Anger Management/Social Problem Solving Group, Grades 3-5

Type of Group
The anger management group is primarily a psychoeducational group. The school counselor will teach the students to adapt and be successful in the group setting. The group is primarily based on an educational foundation. However, the students will be encouraged to interact with one another using various techniques. For example, the students will interact through role-playing scenarios, play therapy, practice using I-messages to communicate their feelings to others, deal with irrational thoughts, and doing hands-on activities. An article, written by Kellner and Bry, discussed the effectiveness of using a program that included “psychoeducation, anger discrimination training, logging incidents of anger, and training in prosocial responses to anger” (1999). The members of the group will primarily talk about anger situations in the school. If necessary, they can briefly discuss issues at home.

Member Selection Theory and Procedures
Members will be selected using a variety of methods. Students can be selected based on self-referral, teacher referral, or parent referral. The counselor will discuss the overall purpose of the group with the third, fourth, and fifth grade classes prior to forming the group. Students that are interested in joining the group will let the counselor know. Teachers will also be provided with a brief list of behavioral definitions that students with anger management problems may display. (Jongsma and Peterson, 1999)
A. Extreme yelling, swearing, crying, or using verbally abusive language when the child does not get what he/she wants or has his/her behaviors limited
B. Repeated fighting, threats to others, and behaving cruelly or violently towards people or animals
C. Frequent pattern of destroying property or throwing things when child is angry
D. Continuous failure to accept responsibility for anger-control problems, along with a constant pattern of blaming others for his/her poor control of anger
E. Recurring history of engaging in passive-aggressive behaviors (e.g., forgetting, pretending not to listen, dawdling, procrastinating) to aggravate or irritate other adults or students
F. Awkward interpersonal relationships with other students because of aggressiveness and anger-control problems
The counselor will also encourage the teachers to refer students that might be helpful in modeling successful problem solving and anger management skills. By selecting children with varying abilities in problem solving and anger management, they can both learn from and help each other.
Once students are narrowed down, a “Parent Permission Form for Participation in the Anger Management Group” is sent home (See Pg. 6). Both the parent and the student must sign the form, before the student may participate in the group. An individual interview will be conducted with perspective members, once his/her permission slip has been returned. The student will be made aware of some of the content and nature of the group, when the group will be held, group norms, as well as confidentiality. Also, the counselor will use a “Group Membership Agreement” to get teacher approval for the student to be in the group (See Pg. 4).

Demographics of Membership
The counselor will try to combine the students into groups based on their personalities. Some students that internalize their anger may be included with those that exhibit their anger externally. Students that may be helpful in modeling successful problem solving and anger management skills will also be included in the group. Overall, the goal will be to balance the group dynamics and demographics, so that there is more equality overall. The members will be students from the third through fifth grade. The group will be composed of both girls and boys, ages varying from eight to eleven years of age. The counselor will try to avoid combining siblings within a group, unless the parent(s) make a request. The counselor would then consider the siblings’ background and situation. If there is any doubt that the combination would prevent group productiveness, the counselor will put the siblings in separate groups or recommend family counseling.

Purpose, Theme, and Goals of Group
The overall purpose of the group is to help students learn how to recognize, control, and make better decisions about their behavior (anger). Life skills that will be developed include skills in communication, listening, decision making, problem solving, and compromising. The main theme of the group is anger management. The focus is more on interacting, rather than therapy counseling. However, members will be encouraged to explore their feelings, attitudes, and values. Students will practice taking responsibility for their behavior. Members will be taught that they can solve their problems and need to practice making their own decisions. If they make a wrong decision, the students will be encouraged to admit it, acknowledge it, fix it, and let it go. Ultimately, the students will be asked to consider what they learned from their decision making.
In order to develop the goals of the group, the counselor will give each member a yellow sticky-pad on the first session. Each person will use their yellow sticky pad to write down what they want to do in the group. The goals that are established will determine the main focus of the group. The counselor will use various techniques that might be beneficial in working towards the group goals. As other issues come up throughout the sessions, they will also be addressed.
Stages of the Group (rough outline)
The school counselor will begin the group with a drawing activity to help illustrate personal responsibility. The students draw themselves as a puppet with lots of strings. Next, they draw on the side who is pulling their strings. Finally, they draw a picture of themselves. The counselor will encourage to the students that a possible goal they might want to have for themselves in this group would be to learn how to avoid being a puppet and allowing others to pull their strings. Other techniques the counselor may use with the group include relaxation techniques, talking it out, stop and think, playing music, and providing a quiet environment. An example of a relaxation technique is to have the students pretend to pull the problem in, hang on to it, take their hands and push the problem out. Then they pull whatever else is still left inside and then push it all out.
The focus on the sessions will be flexible based on the members’ goals and immediate concerns. However, the counselor will also be prepared with a structured plan for each session.
Session guide pages are from the Group Counseling for School Counselors: A Practical Guide
Session 1 - Getting Started (See Pg. 242-244)
Session 2 - Solutions (See Pg. 245)
Session 3 - Consequences (See Pg. 246)
Session 4 - Making a choice (See Pg. 247)
Session 5 - Saying no (See Pg. 248
Session 6 - Chill out (See Pg. 249-250)
Session 7 - Problem Solving (See Pg. 251 & 243)
Session 8 - Saying Goodbye (See Pg. 252)
Booster Session for Problem-Solving Groups (See Pg. 253) - Held about one month after final session

