Lindsey Nichols
Anger Management Group Plan
(Can be referred to as Changes and Choices Group Plan)
Rationale for Group
Developing effective anger management skills in adolescents is critical for American society today. Staggering amounts of data support that children are increasingly perpetrating more violence and the lack of emotional regulation is one of the root causes. Various strategies have been utilized in schools to assist with the growing epidemic of anger and violence to help students make positive choices and keep on the educational track to success. Of these strategies, group work has been shown to be effective in assisting students with anger management in the school setting. Middle school students, particularly, are undergoing numerous personal, social and academic transitions making them ideal candidates for interventions to alter negative cognitive and physical reactions to anger and emotions.
Chewning Middle School in Durham, North Carolina, is considered an urban school in a rural setting. Of the 800 students, approximately 5-8 students are suspended each week (up to 10 in a given week) and therefore at least 20-25 students are absent per week due to disciplinary action. Last year there was, unofficially, over 2,000 disciplinary referrals written for major and minor incidences.
This year the Guidance Department has received more staff referrals for students with anger management "problems" more than any other issue. The two School Counselors are the ones handed the issue. Since the school counselors are receiving numerous referrals for this issue, instead of trying to see all these students on a regular basis individually, counselors decided, with teacher support, that a group would be the best way to address multiple students and give them an opportunity to learn and make some positive changes.
Theoretical Approach
The group plan is focused on the Cognitive-Behavioral approach. The main purpose of the group is to have students connect what they are thinking and feeling to their actions. The hope is that if students are upset by something or someone they can use different strategies to control how they feel and change their negative thinking. Group will also be using some homework activities for students to practice skills and become more aware of their use and effectiveness outside of group sessions. In addition, the group will use a prosocial method to facilitate positive interaction and learning.
Researched Used
There is an enormous amount of information about anger management and strategies to deal with the situation. Because of the abundance of resources, choosing activities to use with a specific group can be challenging. This group plan tries to utilize key points and activities from the informational sources, listed below, throughout the plan. Because there are some common themes within most of the information, specific references are not made in the individual session plans, but all sources used are listed in the reference section.
Information and activities were collected from the following books/programs:
• The Duke Coping Power Program
• Thinking, Feeling, Behaving: An Emotional Education Curriculum for Adolescents by Ann Vernon
• Skills Training for Children with Behavioral Disorders by Michael L. Bloomquist
Main Research Used for Group Basis:
• Approach to Groupwork with Adolescents by Alonzo DeCarol
• Personal, Social, and Family Characteristics of Angry Students by Dale Fryxell
• Adolescent Anger Control by Shelley Tamaki
Screening for Group
All students in the group were referred specifically by teachers. There was no advertisement done with students, but teachers were sent emails and given information about the group and were asked for their input to select participants for the group. After teachers supplied lists of students, each teacher was met with to give more detailed information about the student and their issues. My focus was on the sixth grade since majority of the anger management referrals were coming from teachers at that grade level.
Before students attended the initial group session, each was met with individually to assess, as best able, the students' ability to function well in the group and desire to be in the group. Each student’s disciplinary record was investigated to get further information on the student (since teachers claimed to have limited time to provide such information) and selections were made based on those criteria.
Two students were not allowed to participate in the group per parent request and one student has only attended 2 sessions due to suspensions. One student was also asked to leave the group after 3 sessions due to inability to follow group rules.
Group Composition/Size
The group is officially made up of five 6th grade male students. There are three students from the traditional calendar and two from the year-round school calendar. There are four black students, two of which are in year-round, and one white student. Depending on students participating, anger management seems most effective when done with groups of between 3-6.
Multicultural Considerations
The school community is very diverse, but there are primarily urban cultural tones in the school with students dress, communication, and interactions. With this in mind, it was important to integrate topics, language and activities that the students would relate to. For example, gang activity is a something that each group member is dealing with in this specific group, but in different ways. Therefore, this systemic problem might be connected to the some of the situations the group would have concerning anger management.
The group facilitator needs to be aware of biases or assumptions that they might have in relation to individuals dealing with gang issues. In addition, the school also serves a high number of SES students, many of which are also in the group, so the facilitator needs to also understand the situations that many of these kids are dealing with and how to address it within the group.
