The Relationship between Management Techniques and by Sukhodolsky, Smith, McCauley, Ibrahim, anger. Rice and Howell (2006) discuss how Discipline Reports and Piasecka (2016) is “a negative affec- important is when planning an interven- tive state that may include increased physi- tion for anger to use anger reflection and LaTorea Brooks ological arousal, thoughts of blame, and an control techniques since these have been Taliaferro County Schools increased predisposition toward aggressive shown to be more successful at reduc- behavior” (p. 58). It can be triggered by ing overall anger. When those who have James Todd McGahey, Ed.D., LPC, NCSC frustration and can vary in duration and problems with anger are used to acting out Jacksonville State University intensity (Sukhodolsky, Smith, McCauley, when they are angry, this usually leads to Ibrahim, & Piasecka, 2016, p. 59). more aggressive behavior and more anger Marvin Jenkins, Ed.D., S-LPC (Rice & Howell, 2006, p. 52). Rice and Jacksonville State University Even though anger is mostly seen as a Howell also discuss the three main ways negative emotion, not all experts agree on people express their anger: anger-out, anger being only negative. There are those anger-suppression, and anger-reflection/ who feel that if anger is managed well, control. Anger-out is anger express out- it can be a positive emotion also. Howie wardly, anger-suppression is anger held in, and Malouff (2014) state that, “Anger and anger-reflection/control is a cognitive Abstract so because they lack the necessary skills is a normal human emotion that can be way or expressing anger. The purpose of this study was to target involved in emotion regulation. An interven- instrumental for motivating an individual students who show aggressive and bullying tion that teaches students how to better towards assertiveness and the necessary How students regulate their anger can behavior due to a lack of anger manage- regulate their emotions and behaviors is action to defend one’s self in the face of be influenced by their family and culture. ment and self-control skills. Two groups of needed for students at Whitesburg School, personal threat from the environment” (p. Social skills can also play a part in how a boys in grades 2-4 participated in anger a P-8 in a southern state. 310). Golden (2016, p. 57) proposes that student regulates their anger. Park and Kim managements groups that either followed when anger is informed by self-reflection, (2012) discuss how family dynamics can an anger management curriculum or fol- Literature Review anger can become healthy. Lowth (2015) influence how Korean-American students lowed the anger management curriculum Experts have many definitions for anger. states, “Getting angry is normal, but letting regulate their anger. Negative relationships plus breathing techniques. The study found Oolup, Brown, Nowicki, and Aziz (2016) anger get the best of you is not.” It is not within the family can lead to low anger that the boys in the anger management state that anger is “an emotional condition the anger itself that is negative, it is the control by Korean-American students. plus breathing techniques group, in gen- that is often socially instigated through the behavior and consequences that come with This can lead more to anger-out and eral, showed an increase in anger control perception of threatening, frustrating or the anger that make anger seem nega- anger-suppression methods of expressing and a decrease in discipline reports. stressful circumstances and environments” tive. In many instances anger can lead to anger. However, when students have more (p. 280). Golden (2016) describes it as aggressive behaviors, sometimes including positive relationships within the family and Introduction follows: physical altercations. Golden (2016) also a more independent self-construal, this Emotion regulation is a person’s ability to Anger is a powerful and challenging says that when those who are angry act can lead to more anger-reflection/control adapt their emotions appropriately within emotion triggered by feelings of threat impulsively, they can be dangerous (p. 57). methods of expressing anger. the social context (Kuzucu, 2016). Anger, to our physical or mental well-being. It is on its own, is not necessarily a negative also often a reaction to and a distraction Interventions can help those who have The role of family dynamics in influencing emotion. It does become negative when from some form of inner pain that may anger issues learn to control their anger how student express anger is not far- it leads to and other negative be associated with , shame, pow- and regulate their emotions. Golden (2016) fetched. Children and adolescents need to consequences (Seshardri, 2014). All stu- erlessness, or disrespect. (p. 57) proposes that when those who are angry develop anger regulation skill and one of dents deserve a school environment where Park and Kim (2012) define anger as a learn to stay calm, have compassion for the first places they will learn that skill is they feel safe and welcome but if these “powerful emotion that has been associ- themselves, and being aware will help their within their families. But family dynamics behaviors are allowed to continue students ated with a host of negative psychological anger be healthy instead of destructive. are not the only factor that mediate how will continue to feel unsafe in the school outcomes, including externalizing problems It is important that students, as early as students regulate their anger. Students’ environment. Many of these students who such as aggression and delinquency” (p. possible learn the skills to help them man- social skills also help mediate their anger are exhibiting these behaviors are doing 1339). Another definition of anger given age and regulate their