Anger Management
by Lucille F. Burke, School Counselor, Providence (RI) Public Schools
Students:
Elementary
Sessions:
Nine
ASCA Counseling Standards Addressed
A-A
A-B
A-C
C-A
C-B
C-C
PS-A
PS-B
PS-C
National Career Development Standards Addressed
ED1
ED2
CM1
CM2
CM3
CM4
CM5
PS1
PS2
PS3
PS4
Results
Results Statements
(As a result of participating in
this activity, students will:)
1
2
How Students Will
Demonstrate Progress
Toward Results
Assessments Used
With Each
Result Statement
Describe and implement
successful methods for dealing
with anger in their lives.
Class discussion
Pre and Post Teacher’s Scale
Completion of handouts
Pre and Post Student
Questionnaire
Recognize the importance of
successfully managing anger in
their school, home, and
community.
Class discussion
Pre and Post Teacher’s Scale
Completion of handouts
Pre and Post Student
Questionnaire
Preparations
Complete the following preparations prior to introducing the activity to students:

Consider the grade and number of students in forming an Anger Management group. The selected
students will meet with each other for nine sessions. No new members should be admitted after
session 1 has commenced.

Session 1 is an introductory session that should include the purpose of the unit and the expectations
of both the students and the counselor.
©2007 Providence Public Schools
Anger Management
Page 1 of 22
Anger Management

Each session beginning with session 2 should begin with a brief review of the previous week's
session and a brief overview of the day's instruction. Questions should be encouraged and answered
at this time and periodically throughout the session when either the counselor or the students deem it
necessary.

The classroom teacher for each student will be required to complete and submit two Teacher's Scale
worksheets per student (attached). The first will be submitted prior to session 1 and the second prior
to session 8. The classroom teacher should be encouraged to consult itinerant teachers whose input
is valuable, particularly if the student shows a lack of anger management skills in their classrooms.

The counselor should meet with the classroom teacher prior to session 1 to describe the Anger
Management Program, explain the Teacher’s Scales worksheet, and the manner in which they should
be completed. After reviewing the first Scale, the counselor can revisit the teacher if any information
needs to be clarified. The counselor should meet with the teacher of each student approximately once
a week throughout the duration of the program to gather information that can facilitate the student’s
learning.

Each student will complete and submit two student questionnaires (attached). The first will be
submitted by the end of session 1 and the second by the end of session 8.

Each student will complete and submit an Anger Log.

Each student will construct and maintain a folder of all work completed and all information gathered.
This portfolio will reflect the accomplishments made through full participation in the program.

The counselor should develop a positive rapport with group members and provide a warm, caring
environment based on mutual respect and understanding.

In session 6, you will be asking students to come up with a list of strategies for combating anger.
Here are some suggested strategies for the list:
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Counting to 10
Counting to 100
Counting backwards from 20
Playing with my favorite toy
Writing
Thinking of a happy place
Watching television
Shooting a basketball
Talking to a family member, friend, teacher, or
counselor
Calling a friend on the telephone
Relaxing
Taking a walk
Asking to stand outside of the classroom
Asking to sit in a quiet place by myself for a
while
Breathing deeply
©2007 Providence Public Schools
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Anger Management
Using the computer
Listening to music
Dancing
Going out with a friend/family to visit
someplace that I enjoy Using selfaffirmations
Using my imagination
Using assertive responses
Playing video games
Doing times tables
Exercising
Reading
Talking the problem out with the person
with whom I am angry
Playing with my pets
Talking to myself
Page 2 of 22
Anger Management
Resources
The following resources are used in this activity:
Handouts contained in this packet:
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Teacher’s Scale
Student Questionnaire 1
Student Questionnaire 2
Anger Log
Brief Outline of Anger Management Program
Seven Steps to Problem Solving
Worksheet: Temperature Rising
Materials you will need to gather:
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Chalk
Pencils
Markers
Construction paper
String
Scissors
Hole punch
Notebooks
Folders
Worksheet
Awards
Stickers
The following books were used as resources in developing this unit. Other similar titles could be used.

