Unit 1: Social Skills

Lesson 2: Anger Management

Topic 2: Recognizing Anger

*Note: Anger that leads to physical violence is serious and needs appropriate intervention. An individual who exhibits behaviors that can lead to harm of another or property damage needs psychological services from a professional trained in anger management. This lesson can be used for those individuals whose anger management issues cause them problems (i.e., loss of a job) but do not cause significant harm to themselves or those around them.

OBJECTIVES

1. Identify at least three physiological responses that are cues that a person may be upset.

2. Complete a daily "Anger Journal" for one week.

MATERIALS NEEDED
Anger Journal – the manual contains 3 different journals for different cognitive abilities

marker board or something to write on

SUPPLEMENTAL RESOURCES
Social Skills Development: Practical Strategies for Adolescents and Adults with Developmental Disabilities – a book by Stephen Antonello. It can be purchased from Any Psych Book (1800 210-7323) for $47.95. Check local book stores as well.

The Prepare Curriculum: Teaching Prosocial Competencies – A book by Arnold P. Goldstein. It can be purchased through the Internet at www.amazon.com for $29.95. Check local book stores as well.

INSTRUCTIONAL FORMAT
This topic will be discussion-based with demonstration of how to do an "Anger Journal." It is important for the participants to understand that how we feel on the inside and what we are showing on the outside gives us clues that we may be angry. If a person can recognize the anger prior to doing something inappropriate, he or she can do something appropriate.

1. Identify how people's bodies feel when they get upset. Use a common example of getting a headache when a person gets angry to help the discussion along. Other common physiological responses include: stomachache, rapid heart rate, perspiring, hot feeling in the neck/face, and shaking/trembling.
   
   

2. Instruct on how to recognize the signs of getting angry by paying attention to behavior (raising voice, pacing, rubbing head, etc.) and feelings. Indicate that a person has a choice at this point. He can yell, hit, curse, or do something mean, or he can do something more appropriate. Appropriate responses to anger will be discussed in future topics.
   
   

3. Teach how to use the "Anger Journals." Use the journal that best fits each student's cognitive ability (only one of the three journals contained in the manual is available on the Internet). Anger journals should be done daily. Make sure enough journals are copied for the students to complete multiple weeks of recording. Provide the students with a rationale for using the logs: (1) it provides information on what upsets a person, (2) it provides information about how they respond, and (3) it can provide information for group discussion.
   
   

4. At the end of the first week, the trainer should review the journals with the students. Remember that it is often difficult for people to admit that they have been angry. Thus, it is important to reinforce any attempt to document an episode of anger, regardless of the outcome. Trainers should provide feedback. Students should continue keeping the journals until they have correctly completed one week of recording. However, once the student has mastered the skill of keeping a journal, it would not hurt him to continue keeping a record. Trainers should continue to meet with students on a weekly basis to review the journals.
   

SIGNS OF GENERALIZATION
Students are completing the Anger Journals accurately, identifying when they are angry, and identifying the signs that commonly indicate they are upset.

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