emotions, especially control skills. A lack of social skills can lead 6 | 2017 Georgia School Counselor Association Georgia School Counselor Association 2017 | 7 to aggression and behavioral problems and ” (p. 343). Cooley and In interventions for anger, it is important The literature shows that anger is not (Kuzucu, 2016). Kuzuco states, “Aggres- Fite (2016) also echo this sentiment when that there is a cognitive component to the inherently negative but if children and ado- sive behavior is predicted by anger in they state: training. When there is a cognitive com- lescents do not know how to regulate and adolescents. Anger leads to adolescent Emotional competence requires ponent, it has been shown that the anger manage their anger, it can lead to aggres- to misinterpret existing cues, and this with negative emotions in a manner management training was more effective sion and other negative consequences. The misinterpretation is more likely results in that is responsive to the demands over the long term (Burt, Patel, Butler, & purpose of this study is to use this concept physical, verbal, and indirect aggression” of the social context. Thus, adaptive Gonzalez, 2013; Fitzsimmons, Isaacs, & to help students learn better ways to man- (p. 850). Because of their lack of social emotion regulation involves strategies, McCloy, 2015; Steffgen, 2017). A more age their anger and develop better coping skills, adolescents cannot read social cues such as behavioral distraction and so- holistic approach to anger management skills. This would lead to a decrease in correctly which leads to misunderstand- cial support seeking, used to modulate can not only teach anger management office discipline referrals for these students ing, which in turn can lead to anger and emotional arousal in order to avoid skills but also coping skills for other difficult and a more safe and inviting environment aggression. It is important for adolescents undesired consequences and prevent emotions which can lead to less aggressive for all students and staff. to develop these skills so that they can use negative emotions from overwhelming behaviors and other negative consequenc- social problem-solving instead of aggres- and impairing one’s ability to engage in es (Burt, Patel, Butler, & Gonzalez, 2013). Methods sion to help them through troubles (p. 851). goal-directed behavior. (p. 536-537). When trying to decrease the aggression Participants Anger can lead to risky decisions in chil- and negative consequences related to For this study, students in grades 2-5 (ages There are many reasons why anger control dren and adolescents. This habit of risky anger, more positive means of dealing with 7-11) at Whitesburg P-8 will be selected is an important skill to develop in children. decisions can continue into adulthood and problems need to be addressed because based on their discipline referral history. When children are young they start to learn lead to more serious consequences. the anger and aggressive behavior can be The students had been referred to the how to deal with and regulate their anger. related to each other (Tosun, 2014). Problem Solving Team (PST) for behavior. When they learn maladaptive forms of There are many interventions that can help Students with at least three discipline anger control, this can later be tied to defi- students learn to manage and regulate Nontraditional methods of group anger reports or those who have been referred cits in social and academic skills (Daniels, their anger. Many studies discussed the management training have also been to PST for aggressive behaviors will be Mandleco, & Luthy, 2012). For example, use of groups to help students learn how to shown to be effective in helping with anger chosen. The students represent a variety of tantrums in children after a certain age are manage their anger (alavinezhad, Mousa- regulation. Art therapy can be used to help racial and economic backgrounds. Parents an abnormal way to deal with anger, which vi, & Sohrabi, 2014; Burt, Patel, Butler, express anger in a more productive and will be notified of their children’s selection can become more serious as they get older & Gonzalez, 2013; Fitzsimmons, Isaacs, less aggressive way by giving the partici- for the intervention groups by sending a (Daniels, Mandleco, & Luthy, 2012). This &McCloy, 2015; Ho, Carter, & Stephenson, pant an outlet when they cannot express letter home describing the intervention can be indicative of a more serious issue 2010; Seshadri, 2014; Steffgen, 2017; To- their anger verbally (alavinezhad, Mousavi, group. On the letter will be an opt-out that may need a referral for services (p. sun, 2014; “Training Helps Teens Manage & Sohrabi, 2014). Online therapy is also option for parents to sign and send back to 572). When students feel these negative Anger,” 2012). Group training for anger a means for those with anger regulation the school if they do not want their children emotions without any way to manage them management may have many functions. issues to seek out help. It can be especially to participate in the intervention. or regulate them, they can make students One of those functions is helping those helpful for those who would not or could feel disadvantaged at many levels, such with anger issues learn appropriate social not participate in a face-to-face interven- Measures as socially or academically (Sharp, Carr, & skills within the group, such as leadership tion (Howie & Malouff, 2014). Also, when Anger control will be measured by a Panger, 2016). (Burt, Patel, Butler, & Gonzalez, 2013). dealing with children, it is important when questionnaire, modified to meet the stu- Replacing poor anger management and working with groups to have visual aids dents’ age levels, measuring their level of Another reason anger regulation is social skill with