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Using Group Counseling to Reduce Anger in Middle School BoysJosie BoehlertUniversity of VirginiaAbstractThis paper proposes a group curriculum that can be used by middle school counselors to help students cope with anger management issues. The risks associated with anger issues are explored and the benefits of group counseling are provided. Principles and techniques of the group’s theoretical orientation (cognitive behavioral therapy) are presented. The group proposal is followed by a discussion of potential issues, necessary facilitation skills, and therapeutic factors.Using Group Counseling to Reduce Anger in Middle School BoysIntroductionDeficiencies in anger management can lead to a host of issues that impact the wellbeing of students. The anger issues of a handful of students can also negatively impact the entire school climate and hinder the learning of all students. School counselors are well positioned within the school environment to form interventions that will help to reduce anger in students. Group counseling is an ideal means by which school counselors can reach out to a number of students in order to benefit the entire school environment. The purpose of this paper is to propose a research-based group process that can be used by school counselors to reduce anger in middle school boys.Risks Associated with Anger IssuesStudents who display excessive amounts of anger are at risk for a number of negative outcomes. Many experience peer rejection and difficulties maintaining peer relationships as a result of a lack of social skills. Rates of academic failure, truancy, and dropout are higher among students with anger issues. Students in this category also exhibit higher statistics of delinquency and tobacco, alcohol, and drug use (Sutcu, Aydin, & Sorias, 2010). Aggressive students often establish behavior patterns that lead to criminal activity and incarceration (Gaines & Barry, 2008). Adolescents struggling with anger management issues also display suicidal behavior more commonly than their peers. Students who do not receive appropriate interventions during their childhood and adolescent years may increase in antisocial and delinquent behavior over time (Sutcu et al., 2010). Disruptions in the classroom can also inhibit the learning experiences of all students (Burt, Patel, & Lewis, 2012). In addition, students who frequently act upon their anger during the school day require more attention from their teachers and may prevent them from providing the highest level of instruction (Dwivedi & Gupta, 2000).Benefits of Group CounselingSchool counselors possess unique training and skills that make them well suited to address the anger management issues of students within the school. School counselors carry the responsibility of supporting the academic achievement and social development of all students. By forming groups that work with students on anger management issues, school counselors can mitigate risk factors for these students and positively impact the academic and social functioning of the entire school.Although students struggling with anger management issues might require individual counseling on an as-needed basis, the group counseling model is beneficial for a number of reasons. Through the group structure, school counselors will be able to provide preventative interventions to a greater number of students in the school (Burt et al., 2012). Because a larger population of students will receive intervention, the school climate will be positively impacted on a more significant scale.The actual effectiveness of anger interventions may also be increased in group settings. Because students’ behavior is shaped by peer perception, the presence of peers during the counseling process may influence students to behave in more desirable ways. Students may also be better positioned to cope with the stresses of an unfamiliar experience when they are able to gain support from their peers. Groups within the school are unique in that members often see one another on a daily basis. In this way, members may serve as a support system inside and outside of the group and they may stimulate one another to remember common goals and exhibit desirable behavior (Dwivedi & Gupta, 2000). Students who experience deficiencies in anger management often display defiant and oppositional behavior when interacting with authority figures in the school system. Students may be accustomed to receiving discipline from adults and may experience difficulty in establishing trust with their school counselor. Dwivedi and Gupta (2000) contended that groups provide students with a community of peers with whom they can relate. Students with anger issues may be better able to build trust in a group environment and they may be more willing to experiment with new behaviors while gaining the support of their peers (Dwivedi and Gupta, 2000).Theoretical OrientationResearch has suggested cognitive behavioral therapy (CBT) as an effective means of intervention with individuals who are struggling with anger management issues (Sutcu et al., 2010). A basic premise of CBT is the concept that behavior is learned and can be changed. CBT interventions also allow members to experiment with new behaviors (Corey, 2012). According to the principles of CBT, individuals who experience anger issues are able to change through the adoption of new beliefs and behaviors (Sutcu et al., 2010). School counselors who are limited by time constraints may find CBT to be an effective means of intervention. CBT is ideal for a middle school anger reduction group because it urges students to be active determinants in their own interventions. Students must identify clear goals and work toward them through the process of the group. CBT anger interventions also help students to identify triggers and adopt coping strategies. Students can retain and utilize this knowledge long after the termination of the group (Corey, 2012).Many techniques that are trademarks of CBT would aid a school counselor in the facilitation of a middle school anger reduction group. The school counselor could utilize the technique of modeling to demonstrate appropriate behavior during group sessions and throughout the school day. Behavior rehearsal through the form of role-playing would allow students to experiment with and practice new behaviors. Homework would also give students an opportunity to practice desired behavior outside of the group. School counselors could employ the techniques of coaching and feedback in order to encourage students in the process of adopting new behaviors. Reinforcement through the form of praise, prizes, or point systems could be employed to reward students for their effort (Corey, 2012). Group ProposalThe following section provides an outline of a group that could be facilitated by a middle school counselor