20 Activities To Help Young People Deal With Anger v3

Activities
to help Young People

deal with Anger
Activities
to help Young People
deal with Anger
Stephanie George
www.loggerheadpublishing.co.uk
First published in 2014 by
Loggerhead Publishing Ltd, PO Box 928, Northampton NN7 9AP, United Kingdom
Tel: 01604 870828 International Tel: +44 1604 870828
Fax: 01604 870986 International Fax: +44 1604 870986
www.loggerheadpublishing.co.uk
© S George 2014
All rights reserved. The whole of this work including all text and illustrations is protected by copyright. No part
of it may be copied, altered, adapted or otherwise exploited in any way without express prior permission,
unless in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or in order to
photocopy or make duplicating masters of those pages so indicated, without alteration and including all
copyright notices, for the express purpose of instruction. No parts of this work may otherwise be loaded,
stored, manipulated, reproduced or transmitted in any form or by any means, electronic or mechanical,
including photocopying and recording, or by any information storage and retrieval system, without prior written
permission from the publisher, on behalf of the copyright owner.
Printed in the United Kingdom.
Designed by Moo Creative (Luton)
British Library Cataloguing in Publication Data. A catalogue record for this book is available from the
British Library
ISBN 978-1-909380-49-3
Contents
About the author vi
Acknowledgements vii
Introduction viii
How to use this book ix
ACTIVITIES
1. My Anger Triggers 1
2. Anger Matrix 4
3. Initial Self-Assessment – Relating to Others 7
4. Student Reassessment and Evaluation 9
5. How I Feel When I am Angry 12
6. A Letter Home 15
7. Ways of Coping 19
8. Improving my Listening 22
9. Dilemmas 1 24
10. Dilemmas 2 26
11. Conflict – What it is and How to Deal with it 28
12. Read All About it - Making Headlines 31
13. Crime Scene Investigation 34
14. What Happens Next? (1) 37
15. What Happens Next? (2) 39
16. Stop Seeing Red 41
17. My Autobiography 44
18. My Progress 48
19. Target Setting and Action Planning 51
20. Review – Target Setting and Action Planning 55
Student Tracking and Feedback Workbook 57

Bibliography 63
v
Activities to help Young People deal with Anger
About the author

Stephanie George is a teacher based in London. She is also a writer and her book The
Learning Mentor Manual (Sage, 2010) is the leading educational textbook on Learning
Mentor Practice in England. Stephanie is also the author of the books Activities for
Mentoring Young People (Loggerhead Publishing, 2013) and co-author of Activities to Help
Young People deal with Bullying (Loggerhead Publishing, 2014). She has experience of
working with teams of mentors in a variety of challenging settings across the United
Kingdom. Stephanie has been responsible for the training and development of Learning
Mentors since their inception under workforce re-modelling in 1999, and regularly runs
courses and INSET on all aspects of mentoring practice in educational settings.
In 2013 Stephanie and her team were awarded the Times Educational Supplement Award for
Support Team of the Year.
vi
Acknowledgements
Writing a book takes time, patience, creativity and dedication not just from the writer but
from those around you. Therefore my thanks for their patience and trust in me must go to
Sue Christelow for all of her help with editing and final preparations, and to Catherine
McAllister, my publisher. To Jeba Begum for the diagrams. To my lovely sisters Jackie,
Joanie and Jennie. To my beloved Gracie and Josh.
Thank you to my wonderful parents, Mr & Mrs George.
vii
Introduction
This book is intended for use by those working in a variety of settings including schools,
alternative education settings, Learning Support Units, Pupil Referral Units, Isolation Units,
Exclusion Rooms, youth clubs, community groups and similar settings. The book can be
used with students from the ages of 10-11 in the upper primary phase through to upper
secondary phase of 15-16 years of age.
The activities can be led by teachers, behaviour mentors, and pastoral assistants, learning
mentors, isolation room leaders and special educational needs staff.
Within this book there are 20 Anger Management activities that cross the bridge between the
pastoral and curriculum aspects of learning. They are all cross-referenced with Ofsted’s
Spiritual, Moral, Cultural and Social Development criteria.
Best practice tells us a holistic and all-encompassing view of the student is paramount and
that pastoral and curriculum aspects of learning should have synergy. We only have to look
at the outcomes of the most successful schools to observe this. One without the other does
not serve the needs of our young people well. That really is the point; education, after all, is
about the whole child, the quality of teaching, the quality of care and appropriate intervention
to support the achievement of young people. Getting it right should be about relentless
pursuit blended with compassionate understanding. Achieving academic and social success
for the young people in our care is our core purpose.
The activities can be used in PSHE lessons, circle time, one-to-one sessions, small group
and mentoring sessions.
The resources and activities in this book aim to help you help the young people who you are
working with by ultimately focusing upon one thing – their achievement.
I hope that you enjoy using these activities.
viii
How to use this book

