . As you breathe in yetowards you and becomes you . It is a very goyou breathe out it moves back to become a dot a

The next dot is green . You breathe it in andand covers you . You feel very very natural . Itof nature . Breathe out and it moves back to

Into this relaxed state walk two people . They are people youadmire and respect . People you love to know . Perhaps theyare people from your very life . Perhaps they are people fromhistory who you would love to know . Picture yourself greetingthem . Shaking their hands . These people are your mentors .Your life teachers . They are your helpers in life . They arethere for you just as you are there for them . They sit downbeside you and they talk to you . You ask them for advise .For answers . You ask them questions . They always answer youwith clarity and conviction . With love . And with humour .Now listen to your conversation . Listen and enjoy .

Music break .

You have enjoyed and loved this conversation . The sharing ofthought . The sharing of power . With your conversationcompleted you smile . Your mentors bid you farewell and yourmind again becomes sky blue . You are flying in the sky . Aflight to return to your actual room . Now back in you roomyou are breathing .

As you breathe in, picture the number 1 in big black letters .You breathe it into your head and down through your body .When you breathe out, somewhere around the stomache the number1 goes out and becomes the number 2 . It circles and breathethe number 2 into your head .

Now keep your breathing process going until you reach thenumber 10 .

Before opening your eyes affirm to your self . My thoughts arereal and powerful forces . You are a strong and powerfulenergetic person . Your energy is good and clear . on thecount of 3 you will open your eyes and feel this energy andlove it .

OneTwoThree .

END TAPE

WEEK THREE : REMINDERS (ANGER REDUCER 4)

Review 2nd Session .

The trainer briefly reviews the definitions of internal andexternal triggers "by going through the completed Hassle Logswith the group and having them identify the internal andexternal triggers for one hassle for each of the trainees .

INTRODUCING REMINDERS :

Reminders are statements that can be used to help increasesuccess in provocative situations of all types . They are in asense, the opposite of internal triggers . Internal triggersare self-statements that increase anger arousal . Reminders areself-instructional statements intended to lower such arousal .

Trainees can be asked to imagine :

That their "best friend," is getting very angryafter being called a name in the play-ground . Youknow he will get into trouble if he doesn't keep hiscool .

What kinds of things would you say to "cabs himdown ." (eg "its not worth it") .

These reminders can be written on the board . Some examples mayinclude :

REMINDERS/CALM THOUGHTS

* Take it easy .* Calm down .* Relax .* It's not worth it .* Hang in there .* Cool it .* Count to 14 .* Take 4 deep breaths .

Trainees are then asked to make their own cue cards of Calmthoughts or reminders .

Modelling using Reminders :

- 32 -

The trainer should model the use of appropriate reminders toincrease self-control and personal power in conflict situa-tions as opposed to using internal triggers (eg . "cool it,"versus "I"ll kill him,") . At first, it is useful for traineesto say the reminders out loud, but over time and with prac-tice, the goal is be able to "say" them silently - that is, tothink them . This goal can be accomplished by gradually de-creasing the frequency of saying a reminder out loud andincreasing the frequency of saying a reminder silently .

Thetrainer explains that a reminder should be used at the righttime (not to early and too late) and emphasises that traineesmust make a choice to use a reminder in a conflict situation .

Role Playing :

The trainer models the chain "triggers + cues + reminders +anger reducer(s) ." Then trainees role play conflict situationsfrom their hassle logs in which the main actor

Homework

1 . identifies the external and internaltriggers .

2 .identifies the cues of anger and

uses reminders and anger reducers 1,2and 3 (any or all) .

If the main actor is having trouble using the reminders it maybe helpful for the trainer (or another trainee) to say exam-ples of them quietly at the proper time . Focus in the roleplay should be on going from "out loud," reminders to silentones . The trainer gives feedback on the role plays, particu-larly on the use of the reminders and anger reducers .

For trainees to use their oven reminders when they experience ahassle situation during the week . To record this in the hasslelog .

Reviewing 3rd session .

The trainer reviews reminders by having each trainee relate ahassle from the past week in which he used a reminder from theones written down in the last session and assigned as home-work . The group is reminded about the A-B-C model and eachtrainee is asked about consequences to self and others ofhaving used the reminder . Again "out loud" and silent remind-ers are distinguished . The outcome of using the reminder isevaluated :

Did the reminder work?

If not, what went wrong?