more positive ones can be of how anger can build up and using that anger control (Outlook Associates of New important is that poor anger regulation beneficial to the recipient for the long term. visual representation to talk about how to England, n.d., see Appendix). The question- leads to high risk behavior along with the This is can also be helpful to students with not let anger “bubble up” (Seshadri, 2014). naire contains 20 statements about anger. aggression. Gambetti and Giusberti (2016) special education needs. Ho, Carter, and There are many ways to reach children and The participants will be asked to rate each state that there is evidence that “during Stephenson (2010) found that there was adolescents who are dealing with anger statement on a five-point scale where 1 adolescence anger increases vulnerability some success to having these interventions issues. is never, 2 is rarely, 3 is sometimes, 4 is to risky behaviors and predicts numerous with students with special education needs frequently, and 5 is always. Scores for a risk decisions, such as , smoking, to a moderate degree. participant could range from 20 to 100.

8 | 2017 Georgia School Counselor Association Georgia School Counselor Association 2017 | 9 The questionnaire will be giving to students the group could be helpful to them. Stu- This discussion concludes the first session. cards to review the anger behaviors that during the first group session and the last dents will also complete the questionnaire The group leader reminds the students that cause problems for the students. The group group session to determine if anger control during this first group session. After the during this group, they will be working on leader will then lead a discussion of why has improved after the intervention. questionnaire is filled out and turned in to ways to help them control their behavior anger energy must be let out in a safe way. the group leader, the group will move into when angry. The students will then brainstorm ways Procedure Griffith’s (2012) first anger management they can safely let out their anger energy Participants were chosen based on their group lesson (p. 23). Small group session 2 for second and without getting in trouble. The group leader discipline history and referral to the PST for third grades. The materials needed for will discuss with the students appropri- behavior issues. Participants will assigned Students will be shown animal cards. The this session are a few sets of the animal ate times and places to engage in these into one of two groups. The two groups animal cards show a number of differ- cards, a board or chart paper, scissors, behaviors. will receive interventions. Each of the ent animals. Students will be directed to light-colored construction paper, glue intervention groups will be divided up into choose an animal that best represents their sticks, and crayons. This session will start Next each student will receive the “Rules smaller groups of four to six students to anger. Each student will then explain their with asking students to select the animal For Getting Your Anger Out” handout and conduct the group sessions with. The first choice. The group leader will make note of card they chose in session one. If the each rule will be discussed with the group intervention group will participate in a small which animal card each student chooses. If students do not remember their card, the leader. The group leader will then discuss group focused on anger management. The students are having trouble explaining their group leader can remind them. Then each how counting to 10 can help them learn to small group curriculum used will be from choice, the group leader can ask clarifying student will select a different animal card delay responding to something that makes Griffith’s (2012) Creative Small Groups: questions such as: that represents having anger control. The them angry. The group will then use the Ready-to-Use Lessons for Grades K-5. How is your anger like something this group leader will ask each student what pipe cleaners and colored beads to create The group session will last approximately animal does? Which of your angry about their new animal helps the student a tactile device to help them count slowly 30 minutes. The second and third grade actions or attitudes might make others help control angry behavior. The group to 10 since most students count too fast groups will participate in seven weekly think of this animal? What might hap- leader will summarize the responses on the to get the benefit from the exercise. The sessions on anger management. The fourth pen when this animal is angry? What board or chart paper. Then the group leader group leader will give the following instruc- and fifth grade groups will participate in usually happens when you act like this will lead the group in brainstorming other tions to create the devices: eight weekly sessions on anger manage- animal? What other animal would you ideas for controlling their anger and add Fold over about one inch of the end ment. prefer to be like when you are angry? those to the list. of the pipe cleaner, twisting it around (Griffith, 2012, p. 23) itself to create a loop. Slide the beads The second intervention group will also While students are explaining their Next the group leader will give each stu- onto the pipe cleaner. Fold over about participate in the small group curriculum animal choice or answering the clarifying dent a piece of construction paper, a glue one inch at the other end of the pipe on anger management. In addition to the questions, the group leader is writing the stick and crayons. The students will pick cleaner, creating another loop. These small group curriculum, at the end of each behaviors and actions the students mention two animal cards, one for anger and one loops keep