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The “Managers” will consist of at-risk students who have received two or more discipline referrals/actions for fighting, aggressive behavior, or verbal altercations. The groups will focus on steps in the Cycle of Anger (triggering event, negative thoughts, emotional response, physical symptoms, and behavioral response) in order to understand the components of anger, the consequences of negative reactions, and strategies and to promote positive and healthy thinking, reactions, and emotional regulation. The overall purpose of these small groups is to help the members of the “Managers” achieve personal and emotional control for better success and stability, now and throughout their lives.

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Figure 1. Cycle of Anger from Therapist Aid LLC 

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The cycle of anger will be used to frame the session’s agenda as previously studied and deemed successful (Wiseman & O’Gorman, 2018).

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The ASCA Mindsets and Behaviors that correlate most with the goals of the “Managers” small groups are:

-Self-Management Skills B-SMS-2: Self discipline and Self Control

-Social Skills B-SS-2: Positive, respectful, and supportive relationships with students who they are similar to and different from.

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American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association. (2016) ASCA ethical standards for school counselors.  https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

American School Counselor Association. (2021). ASCA student standards; Mindsets and behaviors for student success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Ector County Independent School District. (2021) Student handbook: 2021-2022 school year. https://www.ectorcountyisd.org/domain/2638

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups.
http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Therapist Aid LLC. (2016). The Cycle of Anger. https://www.therapistaid.com/worksheets/cycle-of-anger.pdf

Thomas, R. V., & Pender, D. A. (2008). Association for specialists in group work: Best practice guidelines 2007 revisions. Journal for Specialists in Group Work, 33(2), 111-117. https://docs.wixstatic.com/ugd/513c96_93df348d51134a08b789df5374b6dfb7.pdf

Wiseman, M. & O’ Gorman, S. (2017). First things first: Anger management group work in a mainstream high school setting. Pastoral Care in Education, 35(2), 124-136. http://dx.doi.org/10.1080/02643944.2017.1306875

Wiseman, M. & O’Gorman, S. (2018). A manualised approach to anger management in a group therapy context: Striving towards accessibility, affordability and inclusivity within mainstream school. Pastoral Care in Education, 36(2), 77-98. https://doi.org/10.1080/02643944.2017.1422006

Yilmaz, D. & Ersever, O. G. (2015). The effects of the anger management program and the group counseling on the anger management skills of adolescents. The Online Journal of Counseling and Education, 4(4), 16-34. https://web-s-ebscohost-com.easydb.angelo.edu/ehost/pdfviewer/pdfviewer?vid=14&sid=ea76821b-0bd4-42ed-bd3c-06047590d5bd%40redis

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Since the “Managers” are structured, closed groups, public announcements for the creation of the groups, its agenda, and session times will not be made. Students who meet the criteria for the small group will be privately notified during a screening interview for participation. Their parents or  guardians will  receive personal phone calls informing them of the potential participation in the “Managers” small group.

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Informed Consent Document form Missouri Professional School Counselor Educators

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District policy dictates that “obtaining prior written parental consent” is necessary before any treatment or counseling may be conducted (Ector County Independent School District, 2021). After informing students and parents about possible inclusion into the “Managers” small group, and after receiving verbal consent to participate, an informed consent document will be sent to parents and guardians. An additional consent form will be given to students as well, prior to the first scheduled small group session.

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Potential members of the group will be screened individually in a prescreening interview. The Tap’in procedure will be executed during the interview to inform potential members of the purpose, goals, and expectations of the group; to question student over their interest to participate and ability to maintain meet expectations regarding confidentiality and group rules; and to choose members who are willing to participate, will benefit from the group process, and who show understanding and respect for the expectations of a small group setting (Missouri Professional School Counselors and Counselor Educators, 2015). Students who do not show interest in participating, would not contribute to the overall safety and goals of the group, or who would benefit more in an individual setting will be either given the option for individual counseling or will be given referral information to secure growth despite not participating in the small groups. Members in the groups who have had confrontations or issues with each other will not be placed in the same groups.