The objective of this book is to give practitioners a range of resources that can be used
during interventions, be it one to one, workshop or larger groups. Each activity is mapped
specifically against Ofsted’s Spiritual, Moral, Social and Cultural Development (SMSCD)
criteria (Ofsted Evaluation Framework September 2013 onwards), and the SMSCD criteria
applicable is indicated for each activity. A workbook is provided at the end of the book to
track the use of each activity to assist with evaluation; this is also a useful resource for
providing feedback and evidence of intervention. In addition it offers an opportunity for self-
reflection for the student.
The activities address key aspects of the social learning curriculum, in particular:
• Addressing students’ approaches to difficult and challenging situations
• Addressing students’ relationships with others
• Considering students’ progress relative to their starting points
• Addressing students’ listening and communication skills
• Encouraging consistently high expectations of students
• Giving constructive feedback so as to contribute to students’ learning and social

development.
The activities are structured in the following way:
1. Activity Objective
2. Intended Audience
3. SMSC Criteria/Ofsted Criteria
4. Context
5. Activity Instructions
6. Closing the Activity
All of the activities have accompanying activity sheets, which are numbered. The activities
can be used discretely as stand-alone activities.
At the very heart of this book is a set of activities that enable practitioners to demonstrate the
impact of intervention.
Most importantly, the activities, once complete, will provide you with evidence of work with
students that is demonstrable to them and other stakeholders be they parents, governors,
management teams or Ofsted.
ix
Ofsted Evaluation Schedule September 2013

Defining Spiritual, Moral, Social and Cultural Development
Pupils’ spiritual development is demonstrated by their:
• Beliefs, religious or otherwise, which inform their perspective on life and their interest in
and respect for other people’s feelings and values
• Sense of enjoyment and fascination in learning about themselves, others and the world
around them
• Use of imagination and creativity in their learning
• Willingness to reflect on their experiences
Pupils’ moral development is shown by their:
• Ability to recognise the difference between right and wrong and their readiness to apply
this understanding in their own lives
• Understanding the consequences of their actions
• Interest in investigating and offering reasoned views about moral and ethical issues
Pupils’ social development is shown by their:
• Use of a range of social skills in different contexts, including working and socialising with
pupils from different religious, ethnic and socio-economic backgrounds
• Willingness to participate in a variety of social settings, cooperating well with others and
being able to resolve conflicts effectively
• Interest in, and understanding of, the way communities and societies function
Pupils’ cultural development is indicated by their:
• Understanding and appreciation of the wide range of cultural influences that have shaped
their own heritage
• Willingness to participate in and respond to artistic, musical, sporting, mathematical,

technological, scientific and cultural opportunities
• Interest in exploring and showing respect for cultural diversity as demonstrated by their
attitudes towards different religious, ethnic and socio-economic groups in the local,
national and global communities
x
Activity 1
My Anger Triggers
Activity Objective
For students to recognise the initial signs of anger and identify some ways of diffusing the
emotion of anger.
Intended Audience
Individual or small group setting
Spiritual, Moral, Social and Cultural Development Criteria

• Willingness to reflect on their experiences.
being able to resolve conflicts effectively.
Context
Sometimes students get angry in school and this anger can cause problems in the context of
teaching and learning if left unmanaged. This activity is about helping students to recognise
that they are becoming angry and to then identify some ways of dealing with the anger.
Activity Instructions
1. Lead the student(s) through Activity Sheet 1, using the examples given as prompts, then
ask them to suggest their own reasons for getting angry.
2. Look through the ‘What I Do When I Get Angry’ statements in Activity Sheet 2 and ask the
student(s) to add their own.
Closing the Activity