Anger--What Young People Should Know. Channing L. Bete Co., Inc., South Deerfield, MA, 1994.

The Anger Control Workbook, Berthold Berg, Ph.D., Cognitive Counseling Resources, Dayton, Ohio,
1990
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Angry Feelings. Smart Choices. Cheryl Gross and Ed Werz, Gross/Werz, 1992.
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I Think I Can, I Know I Can! Susan Isaacs Kohl, Wendy Ritchey and Susan Isaacs, St. Martin's Press,
New York, New York, 1989.
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The Very Angry Day That Amy Didn't Have, Lawrence E. Shapiro, Ph.D., Childswork/Childsplay,
King of Prussia, PA. 1994.
©2007 Providence Public Schools
Anger Management
Page 3 of 22
Anger Management
Session Activities
Session
Step
Responsibility
1
Introduction
1
Counselor
Action Steps
 Inform the students that they have been selected to be
participants in an Anger Management group that will
meet 60 minutes a week for 9 weeks.
 Explain the selection process to students.
 Introduce self and has students introduce themselves to
each other.
 Present a brief outline of the program.
 Discuss expected outcomes. Refers to unit and lesson
goals.
 Describe the responsibility of participants in areas
such as respect, effort, homework completion, active
participation, and attendance.
 Describe appropriate group behavior. Explain rules
regarding listening, cooperation, respect for each
other, articulation of thoughts and feelings.
 Define and explain the term "confidentiality" as it
applies to each individual and to the group as a whole.
 Disseminate folders.
2
Students
 (If they agree to participate) Complete and submit
Student Questionnaire 1 (attached).
 Note: Asking questions and assessing the responses of
the students is necessary in determining how well the
students understand the concepts presented. Further
instruction may be needed. If necessary, assist students
in completing their questionnaires.
2
Definition
of Feelings
1
Counselor and
Students
©2007 Providence Public Schools
 Explore feelings by discussing the universality of
feelings, the categorization of feelings into positive
and negative, ways to change negative feelings to
positive ones, and appropriate and inappropriate ways
to express them.
Anger Management
Page 4 of 22
Anger Management
Session
Step
Responsibility
2
2
Counselor
Action Steps
 Invite students to name at least five feelings that they
experience.
 Ask for a student volunteer to write their responses on
the blackboard.
 List all responses (except anger) in a column (Column
1).
 Add anger when named to a separate column (Column
2). If a student does not name this feeling, then the
counselor may introduce it.
 Ask each student to choose at least one of the feelings
from the first column and to describe a time they
experienced that feeling.
 Note: Through questioning and clarification, the
student can learn about the feeling (e.g., how he/she
responded to it, what elicited it).Through questioning
the counselor can assess each student's ability to match
feelings with their corresponding names and to
articulate thoughts and feelings. The answers given
will determine whether or not more feelings should be
introduced (e.g., more detail should be given, different
examples described).
3 and 4
Definition
and
Explanation
of Anger
3
Counselor
 Assign homework: ask students to recall an incident in
which anger was experienced and to be prepared to
talk about it at the next session
1
Counselor
 Explain that anger is a normal feeling that everyone
feels at times.
 Ask students to share their ideas about what makes
people angry. Stress the idea that what people do with
their anger matters. Discuss the ways in which anger
can help people and how it can hurt them. Emphasize
the concept that anger can be managed. Emphasize the
importance of non-aggressive solutions to conflicts.
 Introduce anger words such as irritation, annoyance
and rage and discuss the definitions and their
implications.
 Distribute the Temperature Rising worksheet
(attached).
©2007 Providence Public Schools
Anger Management
Page 5 of 22
Anger Management
Session
Step
Responsibility
3 and 4
2
Students
Action Steps
 Complete the Temperature Rising worksheet.
 Share their writing and discuss the following: why
they felt angry, what triggered their anger, how they
felt physically/psychologically; what other feelings
were experienced simultaneously; how they behaved;
how they felt (negatively or positively) about their
behavior; what the consequences were; and what they
would do differently if presented with a similar
situation again.
 Note: This activity allows students to use their own
experiences as a basis for learning. Ask for detailed
written responses from the students and help them gain
insight into their values and behaviors. When they
share their responses, ask them to explain, describe,
expand, and clarify. Place emphases on having
students understand their feelings related to anger.
Students may feel stupid, jealous, rejected, hurt,
lonely, disliked, nervous, afraid, unloved,
misunderstood, persecuted, and worthless as well as
angry.
5
The Very
Angry Day
that Amy
Didn’t Have
1
Counselor
 Read aloud The Very Angry Day That Amy Didn't
