Adolescent anger management_2013
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The document discusses adolescent anger management training as an alternative to school suspension, emphasizing that traditional suspension policies are ineffective in reducing violence and do not teach conflict resolution skills. It outlines how anger management programs can enhance emotional intelligence, improve student behavior, and positively impact academic performance. The document also provides a detailed framework for implementing such programs, including instructional strategies, assessment methods, and the importance of involving parents in the process.
Adolescent anger management_2013
- 1. Adolescent Anger Management Training In Lieu of School Suspension George Anderson, MSW, CAMF
- 2. School Violence is a threat to our children’ future School districts throughout the nation are strugglingSchool districts throughout the nation are struggling to find solutions to school violence.to find solutions to school violence. On campus police have not workedOn campus police have not worked Screening for weapons are not worth the investment.Screening for weapons are not worth the investment. Zero violence policies are not changing behavior.Zero violence policies are not changing behavior. 2
- 3. ALTERNATIVES TO OUT-OF-SCHOOL SUSPENSION FOR FIGHTING Do such suspensions do more harm than good? The major reasons offered by principals for such suspensions are fighting, students’ use of profanity, disrespect toward school staff, and violation of Zero Tolerance Policies. There is much controversy over the effectiveness of school suspension since it does not teach students more effective ways to handle conflict. 3
- 4. Continued The disproportionate number of African American students who are suspended is troublesome. There is no research to support a deterrent effect of suspensions. The reason that most students obey the rules has more to do with the expected benefits that come with acceptable behavior than fear of punishment for misbehavior. 4
- 5. Doesn't Suspension have a deterrent effect? Problem behaviors in school escalate when segments of the student body find themselves without the skills necessary to behave in a desirable manner. Skills such as academic competence, anger management, impulse control, conflict resolution, and social problem-solving are important for effective participation in the academic environment. 5
- 6. Continued: When larger and larger groups of students lack one or more of these competencies, the potential for escalating problem behavior increases Rather than asking: Why does this studentRather than asking: Why does this student misbehave? Why not ask, what skills does thismisbehave? Why not ask, what skills does this student need to behave appropriately?student need to behave appropriately? 6
- 7. School suspension is a loss for everyone In California, a public school loses $49 per day forIn California, a public school loses $49 per day for each student that is suspended.each student that is suspended. The student does not receive anything while onThe student does not receive anything while on suspension.suspension. Delinquent behavior and petty crimes increaseDelinquent behavior and petty crimes increase among suspended students.among suspended students. The family, community and school district loses whenThe family, community and school district loses when students are suspended. Los Angeles has severalstudents are suspended. Los Angeles has several pilot programs.pilot programs. 7
- 8. Anger Management Works Anger Management Coaching or classes in lieu ofAnger Management Coaching or classes in lieu of suspension reduces violence, increases learning andsuspension reduces violence, increases learning and increases staff and student morale.increases staff and student morale. Students who complete anger management showStudents who complete anger management show improved academic performance.improved academic performance. Other needed interventions are discovered from PreOther needed interventions are discovered from Pre Assessments used for Emotional Intelligence/angerAssessments used for Emotional Intelligence/anger management.management. 8
- 9. What is Anger Management? 9 Anger management is the appropriate control of one’sAnger management is the appropriate control of one’s behavior when angry, fearful, stressed or depressed.behavior when angry, fearful, stressed or depressed. It is often referred to as impulse control. It is a skill that canIt is often referred to as impulse control. It is a skill that can be learned with practice and motivation.be learned with practice and motivation. Anger management is necessary for concentration, memoryAnger management is necessary for concentration, memory and success in precision learning.and success in precision learning. Anger management is an important skill that is close relatedAnger management is an important skill that is close related to empathy, compassion, self-awareness and assertiveness.to empathy, compassion, self-awareness and assertiveness. 9