Review the activity with a discussion by summarising the Anger Triggers and encouraging
self-reflection.
1
© S George. May be reproduced for instructional use only
1 Activity Sheet
Beginning to think about why I get angry
When
When I’m
someone
not being
embarrasses
listened to
me
2
2 Activity Sheet
Beginning to think about ...
What I do when I get angry
I might hit someone

I might swear/use bad language
3
Activity 2
Anger Matrix
Activity Objective
To give students the opportunity to map their approach to anger and visualise where they are
going and where they would like to be.
Intended Audience
Individuals, groups, larger classes

Context
This activity aims to put into context each student’s ability to change and to place a marker
on their willingness to move forward.
1) Look at the example given in Activity Sheet 3, which shows two types of students:
a. Student X, who is unable to manage his anger and becomes angry quickly.
b. Student Y, who is unable to manage her anger but is slow to become angry.
2) Lead the student(s) through the matrix, Activity Sheet 4, explaining what each quadrant
represents. The aim would eventually be to arrive in the upper right quadrant (slow to
anger and able to manage anger).

Close the activity by reviewing where the student(s) would like to be on the matrix eventually.
4
3 Activity Sheet
Examples of Student X and Student Y
Able to
Manage
x
Anger
Unable
to y
Manage
Anger
Becomes Angry Easily Slow to Become Angry
5
4 Activity Sheet
Able to
Manage
Anger
Unable
to
Manage
Anger
Becomes Angry Easily Is Slow to Become Angry
6
Activity 3
Initial Self-Assessment – Relating

to Others
Activity Objective
To give students the opportunity to assess themselves in order to provide a baseline for
measuring progress with a focus on relating to others and issues of conflict.
Intended Audience
Individual

this understanding in their own lives.
• Understanding the consequences of their actions.
• Interest in investigating and offering reasoned views about moral and ethical issues.
Context
The key thing here is to obtain the student’s opinion about their own progress, promoting
ownership for the student of that progress.
1. The questionnaire is appealing to students. I find that they enjoy ‘rating themselves’.
Allow the student time to work through the Initial Self-Assessment Form (Activity
Sheet 5).
2. Review the form and assessment scores as a basis for discussion.

Close the activity by logging the evidence in the Student Tracking and Feedback Workbook.
7
5 Activity Sheet
Initial Self-Assessment Form – Relating to Others
8
Activity 4
Student Reassessment and Evaluation

To give students the opportunity to reassess themselves in order to measure progress.
Intended Audience
Individual

Context
This reassessment activity should be undertaken at the end of or at suitable intervals during
the intervention process. The ‘Initial Self-Assessment’ activity should always have been
completed first. The reassessment seeks to establish the difference intervention has made in
a data driven and quantifiable way.
1. The student completes the Reassessment Form (Activity Sheet 6).
2. Provide the Reassessment Form to the student and allow some time to complete it.
3. You will need:
a) The initial Self-Assessment Form (taken from the activity ‘Initial Self-Assessment’)
completed
b) The Reassessment Form completed
c) The Assessment Evaluation Form (Activity Sheet 7).
4. You will need to map the responses for each of the forms onto the Assessment Evaluation
Form. You will need to calculate the differences (+ or -). Calculate the total responses for
each category. What you will then have is the difference for each category as a negative or a
positive improvement. This data is valuable as you are now able to track the impact of Anger
Management intervention, using qualitative questions in a quantitative way.

Review the gains and losses for each area.
Key Questions:
• What needs further work?

• What is secure?
• What needs further consideration?
9
6 Activity Sheet
Reassessment Form – Relating to Others
10
7 Activity Sheet
Assessment Evaluation Form - Relating to Others
11
Activity 5
How I Feel When I am Angry

Activity Objective
To give students the opportunity to reflect upon the physical responses to anger.
Intended Audience
Individual

Context
In moments of stress there are physical responses and the flight or fight response is
present. This activity gives individual students an opportunity think about where they feel
their anger and raises awareness of the physical aspects.
1) Lead the student through Activity Sheet 8. Ask the student to note their physical
responses and reactions.
2) Lead the student through Activity Sheet 9. What happens after these responses and how
might they manage these responses?

Close the activity by cementing the suggestion of being aware of what physical reactions
might occur if the student found themselves in a similar situation.
12
What happens to your voice?

