ANGER MANAGEMENT

Lucas Gruber
Roster #11
Why I chose
this topic
My Thoughts:
• Children experience a
lot of change during
school
• There could be
environmental issues
at home or at school
• They might not be
familiar or comfortable
in mainstream society
• Their body is also still
developing and
changing hormones
• A lot of pressure is
placed on students
with expectations
Overview
• What is it?
Define • How to recognize it individually

• What is appropriate
Expand • Break down the specifics of it

• How to assess the issue

Resolve • How to resolve it
 What is it?
• It is a process in which a
person:
• recognizes early signs of anger
• attempts to calm their emotions
• resolve the situation
productively
• Anger is a natural and
healthy emotion when
expressed appropriately.
What are some signs?
• Regularly holding in anger
• Persisting negative thoughts
• Constant irritation,
impatience, and hostility
• Frequent arguments that
escalate in frustration
• Avoiding situations due to
fear of anger outbursts
 When is it unhealthy? What are some causes?

• It is normal for children • A common trigger for anger

younger than 4 to express is frustration.
anger, irritability, or • Another cause is the child’s
aggression. environment:
• Tantrums, crying, pushing, etc. • Trauma
• Family dysfunction
• Most kids outgrow this • Harsh parenting styles
behavior by kindergarten
 Two Types of Misbehavior https://youtu.be/5KM4_F-KFow

• Proactive: (Pursuit of deviance)

• Aggression is reasoned,
unemotional, and goal oriented
• It is rewarding, satisfying, or
leads to the desired effect
• Reactive: (Protective reactions)
• Aggression is instead highly
emotional
• It is often to avoid situations
they are unable to cope with
What can we do?
What is behavior?
• A student’s behavior may be
disruptive but it is an attempt
to solve an issue.
• It is never random. Students
would not repeat behavior
unless it satisfied something.
• Often enough there can be a
pattern to a student’s actions.
How to change it?
• Manage antecedents
• Reinforce desired behavior
• Teach a replacement
behavior
• Address underdeveloped
skill at the root of the issue
• Respond to inappropriate
behavior in a way that deters
it
• Manage antecedents
• Understanding what triggers or illicit an inappropriate behavior from the
student and minimize it in the environment.
• Reinforce desired behavior
• If a student cannot perform without an outburst, the teacher can create
manageable expectations such as working for 10 minutes. Then reward
and reinforce attempts at self-regulation.
• Teach a replacement behavior
• The student will need a replacement behavior that functions the same as
the inappropriate behavior until they can self-regulate.
• Address underdeveloped skills at the root of the problem
• Teaching the student underdeveloped skills may resolve the issue without
replacement behavior
References
• Anger, Irritability and Aggression in Kids. (n.d.). Retrieved October 22,
2019, from https://www.yalemedicine.org/conditions/anger-issues-in-
children-and-teens/
• Anger management. (2017, June 10). Retrieved October 22, 2019, from
https://www.mayoclinic.org/tests-procedures/anger-management/about/pac-
20385186
• Behavior Problems: What’s a School to Do?. (1997). Addressing Barriers to
Learning, Vol. 2 (2). Retrieved from http://smhp.psych.ucla.edu/behprob.htm
• Larson, Jim. (2008). Angry and Aggressive Students. Principal Leadership.
Retrieved from
https://www.nasponline.org/Documents/Resources%20and%20Publications/
Handouts/Families%20and%20Educators/Angry%20and%20Aggressive%20
Students-NASSP%20Jan%2008.pdf
• Rappaport, N., Minahan, J., Cambridge Health Alliance, & Harvard Medical
School. (n.d.). Breaking the Behavior Code. Retrieved October 22, 2019,
from https://childmind.org/article/breaking-behavior-code/