Adolescent Anger

Management Training In

Lieu of School Suspension

George Anderson, MSW, CAMF

School Violence is a threat to our children’ future

School districts throughout the nation are School districts throughout the nation are struggling to find solutions to school violence.struggling to find solutions to school violence.

On campus police have not workedOn campus police have not worked

Screening for weapons are not worth the Screening for weapons are not worth the investment.investment.

Zero violence policies are not changing behavior.Zero violence policies are not changing behavior.

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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.

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ContinuedThe 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.

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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.

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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 student Rather than asking: Why does this student misbehave? Why not ask, what skills does this misbehave? Why not ask, what skills does this student need to behave appropriately?student need to behave appropriately?

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School suspension is a loss for everyone

In California, a public school loses $49 per day for In 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 on The student does not receive anything while on suspension.suspension.Delinquent behavior and petty crimes increase Delinquent behavior and petty crimes increase among suspended students.among suspended students.The family, community and school district loses The family, community and school district loses when students are suspended. Los Angeles has when students are suspended. Los Angeles has several pilot programs.several pilot programs.

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Anger Management Works

Anger Management Coaching or classes in lieu of Anger Management Coaching or classes in lieu of suspension reduces violence, increases learning suspension reduces violence, increases learning and increases staff and student morale.and increases staff and student morale.Students who complete anger management show Students who complete anger management show improved academic performance.improved academic performance.Other needed interventions are discovered from Other needed interventions are discovered from Pre Assessments used for Emotional Pre Assessments used for Emotional Intelligence/anger management.Intelligence/anger management.

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What is Anger Management?

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Anger management is the appropriate control of one’s Anger 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 It is often referred to as impulse control. It is a skill that can be learned with practice and motivation.can be learned with practice and motivation.

Anger management is necessary for concentration, Anger management is necessary for concentration, memory and success in precision learning.memory and success in precision learning.

Anger management is an important skill that is close Anger management is an important skill that is close related to empathy, compassion, self-awareness and related to empathy, compassion, self-awareness and assertiveness.assertiveness.

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Anger Management is not counseling or psychotherapy

According to the American Psychiatric Association According to the American Psychiatric Association as well as the Group for The Advancement of as well as the Group for The Advancement of Psychiatry “Anger is not a pathological condition Psychiatry “Anger is not a pathological condition and is therefore not a listed illness in the and is therefore not a listed illness in the Diagnostic And Statistical Manual of Mental and Diagnostic And Statistical Manual of Mental and Nervous Disorders (DSM-5.)Nervous Disorders (DSM-5.)Anger is a normal human emotion that is a Anger is a normal human emotion that is a problem when it occurs too frequently, lasts too problem when it occurs too frequently, lasts too long, impacts health, destroys school, work or long, impacts health, destroys school, work or interpersonal relationships or leads to violence.interpersonal relationships or leads to violence.

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Students who learn self-control influence others.

Researchers at the University of South Florida found Researchers at the University of South Florida found that students who complete anger management that students who complete anger management positively impact others by modeling EI.positively impact others by modeling EI.Sacramento Unified School District has offered anger Sacramento Unified School District has offered anger management to 8 graders in one school successfully management to 8 graders in one school successfully since 2001.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 for are using anger classes in lieu of suspension for fighting.fighting.

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Let’s take a look at the Anger Management Program currently used in SacramentoAnger 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.

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Continued:PERFORMANCE OBJECTIVESUpon 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

 

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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

 

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Continued:TIME OF INSTRUCTION: 26 HOURS TOTALApproximate 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

 

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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.

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Pre and Post Assessments• All successful anger management programs All 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 training play and other creative ancillary training techniques to accommodate non readers.techniques to accommodate non readers.

• The Pre Assessment shows the students level The Pre Assessment shows the students level of competence in the key areas for successful of competence in the key areas for successful interpersonal relationships.interpersonal relationships.

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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.

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The Post Assessment makes the training Evidence Based.

• The validated Post Assessment answers the The validated Post Assessment answers the important question: To what extent did the important question: To what extent did the student improve his or her competency in student improve his or her competency in Emotional Intelligence for Impulse Emotional Intelligence for Impulse Control/Anger Management?Control/Anger Management?

• A secondary question may be, did his or A 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?

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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 social measures the level of emotional and social functioning in children and adolescents. As a functioning in children and adolescents. As a strength based assessment, this product strength based assessment, this product highlights areas of positive functioning as well highlights areas of positive functioning as well as areas for development. It can be used by as areas for development. It can be used by psychologists, school counselors, social workers, psychologists, school counselors, social workers, and psychiatrists to identify an individualand psychiatrists to identify an individual’’s s strengths and weaknesses in order to help that strengths and weaknesses in order to help that individual develop the skills needed for individual develop the skills needed for academic, personal and social success.academic, personal and social success.

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How to Use the Assessment There are two versions of the EQ-I-:YV--the There are two versions of the EQ-I-:YV--the

original full-length version and the short original full-length version and the short version. The full-length version will be used version. The full-length version will be used exclusively by Anderson & Anderson and exclusively by Anderson & Anderson and made available on-line as a Pre and Post Test.made available on-line as a Pre and Post Test.

