ERIC ED471332: Anger Management and Violence Prevention: A Group Activities Manual for Middle and High School Students.

213 Pages·1993·4.8 MB·English

by  ERIC

DOCUMENT RESUME
ED 471 332
EA 032 133
AUTHOR
Schmidt, Teresa M.
Anger Management and Violence Prevention: A Group
TITLE
Activities
Manual for Middle and High School Students.
INSTITUTION
Hazelden Foundation, Centex City, MN.; Johnson Inst.,
Minneapolis, MN.
ISBN
ISBN-1-56246-084-6
PUB DATE
1993-00-00
NOTE
211p.; Previously published in 1993 by the Johnson
Institute-
QVS, Inc.
AVAILABLE FROM
Hazelden, 15251 Pleasant Valley Road, Center City,
MN 55012
(Order No. 3088; $72.00). Tel: [phone]; Tel: 800
-328-
9000 (Toll Free); e-mail: [email protected]. Web site:
http:// www.hazelden.org.
PUB TYPE
Books (010)
Guides
Classroom
Teacher (052)
EDRS PRICE
EDRS Price MF01/PC09 Plus Postage.
DESCRIPTORS
Adolescents; *Anger; Early Intervention; *Guides;
*Prevention; Secondary Education; Violence
ABSTRACT
This group-activity manual is intended for
adolescents who
have risk factors on any of the four ecological
levels: personal, family,
social, and societal. It contains everything
needed to lead a group of middle
or high school students through this anger-management
program. Part 1
provides guidelines to help initiate and implement
a support-group program in
a school or agency. Part 2 contains materials to help
group leaders
understand current theories on adolescent development,
facts and theories
about violence and family violence, and the effects
of family violence on
children, especially adolescents. Part 3 contains
the complete group guide
for leading an anger-management group and includes
the objectives, necessary
preparation, background information and guidelines,
handouts, and detailed
step-by-step plans for the 11 sessions. The last
part includes support
materials, a list of references and supplementary
readings, and a list of
resources. Overall, the manual provides practical and creative
ways to help
adolescents clarify their views on violence and look
at their own risk
factors on each level of the ecological framework.
It teaches concrete
problem-solving skills to use when adolescents
are angry and provides age-
appropriate and relevant scenarios in which they
can practice these skills.
(Contains 40 references.)
(RJM)
Reproductions supplied by EDRS
are the best that can be made
from the original document.
Anger Management and Violence
Prevention: A Group Activities Manual
for Middle and High School Students
Teresa Schmidt
1998
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
CATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
1JE
CENTER (ERIC)
BEEN GRANTED BY
This document has been reproduced as
received from the person or organization
K Buzich
originating it.
Minor changes have been made to improve
reproduction quality
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
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JOHNSON INSTITU-IT
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A GROUP ACTIVITIES MANUAL FOR
MIDDLE AND HIGH SCHOOL STUDENTS
CHMIDT, LCSW, BCD
TERESA
JOHNSON INSTITUTE®
HAZELDEN°
4
ANGER MANAGEMENT AND VIOLENCE PREVENTION
A Group Activities Manual for Middle and High School Students
Copyright © 1993 Hazelden Foundation. Previously published 1993 by the
Johnson Institute-QVS, Inc. First published 1998 by Hazelden. All rights reserved.
No portion of this book, except designated student materials and teacher visual aids,
may be reproduced mechanically, electronically, or by any other means, including
photocopying, without written permission of the publisher:
Hazelden
15251 Pleasant Valley Road
Center City, MN 55012
651-213-4000 or 800-328-9000
www.hazelden.org
Library of Congress Cataloging-in-Publication Data
Schmidt, Teresa M.
Anger management and violence prevention: a group activities manual for middle
and high school students / by Teresa M. Schmidt.
cm.
p.
Includes bibliographical references (p. 000).
ISBN 1-56246-084-6
Prevention. 2. Anger in adolescence
1. School violence
United States
United States. 3. Anger
United States. 4. Activity
Study and teaching (Secondary)
programs in education
United States. I. Title.