What happens to your face?
What happens to your breathing?
13
Activity Sheet

What happens to you inside?
What happens to your hands?
8
9 Activity Sheet
How I feel when I am Angry
When I am angry I feel...
14
Activity 6
A Letter Home
Activity Objective
For students to recognise how others may view their behaviour and reflect upon the impact
this behaviour has upon others.
Intended Audience
Individual or small group settings

Context
Students often exhibit behaviour at school that is very different from that seen at home. This
activity aims to show learners how their behaviour in all settings is in their hands and is to
some extent a personal choice and that there are consequences to such behaviour choices.
1. Ask the student(s) to read through the letter or alternatively this can be done together to
differentiate and scaffold the activity (Activity Sheet 10).
2. Note down the reactions to the comments made in the letter, asking the student(s) to
annotate their response to each point (Activity Sheet 11).
3. Write a letter back to the school giving reasons for the behaviours listed in the letter
(Activity Sheet 12).

Review the activity with the student(s), particularly encouraging them to think about what
kind of letter they would prefer to receive from school.
15
10 Activity Sheet
The School Office

The High Street
Summers Town
England
Dear Parent/Carer
I am writing to you with regard to the increasingly difficult behaviour being
exhibited by your child at this school both in and out of lessons.
We are very concerned about this behaviour as it is now having a detrimental
effect upon the learning of other students in the school and to the learning and
progress of your child.
In the past week the following events have occurred:
• Rudeness to midday supervisors and dinner ladies
• Disruption to lessons by calling out and refusing to sit in their allocated seat
so not following the seating plan
• Chewing gum during lessons
• Wearing inappropriate footwear (trainers) to school
• Not completing homework
• Leaving the classroom and slamming doors
• Swearing at other students
Your child is now refusing to comply with school sanctions, such as detention,
and we would like to ask you to come into school for a meeting as soon as
possible. Please telephone the school for an appointment to discuss this matter.
Yours faithfully,
Mrs Smith
Head of Year 9
16
11 Activity Sheet
1. Rudeness to midday supervisors and dinner ladies
2. Disruption to lessons by calling out and refusing to sit in seat so not following seating plan
3. Chewing gum during lessons
4. Wearing inappropriate footwear (trainers) to school
5. Not completing homework
6. Leaving the classroom and slamming doors
7. Swearing at other students
17
12 Activity Sheet
Mrs A Smith, Head of Year 9

The High Street School
The High Street
Summers Town
Dear Mrs Smith,

Thank you for your letter regarding my child (Insert Name here).
I would like to respond to the points raised as follows:
Yours sincerely,
18
Activity 7
Ways of Coping
Activity Objective
For students to generate ways of coping in moments of crisis.
Intended Audience

Context
The busy school environment can trigger some undesirable responses. Here we think about
what to do when things start to become challenging.
1. Lead a discussion on ways of coping and work through ‘Coping Strategies’ (Activity
Sheet 13).
2. Lead the student(s) through the ‘Commitment to Myself’ sheet (Activity Sheet 14).

Review with the student(s) where and when they can get help in a crisis or any given
situation.
19
13 Activity Sheet
Coping Strategies - Generating ways of coping with

my anger
I could
I could
I could
20
14 Activity Sheet
Commitment to myself
I will
I will
I will
21
Activity 8
Improving my Listening
Activity Objective
The aim of this activity is to raise student awareness of listening skills. It will also help
students identify strategies to improve their own listening skills.
Intended Audience

• Understanding of the consequences of their actions.
Context
We know that good listening skills are an essential part of good communication and this is
something we wish to encourage for all students. A useful quote says it all: “If we were
supposed to talk more than we listen, we would have two tongues and one ear.” Mark Twain
1. Lead the student(s) through Activity Sheet 15, prompting them to consider what they
believe are good listening skills, for example:
a) Pay attention
b) Look at the person who is speaking
c) Repeat back what has been said
d) Nod and smile
e) Do not interrupt the speaker
2. Lead a discussion with the student(s) including key questions such as:
a. How do you feel when you are not being listened to?
b. What do you do when this happens?
c. What can you do when you feel that you are not being listened to?