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All group members, including Mrs. Harrington, will agree to:

1. Maintain the confidentiality of other students during and    after sessions have ended
2. Be an active listener when others speak
3. Give others the opportunity to share
4. Use positive language
5. Treat every member with respect
(Missouri Professional School Counselors and Counselor Educators, 2015)

Ground rules will be explained in detail during prescreening interviews, during the first session, and during the last session in which specific attention to rule one regarding confidentiality after sessions commence. Ground rules will be mentioned briefly in all other subsequent sessions. These five rules are non-negotiable and set by the group facilitator, however during the first session, group members can contribute any additional rules that they believe would make the group feel more safe, trust-worthy, and comfortable.

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Setting the Norms Stage

During the first sessions, the group facilitator will both explain and model expectations for behavior and participation during independent assignments, sharing of personal information, and discussion that are incorporated into the agenda. Expectations in regards to confidentiality during sessions, after sessions end, and after all sessions have been completed will be discussed. Limitations to confidentiality by other members once sessions have ended will be explained as well, and reinforcement of the concept of privacy, respect, and empathy for others will be discussed as necessary in order to promote the success and the trust of each group.

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The Performing Stage

The group facilitator will continue to model and provide examples of behavior and participation during the subsequent sessions’ activities to ensure that the flow and benefits of the small group persist. Each session will begin with an opening activity that reflects on the objectives of the previous session to gauge whether members are utilizing knowledge and skills in their personal lives. The members will be given an assignment for the course of the following week that reflects the skills learned during the current session and that will be incorporated into the next lesson.

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The Mourning Stage

At the end of the next-to-last session, the group facilitator will remind members that the next session will be the last, and will lead a discussion to gauge how the members feel about the group’s closure. During the last session, a discussion will be the focal point of the agenda regarding personal progress, the success of group goals, and skills that can be used in the future. This discussion should bring positivity that is focused on accomplishments to close the small group.  Students will also be reminded of a follow-up session to look forward to four weeks later.

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A participative leadership style will be utilized in these small groups because the input and  engagement of members is essential for the success of the group and achievement of group goals. Participative leadership allows for group members to be incorporated into most processes of the group’s agenda. This gives the members an element of control and say in their small group which may be important to them. Also, other more lackadaisical or autocratic may create an unnecessary sense or authority which could hinder the members comfort in the group.

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Several of Yalom’s therapeutic factors will be applied into these small groups focused on managing anger and aggression:

1 Interpersonal Learning will be utilized during discussion activities when members are asked to provide suggestions and feedback for each other to experience others’ perspectives and interpretation of the events and reactions discussed.

2 Direct advice will also be utilized during discussion when advice or support is warranted, and would be safely received.

3. Universality will be indirectly incorporated into the small groups in order to show members that they are not alone with their issues with anger, and they are also not alone in their plight to change and grow.

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Screening for Group Members

Prescreening interviews will be conducted to determine which members will benefit from the goals of the small group and will positively contribute to the group dynamic in accordance to the following ethical guidelines:

-The American Counseling Association (2014) A. 9. a.:  Counselors should select members whose “needs and goals are compatible with the goals of the group, who will not impede the group processes, and whose well-being will not be jeopardized by the group experience” (p. 6).

-The American School Counselors Association (2016) A. 7. c.: Students must be screened for membership in groups.

-The Association for Specialists in Group Work A. 7. a.:  “Group workers identify group members whose needs and goals are compatible with the goals of the group” (Thomas & Pender, 2008, p. 114).

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Confidentiality in Group Work

Expected confidentiality in group settings, and its limitations, will be discussed in prescreening interviews and in every group session in accordance to the following ethical guidelines:

-The American Counseling Association (2014) B. 4. a.: “Counselors clearly explain the importance and parameters of confidentiality for the specific group” (p. 7)

-The American School Counselor Association (2016) A. 7. e.: School counselors must explain that confidentiality by group members should be respected, but also that it is not guaranteed.

-The Association for Specialists in Group Work A. 7. d.:
“Group workers define confidentiality and its limits….that legal privilege does not apply to group discussions” (Thomas & Pender, 2008, p. 114).

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Using Albert Ellis’ ABCs of REBT is suggested to be used in group therapy settings with adolescents when dealing with behavioral issues of anger by multiple studies (Yilmaz & Erserver, 2015; Wiseman & O’Gorman, 2017; Wisemen & O’Gorman, 2018).