I think it is also important to note that the two school calendars also serve very different populations, with the year-round more culturally diverse (approx. 49% black, 35% white, 15% Hispanic and 1% other) and the traditional calendar (approx 85% black, 10% Hispanic and 5% white). With such a diverse population, it is important
Rationale for Sequence of Activities
In framing the group, I wanted to make sure that all of the group members understood the purpose of the group and how the group was going to be run. I felt in order for the group members to be able to change their behavior, they needed to understand their behavior to keep in-line with having a prosocial group. The students would then learn skills to cope with their behavior and then practice the skills that they learned. By having group members working towards a celebration at the end of group, they
Overall Goal of Group
To give students the opportunity to learn strategies to cope with anger to increase positive interactions with others and decrease discipline referrals and/or suspensions. Hope to empower students to lessen the amount of stress in their lives by taking control of their own actions and understanding there are other sources of support to help them.
Evaluation
Students were asked to initially rate their ability to control their emotions and the different methods they used or could identify in Session #1. In the final session, students are again asked to rate their ability to control their emotions and the methods they use and their personal reactions about group.
After the evaluation, students will have a 1-2 minute check in the following week. Group leader will remind student of resources they discussed that the students can use and leader and student will decide if and when an additional check in will take place.
The student’s teachers will all be sent an email to set up a time to discuss the behavior of the group members to see if any changes have taken place.
Group Schedule
Group meets once a week on Monday from 1:30pm-2:15pm during their elective period (last period of the day). Sessions run approximately 45minutes. The school runs on a block schedule, so this meeting time seemed to be a good compromise so they would not miss the entire elective and the day was kept consistent since students are given responsibility of coming to group on their own.
Session #1: Introduction
• Initial evaluation
• Review group purpose
• Establish rules and plan of group
• Have group get to know each other and come up with group name
Session #2: Setting Goals
• Importance of goals
• Difference between long and short goals
• Establishing personal goals
Session #3: Control or Out-of Control?
• Identifying situations that students can control and not control
• Reactions to/in those situations
Session #4: What Makes You Angry…
• Identifying situations/issues
• Identifying what anger feels/looks like
Session #5: Staying Cool Strategies
• Understand what can and cannot control
• Identifying skills to help cope with angry feelings
Session #6: Staying Cool Strategies
• Reviewing skills
• Practicing counting/breathing, drawing/journaling and playing game/sport, coping statements, and imagery
Session #7: Termination of Group
• Discussion of what learned in group
• Final evaluation
• Planning of group celebration
Session #8: Celebration
Session #1: Introduction
Objectives:
1. NCSCOS (001.05) & ASCA (A:A1.5), Identify attitudes, beliefs, and behaviors that lead to successful learning.
2. NCSCOS (007.05) & ASCA (PS:A1.7), Examine personal boundaries, rights and privacy needs
3. NCSCOS (001.10) & ASCA (A:A3.1), Take responsibility for actions
4. NCSCOS (007.10) & ASCA (PS:A2.1), Recognize that everyone has rights and responsibilities
Materials: Easel paper and markers, initial evaluations
Introduction:
Welcome students and introduce group leaders.
Procedures:
1. Have students' complete initial evaluation (Handout 1). Read over directions and questions to group and have them complete individually. Collect when finished.
2. Explain group process and number of sessions going to meet.
3. Review group purpose (to find positive ways to cope with angry feelings) with students by reminding them of individual meetings.
4. Discuss with group importance of group rules. With all group members, develop a list of group rules and write on easel paper so can post at every group meeting. Have each group member sign at the bottom of the group rules saying they agree to the rules.
✓ Make sure that confidentiality is listed and discussed.
5. Explain importance of everybody to get to know each other to feel comfortable with the group. Play 2 falses and a truth icebreaker (each student has to say two untrue things about themselves and one true thing; then, group members have to guess which statement was true).
6. Have group member brainstorm group names and vote (have members decide if they want a secret ballot to vote). *Group chose name C.B. (for Chewning Boys)
Closure:
Announce group name. Ask group if they have any questions? Reiterate group confidentiality which they all agreed to. Ask them to tell you when/where group is meeting again. Praise for participation.
