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Define calm. Then ask the students to close their eyes and think of a time when they were feeling calm. The members will create an self-portrait of themselves when they were really calm.
After students complete the drawing, ask students to describe the image with the group.
Ask the students to notice how the self-portraits are different or describe the situation when they were feeling calm.
Read In My Heart: A Book of Feelings by Jo Witek.
Discuss and write the different types of feelings (positive and negative) on a piece of chart paper.
Ask the students to define anger. Discuss how anger is an appropriate feeling, but there are inappropriate ways to handle anger. The members will create an self-portrait of themselves when they were really angry using different types of art supplies.
After students complete the drawing, ask students to describe the image with the group.
Anger is a basic negative emotion that plays an important role in children’s social development (Dennis, Cole, Wiggins, & Cohen, 2009; Eisenberg et al., 2007). It is elicited by situations in which goal-oriented activities are blocked and by events perceived to offend against oneself or others (Averill, 1983). Anger can impair judgment, which may lead to an aggressive response toward others (Lemerise & Dodge,1993) and to rejection by peers (Hubbard, 2001) (as cited in He, Xu, & Degnan 2012).
The group will take place at an elementary school classroom located away from the administrators’ offices to limit stress or anxiety about attending the group.
Students will be able to identify different emotions and/or feelings. They will focus on identifying anger and calm.
Response to Intervention (RtI) is an approach that schools use to help all students, including struggling learners. The RtI approach gives Texas students opportunities to learn and work at their grade level. The idea is to help all students be successful. The Texas Behavior Support Initiative is a resource designed to build capacity in Texas schools for them to provide positive behavioral interventions and supports (PBIS) to all students.
The development of appropriate anger regulation and anger expression skills is likely critical to children’s social success and the lack of such skill may play a fundamental role in the development of reactive aggression, a type of aggressive behavior driven by anger in response to provocation or perceived provocation (Dodge, 1991) (as cited in Hubbard, 2005).
Blair (2002) suggests that inefficient emotion regulation physiologically inhibits a child's use of higher order cognitive processes (e.g., working memory, attention, and planning) in the classroom.
Emotion regulation may also be indirectly related to early academic success.
Group Composition
The group will include males and females age 7-9 years old exhibiting externalized behavioral issues like hitting, kicking, destruction of property, and/or refusal to complete work or follow directions.
Group Size
6-8 members (Corey, Corey, & Corey, 2014)
Length and Frequency of Group
30 minutes twice a week for 10 consecutive sessions