SELF-EVALUATION :

-33-

WEEK FOUR .

Self evaluation is a way for trainees to

1 . Judge for themselves how well they handled aconflict .

2 . Reward themselves for handling it well (self-rewarding) .

3 . Help themselves find out how they could havehandled it better (self-coaching) .

Basically self-evaluation uses a set of reminders that can beused after a conflict situation . The trainer should presentsome statements that trainees can use to reward themselves (eg" I really kept cool," or "I was really in control") and tocoach themselves when they have failed to remain in control ina conflict situation .

Trainees can be asked to Imagine :

3 . You are running a long-distance race .Its a very hot day and there is a bigcrowd watching you . You feel nervousbut are determined to do your best . Youare running really well and are winningwhen someone you don't like carelesslytrips you up . Everyone sees you fallover and you feel angry and upset . Youdecide its not worth continuing and soleave the field sulking . The crowd seesyou leaving .

After you leave the field you feel disappointed and upset .

1 . You ask yourself if you did the best thing by leaving therace?

2 . What would the crowd say to help you calm down and encour-age you to do better next time?

Now Imagine :

2 . You are running a long-distance race .Its a very hot day and there is a bigcrowd watching you .

You feel verynervous but are determined to do yourbest . You are running really well andare winning when someone you don'tcarelessly trips you up . Everyone seesyou fall over and you feel embarrassed .Now you know you can't win but you aredetermined to carry on . You continuein the race and finish last .

1 . After the race you ask yourself whether you did the bestthing to continue in the race .

_

2 . What did you say to yourself during the race to help youcarry on? and/or what did the crowd say to you to help you tocarry on?

3 . What did the crowd shout as you finished?

Self-coaching and self-evaluation statements are listed and itis explained that trainees can say these statements to them-selves when facing a difficult situation .

Role Playing :f

The trainer models the chain "triggers + cues + reminders +anger reducers + self-evaluation and/or explains this chain .

Next the trainer conducts role plays from the hassle logsituations in which the main actor carries out all thefollowing steps :

Review :

Homework .

SELF COACHING/SELF EVALUATION STATEMENTS .* I can do it .* I can handle it .* No worries/ no problem .

1 . Identifies external and internal triggers .

2 . Identifies cues of anger .

3 . Uses reminders (another trainee can whisper thesein his ears at an appropriate time / or he saysthem to himself) plus anger reducers .

4 . Evaluates his performance or coaches himself . Thegroup may also be asked what the actor did well,what else he could differently .

Review the two types of self-evaluation ie .

1 . What they say to themselves when things go well .

2 . What they say to themselves when things gopoorly .

Trainees make their own cue cards with self-evaluation andself-coaching statements .

To list on their hassle logs which self-evaluation and/orself-coaching statements they used following a hassle orconflict .

Review the fourth session:

-36-

WEEK FIVE

Review self-evaluation by going over the hassle logs for theself-rewarding and self-coaching statements written down asthe homework assigned last session .

INTRODUCING THINKING AHEAD .

Thinking ahead is another way of controlling anger in aconflict situation by judging the likely consequences forbehaviour . The trainer refers to the A-B-C Model and explainsthat thinking ahead helps a trainee work out what the likely C(Consequence) will be before he decides what to do . Thesentence :

"If I do this now, then this will probably happenlater ."

is a good way to illustrate consequential thinking eg :

If I lose control I"33 get into trouble .I'll be out of class .I could be sent to the Deputy/Principle .F=etter sent home to mum/dad feel bad .I'll feel low/angry ect .I could be suspended or expelled .No reference, no job, no $, holidays, cars .

The trainer should distinguish between

Short and long-term consequences .

Encouraging trainees to consider the long-term results overshort term ones .

Trainees are asked to list short and long-term consequences ofspecific acts they have engaged in during the last two months .

Next trainees are asked about the most and least seriousconsequences of being aggressive . They are encouraged tolista series of consequences that might follow from an aggressiveact they have negaged in during the last two months .

Trainees are also asked to list positive and negativeconsequences of aggression and encouraged to weigh up thepositives and negatives in order to make a decision about howto act . (Give examples) .

Introduce the idea of assertiveness (fig .9) to help traineesunderstand that they can stand up for themselves without beingaggressive .

ANGER CHAIN/BREAKING THE ANGER CHAIN .