the beads on the pipe session the group will learn some breathing on the board or chart paper. for anger control. They will color their cards cleaner. (Griffith, 2012, p. 26) and relaxation techniques (Roberts, 2014). and then glue the cards to opposite sides The group leader will instruct the students Each week the students will learn breathing After all students have had their turn, the of the construction paper. The group leader to slide one bead from one end to the other and relaxation techniques to help them group leader will ask the following ques- will tell the students that they can use of the pipe cleaner as they count to 10. The better control and regulate their emotions, tions to open up a discussion on which these cards as a reminder of the lesson sliding of the bead helps the student pause especially anger. behaviors may cause the most or least about anger control. between the numbers. The group leader problems: and students will practice counting to 10 Small group session 1 for second Which behavior is hardest for you to Small group session 3 for second using the bead. The group leader will then and third grades. The first session is an control? Which behavior gets you into and third grades. The group leader will remind the group to use the beads the next orientation session for the participants. the most trouble? Does anyone else need the animal cards, pipe cleaners, time they need to calm down from being The materials needed for this session are in your family behave this way when colored beads, and the “Rules For Getting angry. a board or chart paper and animal cards angry? What usually happens? How Your Anger Out” handout for each student (Griffith, 2012, p. 41-44). First students will do you feel when your family member (Griffith, 2012, p. 47). The group leader Small group session 4 for second and get an introduction to the group and why does this? (Griffith, 2012, p. 23) will start this session by using the animal third grades. The group leader will need 10 | 2017 Georgia School Counselor Association Georgia School Counselor Association 2017 | 11 a board or chart paper, “Egg-Ons” print that the clear water show them when they control their anger. The students will take Griffith’s (2012) first anger management outs (Griffith, 2012, p. 48), scissors, and are calm and thinking clearly. The food the worksheet with them as a reminder to group lesson (p. 32). pencils. The group leader will explain that coloring represents revenge and when it is control their angry behaviors. Students will be shown animal cards. The “Egg-Ons” are behaviors or words that added to the water (with the oil in the bot- animal cards show a number of differ- escalate angry behaviors. An egg-on can tom), the food coloring stays on the surface Small group session 7 for second and ent animals. Students will be directed to be a thought, a word, or an action. They for a while but eventually seeps into the third grades. The group leader will need choose an animal that best represents their can come from the person who caused rest of the water. The group leader will then drawing paper and crayons for this last anger. Each student will then explain their the anger or bystanders. The group leader ask the students for suggestions on how to session. The group leader will discuss with choice. The group leader will make note of will then provide examples of egg-ons. turn the water back to the way it was. After the students “hot thoughts” that lead to an- which animal card each student chooses. If The group leader and students will then each suggestion, the group leader adds ger (Griffith, 2012, p. 31). These thoughts students are having trouble explaining their come up with more egg-ons to write on the more clear water to the colored water. The make anger erupt faster and keeps anger choice, the group leader can ask clarifying board or chart paper in a T-chart. On the students will see that even the water gets going for longer. The group leader then ask questions such as: other side of the T-chart, the students will lighter, it will not return to clear. The group the students for the most ridiculous place What might happen when this animal brainstorm words or thoughts that would leader reminds the students that the only they can think of to get rid of their hot is angry? What might make this animal counter each egg-on. The group leader way to clear their minds is to get rid of the thoughts. The group leader will encourage angry? How is your anger like some- will then give each student a cut-out egg thought of revenge completely and start acting silly to help with the students’ crea- thing this animal does? Which of your and a pencil. The students will then select with fresh water. tivity. The group leader will then suggest to angry actions or attitudes might make on egg-on from the board and write it on students that they imagine that place when others think of this animal? What kinds one side of the egg. On the other side of Small group session 6 for second they feel anger to help them cool down of things tend to make you angry? the egg, the students will write words or and third grades. The group leader will then next time they have hot thoughts. What usually happens when you act thought that will not escalate their anger. need copies of the “I Can Control Myself” Each student will get drawing paper and like this animal? (Griffith, 2012, p. 32) handout for each group member and crayons to draw where their hot thoughts The group leader will then make two Small group session 5 for second and pencils (Griffith, 2012, p. 49). The group go. They will then share with the group. The T-charts on chart paper with the first third grades. The group leader will need leader will start by asking students to group leader will congratulate the students chart’s columns being Reasons Animals