Consider a role play to demonstrate effective listening skills.
22
15 Activity Sheet
Improving Listening Skills
speaking to you
person who is
Look at the
23
Activity 9
Dilemmas 1
Activity Objective
To give students the opportunity to consider a dilemma-based learning situation.
Intended Audience
Individual, small groups

Context
Students are often faced with dilemmas which can be challenging and emotionally charged.
This activity helps to develop a range of thinking skills to address these challenges.
1. Lead the student(s) through the scenario cards (Activity Sheet 16), asking them to
consider their responses in these challenging scenarios.
2. Lead the student(s) through the cards again, this time asking if there is an alternative way
of responding to the situation, encouraging further thinking.

Close the activity by asking the student(s) to consider what would be the ideal response if
they found themselves in a situation of difficulty.
24
16 Activity Sheet
Scenario Cards
Scenario 1
You see two students talking loudly in the

corner of the playground. A crowd is
beginning to build and you notice that
one of the students involved is a friend
of yours.
What do you do?
Scenario 2
As you walk into the classroom someone

calls out something about your mum that
you do not like.
What do you do?
25
Activity 10
Dilemmas 2
Activity Objective
To give students the opportunity to consider a dilemma-based learning situation.
Intended Audience
Individual, small groups

Context
Students are often faced with dilemmas which can be challenging and emotionally charged.
This activity helps to develop a range of thinking skills to address these challenges.
1. Lead the student(s) through the scenario cards (Activity Sheet 17), asking them to
consider their responses in these challenging scenarios.
Key Questions: What would you do? What would you advise a friend to do?
2. Ask the student(s) to create their own dilemma cards that might be suitable for use with a
younger student.

Close the activity by reflecting upon the responses and consider when there might be an
opportunity to use the cards and activity with a group or pair of younger students.
26
17 Activity Sheet
Scenario Cards
Scenario 1
A student has told you that another student

has made a remark about you on a social
networking site.
What do you do?
Scenario 2
Your form tutor asks you to pick up a piece of

paper by the foot of the desk. You tell him
that you did not put it there. He insists that
you pick the paper up.
What do you do?
27
Activity 11
Conflict - What it is and How

to Deal with it
Activity Objective
To raise awareness of the skills students will need to enable them to mediate between
students in conflict.
Intended Audience
Individual, pair or group

Context
Dealing with conflict appropriately is a life skill. This activity aims to help students develop
the skills they need to deal with conflict.
1. Ask the student(s) to offer responses to the question, ‘What is conflict?’ They can jot
down their responses or draw on the ‘Brainstorm Cards’ (Activity Sheet 18).
2. The student(s) might offer the following responses to the question, ‘What is conflict?’
- Disagreement - Tension - Clash
- Discord - Difference - War
- Quarrel - Battle - Argument
3. Prompt the student(s) to consider skills and qualities that are needed for successfully
resolving conflict. Hand out Activity Sheet 19 to complete. The student(s) may come up
with the following and more:
- Assessment - Judgement - Being objective - Listening skills
- Sharing thoughts - Choosing - Ranking - Justifying
- Debating - Showing - Summarising - Concluding
- Examining - Selecting

Lead the discussion about which of the qualities your student(s) feel that they have and
those they wish to develop in the future while working through this course of anger
management activities. Evaluate using the Student Tracking and Feedback Workbook.
28
18 Activity Sheet
Scenario Cards
What is Conflict?
What is Conflict?
29
19 Activity Sheet
Skills for Conflict Resolution

Complete the grid by writing the skills and qualities that you have come up with either
on your own, in pairs or in your group.
1 2
3 4
5 6
7 8
30
Activity 12
Read All About it – Making

Headlines
Activity Objective
Students are to consider the content of the story then think about how stereotypes can
influence people’s actions and reactions. They will make an assessment of the case
before them.
Intended Audience
Individual, small group settings or larger classes

Context
Students can make questionable judgements about friends and acquaintances. This activity
gets students thinking about how others might see a situation and consequences that
involve the authorities.
1. Read the newspaper article (Activity Sheet 20).
2. Lead the students through to discuss elements of the story and decide what they believe
has actually happened and why (Activity Sheet 21).