- 10. Anger Management is not counseling or psychotherapy According to the American Psychiatric AssociationAccording to the American Psychiatric Association as well as the Group for The Advancement ofas well as the Group for The Advancement of Psychiatry “Anger is not a pathological condition andPsychiatry “Anger is not a pathological condition and is therefore not a listed illness in the Diagnostic Andis therefore not a listed illness in the Diagnostic And Statistical Manual of Mental and Nervous DisordersStatistical Manual of Mental and Nervous Disorders (DSM-5.)(DSM-5.) Anger is a normal human emotion that is a problemAnger is a normal human emotion that is a problem when it occurs too frequently, lasts too long, impactswhen it occurs too frequently, lasts too long, impacts health, destroys school, work or interpersonalhealth, destroys school, work or interpersonal relationships or leads to violence.relationships or leads to violence. 10
- 11. Students who learn self- control influence others. Researchers at the University of South Florida foundResearchers at the University of South Florida found that students who complete anger managementthat students who complete anger management positively impact others by modeling EI.positively impact others by modeling EI. Sacramento Unified School District has offeredSacramento Unified School District has offered anger management to 8 graders in one schoolanger management to 8 graders in one school successfully since 2001.successfully since 2001. School districts in Westchester, N.Y and Merced, CA.School districts in Westchester, N.Y and Merced, CA. are using anger classes in lieu of suspension forare using anger classes in lieu of suspension for fighting.fighting. 11
- 12. Let’s take a look at the Anger Management Program currently used in Sacramento Anger Management/Emotional Intelligence in lieu of School Suspension for Middle School Students in Sacramento Unified School District. GOALS/PURPOSES: The goals of this course are as follows: To provide Middle level students with training in Anger Management skills in lieu of school suspension. To help students recognize and manage anger and stress. To help students develop acceptable ways of expressing anger. To teach skill enhancement in emotional intelligence such as self-awareness, self-control, social awareness and relationship management. 12
- 13. Continued: PERFORMANCE OBJECTIVES Upon completion of this course, students will: Recognize the role of individual responsibility in changing their unacceptable behavior. Develop a working understanding of anger/stress patterns and responses. Identify "situational anger" that consistently results in angry responses that can lead to aggressive behavior. Eliminate or minimize person-directed aggression. Learn how and when to use "Time-outs" to prevent confrontations and incorporate new coping skills to handle stress, anger, and other feelings. Develop assertive communication skills and listening techniques to enhance interpersonal relationships. Learn to sense the mood of persons with whom they must interact, and respond in ways to improve — rather than impede — positive interactions 13
- 14. Continued: INSTRUCTIONAL STRATEGIES: Instructional methods include the following: Group Process Multimedia presentations Group discussions Role play & Mini lectures Client workbooks Ancillary training materials Pre and Post Assessments 14
- 15. Continued: TIME OF INSTRUCTION: 26 HOURS TOTAL Approximate hours per unit of the major instructional units: Introductions. What Is Anger? Personal/Self Awareness. 4 Hours What Is Stress? Awareness, Acceptance, Coping. Managing Stress. 4 Hours • Understanding You. Recognizing Anger. High-risk Situations. 4 Hours • Reasons for Anger. Anger Journal. Time-outs. 4 Hours • Improving Communication. Assertive Communication. 5 Hours • Emotional Intelligence skill enhancement. 5 Hours 15
- 16. Continued: • EVALUATION • Student takes responsibility for his/her anger. • Student demonstrates ability to use the skills he/she is learning. • Each student will complete the EQ-i-Youth Version before and after completing the course. • Feedback from classroom teacher. 16
- 17. Pre and Post Assessments • All successful anger management programsAll successful anger management programs must begin with and end with EI Assessments.must begin with and end with EI Assessments. • All programs must use workbooks, DVDs, role-All programs must use workbooks, DVDs, role- play and other creative ancillary trainingplay and other creative ancillary training techniques to accommodate non readers.techniques to accommodate non readers. • The Pre Assessment shows the students level ofThe Pre Assessment shows the students level of competence in the key areas for successfulcompetence in the key areas for successful interpersonal relationships.interpersonal relationships. 17