to help students cope with excessive anger. The proposal is based in CBT and includes a number of interventions that have been found by researchers to be effective in reducing anger in children and adolescents. Activities have been designed to appeal to middle school aged students. The intervention could be tailored for use with students of any sex; however, a homogenous group might facilitate a deeper level of comfort and trust. The proposal is written in bullet-point form in order to provide a clear guide that delineates the group process.Pre-group MeasuresScreening.Facilitator will collect initial pool of candidates through teacher recommendationFacilitator will examine students’ histories of discipline referralsStudents with higher incidences of discipline referrals will receive priorityStudents who pose a threat to the safety of others will be excludedFacilitator will observe potential members in the classroomFacilitator will conduct a brief interview with candidatesMotivation and potential for positive change will be assessedFacilitator will assess group dynamics of potential members Multicultural considerations:Incorporate diversityAttempt to ensure that no students feel isolatedEthical considerations:Facilitator will consider likelihood of gaining parental consentIf involuntary members are chosen for the group, the facilitator will prepare to thoroughly explain the purpose of the groupThe facilitator will take precautions to protect members from harmFacilitator will choose 5-7 boys in the same grade in order to promote a community of support inside and outside of the groupPlanning.Facilitator will consider class schedules of all members and choose a time Facilitator will select a space that creates a welcoming environment and can accommodate 5-7 students Facilitator will obtain all necessary materials for group activitiesFacilitator will write a permission form and send it home with students to be signed by parentsThe counselor will call parents if forms are not returned within one weekIf parents do not sign the permission forms, the facilitator will select other appropriate members from the original poolGroup ProcessSession 1.Introduce all members and explain the role of the school counselorExplain the purpose of the groupThe counselor will frame the purpose in positive terms by stressing students’ strengths and potentialAcquire informed consent and explain confidentialityHelp members identify group and individual goalsAssist members in creating rules and consequencesFacilitator will print out rules and consequencesFacilitator will ask members to sign the “contract” in order to encourage them to take the group seriouslyMembers will complete a pre-intervention questionnaireSession 2.Summarize previous sessionReview goals: By reminding members of their goals on a regular basis, the group facilitator will help members to maintain their levels of motivationPsychoeducation: The group will discuss triggers and situations that may cause angerStudents will discuss the feelings associated with physical manifestations of angerActivity:Students will create an “anger log” notebook and decorate itOn the first page, students will include goals and signs of anger that they should watch forHomework:Students should pay attention to triggers, physiological reactions to anger, and their behavior and write their observations in their “anger-log”Session 3.Summarize previous sessionReview goals to help members maintain motivationShare notes in anger log homework and discussPsychoeducation:Talk about acceptable reactions to angerActivity: Play the “Anger Solution Game”Homework: Students should record their acceptable and unacceptable reactions to anger in their anger logsSession 4.Summarize previous sessionReview goals to help members maintain motivationShare notes in anger log homework and discussFacilitator should focus on strengths and areas of improvementPsychoeducation:Coping skills: Thought-stopping, breathing exercises, progressive muscle relaxation (PMR)Activity: Engage in PMR and breathing exercise and discussInform students that they will be responsible for teaching their classmates PMR and/or a breathing exercise as a final projectHomework: Instruct students to use new coping strategies and write about them in their anger logsSession 5.Summarize previous sessionReview goals to help members maintain motivationShare notes in anger log homework and discussFacilitator should focus on strengths and areas of improvementPsychoeducation:Talk about problem-solving skills and communicationActivity: Role-play hypothetical anger-inducing scenariosPractice breathing exercises and PMRHomework:Write about reactions to anger and successful use of problem-solving skills, communication skills, breathing exercises, and PMR in anger logSession 6.Summarize previous sessionReview goals to help members maintain motivationShare notes in anger log homework and discussFacilitator should focus on strengths and areas of improvementAddress terminationActivity:Remind students that they will be instructing their classmates in PMR or breathing exercises in the coming weekWork together to write a script and assign rolesPractice presentationDiscuss feelings about presentationHomework: Practice presentationWrite about anger responses and use of coping strategies in anger logPresentation.Group facilitator should arrange logistics with a teacherGroup facilitator should introduce purpose of presentation and group members to the classGroup members will instruct classmates in breathing or PMR exerciseStudents will explain that these coping strategies can be used to deal with the stresses of everyday lifeSession 7: Termination.Summarize previous sessionShare notes in anger log homework and discussFacilitator should focus on strengths and areas of improvementDiscuss presentation and associated feelingsActivity:Review goals and discuss how they have been achievedAsk students to write an “autobiography” of their futuresRe-administer original questionnaire for evaluationAddress strengths and areas of improvementAddress feelings associated with terminationGive students certificates of achievement pare pre-intervention and post-intervention questionnairesRecord data of improvements in positive responses to anger as reported in students’ anger logsRe-administer questionnaire as a 6-month follow-upGroup Stages and Potential IssuesThe group will be expected to progress through the forming, storming, norming, performing, and mourning stages that are characteristic of group development. As with any group, unique issues may arise during each stage. The group facilitator should make efforts to take precautions so that such issues do not hinder the group’s development (Corey, 2012).During the forming stage, students may experience difficulty in establishing trust if they view the group facilitator as a disciplinarian. Because the members likely