Session #2: Setting Goals
Objectives:
1. NCSCOS (008.01), Make decisions, set goals, and take appropriate action to achieve goals.
2. NCSCOS (002.10), Demonstrate a goal setting process.
3. NCSCOS (008.01) & ASCA (PS: B1.2), Understand consequences of decisions and choices.
4. NCSCOS (008.08) & ASCA (PS:B1.9), Identify long- and short-term goals.
Materials:
White board and marker, weekly goal sheets
Introduction:
Icebreaker: go around the group, ask each group member to introduce himself
and say his favorite food.
Procedure:
1. Ask the group, "what is a goal"? Write answers on white board.
2. Discuss the importance of setting goals and ask the students if they can give an example of goals they have set for themselves. Write responses on board.
3. Using the examples students provided, ask them if these goals are short term or long term?
4. Go over what a long and short term goal is and give examples.
5. Goal setting- talk about how each week we are going to set a goal to accomplish related to behavior. Do a round and ask them what they think their goal should be for the week?
5. Show copy of goal worksheet that students will use for next two weeks (Handout 2). Explain process and purpose of sheet:
✓ Each student is responsible for his goal sheet (stapled in planner)
✓ Student must get teacher to sign goal sheet after each class.
✓ Student is responsible for bringing goal sheet to next class.
6. Decide on reward for students who complete goal worksheet (those who have 15 out of 25 teacher signatures)
Closure:
Hand out goal sheets to each student and ask a group member to repeat what the directions are and their responsibility.
Session #3: Control or Out-of Control?
Objectives:
1. NCSCOS (007.), Acquire the attitudes, knowledge and interpersonal skills to
help understand and respect self and others
2. NCSCOS (007.04) & ASCA (PS:A1.6), Distinguish between appropriate and inappropriate behaviors
3. NCSCOS (008.01) & ASCA (PS:B1.2), Understand consequences of decisions and choices
4. ASCA (PS:A1.8), Understand need for self-control and how to practice it
Materials:
White board and marker, copies of goal sheets
Introduction:
Ask group members to volunteer to guess another member's name and favorite food. That group member then chooses a different group member and so on until everyone has gone once and been recognized.
Procedure:
1. Ask students to take out their goal worksheets and evaluate which members completed the task and provide them reward.
2. Have group discuss goal sheet assignment and their reactions to it.
3. Lead into discussion about things the students cannot control. Have students brainstorm ideas or use personal experiences. List on board.
4. Have students discuss what they CAN control. List on board.
5. Discuss why these reactions are different and if you can always have "control" of what goes on (really try to get students to focus on the fact that they ALWAYS have control of their emotions even though they may not be able to change the situation they are in).
6. Have students share new goal for this week.
7. Pass out goal sheets, have students staple in planner and write out new goal.
Closure:
For next week, need to have 20 out of 25 signatures again on goal sheet to earn decided upon reward, and be ready to talk about a situation that came about this week that you felt you could not control and what happened.
Session #4: What Makes You Angry…
Objectives:
1. NCSCOS (007.14) & ASCA (PS: A2.6), Use effective communication skills
2. ASCA (PS: A1.5), Identify and express feelings
Materials:
White board and marker, dominoes
Introduction:
Have each group member share their least favorite food.
Procedure:
1. Go over goal sheet from the past week and reward those students who had 20 out of 25 signatures.
2. Discuss if this week was harder or easier than last week and why.
3. Have students each share situation from last week and their reactions. Record on board.
4. Brainstorm other issues and situations that might cause conflict and record on
board.
5. Ask them about how they felt and how did they know they were feeling, for example, angry? Was their heart pounding, etc…
6. Ask they to identify how they know they are happy, sad, scared, etc. or how other people are feeling.
7. Explain how events are "triggers" to how they feel (like dominoes). Set-up dominoes and show how when one is "triggered" it affects the rest of the dominoes because they all fall over. Same thing with situations and emotions, certain events trigger certain emotions and thus influence the way we react to these events.
8. On board write: "What people can see," "What you feel inside your body," and
"The thoughts inside your head"
9. Under each heading, have each group member to one thing they see, feel and think when they get angry (have all members share what the see before sharing
what feel etc)
Closure:
Thank students for great work, give a specific positive example about each student. Explain to students that next week we'll be talking about ways we can cope with the angry feelings we sometimes experience.
