Amber Spicer
CLED 603: Group Counseling
Group Proposal
Part 1: Basic Information
Grade Level: Fourth Graders
Topic: Anger Management/”Keeping it Cool!”
Purpose or Goals of Group: Students will be able to recognize situations that make them
angry, recognize that behaviors have consequences, and develop skills and strategies to
help them control their anger and/or channel in a way that is more positive.
Number of Sessions: Six (maybe one or two more is necessary)
Frequency of Sessions: Two times a week for Three times a week/Preferably not two
days back to back
Length of Sessions: 30 minutes
Desired number of Group Members: Limit to six because this is most appropriate for the
topic (easier to manage and be more attentive to each student the group)
Part 2: Recruitment Plan
Due to the nature of the topic, anger management, to recruit for this group I will
ask the teachers of the grade level to refer students that they may think would benefit
from the group. Teachers will complete a form (included) that will explain the group’s
purpose and activities, as well as, the certain qualities or criteria of the types of students
that would be appropriate for the group.
Part 3: Prescreening Process
Also, due to the nature of the group’s topic, I will prescreen the students primarily
by making observations of each student and the group dynamic as a whole during the first
session. I would look more closely at those students who can not seem to stay focused,
can’t listen to others more than one minute, those that may need too much attention, or
those that just don’t seem like they understand the concept of participating in a small
counseling group. I would also observe the dynamics of the group to ensure that the
students do not have personality conflicts with one another and can function together as a
group.
In addition, during the first session, I will have each student complete a brief pretest. I will use the results of the pre-test to identify what students already know about
their own emotions, consequences of behaviors, and what they know about controlling
their anger.
By using a combination of prescreening formats, I hope to get a solid sense of
how much each student understands about the group’s purpose and activities, how much
each student understands the importance of confidentiality, and how motivated/engaged
each student may be to participate in the group.
Part 4: Parent Permission Slip
Attached
TEACHER REFERRAL FORM
Anger Management Group
Dear Fourth Grade Teachers,
It is with great pleasure to announce that the counseling department will be
starting an anger management group for six to eight fourth graders, and we need your
help. It would be greatly appreciated if you could read the information below, and, then,
based on the criteria given, list two or three students from your class that you feel will
benefit from this group counseling experience. Thank you so much for your time and
effort.
-The School Guidance Department
----------------------------------------------------------------------------------------------------------Purpose or Goals of Group: Students will be able to recognize situations that make them
angry, recognize that behaviors have consequences, and develop skills and strategies to
help them control their anger and/or channel in a way that is more positive.
Criteria for students that would most benefit from the group:
The student more often than not responds to problematic situations by:
-yelling angrily.
-hitting/fighting
-throwing things.
-hurting himself/herself.
-throwing fits/abnormal behavior.
-distracting the class from learning on a daily basis.
-distracting himself/herself from learning on a daily basis.
Any student that fits at least three to four out of the seven characteristics above should be
considered for this group. Please list potential students from your class below.
1._______________________________
2._______________________________
3._______________________________
Please check one of the following.
_____ I don’t mind that the guardians of the students listed above are notified that their
student was referred by his/her teacher.
_____ I do mind that the guardians of the students listed above are notified that their
student was referred by his/her teacher (please list the student(s) that apply to this
statement: ___________________________________________________________).
July 4, 2006
Dear Parent/Guardian,
The counseling program at your child’s school is offering the opportunity for your
student to participate in a group that will to develop anger management skills called
“Keeping It Cool!” During this group, we will be exploring ways to recognize situations
that may be upsetting, and learning and practicing strategies that may help control anger
emotions. Students in this group will meet twice a week for three weeks in the school
counseling conference room. The times that have been set aside for group meetings have
already been discussed with your student’s teacher so as to make sure that the least
amount of class time will be missed. If you would like for your student to participate in
this group, please complete the permission slip below and have your student return this
portion only to their home room teacher by ____________. If you have any other
questions or concerns about the group, please contact me at 999-9999 or email me at
bestcounselorever@hotmail.com.
Thank you so much for your time, and I am truly looking forward to hearing from you
and spending time with your student.
Sincerely,
Amber Spicer
Best School Ever School Counselor
Date: __________________
I give permission for my student, ________________________, to participate in the
group, “Keeping it Cool!”