Use the Anger Chain Model (fig . 10) to illustrate thefollowing :

Homework :

triggerscuesremindersanger reducersself-evaluationconsequences of aggression

The trainer illustrates how participants can "break the nagerchain," by doing something different eg . using reminders andanger reducers .

Trainees are asked to use "if - then" statements in a conflictsituation and record this in their hassle log .

) n v- .1-N 01.7 L-N r 1 v GIVGZ)J J(_HL1=4

PASSIlM

ASSERTIVE 01ZAPPROMIATE

AGGRESSIIMLION

'JUST RIGHTI

"T00 HOT'ONE UP

POLITE, ABLE TO

'T00 HOZ~'LET OTHERS

ACCEPT OTHERS

'AGORESSNE ANDPUSH NIA .AROUND

OPINION

ANGRYPEOPLE WALK

FIRMBUT NICE

RUDE -PUSHY}LL OVER ME

ABLE TO HANDLE

INSIST ON MY WAY 'PROBLEMS WITHOUT

'AAMBO'GETTING WORKED UP

s

BREAKING THE ANGER CHAIN .

Reviewing :

WEEK SIX.

The trainer reviews "thinking ahead," by going over with thegroup the completed hassle logs, in which the trainees wrotedown, as part of their homework, the "if - then" statementsused in conflict situations during the past week .

Until this point in the programme, the focus has been on whatto do when someone else makes one angry. Naturally there arethings that everyone does that can make other people angry andlead to conflicts . This session focuses on what trainees doto make other people angry .

Trainees think of examples of behaviurs that people do thatarelikely to make others angry (eg . calling someone a name,making fun of someone's appearance) . Trainees may choose abehaviour which he does to make others angry from the list of"negative feelings," (fig .3) .

The trainer then gets an agreement from the trainees to try tochange the problematic behaviour in the coming week - usingthe Breaking the Anger Chain . Changing even one behaviour mayprevent some conflicts and lead to trainees being better likedor having more friends .

Use the Breaking the Anger Chain procedure to illustrate theprocess their own provocative behaviours can lead to othersbeing angry with them and the consequences which occur as aresult of this .

Homework:

To prepare for the final week .

The trainees are asked toanswer the question :

"What have you learned from being in the group ."

j?,ecAK i r~ (,'.

---7~, Amgcr<, CNAirJ Fig 10 - Page 40

FIG 10 Anger-Chain

Page 39

FUTURE SHEET

Listed below are the main techniques we have covered in the programme- .Please tick those that you will use in the future to help control youranger .

- deep breathing

-

- backward counting

- pleasant imagery

- relaxation

-

1- 4-

self-evaluation:

- hassle logy,

- identificztirn of external and internal triggers

- consequences of ar:ger

- thinking ahead

- assertion

- breaking the anger chain

*********** REMEMBER, KEEP PRACTISING ***********

RATIONALE

. .Importance of modelling

. How parent responds to the child will affect child's anger

. Child's motivation to use the skills taught in the sessionsdepends on the home environment

. Need for a team effoxt to get significant changes

AIMS

To provide parents with a model for understanding anger and therelationship between emotions, thinking and behaviour in thearousal and expression of angerTo increase their awareness of how they respond to ':.heir own angerand others' angerTo provide constructive ways. of managing anger

----------------------------------------------------------------

SESSION OUTLINE

ANGER MANAGEMENT FROGRAMME

PARENT SESSION

A. Presentation of a model for Understandinq Anger

1 . Introduce concept of anger- anger is a healthy and important emotion- distinction between anger and aggression

2 . Ask parents to think of a recent situation in which they felt,angry .

Introduce "breaking the anger chain" tracks, concept.Use ahypothetical example of a child'z; non-compliance to the parentsrequest to illustrate, i .e, You ask your child to do x several timesand they don't .

. Ask parents to think again about the recent situation when theywere angry and to identify their thoughts, feelings and behaviour inthe situation . Feedback .

B . Within pairs participants are asked to discuss the homeworkquestions (Handout 1) .

l . What does your child do that makes you angry?

2 . What do you do when your child is angry?

. What do you do when you are angry with your child?

How would the way you respond to your child's anger differ from whatyou'd do with an adult?

----------------------------------------------

C . Its ' small groups participants are asked to discuss the followingquestions and then give feedback to the large group - (Handout 2)

1 . What are acceptable and unacceptable ways of expressing anger?

2 . From your responses to the above question discus. what rules orboundaries should guide how people express anger?

