Running head: GROUP PROPOSAL 1

Group Proposal

Rita Walker

Angelo State University

GROUP PROPOSAL 2

Group Proposal

Unit Topic: Anger Management Age Range/Grade Level: 6th Grade

Duration: Six Weeks – 40-minute sessions
Lesson 1:

Title of Lesson: Introduction

Objectives: • The students will be introduced to the counselor and each other.
• The students will create their own behavior contract.
• The students will complete a pre-assessment.

Materials: • Don’t Break the Ice game with red and blue cards (see
Appendix A for cards).
• Large chart paper
• Marker
• Paper
• Pencils

Icebreaker Students will play “Don’t Break the Ice” as an icebreaker. The actual
(Introductions): game has been modified so that the bottom of the ice cubes are either
red or blue. When an ice cube falls, the person looks at the color of the
ice cube and picks up the corresponding colored card. They then ask
the person to their left the question. The red cards have personal
question and the blue cards have would you rather questions.

Activity:
Explanation: The counselor will explain that this group is meant to help them learn
what anger is, what triggers their anger, and techniques to manage
anger. The counselor will then explain that the techniques learned in
the sessions can help them in and out of school.

Behavior The counselor will explain that for a group session to work, there has to
Contract be respect between all participants. The counselor will pull out chart
paper. She will then create four quadrants.
• She will label the first quadrant “Student to student” and ask the
students the following questions:
What does respect look like between students?
What does respect sound like between students?
• She will then label the second quadrant “Student to counselor”
and ask the students the questions:
What does respect look like student to counselor?
What does respect sound like student to counselor?
• She will then label the third quadrant “Counselor to student”
and ask the students the questions:
What does respect look like counselor to student?
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Title of Lesson: Introduction

What does respect sound like counselor to student?
• She will then label the fourth quadrant “Student to property”
and ask the students the questions:
What does respect look like between student and property?
What does respect sound like between student and property?
The counselor will then explain that these will be the expectations for
the group and everyone will sign the contract. If there are questionable
items, the group can decide to delete them.

Pre-Assessment: The counselor will tell the students that before they begin, she would
like to find out what they know about anger. Students will be given a
paper and asked three questions.
• What is anger?
• What makes you angry?
• When faced with a situation that makes you angry, what can
you do to calm yourself down?

Discussion: Ask the students, “What are some of the negative consequences of
anger that have happened to you?” Once the students have shared,
explain how this group is meant to keep them from having to go
through those experiences again.

Closing: Tell the students that next week they will be learning about what
happens physically when one experiences anger. Finally, hand each
student an exit ticket that says, “What is one thing you want to learn
from this group?”

Lesson 2:

Title of Lesson: The Physiology of Anger

Objectives: • The students will understand what happens when they get
upset.
• The student will understand the long-term repercussions of
anger.

Materials: • Operation game and modified cards (see Appendix B)

• Butcher paper.
• Markers
• Access to a screen to play a YouTube video

Icebreaker: Students will play a game of Operation. The cards have been
modified. Every card is an injury due to anger.
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Title of Lesson: The Physiology of Anger

Activity:
Icebreaker The counselor will ask the students what they noticed about the
Debrief Operation game cards. Hopefully the students will say they all have to
do with consequences from being angry. If not, the counselor can
point this out.

Life-size Anger The counselor will note that anger has consequences. Usually those
Effects on the consequences lead to students verbally or physically lashing out.
Human Body However, before that happens, there are things going on inside the
Activity body. The counselor will explain that today they will discuss what
happens internally when people get angry and the long-term effects of
anger on the human body.
• Students will be paired up. Each group will get one long piece
of butcher paper. One student will lie down on the butcher
paper and the other student will draw their outline.
• Students will then watch the YouTube video called “The
Science of Anger (Life Noggin, 2015).” It can be found at
https://www.youtube.com/watch?v=d_5DU5opOFk.
• While the video is playing, students will write down on their
life size model what is going on in the human body when
people are angry. They will also note health consequences of
anger and what area of the body can help deal with anger.
• When the video is over, students will discuss what they drew.
The counselor will need to pay special attention to the effects
on the human heart when it is subjected to anger over time.
The counselor also needs to stress that our brains, specifically
the prefrontal cortex, is important in preventing anger from
taking control. This is because the prefrontal cortex keeps
emotions at bay. It is the area of the brain where decision
making takes place (“Physiology of Anger,” n.d.).

Closing: Review what the students learned. Then hand each student an exit
ticket. The students must explain three things that happen in the
human body when people get angry.