LB3013.3.S35 1993
371.5'8dc20
93-33424
CIP
Cover and text design: Lindberg Design
Printed in the United States of America
03 02 01 00 / 7 6 5 4
CON T
N TS
E
Progression of Themes
Acknowledgments
41
5
Group Format
42
Introduction
7
Displacement Communication
45
46
Benefits of Use
PART ONE: ESTABLISHING A SUPPORT-GROUP
Using the Group Model in Guidance
PROGRAM FOR AT-RISK STUDENTS
11
Counseling
46
Gaining Administrative Support
13
Using the Group Model in Family
Staffing and Training
14
Therapy
47
Developing Referrals
15
SESSION 1: Violence Prevention
49
Screening Candidates
16
Acquiring Informed Parental Consent
16
SESSION 2: Feelings
73
Forming and Scheduling the Groups
17
SESSION 3: Six Different Styles of
Assuring Group Confidentiality
18
Expressing Anger
89
Self-disclosing by Leaders
19
SESSION 4: Skills to Problem-Solve
Role Modeling by Leaders
19
Anger Situations
101
Following Up Group Participation
19
SESSION 5: Anger Management Steps
117
PART TWO: THEORETICAL BASES FOR ANGER
SESSION 6: Family Violence
131
21
MANAGEMENT AND VIOLENCE PREVENTION
SESSION 7: The Effects of Violence on Families:
Family Sculptures
149
CHAPTER 1:
SESSION 8: Coping Strategies
23
Violence, Family Violence, and Prevention
167
23
Violence
SESSION 9: Setting Personal Goals
179
Factors That Influence Violent Behavior
24
SESSION 10: Group Presentation (Optional) ..189
25
Family Violence
SESSION 11: Developing a Support System ....197
26
Theories of Violence
26
Violence Prevention
205
PART FOHR: SUPPORT MATERIALS
Assignments (in each session)
CHAPTER 2: Adolescent Development and
Audience Evaluation Form 208
Intervention Models
29
Feeling Wheel (in Session 2)
83
29
Adolescent Development
204
Group Certificate (in Session 11)
Adolescent Changes on the Personal Level...29
Group Evaluation Form (in Session 11)
203
Effects of Family Maltreatment on
Group Rules Contract (in Session 1)
66
32
Developmental Tasks
Handouts (in each session)
Breaking the Cycle of Violence
35
209
List of Basic Facts
Interventions with Male Batterers
35
Parental Consent Letter
210
Interventions with Women:
Process and Progress Form
211
36
The Dance of Anger
212
Progress Notes
Theoretical Bases for Anger Management
214
Screening Interview Outline
36
and Violence Prevention
215
Self-referral Group Survey Form
The Role of the Group in Anger Management
216
References and Suggested Readings
and Violence Prevention
37
218
Resource Materials
220
Resources for Help
PART THREE: GROUP GUIDE FOR ANGER
39
MANAGEMENT AND VIOLENCE PREVENTION
3
6
AtilinowitylNefils
I would like to thank Thelma Spencer, Ed.D.,
everything in perspective, and has given much
love and affection which have enhanced the cur-
with whom I collaborated to write Peter the
rent writing.
Puppy Talks About Chemical Dependence in the
Family, one of the books in the Building Trust,
Making Friends series. Anger Management and
Violence Prevention uses the format that Thelma
ABOUT "THE AUTHOR
and I developed in my living room over
Teresa M. Schmidt, LCSW, BCD, has been a
Christmas vacation in 1988, although the cur-
clinical social worker since 1970. A graduate
rent work is solely my responsibility.
of the College of William and Mary and the
Smith College School for Social Work, Ms.