Have. Students can read along silently and look at the
illustrations. During the reading, ask students
questions to assess understanding. Ask them to
describe what is occurring in the illustrations and what
characters may be feeling (e.g., by focusing on facial
expressions as a starting point). Encourage students to
identify those characters with which they share similar
feelings and experiences.
 Draw two columns on the blackboard. Title one
column Margaret and the other Amy.
©2007 Providence Public Schools
Anger Management
Page 6 of 22
Anger Management
Session
Step
Responsibility
5
2
Counselor and
Students
Action Steps
 Choose a situation from the book and ask students to
describe how both Margaret and Amy handled it.
Write the responses in the appropriate columns.
Choose another situation and repeat the above
procedure at least four times. Then discuss the
following:
+ Do you identify more with Margaret or with Amy?
Why?
+ Who was more successful in handling anger? Why?
+ Which strategies were more successful/appropriate?
Explain.
+ What role does attitude play in managing anger?
+ What were the effects of Margaret's and Amy's
behaviors on themselves and others?
+ What feelings in addition to anger did Margaret
experience? Why does she need to acknowledge
them?
+ How did Margaret's victims feel? How would you
feel?
+ How do you like to be treated when others are angry
with you?
+ What did Amy and other characters think about
Margaret and her behaviors?
+ What is your opinion of Amy and her behaviors?
3
Counselor and
Students
 Evaluate present methods of handling anger. By
discussing the following:
+ How do you handle anger?
+ What strategies do you use? Are they successful?
Why or why not?
+ What other strategies do you think may be more
successful/appropriate?
4
Counselor
©2007 Providence Public Schools
 Assign homework: Tells students to ask three people
what they do when they are angry. Encourage students
to determine if their responses are successful/
appropriate and be prepared to share their findings
with the group.
Anger Management
Page 7 of 22
Anger Management
Session
Step
Responsibility
6
Ways to
Stay Calm
and Cool
Off
1
Counselor
Action Steps
 Discuss the results of last week's homework
assignment as part of a review of
successful/appropriate ways to handle anger.
 Explain the importance of staying calm and cooling off
when angry.
 Review the physical/psychological signs of getting
angry.
2
Counselor and
Students
 Construct a mobile (describe one) that will help them
learn ways to stay calm and cool off when angry.
Remind students that they already know some ways
from reading and discussing The Very Angry Day That
Amy Didn't Have. Ask for some of those strategies and
tell students that they will learn more and also practice
and role-play some of them.
 Have a shape of a kitchen faucet cut out from a piece
of 12”x16” construction paper, at least 10 pieces of
string varying in length from 8 to 12 inches, and at
least 10 shapes of water droplets cut out from 6”x6”
pieces of construction paper ready to use.
 Students share with each other a way that people can
stay calm or cool off when angry. Have the student
who responds write the strategy on a water droplet.
Place a sticker on the droplet. Discuss why the strategy
may work and if any students have ever used it.
Describe an actual/hypothetical example of that
strategy in action. Have students take turns generating
strategies.
 When at least 10 water droplets are completed, have
students take turns punching holes along the bottom of
the faucet. Punch one hole for each droplet and one
hole in each droplet. Have students tie a string to each
droplet and then tie that droplet to the faucet. Hang the
mobile in a prominent place in the office where
students can see and read the mobile.
3
Counselor
 Define the strategies of self-affirmation, imagination
and self-talk, giving detailed examples.
 Demonstrate deep breathing exercises.
 Hand out one or two pieces of pre-cut (6”x20”)
construction paper to each student. Ask students to
write down one or two affirmations. Tape the
affirmations to the wall.
©2007 Providence Public Schools
Anger Management
Page 8 of 22
Anger Management
Session
Step
Responsibility
Action Steps
6
4
Counselor
 Distribute at least 5 copies of the Anger Log
worksheet to each student (attached). Make more
sheets available if needed. Explain the purpose of the
log and the manner in which it is to be filled out.
Students will be required to complete the sheets when
warranted between sessions and to bring the entire
packet to each session. The latter part of session 7 will
be used to discuss their entries. The final review will
occur during sessions 8 and 9.
7
Problemsolving
1
Counselor
 Distribute Seven Steps to Solving Problems handout
(attached). Discuss each step thoroughly to facilitate
understanding.
 Present at least two actual or hypothetical problems
and show how they can be solved by following the
seven steps.
Sessions 8
and 9
Assessment
2
Students
 Ask students to present actual problems. Have each
student “solve” his/her problem by following the steps.
3
Counselor and
Students
 Discuss the Anger Log that was introduced in session
6 and student entries that have been made since the
previous session.
1