Lesson 3:

Title of Lesson: Types of Anger

Objectives: Students will understand the different types of anger.
Boggle game

Materials: Types of Anger handout (see Appendix C)

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Title of Lesson: Types of Anger

Icebreaker: Have the students play one round of Boggle. To make the game easier,
tell the students to find as many words that are at least four letters in
length.

Activity:
Types of Anger • Give the students two minutes and tell them to write down as
many types of anger as they can.
• Then give them the hand-out “Types of Anger.”
• Read the hand-out together.
• Pair up the students and have them act out one type of anger.
Each pair must act out a different one so there are no repeats.
• When everyone is done presenting, talk about the ones that
weren’t addressed in the skits.
• Ask the students what the different types of anger look like and
if they have ever experienced them.

Closing: Tell the students that before we can correct a behavior, we have to
know what it is. That is why we went over the different types of anger.
Give the students an exit ticket and tell them to write down at least
three different types of anger.

Lesson 4:

Title of Lesson: Anger Triggers

Objectives: Students will be able to identify their anger triggers.

Materials: • Pop Up Pirate Game by TOMY

• Book: Soda Pop Head by Julia Cook (Cook, 2011)
• Paper
• Pencils

Icebreaker: Have the kids play Pop Up Pirate. In this game, the kids push swords
into a barrel. At some point, the sword will push the correct trigger
and the pirate will pop up.

Once the kids finish playing a couple of rounds, ask them “When did
the pirate react?” Some kids might say when a sword was pushed in,
but that would be incorrect. Explain or reiterate that the pirate pops up
only when the right trigger is pushed. Sometimes it happens quickly
and sometimes it takes time. Tell the students that anger is the same
way. We get angry when our triggers are pushed. Explain that today
we are going to talk about triggers.
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Title of Lesson: Anger Triggers

Activity:
Soda Pop Head • Before reading the book Soda Pop Head, ask the students to
pay special attention to Lester’s triggers.
• Read the book to the students.
• Discuss Lester’s triggers.
• Then have the students brainstorm their triggers.
• After everyone has time to write down their triggers, discuss
them as a group.
• Then talk about the strategies that Lester is given to try to
prevent him from exploding. FYI: Lester is told he can take
five deep breaths, walk away and find a quiet place, go to a
room and listen to music, or push and pull on a seat.

Closing: Give the students homework. Tell them that they need to try at least
one technique that Lester used this week when they get upset.

Lesson 5:

Title of Lesson: Techniques to Cope with Anger

Objectives: Students will learn two techniques to cope with anger.

Materials: • Balloon
• Flour
• Scissors
• Funnel

Icebreaker: Ask the students to discuss their homework assignment. Did any of
them have success using one of the coping techniques Lester used?
Activity:
Deep Breathing Tell students that one way to deal with anger is deep breathing. Teach
students how to deep breathe. They should sit down or lie down in a
comfortable spot. They should then inhale for four seconds, hold their
breath for four seconds, and then exhale for six seconds. Students
should practice for five to ten minutes (“Deep Breathing,” 2017.).

Stress Balls Another technique is to physically release anger by squeezing a stress

ball. Since most students don’t have one, the students will then make a
stress ball. Each student will be given three balloons. They will fill
one balloon with flour. They will then place it inside of two balloons
(“Easy Flour Stress Balls,” 2008).

Closing: Give the students an exit ticket. Ask them to explain which technique
they preferred and why.
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Title of Lesson: Techniques to Cope with Anger

Lesson 6:

Title of Lesson: More Coping Techniques

Objectives: Students will learn techniques to deal with anger.

Materials: Hedbanz game by Spin Master Games

Additional Hedbanz cards – Anger Management Skill Cards (see
Appendix D)
Copies of Anger Management Skill Cards (see Appendix D)
Paper
Pencils
Handouts with the Google Classroom class code

Icebreaker: Have the students play a couple rounds of Hedbanz.

Activity:
Coping Strategies • The counselor will then go over more coping techniques for
Hedbanz managing anger. The techniques include taking twenty deep
Game breaths, drawing their anger, doing fifty jumping jacks, writing
about their anger, counting to 100, walking away, talking to
someone about their problems, squeezing a ball, playing
outside, listening to music, or practicing a hobby (Anger
Management Skills Cards, 2015)
• Have the students play Hedbanz again, but this time, the words
will be one of the coping strategies (see Appendix D).
• When the students finish, give them copies of the coping
techniques so they can refer to them later when they
experience anger.

Post-Assessment: The counselor will then give a post-assessment to see what the
students learned about anger. Students will be given a piece of paper
and asked three questions.
• What is anger?
• What makes you angry?
• When faced with a situation that makes you angry, what can
you do to calm yourself down?