Session #5: Staying Cool Strategies
Objectives:
1. ASCA (PS:B1.3), Identify alternative solutions to a problem
2. NCSCOS (008.03) and ASCA (PS: B1.4), Develop effective coping skills for dealing with problems
3. ASCA (PS:C1.10), Learn techniques for managing stress and conflict.
4. NCSCOS (009.10), Create techniques for managing stress.
Materials:
Staying Cool Strategies handout, whiteboard and markers
Introduction:
Go around and see if each student can remember at least one other student's favorite food, each member must pick a different person.
Procedure:
1. Have students review what talked about last week (things they could/could not control-focused on school situations. Shared specific examples.)
2. This week going to focus on what we can do when a situation is out of our control so we can be in control. Ask if students have any ideas.
3. Write ideas on the whiteboard under categories listed: "In My Control" and "Not In My Control".
4. Pass out Staying Cool Strategies handout and go over examples as a group (Handout 3).
5. Discuss examples and add new ones to bottom of worksheet.
6. Go over 4 steps to managing feelings to understand when they should implement these strategies.
Closure:
Go around and ask students what method they thought they could use to help them focus (write each students answer down to have for next week). Then ask them to use that method at least once in the next week and be able to report to the group what happened.
Session #6: Staying Cool Strategies
Objectives:
1. ASCA (PS:B1.3), Identify alternative solutions to a problem
2. NCSCOS (008.03) and ASCA (PS: B1.4), Develop effective coping skills for dealing with problems
3. ASCA (PS:C1.10), Learn techniques for managing stress and conflict.
4. NCSCOS (007.06), Practice self-control..
Materials:
Staying Cool Strategies worksheet, Coping Statements worksheet, playing cards, Whiteboard and markers, blank paper, markers/crayons
Introduction:
Ask students what strategies we learned last week and which one they were going to try using. List strategies tried last week on the board.
Procedure:
1. Ask students to share their experiences using their coping strategy.
2. Review some of the strategies from last time, focus on the following methods:
• Counting and/or breathing
• Drawing and/or journaling
• Play game/sport
• Coping statements
• Imagery
7. Have students choose as a group a strategy they want to practice in the group.
8. Once students choose which strategy they want to practice, instruct students think about a stressful situation they encountered that day- allow group members to share briefly.
9. Then, depending on which skill they choose, lead one of the following skills:
o Breathing and counting, up to 5 and back down focusing from diaphragm (or gut!).
o Ask students if they ever draw or doodle or like to write things out to express how they feel? Pass out paper and ask students to take 5 minutes to either draw about the situation that made them upset today/this week or journal.
o Using activity (playing a game or bring in mini-balls for them to try and shoot into a trash can)
o Ask student what they think coping strategies are? Ask for examples and list on the board. Pass out list of coping statements for members to keep and practice with (Handout 4).
• Play self-control memory game using playing cards (see directions on Handout 5)
• Discuss activity with group: Hard to concentrate? How did you focus? Did you start to feel angry? Did feeling angry hurt your concentration?
o Briefly ask students to think of a place they would like to go-either a relaxing place they have been before or somewhere in their imagination, whether it’s their room and close their eyes and picture being in the room. Have them open their eyes and ask them where they went
10. After each activity the group practices, ask students what they thought of that method-when it might be useful?
Closure:
Have students again, now knowing even more about different strategies to use, which one might work the best. Remind students that next week will be the final group session-go around and give a specific positive comment to each group member about the session.
**To practice each strategy (depending on leader choice), this session will have to be divided into multiple sessions.
Session #7: Termination of Group
Objectives:
1. ASCA (PS:C1.7), Apply effective problem-solving and decision-making skills to make safe and healthy choices
2. NCSCOS (009.11), Select coping skills for managing life events.
Materials:
Whiteboard and marker and Copies of final evaluation for students
Introduction:
See how many "staying cool strategies" group members can come up with from
last week.
Procedure:
1. Ask students what they thought was the most important thing they learned in
group and that they would want to share with others outside the group.
2. Have students discuss a long term and short term goal related to their anger
management.
3. Pass out final evaluation form and have students complete and hand in (Handout 6).
4. With remaining time, brainstorm with group members what they would like to do for a celebration activity for next week to officially end group.
Closure:
Discuss plans for celebration and thank students for a positive experience and remind them that leaders are there for support if needed along with teachers and
other school staff.
