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This group is designed for middle school girls (ages 12-14) struggling with anger management. The group sessions are intended to foster self-awareness of anger triggers and equip girls with coping mechanisms for triggers.

Participants will be screened through office and behavior referrals. Individuals with three or more office referrals in a six week period will be participating in the group sessions.

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The following Mindset and Behavior standards for students will be met through participation in this group:

M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.

M2. Sense of acceptance, respect, support and inclusion for self and others in the school environment.

B-SMS 1. Responsibility for self and actions.

B-SMS 2. Self-discipline and self-control.

B-SMS 7. Effective coping skills.

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The group will publicize their knowledge about anger management coping strategies by creating posters to hang in the school hallway. This will promote preventative measures for student awareness regarding anger management and healthy coping strategies.

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The school counselor will screen office/behavior referrals regarding anger. Middle school girls who have three or more behavioral referrals may benefit from the group counseling services. Furthermore, the school counselor would discuss with administrators and teachers students who they feel may benefit from these sessions.

This small group screening the group will be introduced and explained. Additionally, an opportunity for participants to ask questions and seek clarification will take place, if needed.

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Once group members has been screened and selected (4-6 participants) a consent form will be sent home for parents/guardians along with a letter from the school counselor explaining the purpose of the group. Additionally, during the first group session, a consent form will be given to the participants.

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Research was conducted on 128 students between ages 13-16. Findings from the research revealed that anger management counseling was effective and growth was seen in problem solving, communication skills, and reduced anger levels.

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The Texas Administrative Code outlines the requirements for a certified professional school counselor.

Standard 2 of section 239.15 states that the certified school counselor must counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs as outlined in The Texas Model for Comprehensive School Counseling Programs.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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Group rules and norms will be established during the first session. Confidentiality will be addressed and expectations for upholding student confidentiality will be discussed. The school counselor will explain what exceptions require her to legally breech student confidentially.

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A homogeneous group (4-6 participants) of middle school girls (ages 12-14) with behavioral referrals regarding anger management will meet for a short period.

Beginning Session- The group will take measures to become acquainted with one another. Then group norms (expectations and confidentially) will be established. The counselor will take measures to grow rapport and a sense of community within the group. With anger management being the topic, it will be essential to break down barriers and preconceived notions among the group.

Middle Session- The group will identify their anger triggers and gain awareness that all individuals feel anger. The group will discuss healthy coping skills to implement for their overall well-being. The group will be tasked with setting 2-3 goals they want to achieve regarding implementing learned coping skills.

Last Session- Reinforce that even though the sessions have come to an end, confidentiality is still necessary. Plan how to apply skills and information that the group has learned during the sessions.

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For additional resources and support, please visit the school's counseling page.

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Participative leadership will be utilized in the group sessions. The counselor will offer guidance to group members, encourage them to participate, but will also participate in the group and allow input from other group members. This leadership style will foster a sense of community within the group. It will allow participants to feel like they are an important part of the team, which helps foster commitment to the goals of the group.

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Several of Yalom's Therapeutic Factors could be present in the group sessions. First, universality will be present by the group recognizing that everyone individual has feelings of anger. This will allow participants to understand that they are not alone in their feelings and that others experience the same emotions. Additionally, development of socializing techniques will be present in the group sessions by participants identifying and discussing healthy copying skills to communicate when they are triggered by anger. Lastly, direct advice will be present in the group sessions. Through discussions and counselor guidance, the group will discuss and recommend healthy ways that they have successfully implemented healthy coping skills for anger triggers.

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School counselors are ethically required to:

A. Facilitate short-term groups to address students’ academic, career, and socioemotional issues.

B. Inform parents or guardians of student participation in a small group.

C. Screen students for group membership.

D. Use data to measure member needs to establish expectations of group members.

E. Communicate the aspiration of confidentiality as a group norm, while recognizing and working from the protective posture that confidentiality for minors in schools cannot be guaranteed.

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15+ Proactive Anger Management Strategies for Children and Teens - The Pathway 2 Success. (n.d.). https://www.thepathway2success.com/15-proactive-anger-management-strategies-for-children-and-teens/

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

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/764178fc-c4b7-45d2-a4bc-bd4e101ab15e/EthicalStandards.pdf

Missouri Department of Education. (2020). Anger Management 6-8 | Missouri Department of Elementary and Secondary Education. Mo.gov. https://dese.mo.gov/media/pdf/guid-resp-serv-sm-group-unit-anger-mgmt-6-8

Student Behavior Referral (6608). (2025). Supreme School

Supply. https://www.supremeschoolsupply.com/student-behavior-referral-6608/

19 Tex. Admin. Code § 239.15