----------------------------------------------------------------------

D . Using the responses from the small groups, the facilitatorhighlights the following points -

. How an individual's own beliefs, feelings, thoughts and experienceswill affect how they respond to anger in themselves, other adults andchildren

People have the right and the need to express erriut i nnS

. That parents have the opportunity to model both appropriate andinappropriate ways of dealing with anger

There are boundaries that should govern expression of anger, ie .- no physical assault- no destruction of property- no assault on child's self-esteem

no undermining of child's sense of security- limits on expressing anger need to be clear

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bra - jj - ~: t<-iYFii diffC'Yr'I1twyL5 of dialing with 1>oth thf_Ir r-1iild's anger and their-- own anger .Facilitator records the responses on the whiteboard .

i) Dealing with Your Child's Anger. Reassure child that it is "okay" to be angryDifferentiate between feelings and behaviour

. :top them from hurting themselves and others

. Reassure them that they are worthwhile even when they are angry. Accept their anger as legitimate. Help them find activities that allows them to express their angerwithout hurting themselves or others, such as :

- through drawings, clay- time out- hitting pillow- exercise- writing all the bad words on a piece of paper- yelling where they can't be heard (e .g, shower)- finding some-one or something (e .g . a doll, tree) they

can tell their problems to. Use the anger reducer techniques learnt in programme

- deep breathing- backward counting- pleasant imagery-- relaxation

. Using calm thoughts and self-evaluation

ii) Dealing With Your Own Anger. Recognise that it is OK for you to be angry. Calm yourself down using the anger reducers already discussed. Deal with the problem that's causing the anger

- Identify the problem- What options do I have to solve the problem- Select the best option

. Use "I" statements, e .g . "When you come home late., I feel angry,and I would like it if you would ring and let me know in future .

F . Brief outline of children': program, highlighting :- scale of angry feeling- anger reducers- use of hassle logs- identification of external and internal triggers- consequences of anger-- use of calm thoughts- breaking the anger chain

G . Close session, follow with informal discussion over coffee andbi ..cu i. is .

-- --- --- - - ---- - - - - - - - - - - - - - -- - -- --- ---- -- - -- -- -- - - - -- --- - - - -- - -- -- ----

In 3 small groups please discuss the following questions . You will beasked to give feedback to the large group, so please select aspokesperson .

1 . What are acceptable and unacceptable ways, of expressing anger?

HANDOUT 2

2 . From your responses to the above question discuss what rules orboundaries should guide how people express anger?

The Action

My Response

When.. .

1 feeL.. (emotan)or1... (reaction)or1 feel like. ..

(desired action)

`I' Statements

Cdr Aim: Cleat, dean communication

* Clear - brief and to the point* Intention: An opener to prevent defensiveness

* Clean - unpolluted with blame,

innuendos. shoulds, nevers and always

C18PFW%1kL*O To"comma q-aowioa l1.f,0 . ro Bac 1016CHATSW000 MW 2057AUSTRALIAfM.4104500.

Objective Description

No Blame

My PreferredOutcome

And what I'dlike is that 1...

No EypectationJ

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J

NAME :

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R

DATE OF BIRTH : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Instruction :

The purpose of this checklist is to provide a way of recordingbehaviour . In making your ratings, think of -your son as hehas been during the past month .

Read each statement and decide whether your son behaved inthis manner very often, fairly often, sometimes, not often,and almost never .

Mark the response which most nearly-represents your son .

ANGER MANAGEMENT PROGRAMME

Parent Questionaire

Fails to quieten

a

a

a

0

0down whenrequested to do so .

Accepts criticismor teasing withoutbecoming angry .

Gets into physicalfights .

Gets jealous 0 0 0 a 0easily .

Demands a lot of 0 a 0 0 0attention .

Has a quick temper . a 0 a 0xSwears or uses 0 El 0obscene language .

Thinks that others 0are out to get him.

Tries to get others a 0 0 a ainto trouble .Starts arguments, _ _fights, or callsattention to thebehaviour of'others .

Interrupts or a adistracts others .

Is short tempered 0 ; a 0 a 0and quick to - showanger .

xw z> w

z w w cE, wOH HHo w .aG'

z Cn a ww >

12

wBecomes upset i f he Dz

za

~0

c¢ >

a° 11can't have or dosomething rightnow .