two pitchers, water, food coloring, eye describe something inside of them that on what they have learned in the group Get Angry and Angry Animal Behaviors. The dropper, and oil. The group leader will pre- stops them from acting on their anger or over the weeks. They will also review some second chart’s columns will be Reasons pare this lesson by filling one of the pitch- hurting others when they are angry. The of the things they have discussed through- People Get Angry and Angry People Behav- ers with water and placing a small amount group leader will explain to the students out the sessions. Students will then fill out iors. The students will complete the charts of oil in the other pitcher. The group leader that this is their conscience and if they the questionnaire they completed in the with the group leader. The group leader will will explain to the students that many listen to it, it will help them think before first session to compare their anger control then ask the following questions: like to think about how they would like to they act. The group leader will talk with the to how it was before they participated in What are some common reasons why get revenge on those who we think have students about how certain parts of our the group. animals and people get angry? Which wronged us. The group leader then re- body are associated with certain feelings reason do you agree with most/least? minds students that thinking about revenge and thoughts. For example, the brain is Small group session 1 for fourth What behavior is hardest for you to keeps them angry and hurts themselves. associated with clear thinking, the heart is and fifth grades. The first session is an control? Which behaviors gets you into The group leader will then give examples of associated with caring, and the stomach orientation session for the participants. the most trouble? Does anyone else revenge thoughts and then let the students associated with nervousness. The group The materials needed for this session are in your family behave this way when come up with more. The group leader will leader will then ask what body parts could a board or chart paper, scissors, and a few angry? What usually happens? How remind the students that it is important to help them control their anger and what that sets of the animal cards. First students will do you feel when he/she does this? talk about their anger. The group leader will body part might say to them when they get an introduction to the group and why (Griffith, 2012, p. 32) then use the pitchers to demonstrate how are angry. Each student receives a copy of the group could be helpful to them. Stu- The group leader will then remind the thinking about or waiting on revenge keeps the “I Can Control Myself” handout and a dents will also complete the questionnaire students that they will be learning how to them angry. The group leader will pour pencil. The students will then be asked to during this first group session. After the control angry behaviors during the group. about half the water from the full pitcher to draw the body part that helps them control questionnaire is filled out and turned in to the other pitcher explaining to the students their anger and write how it helps them the group leader, the group will move into

12 | 2017 Georgia School Counselor Association Georgia School Counselor Association 2017 | 13 Small group session 2 for fourth and soap, food coloring, and glue. The group anger energy. The group leader will go over fifth grades. The group leader will need leader will lead the students in making a Small group session 5 for fourth and ways to release anger energy, for example, the animal cards, the two charts from Churning Feelings Bottle (Griffith, 2012, p. fifth grades. The group leader will need going for a walk or shooting hoops. The session 1, chart paper, drawing paper, and 34). The group leader will review the angry the “Beliefs That Fuel Anger” handout leader will set out the funnels, scoops, and crayons or markers. This session will start behaviors talked about in session two and (Griffith, 2012, p. 52), the “Faulty Beliefs flour on the table and give each student a with asking students to select the animal discuss how these behaviors could cause Cards” (p. 53), the “Faulty Belief State- balloon. The students will fill their balloons card they chose in session one. If the problems. The group leader will ask the ment Cards” (p. 54), scissors, and for using the scoops and funnels with flour students do not remember their card, the students to come up with ways they can let each student the “Hot Thoughts That Turn until no more flour can be added. They group leader can remind them. The group people know they are angry without getting Up The Heat Inside” handout (p.51). The will then tie off their balloons. The group leader will review the charts from session into trouble. The group leader will talk group leader will tell the students about hot leader will explain that the balloon can be 1. Then each student will select a different about how angry energy needs to be let out thoughts and how they keep anger turned a stress reliever. The students can squeeze animal card that represents having anger in a safe way and each student will receive up. The group leader will then ask students the balloon to get rid of some of their angry control. The group leader will ask each the “Rules For Getting Your Anger Out” to identify their own hot thoughts. The energy. student what about their new animal helps handout and discuss the rules. Student will group leader will then use the “Faulty Belief the student help control angry behavior. make their own Churning Feelings Bottle Cards” and “Beliefs That Fuel Anger” to Small group session 7 for fourth and The group leader may ask the following by filling their bottle with water and