** Important to note that group sessions planned might need to be split depending on group process for each individual session. Therefore, group leader should be prepared to have additional sessions so that all information can be covered.
Handout 1
Group Counseling Initial Evaluation
1. Did you want to participate in a group to talk about
dealing with feeling angry? Yes No Maybe
2. I know different ways I can calm myself down if
I am feeling upset in a situation? Yes No Maybe
3. On a scale of 1-10, 1 being upset all the time, and 10 being able to stay calm all the time, circle where you think you would be on the scale right now:
< >
1 2 3 4 5 6 7 8 9 10
4. On a scale of 1-10, 1 being upset all the time, and 10 being able to stay calm all the time, circle where you think your teachers would put you on the scale right now:
< >
1 2 3 4 5 6 7 8 9 10
Handout 2
Goal Sheet
For: ____________________________
Week of:_________________
Goal:_________________________________________________________________
|Period |Monday |Tuesday |Wednesday |Thursday |Friday |
|1 |Y N |Y N |Y N |Y N |Y N |
| |_____________ |_____________ |_____________ |____________ |____________ |
|2 |Y N |Y N |Y N |Y N |Y N |
| |_____________ |_____________ |_____________ |____________ |____________ |
|3 |Y N |Y N |Y N |Y N |Y N |
| |_____________ |_____________ |_____________ |____________ |_____________ |
|4 |Y N |Y N |Y N |Y N |Y N |
| |_____________ |_____________ |_____________ |____________ |___________ |
Teacher: Please sign your name on the line provided and indicate whether or not the goal was met in your class by circling Y for yes and N for no. If the student did not meet the goal, please provide a brief explanation as to why. Thank you.
I, _______________________, have chosen the above goal and am responsible for doing my best to meet this goal and having my teacher sign the sheet daily.
(Adapted from The Duke Coping Power Program)
Handout 3
Staying COOL Strategies
Things you can do to handle your emotions in a positive way...
✓ Breathing (Breath in for 5 seconds and out for 5 seconds 3 times)
✓ Ignore it
✓ Walk Away
✓ Get a teacher
✓ Talk it out
✓ Write in a journal
✓ Play a game/sport/activity
✓ _____________________________
✓ _____________________
✓ ______________________
✓ ______________________
**Remember: You always have a choice and hopefully you will choose to do the right thing
Handout 4
Coping Statements
Things You Can Say to Yourself to Keep Calm
1. It's not worth it to get angry.
2. I won't make a big deal about it.
3. I'm not going to let this get to me.
4. I can't always expect other people to act the way I want them to.
5. I'll use my sense of humor and made a joke of this.
6. He would like me to get angry. Well, I'm going to disappoint him.
7. I don't need to prove myself to anyone.
8. As long as I keep my cool, I'm in control.
9. I'll grow up, not blow up.
10. I won't get into a fight.
11. I won't be a fool- I'll keep it cool.
12. Losing my temper means trouble for me because…..
13. Stay calm. Just relax.
14. Don't get bent out of shape. Don't sweat it.
15. Think of what you want to get out of this.
16. There's no point in getting mad.
17. Look for the positives.
18. What she or he says doesn't matter.
19. My muscles feel tight. Time to relax.
20. Lets work this problem out. Maybe he has a point.
21. I'm under control. I can handle this.
22. I have a right to be annoyed, but let's try to reason this out.
23. Slow down. Take a few deep breaths.
24. Let's treat each other with respect.
25. It's too bad she/he has to act like this. (from The Duke Coping Power Program)
Handout 5
Self Control Memory Game
(Using playing cards)
Instruct Students:
"We are going to have you practice using some of the coping strategies that we have just talked about. We are going to play a memory game during which you have to practice self-control. I will show one person ten cards, and this person will try to remember as many numbers on the cards as they can, while the rest of the group members try to say things to distract him (such as making teasing comments towards the person engaged in the task). There are a couple of important rules for the game: you cannot curse, you cannot make racial comments, and you cannot touch the person who is practicing self-control. The person who is practicing self-control should try as hard as he can to focus on the cards and to not pat attention to the teasing by the others. We are going to keep track of your scores and the person with the most correct answers will earn a prize at the end of the session."
