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Group Proposal: Anger Management

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by

Michael Boulanger

on 10 December 2013

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Transcript of Group Proposal: Anger Management

Relevance
25% of adolescents experience significant chronic stressor
academic difficulties
peer bullying
problems w/ friends or family

Accumulated stress creates negative behaviors (anger, aggression)

Unmanaged stress can predict likelihood of poor social adjustment or anti-social behavior

Intensified anger may lead to cognitive distortions and further aggressive responses
The LFLA Connection
Male 40%
Female 60%
90+% Free/Reduced Lunch
95+% African American
Micro-aggressions
verbal responses
belittlement/bullying
passing conduct
Proposal Structure
Stress - Anger - Leadership
Survey through GoogleApps
Follow-up with pre-screen & selection

Group Proposal:
Anger Management

Anger Management
Relevance
Structure
LFLA Connection
Logistics
Theory, Style, Techniques
References, Informed Consent, Evaluation
Relevance continued...
Males vs. Females w/ Violence
Males experience/witness more
Females distress more over exposure
Poverty
Elevates stress
Increases likelihood of experiencing chronic stress
Less social support
More difficulties w/ coping
Race
African American youth over-represented in economically disadvantaged communities
Approximately 75% in low income witness community violence
Theory & Style
Solution-Focused
Cognitive Behavior Therapy
Logistics
Closed
8 weeks sessions
3-6 members
45 minutes weekly
Room considerations
New groups every 8 weeks

Techniques
Homework
Role Play
Journaling
Miracle Question
Scaling
Personal Goal Setting
Relaxation & Breathing
Leadership Building
Unconditional Positive Regard
Flexible yet directive
Democratic
Authenticity
Special Considerations
demographics, school calendar, family acceptable anger
References
Cottone, R.R., & Tarvydas V.M. (2007). Counseling ethics and decision making. Upper Saddle River, NJ: Pearson Education.

Feindler, E. L., & Engel, E. C. (2011). Assessment and intervention for adolescents with anger and aggression difficulties in school settings. Psychology in the Schools, 48(3), 243-253.

Frew, J. & Spiegler, M.D. (2008). Contemporary psychotherapies for a diverse world. Boston, MA: Lahaska Press.

Gaylord-Harden, N., Cunningham, J., & Zelencik, B. (2011). Effects of exposure to community violence on internalizing symptoms: does desensitization to violence occur in African American youth?. Journal of Abnormal Child Psychology, 39(5), 711-719. doi:10.1007/s10802-011-9510-x

Khaparde, S. (2012). Anger management among students. Golden Research Thoughts, 2(5), 1-7.

Patel, S.H., Gonzalez, T., Butler, S.K., & Burt, I. (2013). Integrating leadership skills into anger management groups to reduce aggressive behaviors: the LIT model. Journal of Mental Health Counseling, 35(2), 124-141.

Rediker Systems for Administrator’s Plus Student Information Systems intranet. Available at website http://www.rediker.com/ and through Lift for Life Academy Middle and High School website (http://www.liftforlifeacademy.org/).

Yalom, I.D., & Leszcz, M. (2005). The theory and practice of group psychotherapy. New York, NY: Basic Books.

Zimmer-Gembeck, M. J., & Skinner, E. A. (2008). Adolescents coping with stress: development and diversity. Prevention Researcher, 15(4), 3-7.
Full transcript