then discuss reasons to hot thoughts. When the fifth grades. The group leader will need a clarifying questions: adding liquid soap and a few drops of food group leader is done with the discussion, short story or book that includes problems, What stops you from acting in a hurtful coloring. They will then but glue on the the group leader will place the “Faulty Be- Accordion Book handout (Griffith, 2012, way or saying hurtful words when lid of the bottle and screw on the lid. The lief Cards” face up on the table. The group p. 55), pencils, glue sticks, and scissors. you’re angry? What about the animal group leader will tell the students that their leader will also place the “Faulty Belief The group leader will tell the students that you chose is similar to something that Churning Feelings Bottle can be used as Statement Cards” face down on the table. if they hold on to anger for a long time, might help you control your angry a reminder of the way angry feeling can Each student will draw a card and tell what the more likely they are to act on those thoughts, words, and actions? (Griffith, bubble up but dissipate over time. type of hot thought it is. The student will thoughts. The group leader will discuss 2012, p. 33) then match it with the “Faulty Belief Cards” how thoughts of revenge also make people Each student will get a chance to ex- Small group session 4 for fourth and on the table. Each student will receive a hold on to anger longer. The group leader plain why they chose a particular animal, fifth grades. The group leader will need copy of the “Hot Thoughts That Turn Up The will explain how acting on those thoughts including specific traits that animal has pencils and the “Heat Up or Cool Down” Heat Inside.” can get them into a lot of trouble. The represents control of anger. The group handout for each student (Griffith, 2012, group leader will ask the students how leader will record these traits on chart p.50). The group leader will explain that an- Small group session 6 for fourth and getting even benefits them and get them paper. The group will then brainstorm more other problem with anger is that students fifth grades. The group leader will need what they want. The group leader will ask ideas for keeping control of their anger. The will use negative or aggressive words. The a trash can, index cards, pencils, small how students could feel better without group leader will give each student drawing group leader will provide examples of this balloons, flour, scoops, and funnels. The getting revenge. The group leader and paper and crayons and ask them to draw kind of language. The group leader will tell group leader will explain that it is helpful students will discuss how a decision can their two animals for anger and control students that sarcastic language can also to have an exact way to get out their angry change the day for everyone around them. with a line in the middle separating the two create more anger. The group leader will thoughts and feelings. The group leader The group leader will read the short story animals. The group leader will ask the stu- also go over body language that also fuels will give the example of writing bad feelings or book to the students. The group leaders dents to identify specific animal behaviors anger, for example, rolling eyes or making a down on paper and throwing them in the and students will then retell the story by that personally relate to them and let them face. The group leader will lead a discus- trash can. Each student will receive an changing the characters’ decisions to have share those behaviors with the group. sion on why these behaviors keep anger index card and a pencil. The students will a more positive outcome. Each student going. The students will receive the “Heat write down a recent angry thought on the will receive a copy of the Accordion Book Small group session 3 for fourth and Up or Cool Down” handout and a pencil. card. They will share their thought with the and instruct the students how to put their fifth grades. The group leader will need The group leader will go over each state- group. Each student will then tear up their accordion book together. Each student will the “Rules For Getting Your Anger Out” ment with the students and the students card into small pieces and throw them in complete the book with a scenario in which handout for each student, small clear will write cool down statements in the right the trash can. The group leader will tell they decide to not act on their anger. plastic soda bottles with lids, water, liquid column of their worksheet. the students that it is important to release

14 | 2017 Georgia School Counselor Association Georgia School Counselor Association 2017 | 15 Small group session 8 for fourth and next exhale, the students will bring their control questionnaire before and after the an additional intervention but I do not fifth grades. The group leader will need arms back to their sides. This cycle will be small group for both Group 1 and Group 2. believe that this is the main reason for the a list of topics discussed and activities repeated around five times. After the fifth The participants in Group 2 overall showed difference in the anger control question- completed, Flip Book pattern (Griffith, round students will sit quietly for about a a greater decrease in their anger control naires. The personality of the two groups 2012, p. 56-58), scissors, and a stapler. minute breathing until the group leader scores than the participants in Group 1. was very different. Group 1 had two 2nd The group leader will review the topics instructs the students to open their eyes. The average decrease in the anger control graders who were very aggressive and re- and activities discussed over the group This breathing exercise will be done at questionnaire for Group 1 