Can I Stay Cool?
GRADE 9-12 SESSION 5
Time Required: 45 minutes
Content Standards:
Personal/Social Development
A. Students will acquire the knowledge, attitudes and interpersonal skills to
help them understand and respect self and others.
Indicators:
Students will be able to communicate effectively within and beyond the
classroom.
Students will be able to recognize and solve problems
Students will be able to make decisions and act as responsible members of
society.
GOAL: Students will verbalize examples of the
success of new anger management skills.
Activity Statements:
Students demonstrate their ability to use the group information to maximize
their use of safe and healthy assertive behavior when being angry by verbalizing
their successes to the group. During this session, students’ reflections on their
learning, progress toward goals and pre/post group responses to feelings of
anger will indicate a sense of personal responsibility and control over their
responses to feelings of anger. The changes in their pre-to post-group discipline
office referrals and Anger Management Self-Assessment indicate change in a
positive direction.
Materials:
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Can I Stay Cool?
GRADE 9-12 SESSION 5
Completed individual Discipline/Office Referral Forms (Prior to Session 5, gather
follow-up data about each participant’s anger-related discipline/office referrals
since Session 1; see Session 4 for form and directions)
Anger Management folders including Session 1, 2, 3 and 4 Handouts:
Small Group Counseling Guidelines
Pre-Group Anger Management Self–Assessment form
Anger: Myth or Not (Student Activity Page)
Anger: Myth or Not: Answer Sheet—Myth Busters (Student Activity Page)
Discipline/Office Referrals (Pre-Group Resource Page)
Tracking and Taming My Anger: Part I (group assignment for Session 1)
Anger Management Cues (Student Activity Page)
Tracking and Taming My Anger: Part II (group assignment for Session 2)
Emotional Thermometer I (Student Activity Page)
Emotional Thermometer II (group assignment for Session 3)
Celebration “materials” (see Session 4)
Anger Management Self-Assessment (Student post-group assessment)
I Am In Charge Of Me! (Optional Post-Group Student Activity Page)
From Now On: Weekly Data Collection Tables: You Are In Charge Of You!
(Optional Post-Group Student Activity Page)
Student Feedback Form: Overall Effectiveness of Group (attached to Unit Plan)
Group Certificate of Completion
Procedures:
Professional School Counselor Procedures: Session 5
Student Involvement: Session 5
Prior to the start of this session, gather data regarding
students’ discipline/office referrals since the group began
(See Session 4—Discipline/Office Referrals Resource Page).
1. Following the “Hook” and a brief discussion of the
scenario, review Small Group Guidelines with an emphasis
1. Students relate the confidentiality rule of the
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Can I Stay Cool?
GRADE 9-12 SESSION 5
Professional School Counselor Procedures: Session 5
Student Involvement: Session 5
on post-group confidentiality. Remind participants that
even though the group is over, other group members will
trust them not to tell other people about what another
person said or did in the group. Remind students about
your responsibility to protect their confidentiality, too.
Small Group Guidelines to the “Hook” scenario and
the difficulty they might have maintaining
confidentiality. Students will make a commitment
to the trust others have in them and to maintaining
confidentiality.
2. Collect Parent Feedback packets; make arrangements
to get the forms from participants who did not bring them
to the group.
3. Give students their Anger Management folders. Ask
for 2-3 volunteers to review what they learned during the
last session. Ask group members to review the personal
goals they wrote on their Anger Management SelfAssessments. On scale of 1-5 (5= high), SHOW-ME how
you did.
4. Post-Group Discipline/Office Referral form: Distribute
individual post-group office referral information to each
student. Talk with students about their successes and ask
them to review their pre-/post-group office referrals and
summarize changes and reasoning behind changes. Ask
them to complete the Student Comment section
regarding their changes. Collect the completed forms to
use as you assess the students’ perceptions of the group’s
effectiveness.
5. Give each student the post-group Anger Management
Self –Assessment. Instruct students to complete the form
individually without discussion. After completion,
students work in pairs to compare their pre/post results
(pre-group results “should” be in their Anger
Management folders).
6. Use students’ observations of pre/post ways of
managing anger to lead into the development of “from
now on” goals. Students continue working in pairs to
develop goals. Encourage students to write their goals as
statements in the present-tense, e.g., “I use my “stop and
cool” signal when I feel an anger coming on” or “When my
geometry teacher ‘calls me out’ for talking, I say ‘Oops,
2. Students give you the packets; those who do
not have the completed packets will commit to the
day they will bring them to you.
3. Two or three volunteers will review what they
learned during the last session. Each student
reviews personal goals and indicates how he or she
did in working toward the goals.
4. Students talk about any discipline referrals and
reflect upon the decrease in discipline referrals,
the assertive techniques they used that worked
and summarize changes and reasoning behind
changes. They return forms to you.
5. Students complete the post-group Anger
Management Self-Assessment form. After
completion, they compare results of the pre-group
self-assessment and the post-group selfassessment with a partner. Each pair identifies
one observation the pair made and shares the
observation with the group.
6. Students review and self-assess their progress
toward personal goals. Working with a partner,
they establish “from now on” goals—written in the
present tense—whom they are—rather than
http://missouricareereducation.org/curr/cmd/guidanceplacementG/elearning/
Can I Stay Cool?
GRADE 9-12 SESSION 5
Professional School Counselor Procedures: Session 5
Student Involvement: Session 5
my bad’ and get back to work.” Provide opportunity for
students to share one of their “from now on” goals.
whom they “will” be. Students choose one “fromnow-on” goal to share with group members.
Note: Two (2) Student Activity Pages are included as
optional resources to help students maintain positive
changes beyond the last session. If you are not holding a
follow-up session, you may want to use them as a means
to help students self-monitor their continued progress.
I AM IN CHARGE OF ME! (Student Activity Page)
Weekly Data Collection Tables (Student Activity Page)
7. Distribute the Student Feedback Form; after
completion, celebrate their successes and present
students with certificates.
7. Students complete the Student Feedback Form,
celebrate their successes and accept their
certificates.
8. Group Summary/Closure: Ask members of the group
to share the most valuable tool they learned during the
group experience. Tell students that their Anger
Management folders are theirs to keep; encourage them
to review the handouts and assignments frequently so
that they continue to “Act Cool” especially when it is the
most difficult.
9. Remind about Confidentiality and date of Follow-up
Session (if a follow-up session is scheduled).
Distribute & Explain Classroom Teacher/Parent/ Guardian
Follow-Up Suggestions. Send a copy home with each
student and provide a copy to classroom teacher(s) of
students in group.
8. Students will share their most valuable tool to
add closure to the group. Students commit to
continued use of techniques that will defuse their
anger and eliminate discipline referrals.
9. If a follow-up session is scheduled, students
will confirm they have written the date of the
Follow-up Session in their planners.
10. Students commit to giving their
parents/guardians the handout.
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Can I Stay Cool?
GRADE 9-12 SESSION 5
Discussion:
How does an individual stay cool during a heated situation?
Additional Resources:
Adapted from
http://missouricareereducation.org/curr/cmd/guidanceplacementG/responsive
/index.html.
Extension Activities:
Students who need further assistance, follow-up with individual counseling
and/or referrals.
Compile data collected into tables/graphs for comparison and assessment of the
effectiveness of the group. (See PRoBE materials in the Missouri
Comprehensive Guidance Program Manual or contact the Guidance Section of
the Department of Elementary and Secondary Education (DESE).
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