Discovering the reasons behind anger in adolescence in schools and how it can be prevented or managed quickly to disturb their peers less.  The age group would be third graders who have a history of angry outbursts or behaviors in school.   

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

M 3. Positive attitude toward work and learning

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

B-LS 2. Creative approach to learning, tasks and problem solving

B-LS 7. Long- and short-term academic, career and social/emotional goals

B-LS 9. Decision-making informed by gathering evidence, getting others’ perspectives and recognizing personal bias

B-SMS 1. Responsibility for self and actions

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

B-SMS 5. Perseverance to achieve long and short-term goals

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SMS 9. Personal safety skills

B-SMS 10. Ability to manage transitions and adapt to change

B-SS 3. Positive relationships with adults to support success

B-SS 5. Ethical decision-making and social responsibility

B-SS 6. Effective collaboration and cooperation skills

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

B-SS 9. Social maturity and behaviors appropriate to

My plan to inform the participants of the group is to gather them all at different times, separately, and ask them questions regarding their anger and angry outbursts and see if they show any signs of anger. I will then inform them of the group and what we plan to do in it and let them take that information home and speak to their parents regarding it.

How do you plan to assess participant readiness to participate, willingness, and interest?:

I plan to assess the participants readiness by seeing how they react when I ask them about their anger and if they are defensive versus if they admit they know they have angry outbursts either at school or home. I think if they admit they have a problem they will be more ready and willing to join the group, but I feel as though even if they do not admit it or notice it, the group could still be good to open their eyes to their problems they are facing.

Will you screen participants individually or as a group?:

I will screen participants individually since I will be trying to get a read on them and their anger, but screening them with a group could be a second step to see how they interact with other students their own age who also have the same anger problems that they do.

I plan to build relationships and trust between group members and myself by providing them with a safe space in which they can be truthful and honest without fear of being judged. Showing them through my actions that they can trust me and count on me to be there for them is what will create that relationship over time. Group members will build their bond over time as well because they are all in a vulnerable position sharing their feelings and similarities and this will help them to gain friendships and trust with one another. Making sure each group member understands how important it is to not spread the information that is shared in the group can be done by giving the example that they would not want someone else to go talking about them and what they talk about during counseling to others.

Stage 2-

Keeping group members working cohesively and productively can be obtained through leaning on each other and learning from each other. Hearing another students journal entry that they were able to calm down and not have an angry outburst might influence another member to do the same. The weekly journal entries will be read aloud and discussed throughout the group and this will allow everyone to see how each student is progressing and what they need to specifically work on that upcoming week.

Stage 3-

My plan for group closure is to have the students have a plan in place and tools to use when they feel angry or want to have an outburst. This allows them to feel prepared and know exactly what to do when these situations arise. Knowing they can always come talk to me and have an individual session is also helpful information. I will monitor and explore how group members are feeling about the group ending and using that information to help them become ready to handle these situations by themselves in the future. Reinforcing that confidentiality must continue as the group ends can be done by reminding clients that they would not want their business shared with anyone else and everyone is always learning and growing each day so not judging others on their progress is key to being successful yourself.

Universality: Students can learn that they are not the only ones dealing with anger and they can rely on each other for help with their problems.

Altruism: Group members can learn their specific experiences or tools they learned to help with their anger could help another group member.

Imitative Behavior: Group members can see other students finding successful ways to manage their anger and take tips from their experiences to use for themselves.

Creighton University Staff. (2024). The 8 Most Common Leadership Styles. Creighton University. https://www.creighton.edu/academics/blog/8-most-common-leadership-styles