- 18. EQ Inventory, Youth Version • Reuven Bar-On, Ph. D.Reuven Bar-On, Ph. D. • James D.A. Parker, Ph. D.James D.A. Parker, Ph. D. 18
- 19. The Post Assessment makes the training Evidence Based. • The validated Post Assessment answers theThe validated Post Assessment answers the important question: To what extent did theimportant question: To what extent did the student improve his or her competency instudent improve his or her competency in Emotional Intelligence for Impulse Control/AngerEmotional Intelligence for Impulse Control/Anger Management?Management? • A secondary question may be, did his orA secondary question may be, did his or academic performance improve?academic performance improve? • Was there a change in student/teacher morale?Was there a change in student/teacher morale? 19
- 20. Description • Based on the original EQ-I- for adults, the EQ-I-Based on the original EQ-I- for adults, the EQ-I- measures the level of emotional and socialmeasures the level of emotional and social functioning in children and adolescents. As afunctioning in children and adolescents. As a strength based assessment, this productstrength based assessment, this product highlights areas of positive functioning as wellhighlights areas of positive functioning as well as areas for development. It can be used byas areas for development. It can be used by psychologists, school counselors, socialpsychologists, school counselors, social workers, and psychiatrists to identify anworkers, and psychiatrists to identify an individualindividual’s strengths and weaknesses in order’s strengths and weaknesses in order to help that individual develop the skills neededto help that individual develop the skills needed for academic, personal and social success.for academic, personal and social success. 20
- 21. How to Use the Assessment There are two versions of the EQ-I-:YV--theThere are two versions of the EQ-I-:YV--the original full-length version and the short version.original full-length version and the short version. The full-length version will be used exclusivelyThe full-length version will be used exclusively by Anderson & Anderson and made available on-by Anderson & Anderson and made available on- line as a Pre and Post Test.line as a Pre and Post Test. The full-length version of the EQ-I-YV providesThe full-length version of the EQ-I-YV provides scores for all of the scales, as well as the twoscores for all of the scales, as well as the two validity scales. It is recommended for initialvalidity scales. It is recommended for initial evaluations because it provides a broaderevaluations because it provides a broader assessment of functioning.assessment of functioning. 21
- 22. Scales Covered on the Pre and Post Assessment • AdaptabilityAdaptability • InterpersonalInterpersonal • IntrapersonalIntrapersonal • General MoodGeneral Mood • Stress ManagementStress Management • Positive Impression (validity)Positive Impression (validity) • Inconsistency Index (validity)Inconsistency Index (validity) 22
- 23. A 36 session/semester course for Anger Management • The focus of an anger management course should be skillThe focus of an anger management course should be skill enhancement in Emotional Intelligence/impulse control.enhancement in Emotional Intelligence/impulse control. • These topics are included on the Pre and PostThese topics are included on the Pre and Post Assessments and provide evidence of success or lack ofAssessments and provide evidence of success or lack of success for each student.success for each student. • These same skills can also be taught to adults in AdultThese same skills can also be taught to adults in Adult Education Programs, Prisoner Re-entry Programs or inEducation Programs, Prisoner Re-entry Programs or in conjunction with classes for there teens.conjunction with classes for there teens. 23
- 24. Emotional Intelligence Skills • Respecting oneselfRespecting oneself • Self-improvementSelf-improvement • Self-awarenessSelf-awareness • Constructive expression of emotionsConstructive expression of emotions • AssertivenessAssertiveness 24
- 25. Skill Enhancement Cont. • IndependenceIndependence • Interpersonal RelationshipsInterpersonal Relationships • EmpathyEmpathy • Social ResponsibilitySocial Responsibility • Problem SolvingProblem Solving 25
- 26. Skills Continued • Reality TestingReality Testing • Impulse ControlImpulse Control • FlexibilityFlexibility • Stress ToleranceStress Tolerance • OptimismOptimism 26