Leadership Style
The leadership style of the group will primarily be structured, but flexible. The group will start out structured to help focus the sessions. The counselor will have a lesson plan or focus for the session each time. However, the counselor can change the planned structure of the session if the students come in and have a problem that needs to be immediately addressed. The group sessions are also somewhat democratic because the students will be allowed to have a voice and provide input to the group. The group will mold itself for the day depending on what is going on in the children’s minds and lives. A possible technique to try is using metaphors and symbols to describe the counseling sessions. A study by Leseho, found that by using metaphorical exploration, “counselors can learn to respond in a manner that is empowering to both themselves and their clients” (1999).

Duration of Group
The group’s sessions will be closed. This should help the students learn to get along with one another in the group, as well as help the group develop trust in each other. The duration of the group will typically be a minimum of six to eight sessions. This can be extended if the counselor believes the group needs more sessions. An article written by Snyder, Kymissis, and Kessler, studied the effectiveness of condensing a ten to twelve sessions anger management program to four sessions. Their results revealed that “the intervention for adolescents was effective even though it was condensed” (1999). Even though the article focused on the effectiveness with adolescents, this may be a possibility to try with third through fifth graders if time was limited.

Session Length
The session length is thirty minutes long. The counselor will teach the group about the importance of starting and ending on time. The group will meet at the same time once a week. The meeting time will be determined based on the easiest time for the students to be gone from class. Meeting during lunchtime might be a possible option, so students do not have to be pulled from class. Possible benefits of joining the group might need to be shared with students, so they are not discouraged about missing their lunch recess.

Setting
The group will meet in the office at the school. If the office is unavailable, the group will meet in an available classroom. The group will be arranged in a circle around one table. The table is needed because the students will do activities such as writing, drawing, and interactive games. Materials such as chart paper, pens, crayons, and pencils will be available for use.

Size of Group
There will be four to six students in a group.
Co-therapists
The school counselor will not do co-therapy because other counselors are not available to assist. However, the counselor will consult with colleagues and the administrator or supervisor about the progress of the group and any concerns that arise. Confidentiality will be explained and encouraged for all to follow.
Issues Pertaining to Removing a Member from Group
Issues that would cause a member to be removed from the group include disruptive behavior, excessively interrupting, being silly, or breaking confidentiality. The students will be warned about inappropriate behavior. If necessary, the student will be sent back to class or asked to leave the group for the remainder of the session. If the group is meeting during classtime, the teacher will also be notified that the student is returning to class early, so that the student cannot just fool around until the session would typically be over. If a student is constantly disruptive in the group, the counselor will try to see the student individually. This will also include developing a behavior contract. If it is the whole group, the counselor will shut the whole group down. Then he/she will call the teacher to let them know the students are going back to class early. In regards to breaking confidentiality, the counselor will leave it up to the group to decide if the member should be allowed to stay in the Process Issues Discussed - Norms, Boundaries, Relationships between Members, etc.
Prior to the start of the group, the counselor meets with each member to make he/she aware of some of the content and nature of the group, when the group will be held, group norms, as well as confidentiality. The first session the group will again discuss quite extensively the rules of the group. The students will work together with the counselor to develop rules for the group. Some examples of rules should include: what is said in here stays in here, keep hands and feet to yourself, be polite; do not interrupt, and do not be rude. The boundaries of the group will be fairly flexible to allow the students to take personal responsibility. The counselor will try to emphasize to the students that everyone is entitled to their own opinion. Members need to respect one another’s opinions. Together the group will also develop goals for the group to work on.