was 10.8 com- sistant to the group activities and process. sessions. Each student will receive a set the end of the small group session for the pared to 16.8 for Group 2. The other students in the group could have of flip book pages. The group leader will second experimental group. fed off this disdain for the group and, as a instruct the students to write their names Discussion result, not have improved as much as they in the top rectangle on the first page. The Results This research study was used to target were capable. Group 2, overall, was more group leader will review each page with the There was a total of 14 students selected students who had shown aggressive and open to the small group curriculum. This students and have students complete the by the advisory committee in grades two bullying behavior due to a lack of anger group was a little bit older overall, with two pages. The students will staple the pages through four. Four of the students were management and self-control. The purpose 4th graders, two 3rd graders, and only one together to make a flip book of strategies. not chosen for the small groups due to a was to reduce the amount of discipline re- 2nd grader so they may have had a little The group leader will congratulate the lack of parental permission to participate in ports filed on the students. During the first more maturity than Group 1. students on what they have learned in the the small groups. Five students partic- PST meeting of the school year, students group over the weeks. Students will then fill ipated in the anger management small were selected, based on their behavior, for The study has some strengths. The anger out the questionnaire they completed in the group curriculum only (Group 1). The other the intervention groups. Some students management and breathing techniques first session to compare their anger control five students participated in the anger had a long list of discipline reports, while were both strong interventions for anger to how it was before they participated in management small group curriculum with some had only one or none but were still management and self-control. The instru- the group. the breathing techniques (Group 2). The participating in behaviors that could be- ment used to measure the students’ anger students were sorted into the two groups come more serious if there was no outside control allowed students to think through Breathing and relaxation sessions. based on their daily schedule and when intervention. why they chose the number they chose For the second experimental group, these they could meet. The anger management for each question. This led some students students will also participate in a brief, curriculum was followed with fidelity for Overall, the findings of the research were to think about why certain things were 10-15 minute, breathing exercise to help both groups. consistent with prior research on anger triggers for them over others. Many of the students learn to relax and release tension. management in children. The students who students did see a decrease in discipline The group leader will lead the students Table 1 shows the number discipline did not learn to control their anger would reports and more anger control. in an active breathing exercise named reports for each student from the begin- act out more aggressively when they did “Sunshine Breath” (Roberts, 2014, p. 66- ning of the school year until the end of the get angry (Gambetti & Giusberti, 2016; Some limitations of the study were the 67). The students will stand with both feet group and how many discipline reports Rice & Howell, 2006). These students also selection of the groups. Having a more planted about shoulder or hip width apart each student had after the small groups seemed to lack social skills in the class- selection process for the groups could have and arms by their side. The students will had started. Six of the students did not room and small groups settings that would led to a better mix, especially in Group 1. close their eyes and start to observe their have a significant decrease in the number lead to more desirable behaviors (Daniels, The anger control questionnaire is a good breathing. The group leader will instruct of discipline reports because they had very Mandleco, & Luthy, 2012; Kuzucu, 2016). tool for the students, but to really measure students to take a deep breath in slowly few discipline reports to begin the semes- Those students who did well in the small how much the group was affecting the stu- while raising their arms above their heads ter. One of the students only received one group did learn some more appropriate dents’ everyday lives, it would have been in a circle. Their hand will meet at the top discipline report after starting the group. social skills to deal with their anger (Burt, more beneficial to have some teacher input of the circle above their heads. The group Two students, both in Group 1, did not Patel, Butler, & Gonzalez, 2013). This lead as to how well the students were managing leader will instruct students to exhale while decrease in discipline reports and one to less discipline reports for those students. their anger and showing good self-control. bringing their hands down to the center of student had more after starting the group It is interesting to note the difference be- their body. On the next inhale, the group than before the group. tween Group 1 and Group 2 when it comes This study could be implemented school leader will instruct the students to push to discipline reports and their anger control wide with age and developmental appropri- their hands back above their heads. On the Table 2 shows the results of the anger questionnaire. The second group did have ate interventions for students younger and

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