The middle school counselors of York County,
Schmidt has had extensive experience in outpa-
Virginia, participated in the field testing of the
tient settings. Bringing her clinical experience in
first draft. Dr. Leslie Kaplan, who was at that
mental health to Newport News Public Schools,
time director of guidance of York County Public
Newport News, Virginia, in 1987, she worked
Schools, made that training possible. The
with Dr. Thelma Spencer to develop and imple-
administration, SAP staff, and guidance coun-
ment in a school setting a prevention/interven-
selors of Avon High School and Avon Middle
tion group program for children from chemical-
School, Avon, Indiana, also graciously provided
ly dependent families. Ms. Schmidt is co-author
opportunities for field testing the first draft.
with Dr. Spencer of the Building Trust, Making
Friends series: Peter the Puppy Talks About
I am grateful for the help and support of my
Chemical Dependence in the Family; Tanya Talks
family. My sons, Matthew and Thomas
About Chemical Dependence in the Family,
Schmidt, are always ready to provide consulta-
Thomas Barker Talks About Divorce and
tion and support, and they have managed to
Separation; and Della the Dinosaur Talks About
reach adolescence at a time when the experience
Violence and Anger Management. Ms. Schmidt
of mothering teenage boys became very useful.
currently lives in the cornfields of Indiana,
They have shown supreme patience over the
where she maintains a private practice, consults
past five years during which I wrote several
with local school systems on leading support
structured support-group manuals. My hus-
groups, and conducts training workshops for
band, Wiltz Wagner, has inspired me to main-
mental health and school professionals on the
tain high standards for these books, has taken
local, state, and national level.
me on the motorcycle rides which have kept
5
7
Introttutlion
Adolescents live in an important transitional stage. They move from
the sheltered home into an arena where peers and outsiders are increas-
ingly more important than their family. They must deal with a number of
developmental issues: they need to accept physical changes initiated by puberty,
dependence, or family violence. On the social
learn how to regulate their emotions, and deal
level, these adolescents have good peer relation-
with increasing advances in cognitive ability.
ships, get along well with their grandparents,
Furthermore, they need to confront the growing
and are active in school, church, or community
importance of peer relationships and the
organizations. They live in clean, crime-free sub-
reworking of family relationships, and they need
urban or rural neighborhoods. Finally, on the
to start creating an individual identity.
societal level, these mythical adolescents live in a
Imagine a group of adolescents who face these
world that does not condone violence, either in
developmental issues in the best of all possible
the family or on the street. This world has
worlds. They have what current theorists call
solved the issues of racism, sexism, unemploy-
protective factors, factors that help them
ment, and educational and economic inequality.
through these developmental issues. And, since
It provides adequate medical and health care for
they live in the best of all possible worlds, they
all segments of society and supports families in
have these protective factors on four levels.
their parenting responsibilities.
Theorists describe these levels in an ecological-
Unfortunately, average adolescents are far from
integration framework: the personal, family,
these mythical teens. Typical adolescents are
social, and societal levels. These students have
more likely to have encountered risk factors, in
pluses on the personal level: they are bright,
addition to protective factors, on all four levels
attractive, and able to manage their emotions.
of the ecological framework. On the personal
They have good interpersonal skills and a sense
level, adolescents may be victims of parental
of their ability to impact positively what hap-
maltreatment; they may have low IQs and learn-
pens to them. On the family level, they have
ing disabilities; they may be physically unattrac-
parents who are stable role models and good
tive; they may be aggressive and violent in their
economic providers. Their parents are able to
interpersonal relationships. On the family level,
provide the structure and nurturing that chil-
they may experience parental divorce, chemical
dren need, without being either too permissive
dependence, or violence. Their parents may be
or too autocratic. They have not had to deal
unemployed and unable to provide adequately
with the stresses of parental divorce, chemical
73
ANGER MANAGEMENT AND VIOLENCE PREVENTION
for them. On the social level, they may be isolat-
School Students* has been developed to help
car-
ed and uninvolved in any school, church,
or
ing professionals like you to intervene with
at-
community activities; they may have no extend-
risk adolescents. You will reach them
on the
ed family or social network. Or they may live in
social level, within the context of a
group.
a poor urban area near illegal markets like pros-
Through the group, you will provide them with
titution and drug dealing and look for their
a social support system as they learn personal
sense of community in a gang that thrives on
skills to manage their own emotions and
to deal
violence. Or they may come from families where
with the stresses and possible traumas they wit-
men beat their wives and have done so for sever-
ness in their families.