Closing: • Thank the students for attending the sessions. Tell them you
are hoping that they will be able to use the strategies they have
learned over the past six weeks to help them deal with anger.
Let them know that they can visit you if they need to talk or go
over the techniques. Also tell them that breaking old habits
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Title of Lesson: More Coping Techniques

takes time, and that sometimes they will have to go out of their
comfort zones.
• Tell the students that you have created a Google Classroom
with all the handouts, activities, and resources. Give them the
class code.

Follow Up Plan: • Call in every student individually after a couple of weeks and
have them evaluate their behavior since the sessions have
ended. Keep track of the students and periodically call them in
to discuss their behavior. Keep encouraging them to use the
strategies they learned.
• Go over the pre-assessments and post-assessments to see if the
sessions were successful. Was there growth? What changes
need to be made? Was there a change in behavior?
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References

Anger Management Skill Cards. (2015). Retrieved from https://www.therapistaid.com/therapy-

worksheet/anger-management-skill-cards/anger/none

Cook, J., & Valentine, A. (2011). Soda pop head. Chattanooga, TN: National Center for Youth

Issues.

Deep Breathing. (2017). Retrieved from https://www.therapistaid.com/therapy-worksheet/deep-

breathing-worksheet/anger/none

Easy Flour Stress Balls. (2008). Retrieved from http://www.instructables.com/id/Easy-flour-

stress-ball/

Life Noggin. (2015, March 31). The science of anger [Video File]. Retrieved from

https://www.youtube.com/watch?v=d_5DU5opOFk

Physiology of Anger. (n.d.). Retrieved from https://info.emergencehealthnetwork.org/poc

/view_doc.php?type=doc&id=5805&cn=116

Types of Anger: Common Types of Anger [PDF]. (n.d.). Retrieved from https://self-

sufficiency.org/wp-content/uploads/2014/12/types_of_anger.pdf
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Appendix A

Red Cards Front

What is your favorite movie? What is your favorite television show?

What is the best place to eat in San Antonio? Where it the best place to go in San Antonio?

If you could have an endless supply of food, If you were an animal, which animal would
what would you pick? you want to be?

What is your favorite thing to do in the What is your favorite ice cream flavor?
summer?

Are you a morning or a night person? What is your favorite candy?

If you had five hundred dollars, what would Name one thing makes you happy.
you buy?

Name one thing that makes you sad. Name one thing that makes you happy.
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Red Cards Back

Red Red

Red Red

Red Red

Red Red

Red Red

Red Red

Red Red
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Blue Cards Front

Would you rather have bright purple hair or Would you rather swim in a pool of chocolate
bright purple hands? Why? milk or a pool of Dr. Pepper? Why?

Would you rather live in a place that was Would you rather wear your shoes on the
always hot or always cold? Why? wrong feet or your shirt backwards? Why?

Would you rather have a cement block stuck Would you rather sweat vinegar or always
on your hand or your foot? Why? smell like a skunk? Why?

Would you rather be the best player on a Would you rather live under the sea or in
losing team or the worst player on a winning space? Why?
team? Why?

Would you rather have four hands or four Would you rather shoot gummy worms out of
feet? Why? your fingers or sneeze pizza rolls? Why?

Would you rather have deer horns or a Would you rather be rich with no friends or
squirrel tail? Why? poor with great friends? Why?

Would you rather have a lightsaber or Wonder Would you rather have 10,000 cockroaches in
Woman’s lasso of truth? Why? your room or 10,000 spiders? Why?
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Blue Cards Back

Blue Blue

Blue Blue

Blue Blue

Blue Blue

Blue Blue

Blue Blue

Blue Blue
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Appendix B

Operation Game Cards

Adam’s Apple Funny Bone

$600 $800
The patient was upset and screamed The patient hurt his funny bone
so loud, he lost his voice. while throwing a tantrum.

Wish Bone Broken Heart

$1200 $1400
The patient wishes they The patient’s heart rate increased
made better decisions. so much they had a heart attack.

Spare Ribs Butterflies in Stomach

$400 $1000
The patient broke their ribs in a fight. The patient doesn’t want to tell their parent
about their behavior in school.

Writer’s Cramp Bread Basket

$600 $2000
The patient punched the wall The patient wants to eat pizza but they have
and hurt their hand. been banned from Incredible Pizza for
breaking a machine when they didn’t win.

Charlie’s Horse Water on the Knee

$800 $1000
The patient got a Charlie’s horse while trying The patient threw their phone on the floor and
to skip school because the student did not broke it. Once the patient realized their parent
want to go to ISS. wouldn’t replace it, they cried.

