PRoBE PresentationAnger GroupMichelle Peters

SIMSStudents, Interventions, Measurements, Settings Students—Fourth and Fifth Grade

students who struggle with Anger Mangement.

Interventions—Counselor met with students for 11 sessions, 1 time a week in a small group.

Measurements—Pre/Post test given to each student regarding their knowledge about Anger.

Settings—Counselor met with students in counselor’s office at Lyon Elementary.

Purpose of Interventions This intervention was used to help

students improve their self awareness with regards to managing their anger in and out of the classroom. Emphasis was placed on developing prior knowledge of anger, recognizing the triggers that bring on anger and techniques to communicate effectively before becoming angry.

Students Selected Two-4th graders and One-5th grader All boys All three were selected because of prior

visits to the counselor’s office with issues regarding angry outbursts.

Two were also recommended by teachers because of angry outbursts in the classroom.

Pre-Group Preparation Each student was interviewed prior to

joining the group. Invitation letters were sent home with

permission slips. Three letters were sent home. Three letters were returned.

Goals of Small Group Improve self awareness with regards to

anger. Demonstrate appropriate

communication techniques. Recognize the physical signs of anger. Recognize the triggers that cause anger.

Small Group Schedule Group began November 8th Group met for 11 sessions. Most sessions took place from 10:00-

10:30 on Tuesday morning. All students were present for most

group session.

Group Topics Session 1: Getting Acquainted, Setting Ground Rules . Pre-Test

Session 2: Review rules, Complete worksheet “My Rate of Popping”

Session 3: What it feels like inside when you’re angry. Complete “Tornado” worksheet. Identify ways we stay balanced by listing activities, people or things that keep balance in our life.

Session 4: Identify Physical Signs of Anger. Complete “My Physical Signs” and discuss.

Session 5: Identify the three things that make us angry. Complete “What are My Poppers?” and discuss.

Session 6: Discuss and complete worksheet “Who has the Power?”.

Session 7: Complete “Feeling Stories” and discuss how our feelings direct what we feel.

Session 8: Nonverbal Body Language and the messages it sends.

Session 9: Effective communication using “I Messages”

Session 10: Post-Test and discussion from group

Session 11: Wrap Up and Free Time to end our group

Pre-Test—Post-Test Results Students were given a Pre-Test and Post-Test consisting of 10

questions. The students had to choose between True, False or Don’t Know. The Pre-Test results for Student 1: He missed 3 and marked 1 as

“Don’t Know”. The Pre-Test results for Student 2: He missed 6 and marked 4 as

“Don’t Know”. The Pre-Test results for Student 3: He missed 3 and marked 1 as

“Don’t Know”. The Post-Test results for Student 1: He missed 4 and marked 2 as

“Don’t Know”. The Post-Test results for Student 2: He missed 7 and marked 4 as

“Don’t Know”. The Post-Test results for Student 3: He missed 4 and marked 1 as

“Don’t Know”. An increase in missed questions from Student 1 and an increase by 1

for questions marked “Don’t Know”. An increase in missed questions from Student 2 and for questions

marked “Don’t Know” he stayed the same. An increase in missed questions from Student 3 and for questions

marked “Don’t Know” he stayed the same.

Pre and Post Anger Test

FeedbackEven though Pre-Test and Post-Test

results showed a decrease in knowledge, the students were verbally able to give positive feedback from group.

Students felt the group had helped them recognize their triggers and how to use effective “I messages”.

They wanted the group to continue.

Summary Overall, there was an increase in missed questions from

the Post-Test to Pre-Test. There was an increase in “Don’t Know” questions from

Pre-Test to Post-Test. Even though the Post-Test didn’t support increased

knowledge of material, the counselor assessed informally by verbal responses during group and the counselor feels the student’s knowledge increased.

Counselor support will continue to be in place to promote effective anger management techniques for members in the group.

Teacher support is also in place. There has also been observable improvement in

behavior with at least one of these students prior to the following year.

Recommendations Start another anger group for next year. Continue open communication with

teachers and parents. Continue to monitor student success by

meeting with teachers and individual group members.

Consider additional support system.

Resources Missouri Department of Elementary and

Secondary Education, Missouri comprehensive Guidance Programs: Linking School Success to Life Success.

“How to Stop Before you Pop” by Kathie Guild-Marco Products.