al generations. And, on the societal level, they
This group activity manual is targeted for the
live in the United States in the 1990s,
a time
adolescent who has risk factors on
any of the
marked by cultural acceptance of family vio-
four ecological levelsthe personal, family,
lence, ranging from parents disciplining children
social, and societal levels. Appropriate members
by spanking to wife beating; a time when a vio-
for the Anger Management and Violence
lent crime is committed every 17 seconds,
Prevention group are the teen who is a frequent
according to the FBI's crime clock for 1991; a
visitor to the office for aggressive behavior; the
time when violence is seen daily on TV and in
student who confides that her father slaps and
movies; and a time when many children and
chokes her mother; or the boy who wonders
families experience social and economic inequal-
whether he will be considered a wimp if he
prac-
ities, poverty, and inadequate health care.
tices nonviolence in his daily life.
As a helping professionalguidance counselor,
Anger Management and Violence Prevention uses
school psychologist, school social worker,
the same group model as the Building Trust,
Student Assistance Program (SAP) worker, Core
Making Friends series, Peter the Puppy Talks
Team member, school nurse, teacher, or proba-
About Chemical Dependence in the Family, Tanya
tion officeryou want to increase the protective
Talks About Chemical Dependence in the Family,
factors, the positive tools for living that adoles-
Thomas Barker Talks About Divorce and
cents possess. You want to increase the protec-
Separation, and Della the Dinosaur Talks About
tive buffers that adolescents have in their envi-
Violence and Anger Management. That 11-ses-
ronment, as they face the developmental issues
sion group model uses both clinical and educa-
of their middle and high school years. You want
tional theory to help elementary students from
to help them develop skills to deal with their
chemically dependent, divorced, or violent fami-
anger in positive ways, as well as to deal with the
lies, and middle school students from chemically
stresses of their families. You want them to be
dependent families.
part of the social support system that you pro-
vide for teens. You may also want to help change
This complete and easy-to-use manual contains
cultural values so that violence will not be con-
all you need to lead a group of middle or high
doned in society and individual responsibility
school students through Anger Management and
and interpersonal support will be rewarded.
Violence Prevention.
Anger Management and Violence Prevention: A
Part One provides guidelines and materials to
Group Activities Manual for Middle and High
help you initiate and implement a support-
* A companion manual called Changing Families: A Group Activities Manual for Middle and High School Students written by Teresa Schmidt,
is also available from Johnson Institute (see page 218). Changing Families is designed to help students develop coping strategies for dealing
with the stresses and issues in their changing home life due to divorce, separation, death, or remarriage.
Now available from Hazelden. Call us at 1-800-328-9000.
8
INTRODUCTION
Overall, this manual provides practical and cre-
group program in your school or agency.
ative ways to help adolescents clarify their views
Part Two contains materials to help you under-
on violence and look at their own protective and
stand current theories on adolescent develop-
risk factors on each level of the ecological frame-
ment, facts and theories about violence and fam-
work. In theoretically correct and clinically
ily violence, and the effects of family violence on
sound ways, it teaches adolescents concrete
children, especially adolescents.
problem-solving skills to use in anger situations
and provides age-appropriate and relevant sce-
Part Three contains the complete group guide
narios in which they can practice these skills.
for leading an Anger Management and Violence
Females practice setting limits when faced with
Prevention group. The group guide includes the
control, force, or unwanted sexual activity in
objectives, necessary preparations, background
dating relationships. Males practice saying no to
information and guidelines, handouts, and
peers who are encouraging them to engage in
detailed step-by-step plans for each of the 11
destructive activity. The manual also helps teens
sessions.
to correct their misconceptions about family
Part Four contains support materials, a list of
violence and to solve problems that come up in
references and supplementary readings, and a
peer and family relationships. Most importantly,
list of important resources. This section will fur-
the teens are encouraged to adopt the value that
ther help group leaders and other staff make the
violence is not acceptable and to assume the per-
group process successful and rewarding for
sonal responsibility never to use violence in their
everyone involved.
own lives.
9
10