- 27. Like any other course, student workbooks must be used along with ancillary training materials. • The Sacramento Unified School District hasThe Sacramento Unified School District has successfully used Controlling Ourselves,successfully used Controlling Ourselves, published by Anderson & Anderson.published by Anderson & Anderson. • This workbook is written at the six grade levelThis workbook is written at the six grade level and can be used with students with poorand can be used with students with poor reading skills.reading skills. • The Contrasting Wheels of Behavior are alsoThe Contrasting Wheels of Behavior are also used in these courses.used in these courses. 27
- 28. Controlling Ourselves is used in many districts. • The Anderson & Anderson workbook forThe Anderson & Anderson workbook for adolescents is designed for Middle and Highadolescents is designed for Middle and High School Students.School Students. • It is written at the sixth grade level and can beIt is written at the sixth grade level and can be used for non readers.used for non readers. • The theoretical base or core of the curriculum isThe theoretical base or core of the curriculum is Emotional Intelligence.Emotional Intelligence. 28
- 29. Emotional Intelligence Defined • EI can best be defined as the capacity toEI can best be defined as the capacity to recognize your own feelings, needs and typicalrecognize your own feelings, needs and typical ways of responding to situations and the abilityways of responding to situations and the ability to sense the needs and feelings of others andto sense the needs and feelings of others and use this information in a way that leads to ause this information in a way that leads to a positive outcome for you and the other person.positive outcome for you and the other person. 29
- 30. EI is a better predictor of success in school, life, and work than is IQ. • Unlike IQ which is static during oneUnlike IQ which is static during one’s lifetime, EQ’s lifetime, EQ skills can be enhanced and improved.skills can be enhanced and improved. • The Anderson & Anderson Anger ManagementThe Anderson & Anderson Anger Management Curriculum teaches skill enhancement in Self-Curriculum teaches skill enhancement in Self- Awareness, Self-Control, Social Awareness andAwareness, Self-Control, Social Awareness and Relationship Management along with 14 other EIRelationship Management along with 14 other EI skills.skills. 30
- 31. A popular tool used to learn EI skills: The Wheels of Behavior contains the dos and don'ts ofThe Wheels of Behavior contains the dos and don'ts of Anger ManagementAnger Management •The Negative Wheel contains 8 spokes that areThe Negative Wheel contains 8 spokes that are associated with anger.associated with anger. •These include: Inattention,These include: Inattention, Intimidation, controlling, manipulation,Intimidation, controlling, manipulation, Interrupting, Avoidance, Rage and Hostility.Interrupting, Avoidance, Rage and Hostility. 31
- 32. The Positive Wheel • Students are encouraged to keep this card withStudents are encouraged to keep this card with them at all times or place the content on theirthem at all times or place the content on their cell phones for easy reference.cell phones for easy reference. • Here are a list of skills that are included on thisHere are a list of skills that are included on this simple two sided card: Active Listening,simple two sided card: Active Listening, Focusing, Seeking Compromise, Rephrasing,Focusing, Seeking Compromise, Rephrasing, Honest Feedback, Expressing Feelings, StatingHonest Feedback, Expressing Feelings, Stating needs, and Assertiveness.needs, and Assertiveness. 32
- 33. The Contrasting Wheels of Behavior • Is used in almost every session and should beIs used in almost every session and should be mastered.mastered. • The goal of the course is to teach the skills onThe goal of the course is to teach the skills on the Positive Wheel.the Positive Wheel. • Self-Awareness require that participants mustSelf-Awareness require that participants must be conscious of when they are using any of thebe conscious of when they are using any of the spokes on the negative wheel.spokes on the negative wheel. 33
- 34. Simultaneous Anger Management Students & their parents • Parents are more likely to benefit from parentingParents are more likely to benefit from parenting that incorporates anger management for themselvesthat incorporates anger management for themselves as well as their children.as well as their children. • This gives students and parents the opportunity toThis gives students and parents the opportunity to make changes together.make changes together. • It is difficult for change to occur in dependentIt is difficult for change to occur in dependent youngsters when they remain in families thatyoungsters when they remain in families that continue to behave in predictable, dysfunctionalcontinue to behave in predictable, dysfunctional ways.ways. 34