13 Is disobedient 0 0 0 a aat home .

14 Picks on, pushes 0 a a a aaround, or bulliesothers .

15 Is stubborn, sullen a 0 a a aor irritable .

16 Threatens people . 0 a 0 0 a

17 Annoys, teases a 0 a a 0laughs at orridicules others .

18 Cheats to win, a a 0shows anger orsulks when losing .

19 Is involved in 0 11 11 11 0bickering,squabbling, andquarrelling .

20 Physically attacks 0 a a 0 0people .

21 Feels or complainsthat no one loveshim .

22 Becomes aggravated 11 11 11or abusive whenfrustrated or hiswill is opposed .

24

Argues alot .

11

11

11 11 11

25

26

27and noisy atinappropriate times .

28

Sulks often .

11

11

11

0

0

Screams and shouts o a a o aalot .

Brags about or o a a a adelights indescribing anti-social, unlawful,delinquent orcriminal exploits .

Is excessively loud o a a a a

> wz w w w w

OHU1 0 [_ Y' OO W

E-+¢ Z ~ ¢ W

Ls, >

NAME :

DATE OF BIRTH :

Instructions :

ANGER MANAGEMENT PROGRAMME

Self _-__Appraisal

uestionaire

The purpose of this checklist is to provide a way ofdescribing your own behaviour . In making your ratings, thinkof yourself as you have been during the past month .

Read each statement and decide whether you have behavedthis manner very often, fairly often, sometimes, not oftenalmost never .

Tick the responsed which most nearly represents you_

inor

z

1

I have a short temper

a

aZ

I argue or quarrel

0

awith others .and quickly get angry .

3

I get angry when

aI don't win . Ihate to lose .

when they aretalking, or botherpeople when they arebusy

when I am frustratedor don't get my ownway .

have what I want or dowhat I want right away .

trouble, by gettingthem into fights orarguments or bytalking about them .

around, threaten orbully others .

w wwz o

E-

4

I interrupt others

a

a

5

I get into physical

a

afights .

6

I get angry and upset

a

a

7

I feel upset if I can't 0

a

8

I like to tell others

a

a

a

a

aabout things I have

-

-gotten away with .

.

9

"I try to get others in 0

0

a

0

10

I pick on, push

0

0

a

a

0

0 0 a0 n a

a a a

a a a

a

a a 0

zcn w

ow

,- i a OE~

o a wcn

teasing, laughingor making fun of them .

z

w z cn o wz w

cn p (~H

O

.tea O O GL . Wz v> >

a a11 1 can take criticismor teasing withoutgetting angry orflaring up .

a a a o12 .1 bother others by

What would I do :

Instruction :

Read through each situation describe and writedown what you would do in this situation .

1

It is lunch time at school . Another boy from your classis teasing you, taunting you . What would you do?

2

You are lining up to go into class and another boy pushesin front of you . What would you do?

3

You come into the house after playing with your friends .You find that your younger sister has been in your roomand has taken one of your toys/possessions . She isplaying with it in her room . What would you do?

4

It is Saturday . You want to go to your friend's housefor the afternoon . Your parent says "no" . What do youdo?

I h?TER"'I EW FORMAT

1 . Completion of questionnaire and hypotheticals(These are to be read out aloud by the interviewer)

2 . Outline the airs and content of program

AiiCt :

To teach them strategies to control their angerContent : Will include following topics :- Iitonitoring their anger through the use of hassle logs- ways to reduce their anger- relaxation- changing their angry thoughts-- identification of things that trigger their anger- consequences of anger- practising techniques learnt using role plays

. outline rules of the group`- Attendance- Punctuality- Participation-- Confidentiality- Homework

4 . Signing of the contract

ANGER MANAGEMENT PROGRAMME

GROUP CONTRACT

1 . I will attend each of the seven group sessions.

2 . I will contact one of the facilitators if I am notable to attend .

3 . I will be on time for all meetings .

Signat u,e

Dat

4 . I will complete all hbmework set betve&n xpysions andpractice the skills taught .

5 . I will participate as b` t I can in all activities inthe group .

6 . I will respect the confidentiality of allshared in the group .

information

NIGEL CAMERON

JANICE EATON

, G E~=-

~vZe'~-~ rz~-

-Now relax- . . . Just like last week, I'm going to hold the cape up forthe count of 10. . : . When you start getting angry, 11 put it doerrn_-

*

what is anger?

*

what is aggression?

*

what are the good/bad aspects of anger?