Counselor
2
Students
3
Counselor and
Students
©2007 Providence Public Schools
 Distribute the Brief Outline of Anger Management
Program handout (attached). Review the outline with
students item by item, asking them to add specifics to
it. Help the students recall information by asking
questions similar to these:
+ Let's look at how do you handle anger successfully.
Write it on the paper in front of you.
+
Do you remember making the mobile? (Wait for
answers.)
+
What were some of the ideas that you wrote on the
water droplets?
 Complete Student Questionnaire 2 (attached), with
assistance if needed.
 Conduct conferences will serve a dual purpose:
instruction and assessment.
Anger Management
Page 9 of 22
Anger Management
Session
Step
Responsibility
8 and 9
4
Counselor
Action Steps
 Discuss any new worksheets with students.
 Review all anger logs. Evaluates how much progress
the student has made by analyzing how much
knowledge and insight has been gained. Determines
how well the student has analyzed his/her own
behaviors.
 Explain to students that although the program has
ended, the Anger Log is a tool that they can continue
to use in the future to help them continue to manage
their anger.
5
Counselor and
Teacher
 Tell the student that they will be looking at the Scales
to see what he or she has learned and how well he or
she can apply what has been learned. In addition, they
will determine what role aggression plays or does not
play in anger situations.
 Show both scales to the student. Explain that the first
one was filled out before he or she began the program
and the second one was submitted within the last
week.
 Compare each item from one scale to its corresponding
item in the second. Praise any and all improvements.
Encourage the student to explore the causes of his/her
success. Look, in a positive way, at those behaviors
that have not changed or have declined by probing into
the reasons why improvements were not made. In
addition to looking at improvements, look at what the
student knows now and what the student can do now
by analyzing the second scale.
6
Counselor and
Students
©2007 Providence Public Schools
 Review both student questionnaires. Remind the
student that the first one was completed during session
1 and the second during session 8. Proceed slowly
through each question on the questionnaire. Ask the
student to clarify and explain those answers that may
be incomplete or unclear so that a more valid
assessment of what the student truly knows can be
made. Compare the two questionnaires. Praise the
student for the knowledge he or she has gained and ask
questions to ascertain why the student was successful.
Anger Management
Page 10 of 22
Anger Management
Session
Step
Responsibility
Action Steps
8 and 9
7
Counselor
 Summarize for the student what he/she has or has not
learned (e.g., has the student met the unit goals?).
Emphasize the strengths of the student and the
progress that has been made to empower the student to
apply his/her knowledge and skills to this and to other
areas of his/her life. Emphasize the pride and positive
feelings associated with managing anger successfully.
 Make concluding statements.
 Hand out awards to all the students for having
participated in the Anger Management Program. The
awards reward their effort, commitment, and
cooperation.
8
Counselor and
Students
 Students should be able to meet unit goals. Students
should be able to both "say " and "do." Through oral
and written language, students should be able to
demonstrate what they have learned about anger and
the skills needed to manage it. Through their behavior,
students should be able to demonstrate whether or not
they can handle anger in socially acceptable, nonaggressive ways.
 Each student can demonstrate what he/she has learned
in the following learning/assessment activities by:
+ Review of Anger Log (See sessions 8 and 9).
+ Comparison of Pre and Post Teacher's Scales (See
sessions 8 and 9).
+ Comparison of both Student Questionnaires (See
sessions 8 and 9).
+ Summative Evaluation (See sessions 8 and 9).
©2007 Providence Public Schools
Anger Management
Page 11 of 22
Teacher's Scale
Name of Student________________________________
Date__________________
The above-named student has been selected to participate in an Anger Management Program that will
meet once a week for 9 weeks. Each session will last 60 minutes. Please complete the following as
accurately and as completely as possible as this information will facilitate the student's understanding of
anger and his/her socially acceptable, non-aggressive management of it.
Directions: Check the appropriate response. You may add comments to any item that you feel will
facilitate instruction and/or assessment. Thank you.
You are completing this worksheet: ____ After Session 1
The
Student:
Never
Rarely
____ After Session 8
Sometimes
Often
Very
Often
Don’t
Know
Appears angry
Tells a teacher or another
adult that he/she is angry
Tells another student that
he/she is angry
Threatens to hit peers
Hits peers
Yells at peers
Throws objects such as
pencils, books, papers
Throws desks or chairs
Runs out of the room
Leaves the building
Cries
Pouts
Stays angry for more than
ten minutes
Has a "bad day" after an
anger episode
Apologizes to the person
