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1. Mindset A1: Belief in Developmental Success

Application: Help participants understand that managing anger is a skill they can develop with practice and effort, reinforcing their belief in their ability to improve and succeed.

2. Mindset A3: Sense of Belonging in the School Environment

Application: Create a supportive group environment where participants feel valued and understood, which can contribute to a positive sense of belonging and reduce feelings of isolation that might contribute to anger.

3. Mindset B1: Self-Confidence in Ability to Succeed

Application: Encourage participants to build self-confidence by teaching them effective anger management techniques and helping them recognize their progress and successes in applying these techniques.

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Workshops and Activities: Includes activities that focus on identifying anger triggers, practicing relaxation techniques, and role-playing positive communication strategies.

Reflection and Discussion: Create group discussions that allow participants to share their experiences, reflect on their progress, and support each other in developing anger management skills.

Goal Tracking: Creating a system for tracking individual progress towards their anger management goals and celebrate achievements to reinforce positive behavior changes.

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Cool Heads Collective’ is a clever word play on the term “hot heads” since we will be talking about anger awareness. The group will focus on identifying anger triggers and coping strategies to deal with anger.

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In this case, the goal is to assess whether there is a need for a group focused on anger management and awareness.

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Speaking with personnel such as counselors and campus safety officers to gather data on observed anger-related issues and their impact.

Data collection is important for understanding the current situation and identifying the need. Distributing surveys to students to gauge their experiences with anger and stress. This may include questions about their familiarity with anger management techniques, the frequency of anger-related incidents, and interest in participating in such a group.

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The group will be made up of adolescents between ages 12-16 (middle school and high school ages).

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There are multiple ethical codes that inform the professional behavior of counselors. This is due in part to the manifold areas in which we specialize and the populations with which we work. As counseling specialties have emerged, so have the guidelines for protecting clients who seek specialized help. These links will direct you to the more prevalent codes for Texas counseling professionals.

American Counseling Association

The following links are to the American Counseling Association's Ethics website. They are helpful resources to further ethics understanding and to processing concerns. This ACA Ethics resource page provides contact information for ethical consults, as well as, the current Code of Ethics:

The American Counseling Association is the largest organization of counselors in the country, representing 45,000 members. The ACA Code of Ethics is a comprehensive overview of values for counselors in general, and is the code of ethics adhered to by the Texas Counseling Association.
Ethics and Risk Management Resources Ethical Decision Making Model Policies and procedures for processing ethical complaints brought before the American Counseling Association Ethics Committee
Texas State Board of Examiners of Professional Counselors

The Texas State Board of Examiners of Professional Counselors Code of Ethics corresponds to Texas laws that affect counseling.

American School Counselor Association

The ASCA Ethical Standards for School Counselors addresses the sensitive issues of working with minors in school settings.

Association for Specialists in Group Work

The Association for Specialists in Group Work (ASGW), a division of the American Counseling Association whose members are interested in and specialize in group work, has developed the ASGW Best Practice Guidelines. While there are several other codes of ethics in our field, these are most likely to be recognized by the general public and, regardless of your membership in these organizations, are the minimum standard by which the public would expect you to behave. This is by no means an exhaustive list. Professional counselors are directed to seek continual professional development related to legal and ethical issues in counseling and to join associations that represent their specialized interests.
TCA uses a strict vetting process that incorporates all applicable requirements of ethical codes when approving ethics continuing education programs.

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There are multiple ethical codes that inform the professional behavior of counselors. This is due in part to the manifold areas in which we specialize and the populations with which we work. As counseling specialties have emerged, so have the guidelines for protecting clients who seek specialized…

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Supportive and Empathetic

Understanding: Show empathy and understanding towards participants’ experiences and emotions. Acknowledge their struggles with anger and create a safe space where they feel comfortable sharing their challenges and successes.

Encouraging: Offer positive reinforcement and encouragement to motivate participants. Recognize their efforts and progress, and provide constructive feedback to help them improve.

Active Listening

Engagement: Actively listen to participants’ concerns and perspectives. This helps build trust and rapport, making them feel valued and heard.

Reflection: Reflect back what participants share to ensure understanding and validate their feelings, which can help them gain insights into their anger and its management.

Structured and Organized

Clear Goals: Set clear objectives and expectations for the group. Ensure that each session has a structured plan with specific goals and activities designed to address anger awareness and management.

Consistency: Maintain consistency in the group’s approach and techniques. This helps participants build a routine and understand what to expect, which can enhance their learning and application of anger management strategies.

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1. Behavior 1: Use of Self-Knowledge

Application: Facilitate self-reflection activities where participants learn to recognize their own anger triggers and responses, and understand how their emotions affect their behavior.

2. Behavior 2: Self-Management Skills

Application: Teach participants practical self-management skills, such as deep breathing, relaxation techniques, and cognitive restructuring, to help them control their anger and respond in a more constructive manner.

3. Behavior 4: Positive Social Behaviors

Application: Promote positive social interactions by practicing communication skills, active listening, and conflict resolution strategies. Encourage participants to apply these skills in real-life situations to manage anger effectively.

4. Behavior 5: Effective Communication Skills

Application: Guide participants in developing and practicing effective communication strategies to express their feelings and needs without resorting to anger or aggression.

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American School Counselor Association. (2021). The ASCA mindsets & behaviors for student success: K-12 college-and career readiness for every student (pp. 1–6). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

‌References

ANGER MANAGEMENT for Substance Use Disorder and Mental Health Clients Participant Workbook. (n.d.). https://store.samhsa.gov/sites/default/files/anger_management_workbook_508_compliant.pdf

SAMHSA. (2005). 6 Group Leadership, Concepts, and Techniques. Nih.gov; Substance Abuse and Mental Health Services Administration (US). https://www.ncbi.nlm.nih.gov/books/NBK64211/

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