The full-length version of the EQ-I-YV provides The full-length version of the EQ-I-YV provides scores for all of the scales, as well as the two scores for all of the scales, as well as the two validity scales. It is recommended for initial validity scales. It is recommended for initial evaluations because it provides a broader evaluations because it provides a broader assessment of functioning.assessment of functioning.

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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)

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A 36 session/semester course for Anger Management • The focus of an anger management course should be The focus of an anger management course should be

skill enhancement in Emotional Intelligence/impulse skill enhancement in Emotional Intelligence/impulse control.control.

• These topics are included on the Pre and Post These topics are included on the Pre and Post Assessments and provide evidence of success or lack of Assessments 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 Adult These same skills can also be taught to adults in Adult Education Programs, Prisoner Re-entry Programs or in Education Programs, Prisoner Re-entry Programs or in conjunction with classes for there teens.conjunction with classes for there teens.

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Emotional Intelligence Skills• Respecting oneselfRespecting oneself• Self-improvementSelf-improvement• Self-awarenessSelf-awareness• Constructive expression of emotionsConstructive expression of emotions• AssertivenessAssertiveness

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Skill Enhancement Cont.• IndependenceIndependence• Interpersonal RelationshipsInterpersonal Relationships• EmpathyEmpathy• Social ResponsibilitySocial Responsibility• Problem SolvingProblem Solving

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Skills Continued• Reality TestingReality Testing• Impulse ControlImpulse Control• FlexibilityFlexibility• Stress ToleranceStress Tolerance• OptimismOptimism

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Like any other course, student workbooks must

be used along with ancillary training materials.• The Sacramento Unified School District has The 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 level This workbook is written at the six grade level and can be used with students with poor and can be used with students with poor reading skills.reading skills.

• The Contrasting Wheels of Behavior are also The Contrasting Wheels of Behavior are also used in these courses.used in these courses.

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Controlling Ourselves is used in many districts.• The Anderson & Anderson workbook for The Anderson & Anderson workbook for

adolescents is designed for Middle and High adolescents is designed for Middle and High School Students.School Students.

• It is written at the sixth grade level and can be It 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 The theoretical base or core of the curriculum is Emotional Intelligence.is Emotional Intelligence.

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Emotional Intelligence Defined• EI can best be defined as the capacity to EI can best be defined as the capacity to

recognize your own feelings, needs and typical recognize your own feelings, needs and typical ways of responding to situations and the ways of responding to situations and the ability to sense the needs and feelings of ability to sense the needs and feelings of others and use this information in a way that others and use this information in a way that leads to a positive outcome for you and the leads to a positive outcome for you and the other person.other person.

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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, s lifetime, EQ skills can be enhanced and improved.EQ skills can be enhanced and improved.

• The Anderson & Anderson Anger Management The Anderson & Anderson Anger Management Curriculum teaches skill enhancement in Self-Curriculum teaches skill enhancement in Self-Awareness, Self-Control, Social Awareness and Awareness, Self-Control, Social Awareness and Relationship Management along with 14 other Relationship Management along with 14 other EI skills.EI skills.

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A popular tool usedto learn EI skills:The Wheels of Behavior contains the dos and don'ts The Wheels of Behavior contains the dos and don'ts of Anger Management of Anger Management •The Negative Wheel contains 8 spokes that are The 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.

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The Positive Wheel• Students are encouraged to keep this card Students are encouraged to keep this card

with them at all times or place the content on with them at all times or place the content on their cell phones for easy reference.their cell phones for easy reference.

• Here are a list of skills that are included on Here are a list of skills that are included on this simple two sided card: Active Listening, this simple two sided card: Active Listening, Focusing, Seeking Compromise, Rephrasing, Focusing, Seeking Compromise, Rephrasing, Honest Feedback, Expressing Feelings, Stating Honest Feedback, Expressing Feelings, Stating needs, and Assertiveness.needs, and Assertiveness.

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The Contrasting Wheels ofBehavior • Is used in almost every session and should be Is used in almost every session and should be

mastered.mastered.• The goal of the course is to teach the skills on The goal of the course is to teach the skills on

the Positive Wheel.the Positive Wheel.• Self-Awareness require that participants must Self-Awareness require that participants must

be conscious of when they are using any of be conscious of when they are using any of the spokes on the negative wheel.the spokes on the negative wheel.

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Simultaneous Anger ManagementStudents & their parents• Parents are more likely to benefit from parenting Parents are more likely to benefit from parenting

that incorporates anger management for that incorporates anger management for themselves as well as their children.themselves as well as their children.

• This gives students and parents the opportunity to This gives students and parents the opportunity to make changes together.make changes together.

• It is difficult for change to occur in dependent It is difficult for change to occur in dependent youngsters when they remain in families that youngsters when they remain in families that continue to behave in predictable, dysfunctional continue to behave in predictable, dysfunctional ways.ways.

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