*

when is anger a problem?

*

how do you know you are anggry?

EDUCATIONAL COMPONENTS

what things cause anger?

HOW DOES YOUR BODY TELL YOU THAT YOU ARE ANGRY?

Tense, rigid

--~

Feels hot in hands, body, chest, face

Shaking hands, legs

See white

'~,'7

Hear sounds

Breathing changes

Stutter

Grind teeth

Pupils dialate

7 Hair stands up

Want to yell

Pace up and down

Lossofmemory for events that follow

HOW WOULD YOU FEEL?

You are in court on serious charges, your lawyer doesnot show up and you are remanded for another 7 days .How would you feel ? (tick a face)

really angry annoveci OK hapovangry

You are M class, one of the new kids in the centre looksacross at you . He stares for a while then looks away .How would you feel?

You are playing Nintendo . Someone knocks the cordand the machine cuts out and starts up again . You haveto start the name all over (you were not doing very well) .How wo you feel?

You are playing Nintendo. It's your highest score ewer.Just like before, someone knocks the cord and. themachine stops and starts from the beginning. Howwould you feel?

Dav :

AN1

P\-1

htWhere were you'

If somebody else was involved . who was it?a mateanother kida group workerother :

What happened?

somebodv teased mesomebodv told me to do somethingsomebody took something of minesomebody did something I did not likeI did something and was punishedsomebody started fighting with me

other :

whose fault was it?

my fault

their fault

what did you do?

hit

abusedran away

controlled myselfyelled

ignoredcried

was restrainedbroke something

other :

how angry were you (tick a face)

what can your do next time'.'

HASSLE LOG

no problems!

_

poorly

really anew annoved OK haoovancrvhow did you handle yourself?

EnvironmentalCircumstances

ANGER: Determinants a~~.~ Consequences,~~ .~~~~~~

[---------------------------l/

'

Cognition : Structures~

.~8n~ProC88Ses

~.~~ ~I PI-inciolnArn,,coi

/i.>.>/!.!._______________ i_________________________j

mMc -7

COGNITIVE FACTORS

attentional focusexpectations of self and othersinterpretation/appraisal of provocationpreoccupation/rumination

AROUSAL

somatic activation/tensionirritabilityarousal intensityarousal duration

BEHAVIOURAL

impulsive reactionphysical confrontationindirect expression/displacementverbal antagonismavoidance/withdrawalproblem-solving

Novaco Workshop 1993

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What

things do you use to control your anger?

What

do you recommend to kids`

.'

We

approach intervention in 3 components (and use pressure cooker to

explain

where these components fit in)

Cognitiveself

statements (affirmations, etc)

catastrophe

scale

problem

solving

Feelings

(affect/arousal)

relaxationsportboxing

bag?

music

Behaviouralassertion

(as compared-to passive and aggressive)

communication

skills

problem

solving

time

out

COMPONENTS OF ANGER CONTROL TREATMENT

Cognitive Restructuring

Self-MonitoringModifying Attentional FocusAdjusting Expectations of Self and OthersModifying Appraisals of ProvocationDeveloping Problem-Solving ThinkingSelf-Instruction

Arousal Regulation

Self-MonitoringMuscle and Breathing RelaxationRelaxation ImageryRelaxation Counter-Conditioning

Behavioral Coping Skills

Task-Oriented Problem-SolvingCommunication SkillsTherapist Modeling and Rehearsal of Effective CopingVisual Imagery Behavioral Rehearsal

COOL OFF!

PROBLEM SOLVING

WHAT IS THE PROBLEM ?

WHAT POSSIBLE SOLUTIONS ARE THERE ?

LIST THE PROS AND CONS OF EACH SOLUTION

WHICH SOLUTION IS BEST?

DID IT WORK?

YES

NO

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" 9Lou.~ a -sPo,,~wnne~l.i+atc.,/~e~

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pre and post measures :

Difficulties ;

GENERALIZATION AND MAINTENANCE

EVALUATION

"How would you feel?" (self report)

General Health Questionnaire

Behavioural records

course completion interview

psych tests (is the p-rogra-nune effective for somerather than all, if so who?)

control groups

anger works!

those selected often most violent/aggressive

often aggressive offending histories but noinstitutional aggression

could argue that an increase in scores is good (more

i nin touch with feelings)

unrealistic institutional environment

institution does not always model assertivebehaviour (or reward it)