Parent/Guardian signature: ___________________________
Parent/Guardian printed name: ________________________
Daytime Contact Number:____________________________
Anger Management Group Student Pre-Test
Circle the appropriate number that coincides with each Statement. Choose the number
that best describes you right now.
Always
I get extremely angry when . . . .
-I have to do schoolwork.
-I have to do chores.
-I have a problem with my
brothers/sisters/classmates.
-I have to share with others.
-I have a problem with my
parents/teachers.
TOTAL=
/15
Never
3
3
3
2
2
2
1
1
1
0
0
0
4
4
3
3
2
2
1
1
0
0
Rarely
Never
1
1
1
1
1
1
0
0
0
0
0
0
Rarely
Never
4
4
4
4
4
4
Always
Some strategies that I use to help me
control my anger are . . . .
-chew gum.
-push my finger tips together/count
to ten.
-take deep breaths.
-talk calmly with a person who can
help.
-go for a bike ride/play outside.
-write in a journal.
-draw a picture
TOTAL=
/21
Rarely
4
4
4
Always
When I get extremely angry, I . . .
-yell loudly.
-throw things.
-hit people or things.
-hurt myself or others.
-take a nap.
-eat a shack.
TOTAL=
/18
Often Sometimes
Often Sometimes
3
3
3
3
3
3
2
2
2
2
2
2
Often Sometimes
4
4
3
3
2
2
1
1
0
0
4
4
3
3
2
2
1
1
0
0
4
4
4
3
3
3
2
2
2
1
1
1
0
0
0
4. List two people resources that you can go to for help when you feel you cannot control
your anger.
_____________________________
_____________________________
5. Write about one thing that has made you very angry in the past week. Tell what
happened and how the situation made you feel.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Write about what you did to control your angry emotions during this same situation.
If you used any strategies to “Keep it Cool,” what strategies did you use and why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Amber Spicer
June 11, 2006
Anger Management Group Session Objectives and Related
Standards
Session One: “Getting to Know the Group”
Objectives:
 The student will be able to define “confidentiality” in his/her own words.
 The student will be able to list two of the three rules of the group
1. Respect each other
2. Respect the counselor
3. Do your best to bring the most you can to the group
4. Have fun!
National Standards:
PS: A2.1 Recognize that everyone has rights and responsibilities.
PS: A2.6 Use effective communication skills.
PS: A2.7 Know that communication involves speaking, listening, and non-verbal
behavior.
PS: A1.7 Recognize personal boundaries, rights, and privacy needs.
PS: A1.9 Demonstrate cooperative behavior in groups
Virginia Standards:
EP 1. Exhibit the principles of character, including honesty, trustworthiness, respect for
the rights and property of others, respect for rules and laws, taking responsibility for
one’s own actions, fairness, caring, and citizenship
EP 2. Understand how to make and keep friends and work cooperatively with others
EP 4. Demonstrate good manners and respectful behaviors towards others
Session Plans:
1. License plate ice breaker
-students design a personal license plate with a name or message and in each
corner draws something that represents themselves
-students go around in a circle and share what the items on their license plate
represent
-this is a good activity for finding similarities in group members and it creates a
name tag to use for the remainder of the sessions
2. Review the rules of the group
3. Discuss the word “respect”- eye contact, body language, don’t interrupt, if you
can’t say something nice don’t say anything at all. Also, explain that the group
leader may have to cut-off a member or draw them out in order to give everyone a
chance to participate.
4. Educate the group on the term confidentiality(what is said in the group stays in
the group). Make sure the students understand that if they talk about something
that relates to them hurting themselves or others then the counselor may have to
talk to someone else to make sure that that doesn’t happen. Also, make sure that
5.
6.
7.
8.
they understand that it is okay to talk to their parents about what they are learning
in the group. However, the students should not talk to other friends and
classmates about the group so that everyone in the group will feel most
comfortable sharing.
Sign a very simple confidentiality contract.
Discuss the purpose of the group
Pre-Test
Close the group with a brief review and distribute a folder to each member for
them to keep their work in for each session and compile to bring home and the
end of the group
Session Two: “Set Goals and Getting to Know Ourselves”
Objectives:
 The student will be able to identify at least one situation that recently caused
him/her to be irrationally angry.