with whom he/she has
quarreled or fought
Comes to school angry
©2007 Providence Public Schools
Anger Management
Page 12 of 22
Teacher’s Scale
The
Student:
Never
Rarely
Sometimes
Often
Very
Often
Don’t
Know
Stays calm when confronted
by peers/adults
Talks out disagreements
Loses temper quickly when
confronted by peers/adults
Thinks before he/she acts
Answers back teachers or
other adults when they try to
intervene during an anger
episode
Gets along with peers
Articulates thoughts,
feelings, needs, and wants
appropriately
Refuses to talk or move
when angry
Hurts him/herself when
angry
Answer the following questions:
1
Can you describe one "typical" or “unusual” anger episode? Give details.
2
What appears to get the student angry? Where and when?
3
What are the student's strengths?
©2007 Providence Public Schools
Anger Management
Page 13 of 22
Teacher’s Scale
4
What appears to be the reason for his or her successful management of anger?
5
What interventions have you tried?
6
With whom in particular does this student appear to have a positive relationship?
COMMENTS
©2007 Providence Public Schools
Anger Management
Page 14 of 22
Student Questionnaire 1
Name ________________________________
Date__________________
Directions: This questionnaire is to be completed in session 1. Please answer each question as honestly
and completely as you can.
PART 1
1
What is anger?
2
Why do people get angry?
3
How often do you get angry? Check one.
_____ More than 2 times a
day?
_____ Once every 2 weeks?
_____ Once a day?
_____ Once a month?
_____ 2 to 3 times a week?
_____ Less than once a
month?
_____ Once a week?
4
Where do you get angry the most?
5
How do you know that you are angry?
6
What other feelings besides anger do you feel when angry? Explain.
7
Why do you get angry? Explain.
©2007 Providence Public Schools
Anger Management
Page 15 of 22
Student Questionnaire
8
What different things do you do when you are angry? Do you like what you do? Why or why not?
9
Do you care what the person with whom you are angry is feeling? Explain.
10 What do people say or do when you are angry?
11 Do you think that you handle your anger well? Explain.
PART II
12 Do you want to learn more about anger?
13 Do you want to handle it more successfully? Why or why not?
©2007 Providence Public Schools
Anger Management
Page 16 of 22
Student Questionnaire
Student Questionnaire 2
Name ________________________________
Date__________________
Directions: This questionnaire is to be completed in session 8. Some of these questions are the same as
the ones you answered on Questionnaire 1 in the first session but please answer them as honestly and
completely as you did the first time.
PART 1
1. What is anger?
2. Why do people get angry?
3. How often do you get angry? Check one.
_____ More than 2 times a
day?
_____ Once every 2 weeks?
_____ Once a day?
_____ Once a month?
_____ 2 to 3 times a week?
_____ Less than once a
month?
_____ Once a week?
4. Where do you get angry the most?
5.
How do you know that you are angry?
6. What other feelings besides anger do you feel when angry? Explain.
7. Why do you get angry? Explain.
©2007 Providence Public Schools
Anger Management
Page 17 of 22
Student Questionnaire
8. What different things do you do when you are angry? Do you like what you do? Why or why not?
9. Do you care what the person with whom you are angry is feeling? Explain.
10. What do people say or do when you are angry?
11. Do you think that you handle your anger well? Explain.
PART II
12. During the last 8 weeks, do you think that you have learned more about anger than you previously
knew? Why or why not? Explain.
13. During the last 8 weeks, do you think that you can handle anger more successfully than you
previously could? Why or why not? Explain.
14. What is the most important thing that you have learned in the last 8 weeks?
15. Do you think that you need more help with handling anger? Why or why not?
©2007 Providence Public Schools
Anger Management
Page 18 of 22
Temperature Rising Worksheet
In any relationship, fights and arguments are unavoidable. Interactions will result in conflict and tension.
Feeling or being angry at someone is not good or bad, right or wrong. However, the way a person
expresses his or her feelings of anger can be constructive or destructive.
Directions: Do you know what makes you feel angry? Next to the words angry, angrier, and angriest
write the corresponding situation
EXAMPLES
Explode
When my brother/sister breaks my
favorite toy.
Angriest
When my younger brother/sister
interrupts me when I am reading.
When I am reprimanded for something
I didn’t do.
Angrier
When I arrive at school and discover
that I forgot my homework on the
kitchen table.
©2007 Providence Public Schools
Angry
Anger Management
Page 19 of 22
Anger Log
Name ________________________________
Date __________________
Time ________________________________
Where __________________
Part I:
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Who was involved?
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What happened?
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What were the consequences?
Part II:
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Looking back, what were your underlying feelings?

