After School and Saturday Anger Management Programs

OUR VISION:  To become the premiere destination for out of school-time Anger Management experiences.  

THE PRIMARY GOAL:  To protect students from high-risk behaviors, to help student understand and replace aggression and violet behavior with positive alternatives. While promoting positive attitudes and behaviors. To prevent the development of violent and other inappropriate behavior patterns and poor learning habits.

GOALS:

1. CONSTRUCTIVE MANAGEMENT OF OUR SELFANGER.
2. TO GAIN AWARENESS OF HOW ANGER ESCALATES.
3. TO INCREASE AWARENESS OF THE THOUGHTS AND FEELINGS THAT PRECEDE ONE’S ACTIONS.
4. TO IDENTIFY COMMON TRIGGERS OF ANGER
5. TO PRACTICE IDENTIFYING BOTH POSITIVE AND NEGATIVE EMOTIONS AND EVENTS THAT TRIGGER THEM.
6. TO RECOGNIZE FEELINGS THAT UNDERLIES ANGE.
7. TO MATCH WORDS WITH DESCRIPTIONS OF FEELINGS THAT COMMONLY UNDERLIES ANGER.
8. TO PRACTICE ANTICIPATING IDENTIFYING AND EXPRESSING EMOTIONS EVOKED IN STRESSFUL SITUATIONS.
9. TO UNDERSTAND ANGER AS A REACTIN TO TREAT, AND TO IDENTIFY SITUATIONS IN WHICH ONE HAS OR IS LIKELY TO BECOME ANGRY IN RESPONSE TO TREAT.
10. TO UNDERSTAND HOW THE ANGER MANAGEMENT STYLES OF EARLY ROLE MODELS HAVE INFLUENCED THE PATICIPANTS’ CURRENT ANGER MANAGEMENT PATTERNS AND TO MAKE CONSCIOUS DECISIONS AND WHICH ANGER-RELATED VALUES TO KEEP AND WHICH ONES TO REJECT.
11. TO UDERSTAND HOW GENDER ROLES RELATE TO THE EXPERIENCE AND EXPRESSION OF ANGER.  TO EXAMINE ONE’S OWN LEARNED GENDER ROLES RELATING TO ANGER AND TO MAKE CONSCIOUS CHOICE ABOUT THE ACCEPTACE OR REJECTION OF THOSE LEARNED GENDER ROLES.
12. TO UNDERSTAND THE LINK BETWEEN DRUG AND ALCOHOL WHEN ANGRY, AND /OR WHETHER PARTICIPANT IS MORE LIKELY TO BEHAVE AGGRESSIVELY WHEN UNDER THE INFLUENCE OF DRUGS OR ALCOHOL.
13. TOINDENTIFY THE PHYSICAL/PHYSIOLOGICAL SYMPTOMS ASSOCIATED WITH ANGER.
14. TO KEEP A LOG OF TIMES WHEN ANGER ESCALATES IN ORDER TO IDENTIFY PATTERNS RELATED TO ANGER.
15. TO DEVELOP AN ACTION PLAN FOR TAKING-OUTS EFFECTVELY.
16. TO IDENTIFY TENDENCIES TOWARD PASSIVE BEHAVIOR, AND TO EXPLORE ADVANTAGES AND DISADVANTAGES OF PASSIVE BEHAVIOR..
17. TO IDENTIFY TENDENCEIES TOWARD AGGRESSIVE BEHAVIOR, AND TO EXPLORE ADVANTAGES AND DISADVANTAGES OF AGGRESSIVE BEHAVIOR.
18. TO IDENTIFY TENDENCIES TOWARD PASSIVE- AGGRESSIVE BEHAVIOR, AND TO EXPLORE ADVANTAGES AND DISADVANTAGES OF PASSIVE- AGGRESSIVE BEHAVIOR.
19. TO IDENTIFY TENDENCIES TOWARD ASSERTIVE BEHAVIOR, AND TO EXPLORE ADVANTAGES AND DISADVANTAGES OF ASSERTIVE BEHAVIOR.
20. TO PRACTICE USING “I “STATEMENTS.
21. TO UNDERSTAND THE CONCEPT OF SELF-TALK AND IDENTIFY WAYS IN WHICH SELF-TALK AFFETS ONE’S ANGER.
22. TO IDENITY STAGES OF THE CYCLE OF CONFLICT.
23. TO RECOGNIZE THAT ONE ALWAYS HAS A NUMBER OF CHOICES ABOUT HOW TO RESPOND TO CONFLICT. TO RECOGNIZE THAT WHEN VIOLENCE IS USED, IT IS USED BY CHOICE.
24. TO IDENTIFY ALTENATIVE RESPONSES AND OUTCOMES TO CONFLICT.
25. TO IDENTIFY EFFECTIE AND INEFFECTIVE STRATEGIES FOR CONFLICT RESOLUTION
26. TO IDENTIFY ELEMENTS OF ASSERTIVE, AGGRESSIVE AND PASSIVE BODY LANGUAGE AND FACIAL EXPRESSIONS