 The student will be able to recognize and explain the consequences of their
actions during the situations identified above.
 The student will be able to write at least two personal goals for controlling his/her
anger.
National Standards:
PS: A1.3 Learn the goal setting process.
PS: A1.4 Understand that change is part of growth.
PS: A1.5 Identify and express feelings.
PS: A1.6 Distinguish between appropriate and inappropriate behavior.
PS: A1.8 Understand the need for self-control and how to practice it.
PS: A1.10 Identify personal strengths and weaknesses.
PS: B1.2 Understand consequences of decisions and choices
PS: B1.9 Identify long- and short-term goals
Virginia Standards:
EP 1. Exhibit the principles of character, including honesty, trustworthiness, respect for
the rights and property of others, respect for rules and laws, taking responsibility for
one’s own actions, fairness, caring, and citizenship
EP 7. Understand the importance of short- and long-term goals
EP 8. Understand that change is part of growth
MP 2. Understand the consequences of decisions and choices
Session Plans:
1. Review the group rules and confidentiality
2. Skittles Ice Breaker-each student receives a mini pack of skittles. Each member
picks out 3 and the colors that they pick represent three things they have to share
about themselves.(ex: green=favorite food, red=favorite movie. Etc.)
3. Explain the objective of the session.
4. Introduce Our Anger management time-line.
-each member receives a long strip of construction paper and divide it into 7
sections.
-The members should fold on these lines-accordion style, and number each box.
-Explain that each session we will work on a new section of the “Keep it Cool”
time-line
-Today we will work on the first three sections.
5. In the first box they should write the title of the timeline and their name.
- in the second box write “I get angry when.. . .”-then have the students draw or
write(whichever they may prefer) about a time when they got so angry in the past
week that they couldn’t control their emotions or behaviors.
6. Have students go around in a round and share their drawings/writing.
7. Discuss with students that many people believe that sometimes it is not the actual
event that causes us to be so upset, but how we think about the event that makes
us act the way we do. Explain that in order for us to fix how we react to situations
that make us angry we must determine what makes us mad(box2), and then think
about things before we react.
8. Explain the concept of the “Rage Gauge”-scale of 1-10 of how angry a situation
can make you feel. Rage Gauge measure how hot we get like a thermometer and
that is why we are going to work on keeping it cool in late sessions. (have a
functional model that looks somewhat like a thermometer with an arm that moves
up and down)
9. In box 3, at the top have member write “My rage guage reading was . . .” Next,
have students write the number that they feel represented the amount of anger
they felt in relation to the situation in box 2.
10. Close the session with a round discussing one goal that each member has for
themselves while they are working in the group sessions (ex: learn something,
make a new friend, cool down their rage gage, not to let situation in box 2 upset
them.) and one thing they liked about or learned in group today.
11. Explain that changing behaviors is a process over time, thus the timeline, and then
collect them(use as an informal assessment for objectives for this session)
Session Three: “Develop Strategy One”
Objectives:
 The student will be able to identify and describe one strategy that he/she can
implement himself/herself in order to control his/her anger.
 The student will be able to practice this one strategy for controlling his/her anger.
National Standards:
PS: A1.6 Distinguish between appropriate and inappropriate behavior.
PS: A1.8 Understand the need for self-control and how to practice it.
PS: B1.1 Use decision-making and problem- solving model.
PS: B1.2 Understand consequences of decisions and choices.
PS: B1.3 Identify alternative solutions to a problem
PS: B1.4 Develop effective coping skills for dealing with problems.
PS: B1.5 Demonstrate when, where, and how to seek help for solving problems and
making decisions.
PS: B1.6 Know how to apply conflict resolution skills.
PS: B1.9 Identify long- and short-term goals.