have trouble with social skills, they may also find it challenging to bond with one another. If members are forced to participate in the group, they may be unwilling to follow the rules or engage in group activities. The negative attitudes of these members may influence others in the group (Corey, 2012). It will be important for the group facilitator to perform an in-depth induction of her role as school counselor so that students do not view her as a disciplinary figure. The counselor will make the goals of the group clear so that students understand that they are not “in-trouble.” The facilitator will encourage students to deal openly with their feelings about the group and express themselves in constructive ways (Corey, 2012).Issues will also be expected to arise during the storming stage of the group. Research has suggested that group members often experience defensive feelings during the storming stage. Conflict may arise between members or between the members and the leader. Group members may become annoyed with a difficult member in the group. In order to effectively deal with issues in the storming stage, the group leader will openly address conflict (Corey, 2012). The counselor will teach the members constructive ways of expressing their feelings through the psychoeducation in the group’s curriculum. Students will be encouraged to practice their problem-solving skills and communication skills with other group members. During all stages of the group, the counselor should make sure that another adult is easily accessible in case physical conflict arises.Group members can be expected to experience common issues in both the norming and performing stages. The group facilitator should be conscious of the possibility that members will show improvement within the group but fail to apply new beliefs and skills outside of the group sessions (Corey, 2012). In order to buffer against this possibility, the facilitator will continually encourage students to revisit their individual and group goals. This reminder is intended to help students grasp the value of their hard work and to motivate students to implement positive change in every arena of their lives. To aid students in applying new skills outside of the group, the facilitator will assign practical activities and homework (Corey, 2012).Members in the anger management group may experience feelings of loss or sadness during the mourning stage associated with termination. Students may become reliant upon the group and they may not feel confident in their abilities to apply new skills in their everyday lives without the support of the group. In order to help students process termination, the group facilitator should discuss termination with the members early-on and she should encourage members to openly express their feelings. The group should spend time discussing ways that members will apply their new skills outside of the group. Role-play exercises will give students opportunities to practice new behaviors and apply them to hypothetical real-world scenarios (Corey, 2012).Necessary Group Facilitation SkillsThe school counselor will utilize a variety of group facilitation skills throughout the course of the anger management group. The leader will continually turn to the basic counseling skills of active listening, restating, clarifying, summarizing, questioning, reflecting feelings, empathizing, and facilitating. Through CBT activities, the leader will support students, assist them in goal setting, and help them to evaluate their goals. The school counselor will model appropriate behavior, suggest alternate behaviors, and give feedback on students’ improvements. Students experiencing similar issues may benefit from the use of linking. The counselor may find it necessary to confront certain members and protect members in the case of conflict. Some members may display negative attitudes and behaviors and the facilitator may utilize the skill of blocking to decrease the negative impact on the other members of the group. Finally, the group leader must use appropriate termination skills to end the group (Corey, 2012).Therapeutic FactorsA number of therapeutic factors are incorporated in the anger management group’s curriculum. By focusing on the students’ strengths and goals, the facilitator will instill hope that positive change is possible. Students will experience universality and group cohesiveness while gaining support from students struggling with similar issues. The school counselor will impart information and socializing techniques through psychoeducation. Students will experience interpersonal learning while engaging in activities with their peers. A goal of the group is for students to imitate the positive behaviors of other members. Finally, the members of the anger group will be confronted with existential factors while they learn to take responsibility for their actions no matter the circumstance (Yalom, 2005). ConclusionAnger management issues can lead to an array of difficulties for students and the entire school environment. School counselors can prevent such difficulties by forming anger management counseling groups in their schools. The supportive environment of the counseling group would likely increase the effectiveness of anger management interventions carried out by school counselors. A seven-week program based on the principles of CBT would be an ideal method of intervention with students who display excessive amounts of anger. The facilitator of the anger management group must prepare for issues that might arise in each stage of the group and utilize the appropriate group facilitation skills. Through the process of the CBT intervention, students will experience therapeutic factors that will help them cope with their anger and improve in the areas of social, emotional, and academic development.ReferencesBurt, I., Patel, S. H., & Lewis, S. V. (2012). Anger management leadership groups: A creative intervention for increasing relational and social competencies with aggressive youth. Journal Of Creativity In Mental Health, 7(3), 249-261. doi:10.1080/15401383.2012.710168Corey, G. (2012). Theory and practice of group counseling. (8th ed.). Belmont, CA: Brooks/Cole, Cengage Learning.Dwivedi, K., & Gupta, A. (2000). 'Keeping cool': Anger management through group work. Support For Learning, 15(2), 76.Gaines, T., & Barry, L. M. (2008). The effect of a self-monitored relaxation breathing exercise on male adolescent aggressive behavior. Adolescence, 43(170), 291-302. Sütcü, S., Ayd?n, A., & Sorias, O. (2010). Effectiveness of a cognitive behavioral group therapy program for reducing anger and aggression in adolescents. Turk Psikoloji Dergisi, 25(66), 68-72.Yalom, I. D. (2005). The theory and practice of group psychotherapy. (5th ed.). New York, NY: Basic Books. ................
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