Activity:
The group leader picks 10 different number cards and arranges a fan so that all card numbers are visible. Choose one group member at a time to play this game and expose the ten cards to the group members for 10 seconds. This group member will have to utilize self-control while the other group members make teasing remarks (the group leader should not be involved in the teasing). The group member trying to remember the numbers may talk aloud. After ten seconds have elapsed, the person memorizing the numbers should be provided a paper and pen to write down as many numbers as they can remember (suits not important). Repeat this procedure for each group member and keep track of the results. The one with the most correct numbers wins the self-control game and chooses a prize from the leader.
(Adapted from The Duke Coping Power Program)
Handout 6
Group Counseling Final Evaluation
1. Did you ask to be in this group? Yes No Maybe
2. Did you enjoy being in the group? Yes No Maybe
3. Do you think the group helped you? Yes No Maybe
4. Did you learn any new ways to deal with anger? Yes No Maybe
5. Were you able to help any members of the group? Yes No Maybe
6. Would you want to be in future groups? Yes No Maybe
7. Would you recommend groups to your friends? Yes No Maybe
8. Your least favorite thing about the group or being in the group? ________________________________________________________________________________________________________________________________________________
9. Your favorite thing about the group or being in the group?
________________________________________________________________________
10. On a scale of 1-10, 1 being upset all the time, and 10 being able to stay calm all the time, circle where you would be right now:
< >
1 2 3 4 5 6 7 8 9 10
11. On a scale of 1-10, 1 being upset all the time, and 10 being able to stay calm all the time, circle where you think your teachers would put you on the scale right now:
< >
1 2 3 4 5 6 7 8 9 10
References
American School Counselor Association (2003). The ASCA National Model: A
Framework for School Counseling Programs. Alexandria, VA: Author.
Bloomquist, M.J. (1996). Skills training for children with behavioral disorders: A
parent and therapist guidebook. New York, NY: Gilford Press.
Bosworth, K., Espelage, D., & DuBay, T. (1998). A computer-based violence prevention
intervention for young adolescents: Pilot study. Adolescents, 33, 785-796.
DeCarlo, A. (2000). Approach to groupwork with urban adolescents. Journal of
Intergroup Relations, 117, 40-48.
Fleming, J., Barner III, C., Hudson, B., & Rosignon-Carmouche, L.A. (2000). Anger,
violence, and academic performance: A study of troubled minority youth. Urban
Education, 35, 175-203.
Fryxell, D. (2000). Personal, social, and family characteristics of angry students.
Professional School Counseling, 4, 86-95.
Hains, A.A. (1994). The effectiveness of a school-based, cognitive-behavioral stress
management program with adolescents reporting high and low levels of
emotional arousal. The School Counselor, 42, 114-125.
Lochman, J.E., & Wells, K. C. (2002). The Duke coping power program (Adapted
Version for use with the Durham public schools). Unpublished manuscript.
Munoz, M.A. (2002). Early prevention of violence: The impact of a school-based
program in social skills and conflict resolution learning. Educational Resources
Information Center: Jefferson County Public Schools.
North Carolina Department of Public Instruction. (n.d.). North Carolina standard course
of study, guidance curriculum: blueprint for middle school. Retrieved October 22,
2005, from dpi.state.nc.us/curriculum/guidance/scos/06bpmiddle
Phillips-Hershey, E., & Kanagy, B. (1996). Teaching students to manage personal anger
constructively. Elementary School Guidance & Counseling, 30, 229-235.
Tamaki, S. (1994). Adolescent anger control (Saskatchewan School Trustees Association
No. SSTA-RCR-94-6). Regina, Canada: Saskatchewan School Trustees Association.
Vernon, A. (1989). Thinking, feeling, behaving: An emotional education curriculum for
adolescents, grades 7-12. Champaign, IL: Research Press.
-----------------------
✓ Think of Pro’s and Con’s
✓ Focus on something or someone else
✓ Imagine you’re somewhere else
✓ Draw or paint
✓ Dance
4 Steps to Managing your Feelings:
1. Recognize how you are feeling.
2. Relax.
3. Figure it out. (Think about what’s wrong and how to make it better)
4. Talk about it.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- problem solving skills activities michigan
- treatment plan goals objectives
- anger management unit 9 12
- group weebly
- stress management module exercises
- skill building objectives and complementary activities for
- threat assessment worksheet
- lindsey nichols
- anger management unit k 2 missouri
- handout self expression