Virginia Standards:
EP5. Demonstrate self-discipline and self-reliance
EP8. Understand change is a part of growth
EP9. Understand decision making and problem solving strategies
EP12. Use strategies for handling conflict in a peaceful way
MP2. Understand the consequences of decision and choices
MP4. Use appropriate decision making and problem solving skills
MP5. Demonstrate appropriate skills for interactions with adults and developing and
maintaining positive peer relationships
MP6. Use appropriate communication and conflict resolution skills with peers and adults
Session Plans:
1. Review group rules and confidentiality
2. Pass out time lines-review concept of recognizing problem situations and
gauging your rage/heat levels
3. Complete ice breaker=breaking into (dyads) groups of two and having
each student share with the other an experience in the past week that made
them very upset and what level they would rate their rage.(1 minute each)
4. Break from dyads: and explain to now share about what the consequences
were of their angry behaviors (ex: yelled at, time-out, grounded, no video
games, no recess) with their partner. ( 1 minute each)
5. After dyad time, give open share time about what they talked about with
their partner-not everyone has to share.(2-3 minutes total)
6. Discuss how there will always be things that make us angry going on in
our lives week to week/before group and after group, and we are in group
to work on this and prevent us from receiving bad consequences that we
don’t like. Remind them that sometimes we don’t have control of what
happens to us. All we have control over is how we react to situations.
7. Explain today’s objectives.
8. Teach first “Keeping It Cool” strategy.—called “Three Steps to
Success”1)pressing fingers together as hard as you can,2)while taking two
deep breaths and 3)counting to ten.
-list steps on the board
-purpose: take a minute to think before you act, make you think about
doing so many things at once that you remove yourself from the situation
for a minute, gives your body a chance to relax
9. Demonstrate for members, and have members read the steps aloud twice.
10. Have students practice twice each with their dyad partners.
11. In box 4 of time-line, have students write “Three Step to Success” and
then draw or write about anything that has to do with the new learned
“keeping-it-cool” strategy underneath.
12. Closing-in a round have each student tell you the three step to success.
13. Homework-try to use it at least once before the next session.
Session Four: “Developing Strategy Two”
Objectives:
 The student will be able to identify and describe one strategy that he/she can
implement himself/herself in order to control his/her anger.


The student will be able to practice this one strategy for controlling his/her anger.
The student will be able to list two positive consequences that could result from
applying this new learned strategy in everyday problem situations.
National Standards:
PS:A1.6, PS:A1.8, PS:B1.1, PS:B1.2, PS:B1.3, PS:B1.4, PS:B1.5, PS:B1.6, PS:B1.9
Virginia Standards:
EP5, EP8, EP9, EP12, MP2, MP4, MP5, MP6
Session Plans:
1. Review group rules and confidentiality.
2. Pass out “Keeping-It-Cool” time lines.
3. Review “Three Steps to Success Strategy” and have members practice with a
different partner a few times.
4. Then bring the group back together and ask if anyone wants to share about a time
since the last group that they used this strategy. If so, what were some positive
consequences of using the “three steps to success.” (If no one can share about a
time, maybe one dyad group could role play a hypothetical situation using the
strategy, and then the whole group can list positive consequences of the strategy
on the board)
5. Teach next “keeping-it-cool” strategy-“Choosing to Chew”-keep bubble gum
handy. (Counselor may make special arrangements with teacher if need be-but
students can’t abuse the privilege in class or the teacher will take it away). Next,
when you feel yourself getting upset, get a piece of gum and begin by chewing it
as fast as you can. Then, after a few seconds, chew it a little slower, then slower,
then slower, until you have calmed down. Purpose: to take it out on the gum
instead and relax your body before you relax.
6. Now practice: pass out the gum/counselor will role play a time when a member
may get really upset and then say “Go”/students pop in gum and chew as fast as
possible/counselor times them then coaches them to chew slower, and slower and
slower until they all feel relaxed.
7. While still chewing gum, have students complete box 5 of time-line. Members
write at the top of the box “Choosing to Chew” and then draw or write about the
strategy underneath.(maybe glue gum wrapper on the time-line)
8. Close with a round where each member describes the “Choosing to Chew”
strategy in their own words.
9. HW: try to practice this one time before the next group session
Session Five: “Developing Strategy Three”
Objectives:
 The student will be able to identify and describe one strategy that he/she can
implement himself/herself in order to control his/her anger.
 The student will be able to practice this one strategy for controlling his/her anger.
 The student will be able to list two positive consequences that could result from
applying this new learned strategy in everyday problem situations.
