Learning Objectives:
- Students will gain an understanding of the sources (triggers) of anger.
- Students will learn to identify secondary feelings that underlie their anger.
- Students will recognize physiological and behavioral cues as warning signs of escalating anger.
- Students will acquire a calming strategy to de-escalate their anger.
Mindful Awareness Exercise:
Using chimes or a singing bowl, instruct students to listen to the sound and follow it as long as possible until they can no longer hear the sound.
Introduction:
Anger can start as a small emotion and gradually grow in intensity. At its initial stages, anger might go unnoticed or be perceived as a minor annoyance. It’s like feeling upset about something, but it doesn’t seem like a big deal yet. This is when someone might describe themselves as “annoyed.”
If anger is allowed to grow unchecked, it can become difficult to control. It’s like a car without brakes, crashing through everything in its path. It becomes challenging to stop. When someone reaches this level of anger, they may yell, hit, cry, or engage in destructive behavior.
However, our bodies provide cues to let us know when anger is growing, even in its early stages. These cues appear while anger is still small. If we notice these cues in time, we can apply the brakes and regain control of our anger before it becomes overwhelming.
Activity 1: Anger Management Self Assessment
Distribute the Anger Management Self Assessment to students. Ask for volunteers to discuss the results of their assessments. During the discussion, emphasize the distinction between “angry feelings” and “angry behavior.”
“Angry feelings” alone do not get us into trouble, but “angry behavior” can have negative consequences.
Secondary Feelings and Warning Signs:
Guide students in exploring secondary feelings that often underlie anger, such as hurt, fear, or frustration. Discuss how these emotions can manifest in different ways. Encourage students to recognize their own secondary feelings when experiencing anger.
Next, help students identify physiological and behavioral cues that serve as warning signs of escalating anger. These cues can include increased heart rate, muscle tension, clenched fists, or aggressive body language. Encourage students to be aware of these signs as early indicators of their anger.
Calming Strategies:
Introduce students to a calming strategy to de-escalate anger. Teach deep-breathing techniques as a practical tool to regain control. Instruct students to take slow, deep breaths, allowing their bodies to relax and their anger to subside. Emphasize the importance of practicing these techniques when they first notice the warning signs of anger.
Activity Conclusion:
Reiterate the significance of understanding and managing anger. Remind students that recognizing their triggers, identifying secondary feelings, and being aware of warning signs can empower them to take control of their anger before it escalates. Encourage the regular practice of calming strategies to foster emotional well-being and positive conflict resolution.
Activity 2: I’m Not Invisible – Video
Watch the I’m Not Invisible Video.
Discussion Questions:
- Have you ever felt invisible?
- What other emotions or feelings may cause you to feel angry?
- Is it ever okay to express anger?
- When does anger become a problem?
Activity 3: The Anger Iceberg
In some families, anger is seen as more acceptable than other emotions. People may express anger to mask vulnerable emotions like hurt or shame.
Distribute or Display the Anger Iceberg Handout.
Facilitate Discussion:
- What do you notice about the Anger Iceberg? What stands out to you?
- Can you recall times when you have felt one or more of these emotions that led to anger?
- What situations, people, or events make you the most angry?
Activity 4: Identifying Triggers
Introduce and define the word “trigger” – something that makes us MAD (angry) and causes us to get upset.
Emphasize that different people may respond differently to the same trigger.
Distribute the Trigger Chart and instruct students to complete the first two columns: Source of My Anger and Triggers.
Facilitate a discussion on student triggers:
Ask students to describe a time when they felt like they were going to explode with anger.
- What was the source of your anger? Was it a situation, a person, your own behavior, or a place?
- What triggered your anger? What caused you to get angry?
- What physical cues did your body give you to let you know you were becoming angry (racing heart, sweaty palms, fast breathing, feeling hot, clenching fists, raising your voice)?
- How did you respond to the anger?
- What were the consequences of your response?
Skill Building: Deep Breathing
Deep breathing is a powerful tool that interrupts the stress response, which activates the fight/flight/freeze mode. The stress response is characterized by shallow, rapid breathing, increased heart rate, and muscle tension. In contrast, the relaxation response involves deep and slow breathing, gradually reducing the stress response.
Instructions
- Find a comfortable position, either sitting back or lying down. You can choose to close your eyes if you prefer.
- Place a hand on your stomach to focus on the rising and falling sensation with each breath.
- Take slow and deep breaths, allowing your body to relax and the stress response to fade away.
- Inhale. Breathe in slowly through your nose for 4 seconds.
- Pause. Hold the air in your lungs for 4 seconds.
- Exhale. Breathe out slowly through your mouth for 6 seconds.
- Tip: Pucker your lips, as if you are blowing through a straw, to slow your exhalation.
- Repeat: Practice for at least 2 minutes, but preferably 5 to 10 minutes.