A5+-+Anger+Management+Group

=Artifact 5 - Anger Management=

==== This artifact is an additional display of my dedication to early intervention. Here my psycho-educational skills are demonstrated through an anger management for two third grade boys. Research supports the use of psycho-educational groups to focus on skill development to prevent behavior problems (DeLucia-Waack & Gerrity, 2007). Research also shows that early social emotional intervention has the potential to positively impact future academic success and deter children from substance abuse and juvenile delinquency (Porter, Castillo, Curtis & Batsche, 2005). Although the research is vague in terms of the long term success of anger management groups, it is speculated that using strategies such as role playing, problem-solving, and decision-making to teach specific skills can impact student behavior and help prevent problems (DeLucia-Waack & Gerrity, 2007). For this group I intended that the students gain skills they could apply in the situations that were getting them into trouble at school and to help them find more positive ways to manage their emotions. ====

==== Cognitive Behavioral Therapy (CBT) is a theory that often guides my practice and was an underlying factor in the implementation of the anger management group. The main tenants of the theory are that thoughts affect behavior and this is a tenant that was employed in this intervention (Brown & Prout, 2007). CBT is an educational process and therefore seems to fit perfectly into counseling in the schools. We teach students to read, write and do math, therefore we should also teach them that they way they perceive themselves, their abilities, or other’s perceptions of them affects their behavior. I try to guide the student to see the correlation between being good at something and practicing or putting effort into it. For the most part we are not good at tasks that we don’t practice or put effort into, which it turns out is the reason many of the students aren’t good at regulating their emotions. Thoughts of failure can influence the amount of effort a student puts in, and in the end affects the amount of success they get out. By helping students gain skills and recognize that they can manage their actions with their thoughts, I hope to improve both their behavior and sense of self control. ====

====As a school psychologist I enjoy helping students see that they have the power to change their thoughts and therefore change their actions. It is a great way to teach students who feel they don’t have any control, but that there are things they can change. I feel that the educational perspective to counseling that CBT utilizes is especially important in working with children. I like that the focus of my group was on aspect of the situation the client has more immediate control over. It is very rewarding as a counselor to see students begin to make some of the connections on their own that their perceptions affect their actions, and then they begin to self monitor and self-regulate in a way that makes them better at coping and finding solutions to their problems.====

References:
media type="custom" key="5780643" media type="custom" key="5781123"

Support Documents

 * Item 1 Session 7 || Item 2 Session 7 ||
 * [[image:Anger-Activity6P1.jpg width="255" height="350" link="http://childfocusedpsych.wikispaces.com/file/view/Anger-Activity6P1.jpg"]] || [[image:Anger-Activity6P2.jpg width="255" height="350" link="http://childfocusedpsych.wikispaces.com/file/view/Anger-Activity6P2.jpg"]] ||
 * Item 3 Session 5 || Item 4 Consent Form ||
 * [[image:Anger-CalmDown.jpg width="255" height="350" link="http://childfocusedpsych.wikispaces.com/file/view/Anger-CalmDown.jpg"]] || [[image:Anger-ParentConsent.jpg width="255" height="350" link="http://childfocusedpsych.wikispaces.com/file/view/Anger-ParentConsent.jpg"]] ||