National Standards:
PS:A1.6, PS:A1.8, PS:B1.1, PS:B1.2, PS:B1.3, PS:B1.4, PS:B1.5, PS:B1.6, PS:B1.9
Virginia Standards:
EP5, EP8, EP9, EP12, MP2, MP4, MP5, MP6
Session Plans:
1. Review group rules and confidentiality.
2. Pass out “Keeping-It-Cool” time lines.
3. Review “Choosing to Chew” strategy and have members practice with a different
partner a few times.
4. Then bring the group back together and ask if anyone wants to share about a time
since the last group that they used this strategy. If so, what were some positive
consequences of using the “Choosing to Chew” strategy. (If no one can share
about a time, maybe one dyad group could role play a hypothetical situation using
the strategy, and then the whole group can list positive consequences of the
strategy on the board)
5. Explain that the past two strategies we learned are supposed to calm us down
before we react and use behaviors that are uncontrollable. Today we are going to
learn a strategy that may help us calm down, but, most importantly, help us to
communicate our feelings(rage gauge) and maybe solve problems that may upset
us.
6. Teach next “keeping-it-cool” strategy-“Saying yes to the ‘I-message’”
-write the “I message” formula on the board.-I get very (feelings) when (what
happened to make you upset) because (why you think you got so upset).
7. Activity: Pass out short “anger activating event” scenarios on slips of paper, one
for each student to read. One at a time, each student reads his/her scenario and
then the entire group can come up with a hypothetical “I message” (This may
have to be demonstrated a few times by the counselor first, but the group should
do the last three or four on their own.-make sure to write all examples on the
board for the students to reference)
8. After everyone has read their slip, members should write “I message” at the top of
box 6. Next, they should all write the formula for “I messages” underneath. If
time permits, they can draw about or write about this new strategy in their own
words or they can just paste their slip in the box as long as they have included
their example “I message” on the slip.
9. Remind students that next session will be their last group session. Reassure them
that even though the group may be ending, but they will also be able to talk with
me and their group-mates for help and support anytime after group is over if they
need anything.
10. Close by having the students recite the formula for the “I message” aloud as a
round(students may read it off the board).
11. HW: try to practice this strategy at least one time before the next group session
Session Six: “Wrap Up”
Objectives:
 The student will be able to list three strategies that he/she can implement in order
to control his/her anger appropriately.

The student will be able identify two resources in the school that he/she can seek
out for help and support in implementing new learned anger management
strategies.
 The student will be able to determine if he/she has reached the goals that he/she
had set in the first session of the group.
National Standards:
PS:A1.6, PS: A1.8, PS:B1.1, PS:B1.2, PS:B1.3, PS:B1.4, PS:B1.5, PS:B1.6, PS:B1.9
PS: A1.3 Learn the goal-setting process
PS: A1.4 Understand that change is part of growth
PS: B1.5 Demonstrate when, where, and how to seek help for solving problems and
making decisions
Virginia Standards:
EP5, EP8, EP9, EP12, MP2, MP4, MP5, MP6
EP1. Exhibit the principles of character, including honesty, trustworthiness, respect for
the rights and property of others, respect for rules and laws, taking responsibility for
one’s own actions, fairness, caring, and citizenship
EP6. Identify resource people in the school and community and understand how to seek
their help
EP7. Understand the importance of short- and long-term goals
Session Plans:
1. Review group rules and confidentiality.
2. Pass out “Keeping-It-Cool” time lines.
3. Review the “I message” strategy and have members practice with a different
partner a few times.
4. Then bring the group back together and ask if anyone wants to share about a time
since the last group that they used this strategy. If so, what were some positive
consequences of using the “I message” strategy. (If no one can share about a time,
maybe one dyad group could role play a hypothetical situation using the strategy,
and then the whole group can list positive consequences of the strategy on the
board)
5. Explain that, today, they will be finishing the session. Also, they will be taking
our time-lines home to have to help them after group and to share with their
parents and teachers.
6. To complete their timelines, title box 7 “People For Help.” Next, have the
students list one person they can go to for help at school when they get angry, and
one person they can go to at home when they get angry. Have each student share
their lists in a round so they can learn from each other.
7. Administer Post-Test
8. Finally, title box 8 “One Thing.” Then, have students write or draw one thing that
they will always remember from this group.
9. Close by sharing this in a round and eating ice cream!:) –Ice cream because it
goes along with keeping-it-cool theme.