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Composed and Empowered

Objective: Anger Management: Building Self-Discipline and Emotional Regulation

Counselor: Sarah Olson – EDSC 6302

Overview: A small support group for sixth graders facing challenges with emotional regulation. Offers techniques for self-control, coping mechanisms, and positive social interactions.

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6th grade: Impulse control, problem solving, and anger management. This curriculum aims to provide 6th graders with self-regulation and emotional regulation strategies.

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Ground Rules:

Counselor-provided:

Confidentiality + limits (safety concerns shared with adults)

Respect all members

Attendance commitment

Group-generated:

Listen without interrupting

No put-downs or teasing

Encourage each other

Students will have at least three anger triggers that they can personally identify.

2 calming strategies will be role-played and practiced by students.

Instead, they will “use ‘I-statements’ to say they are frustrated instead of being aggressive.”

Students will journal weekly about progress using a personal anger log.

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M 1: Belief in development of whole self (self-discipline + self-control)

B-SMS 2: Demonstrate self-discipline and self-control

B-SS 2: Create positive and supportive peer relationships

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Need Identified:

There were many 6th-grade discipline referrals for conflicts and outbursts. According to student surveys, students stress out and are frustrated with the few resources for coping.

Rationale for Why This Group Is Important:

It aligns with EOY goals around campus change in behavior, climate, and SEL development.

Publicity Plan:

Teachers reported having trouble with emotion regulation during transitions and structured times, such as teacher referrals and counselor screening. To address this, send a Parent letter/email explaining the group's purpose, a Counselor newsletter, and announcements at the staff meeting. Share information with the admin for transparency.

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Benefits to Students:

Learn to identify triggers.

Use mindfully soothing techniques (such as deep breathing, positive self-talk, or mindfulness) to improve your ability to solve problems and resolve conflicts.

Yalom’s Therapeutic Factors:

Understanding our shared experiences, acknowledging that others also face challenges with anger. Encouragement and self-assurance increased as peers made progress. Developing communication skills and experimenting with different speaking methods in a supportive environment. Unity, a group with a shared identity, is more motivated to grow.

Benefits to School:

Reduced discipline incidents.

Improved classroom climate.

Alignment with Comprehensive School Counseling Program objectives.

Stages of Group:

Stage 1: Establish rapport by explaining the confidentiality and setting ground rules.

Stage 2 - Working: Once the lesson starts, keep students on task, build cohesion, and check their progress.

Phase 3 – Cessation: Closure, reflection on change, use of new skills outside the group

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Pre-Group Interview/Screening:

One-on-one student interview to gauge interest + readiness

Teacher input on observed anger triggers/behaviors

Short student self-check (feelings + coping strategies)

Ensure students understand group expectations

Participants Population:

Sixth-grade students aged 11–12.

Category:

Closed Group (No new members will be added after starting).

Size: 6–8 members.

Sessions:

6–8 sessions, once or twice a week, lasting 30–40 minutes.

Setting:

School counselor's office or small group room.

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Legal Requirement:

TEC §33.005: Counselors must deliver guidance, responsive services, individual planning, and system support

Group aligns with legal role = skill development + safe learning environment.

Ethical Requirement:

ASCA Ethical Standard A.7: School counselors protect confidentiality, explain limits to minors, and obtain consent/assent before the group begins. Ensures ethical practice and trust-building.

Calm and in Control responds to an actual need on college campuses by providing students with practical emotional regulation tools for personal and communal growth.

Counselor: Sarah Olson | sarah.olson@angelo.edu

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Informed Consent:

Parent/guardian consent required (district policy)

Student assent obtained before the group begins

The consent form explains the limits of purpose, structure, and confidentiality.

Leadership Style:

Democratic approach: Learners participate in shaping conversations and activities.

Facilitative method: The counselor directs, motivates, and demonstrates coping strategies.

Reasoning: Suits the needs of middle schoolers, fosters ownership, and promotes peer support.

Session Example:

“Recognizing Triggers”

Icebreaker:

“Thermometer Check” (students assess their mood on a gradient).

Activity:

Trigger Cards (students sort cards into those that could cause anger and discuss if they are personal).

Practice:

Recognize signs of anger early on.

Reflection: Journaling notebook or paper entry on “One trigger I want to work on this week.”

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References:

Anjanappa, S. (2020). Anger management in adolescents: A systematic review. Indian Journal of Positive Psychology, 11(3), 147–153.

Anjanappa, S. A., et al. (2023). Effectiveness of anger management program… International Journal of Psychology and Counseling, 15(2), 45–54.

Njardvik, U., Smaradottir, H., & Öst, L.-G. (2022). The effects of emotion regulation treatment… Journal of Abnormal Child Psychology, 50(3), 362–376.

Centers for Disease Control and Prevention. (2023). Anger management: Tips for coping with anger. https://www.cdc.gov/howrightnow/emotion/anger/index.html