Looking back, what were your underlying issues/reasons?

Looking back, was there anything you could have done differently?
Part III:

Have you experienced a similar situation before? What did you feel? How did you handle the
situation?

If something similar happens again, what anger management skills/alternatives can you use?
©2007 Providence Public Schools
Anger Management
Page 20 of 22
7 Steps to Solving Problems
1.
Name The Problem. (What is the problem?)
2.
Decide What You Want. (What do I want to do?)
3.
Brainstorm All Possible Solutions. (What are some solutions?)
4.
Choose The Best Solution. (What is the best solution? Why is it the best?)
5.
Try It Out. (When, where and how can I try it out?)
6.
Decide If The Solution You Chose Worked. (Did my solution work?
Why or why not?)
7.
If It Didn't Work, Pick Another Solution And Try It Out. (What
solution did I pick? Why did I pick it? When where and how can I try it out?)
Keep repeating Steps 6 and 7 if needed.
Don’t give up!!
©2007 Providence Public Schools
Anger Management
Page 21 of 22
Brief Outline of
Anger Management Program
Here are some of the things that we talked about:
1. What feelings are
2. What anger is
3. What makes you angry
4. How you know that you are angry
5. What you do when you are angry
6. What happens to you when you are angry
7. What happens to other people when you are angry
8. What you can do to handle anger successfully
9. Why it is a good idea to handle anger appropriately
10. How you can solve problems without being aggressive
Here are some of the things that we did:
1. Kept an anger log
2. Made a mobile
3. Completed questionnaires
©2007 Providence Public Schools
Anger Management
Page 22 of 22