Anklebone Wretched Ankle

$400 400
The patient broke his anklebone while The patient kicked their locker when it
running through the halls chasing a wouldn’t open and injured their ankle.
student who called him a name.
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Appendix C

Types of Anger: Common Types of Anger

It goes without saying that, anger is one of those emotions that can be destructive and
lead to various problems if it goes unnoticed. Although it can be tough sometimes, with the
various types of anger around, recognizing when anger first occurs is a key factor in determining
what to do when it rears its ugly head.
Here are many of the most common kinds of anger. See if you recognize any of them.
• Behavioral Anger – This type of anger usually describes someone who is aggressive
towards whatever triggered their anger, which can be another person. This can be
someone who always seems to act out, or is troublesome. Sometimes the outcome is
physical abuse or attacks against others.
• Passive Anger – People who use sarcasm or mockery as a way to hide their feelings,
typically express this form of anger. They tend to avoid confrontations with people or
situations.
• Verbal Anger – Anger that’s expressed mostly through words and not actions. Verbal
abuse is used to criticize and insult people (put them down) and complain.
• Constructive Anger – This type of anger is a key factor in driving people to want to join
movements and groups. It’s the feeling of being fed up with how things are going, and
the need to make a positive change.
• Self-inflicted Anger – Anger that translates in causing harm to one’s own body. People
who use this type of anger are acting out by punishing themselves for something they’ve
done wrong. Some examples include starvation, cutting, and overeating.
• Volatile Anger – This form of anger occurs in varying degrees; it comes and goes. It can
just appear out of nowhere or build into something bigger. It can either explode or go
unnoticed. It could even be expressed verbally or physically.
• Chronic Anger – Ever come across someone that’s seemingly angry for no reason, or
mad all the time? More than likely, they were exhibiting this type of anger. People with
chronic anger are just mad in general.
• Judgmental Anger – Putting other people down and making them feel bad about
themselves, or abilities, is a form of judgmental anger. This person expresses their
feelings by making those around them feel worthless.
• Overwhelmed Anger – This person relieves stress by shouting, and flying off the handle,
when they can’t take situations and things that are happening around them, anymore.
When things are just too overwhelming, which is why it’s called ‘overwhelmed anger’.
• Retaliatory Anger – This is probably one of the most common, of the bunch. Retaliatory
anger usually occurs as a direct response to someone else lashing out at you. Has that
happened to you once or twice?
• Paranoid Anger – This anger comes about when someone feels jealousy towards others,
because they feel other people have or want to take what’s rightfully theirs. Or they may
act out because they feel intimidated by others.
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• Deliberate Anger – Using anger to gain power over a situation or person. A person
expressing this form of anger may not start out angry, but will get angry when something
does not turn out the way they wanted. Or, someone doesn’t see eye to eye with
something they planned. This type of anger is planned
• Anger Avoidance – These people don’t like anger much. Some are afraid of their anger,
or the anger of others.
• Sneaky Anger – Anger Sneaks never let others know they are angry.
• Sudden Anger – People with sudden anger are like thunderstorms on a summer day.
They zoom in from nowhere, blast everything in sight, and then vanish. Sometimes it’s
only lightning and thunder, a big show that blows away.
• Shame-Based Anger – People who need a lot of attention or are very sensitive to
criticism often develop this style of anger. The slightest criticism sets off their own
shame.
• Addictive Anger – Some people want or need the strong feelings that come with anger.
They like the intensity even if they do not like the trouble their anger causes them.
• Habitual Anger – Anger can become a bad habit. Habitually angry people find
themselves getting angry often, usually about small things that do not bother others. They
wake up grumpy.
• Moral Anger – Some people think they have the right to be angry when others have
broken a rule. That makes the offender’s bad, evil, wicked, sinful. They have to be
scolded, maybe punished.
• Hate – Hate is hardened anger. It is a nasty anger style that happens when someone
decides that at least one other person is totally evil or bad. Forgiving the other person
seems impossible. Instead, the hater vows to despise the offender. Hate starts as anger
that does not get resolved.
• Violent Behavior – These kinds of anger can all lead to some kind of violent behavior. It
often begins with verbal threats or relatively minor incidents, but over time it can involve
physical harm. Violent behavior is very damaging, both physically and emotionally.
Violent Behavior can include physical or verbal abuse of an intimate partner (domestic
violence), a child (child abuse), or an older adult (elder abuse).
These are the most common types of anger. As mentioned at the beginning of this article,
being aware of anger when it first appears is one of the first steps to master in order to make
different choices in how to react.
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Appendix D
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