27. TO IDENTIFY REASONS FOR REBELLIOUS BEHAVIOR.  TO IDENTIFY HEALTHY AND UNHEALTHY WAYS OR REBELLING.

28. TO IDENTIFY HEALTHY, NON-AGGRESSIVE WAY TO RELEASE STRESS AND ANGER

29. TO CONSIDER THE COSTS AND BENEFITS OF FORGIVING.  TO MAKE THOUGHTFUL DECISIONS ABOUT WHETHER ONE CHOOSES TO FORGIVE.

30. TO AID PARTICIPANT (S) IN THE PROCESS OF FORGIVING OR LETTING TO OF UNHEALTH ANGER.

31.            TO REVIEW AND CHOOSE STRATEGIES FOR MANAGING ANGER.

32.             TO INDENTIFY A RANGE OF TACTICS OF ABUSIVE BEHAVIOR.

33. TO BEGIN TO EXPLORE CONCEPTS OF OPPRESSION AND POWER DIFFERENTIATION BY IDENTIFYING SOCIAL GROUPS WHICH HOLD MORE POWER THAN OTHERS, AND IDENTIFYING WHICH GROUPS PARTICIPANTS BELONG TO.
1. TO EXPLORE PARTICIPANTS’ EXPERIENCES BEING OPPRESSED AS MEMBERS OF NON- POWER GROUPS, AND BEING OPPRESSIVE AS MEMBERS OF POWER GROUPS

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    2.          TO IDENTIFY PHYSICAL, VERBAL, EMOTIONAL, SEXUAL AND FINANCIAL TACTICS OF ABUSE; TO ACKNOWLEDGE AND TAKE RESPONSIBILITY FOR ONE’S USE OF ABUSIVE TACTICS TO GAIN POWER AND CONTROL.

     

     

    OBJECTIVES:

    ·        To help students see that conflict can become a positive situation.

    ·        To help Students widen their vocabularies in reference to emotions

    ·        To enable student to describe anger and its effects on them.

    ·        To transition students from inappropriate action when angry to more  constructive behavior

    ·        To give students options with which they can cope with their anger.

    ·        To give students communication tools to aid them in relationships

     

    TARGET POPULATION: Elementary through High School- age children who are at risk for development of violent or aggressive behavior, or who have been suspend from school.

     

    THE PROGRAM IS DESIGNED TO:

    • Improve interpersonal, Problem Solving, Conflict Resolution, Anger Management, Stress Management, and Communication Skills
    • Help to develop Self- Awareness, Self- Esteem, Self –Images, Self-Concept-Self-Identity, Self Confidence, and learn to express their feeling and needs.
    • Help them develop Coping Skills needed for difficult Life Situations.
    • Improve Family Communications

     

     

    Children will participate in both activities and discussion that will teach them concrete anger management skills.  They will learn to take charge of there anger and don’t allow it to push them around and get into trouble. They will learn that we may get angry, but it is how we express it.  Students will learn about situations that can provoke anger, how to deal with anger without expressing it in aggressive or violent behavior, understand others’ perspectives of conflict, how to resolve disputes, and problem solving for conflict situations.

     

    OUR PROGRAM WILL ALSO ADDRESS:

    • Alcohol, Tobacco, and Drug Education
    • Feeling
    • Respecting Other
    • Relationships
    • Body
    • School
    • Having Fun
    • Future