Ethical Considerations, Confidentiality, Minors, etc
When working with minors there may be parents that will inquire about what is being discussed with their child. The parents of minors have the right to know any and all information about the child. Nevertheless, the students should have the right to share openly. When working with an anger group, often there might also be violence in the home. The counselor typically might not tell the parent exactly what the child said. Instead, he/she may mention that the group discussed how to get along better in school. If the parent wants to know specifics, he/she can arrange a meeting with the principal, parent, and the counselor. Some cases the counselor may be asked by the child to tell the parent something, so this can be done. When addressing confidentiality issues with the students, he/she should continuously remind the students that “whatever is said in here should stay in here.” However, if it is their information about them, they may share it. The counselor can remind students that if you share about others

Counseling Theoretical Orientation
The counseling theories that will be applied in the counseling approach include, cognitive behavioral, rational emotional therapy (RET), and existential. Using a cognitive behavioral approach, the counselor teaches students that they are in control of their thoughts and behaviors. RET is applied to a technique known as “Stinkin’ Thinkin.” This involves helping students catch themselves when they have negative or unrealistic thoughts. The counselor assists members in shifting their negative thinking to positive thinking. An existential approach will emphasize the idea that we are free and responsible for our own choices. Many times the problem might have been prevented, if the child would have thought for him/herself about what was the best thing he/she should do. The counselor can also adapt other theories into the counseling approach based on the needs of the group.

Personal Issues Related to Performing This Type of Group
I believe this Anger Management/Social Problem Solving Group would be very beneficial to implement with elementary level students. Based on several research articles, as well as discussions with teachers, other counselors, and parents, I see a need to help students learn skills that can help them deal effectively with conflict. The focus of the group will be aimed at preventive and developmental purposes. By helping children learn to be aware and manage their personal anger and conflict, this should help prevent more extreme violent actions. As children learn problem solving skills and appropriate ways to deal with their anger, the behavioral problems in the school environment should also be reduced.
Also, based on an interview I had with another school counselor, I believe this would be a beneficial group to implement. The counselor has found this group to be useful with students that she works with at the elementary level. The demographics of the students the counselor works with are very similar to the students at my school. Several of the ideas she provided I found helpful as I considered the implementation of a new group. Anger management and problem solving is an area that needs to be worked on by several students at our school. Based on the conflicts between students that occur, I believe that this type of group would be justifiable to teachers, parents, and administrator as important to implement.
Overall, I want children to see themselves as part of the problem solving process. Although there might be times that adults may need to intervene and help, there are many other situations they can learn to work out the solution amongst themselves. As a child growing up, I was often provided with the solutions to problems and it restricted me from developing critical problem solving skills early in life. My experience motivates me as a counselor to use this group to help empower students to take personal responsibility for their lives and develop the skills needed to deal with conflict in their lives independently whenever possible.

Some factors that might make it challenging to lead this group would be my assertiveness and my tendency to want to avoid conflict. However, my motivation to facilitate the progress of the group should help overcome the challenging factors. I will just need to be aware of these factors, so I can deal with them appropriately.
Resources for Anger Management Supplies
Ä Mar*co Products, Inc.,                                             Ä?Childswork/Childsplay
Dept.: Int/S01                                                                           P.O. Box 760                 &nbs

References
Brigman,G. & Goodman, B.E. (2001). Group Counseling for School Counselors: A Practical Guide. Walch Publications. Portland, ME.
Corey, G., & Corey, M.S. (2002). Groups: Process and Practice. Brooks/Cole Publishers. Pacific Grove, CA.
Jongsma and Peterson. (1999). The Child Psychotherapy Treatment Planner.
Kellner, M.H., & Bry, B.H. (1999). The effects of anger management groups in a day school for emotionally disturbed adolescents. Adolescence, 34, 645-649.

Leseho, J. (1999, December). Dealing with angry students: A qualitative study with implications for school counselors. Professional School Counseling, 3(2), 91-100.
Snyder, K.V., Kymissis, P., & Kessler, K. (1999, November). Anger management for adolescents: Efficacy of brief group therapy. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1409-1422.