Life Skills for Vocational Success

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Unit: Social Skills

Lesson: Anger Management

Topic 5: Coping Skills – assertion training

*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 job) but do not cause significant harm to themselves or those around them.

OBJECTIVE

  1. Use assertive statements to label feelings during role-plays.

MATERIALS NEEDED
Role-play scenarios for Anger Management

Information on Assertive Behavior

video-tape recorder (optional)

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.

INSTRUCTIONAL FORMAT
This module will be largely skill-rehearsal based. A trainer can provide information about the differences between passive, assertive, and aggressive behavior if he/she feels the information would be understood by the students. The information that needs to be understood is making "I" statements and informing the person why you are upset. Always inform students that this may not always work. Sometimes a person is too upset to effectively express his feelings. Remind students that they can always say they are too upset talk, leave the situation, and come back to resolve the situation when they have calmed down. It is helpful to video-tape role-plays. If you have the equipment, it is highly recommended.

  1. Teach the students about assertive responses. Use the information provided on the Information on Assertive Behavior handout. Stress the two important parts to the statement: (1) labeling feelings using "I" statements, and (2) explaining why the behavior of others or the situation was upsetting. Use examples from the role-plays for "Anger Management."

  2. Model assertive and unassertive expression of feelings. The "Information on Assertive Behavior" handout should provide a guideline for responding either passively or aggressively. Examples of assertive statements for each role-play scenario are provided.

  3. Have students role-play. Try to use situations that the students frequently encounter.

SIGNS OF GENERALIZATION
Students are correctly labeling feelings. During situations in which a person is getting upset, she will tell people that she is upset and why. Or, she will leave the situation and resolve it later. When a person does not handle a situation well, the trainer can meet with the person and rehearse the situation and see if the person can do it better the second time around. This can be used to show how it is sometimes better to wait until one has time to think about the situation before responding. Remember, just because someone can do the skills in a role-play does not mean that he will use the skills in real life.

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