The story could be read in form time and/or discussed in a PSHE lesson.
31
20 Activity Sheet
Hot off the press – Local school children in trouble
The Gazette
Stu d en ts cl ai m th ey ar e in n oc en t
claims each week and
Two students from a into his shop on at least
five occasions in the she could not have been
local secondary school in the shop as she goes
have been accused of last two weeks. They
are seen together and straight to the leisure
stealing from the local centre on Thursdays.
newsagents. The sometimes in a bigger
group. Sweets and She does admit to
students, a girl and a sometimes borrowing
boy both in Year 10, drinks have been stolen
but there is no CCTV to her friend’s dark jacket.
claim that they could The boy has refused to
not have been in the support the accusation.
Both students, who speak to the police
shop at the time that the saying that the
shopkeeper is always
“These students keep coming picking on students
from the school, also
into the shop, I don’t want that he has been out of
them in here anymore” says trouble now for most of
local shopkeeper. the last term and
believes he is being
have been in trouble at targeted. The police are
alleged offences took asking for Year 10
place and are fighting school before, state that
students to come
to clear their names. they were not in the
shop at the times the forward if they have
The shopkeeper claims any information. The
that two students alleged thefts took
place. The girl has PE police continue their
wearing dark blue investigations.
jackets with a white at the local leisure
stripe on the arm came centre on one morning
32
21 Activity Sheet
33
Activity 13
Crime Scene Investigation

Activity Objective
To give students the opportunity to act as investigators, and look objectively at a given
situation and come to their own conclusion, thereby encouraging independent thinking.
Intended Audience
Individual, small groups, class

around them, including the intangible.
Context
Students are often faced with situations that they react quickly to; this activity aims to give
further opportunity to develop thinking skills.
1. Give the student(s) the stimulus material by showing them Activity Sheet 22.
2. Lead a discussion about what they think might have happened.
3. Lead the student(s) to make reasoned conclusions and write up their Investigator’s
Report (Activity Sheet 23).

The reports could be used as display material.
34
22 Activity Sheet
Detective - Use your

Magnifying Glass to find
out what happened
An open window
A broken chair
A school bag with items scattered on the floor
A computer logged onto a social networking site
Some torn sheets of printed paper
35
23 Activity Sheet
Investigator’s Report
Reporter Name:
The findings of the investigator Reasons for the findings given by

the investigator
36
Activity 14
What Happens Next? (1)

Activity Objective
There are times when a student can see a situation about to escalate but does not
necessarily choose the course of action that will diffuse the anger. This activity aims to help
students to consider a set of circumstances and consequences.
Intended Audience

Context
There are many times in school where student allegiances are tested and as a consequence
loyalty and friendship can be tested. This activity encourages thinking around these issues.
1. Lead the student(s) through the activity, describing the events that occur at each step.
2. Lead them through the next stage and decide ‘What Happens Next?’ (Activity Sheet 24).

Review the outcomes with the student(s) and evaluate using the Student Tracking and
Feedback Workbook.
37
You walk along the
corridor and see your
friend with another You have just
student, who you discovered that your
dislike, and they are phone is missing
arguing. from your bag.
38
Activity Sheet
What happens next?

Behind them also in What happens
the corridor is a large next?
group of students.
One of them is the
older brother of your
friend and you nod
24 and say, "Hi".
Activity 15
What Happens Next? (2)

Activity Objective
There are times when a student can see a situation about to escalate but does not
necessarily choose the course of action that will diffuse the anger. This activity aims to help
students consider a set of circumstances and consequences.
Intended Audience

Context
There are many times in school where student allegiances are challenged and as a
consequence loyalty and friendship can be tested. This activity encourages thinking around
these issues.
1. Lead the student(s) through the activity, describing the events that occur at each step
(Activity Sheet 25).
2. Lead the student(s) through the next stage and decide “What happens next?” However,
this time ask the student(s) to advise a friend who was in this situation.

Review with the student(s) whether their response differs depending upon if they are taking
action or advising a friend and why.
39
You are in the school
playground and a
friend of yours calls
you over and tells you During all of the
she is going to have commotion one of
a fight with someone this group shouts at
else and wants your you, calling you
support. names.
40
Activity Sheet
What happens next?
Before you are able to What happens

respond, a group of next?
students come from
behind and start to
argue with your
friend.
25
Activity 16
Stop Seeing Red

Activity Objective
To identify strategies for coping with highly charged emotional situations.
Intended Audience

Context
This activity is about using a popular soap character to generate responses to help the
students consolidate their learning. They will be able to show knowledge of at least four
strategies designed to deal with anger.
1. Show the student(s) a picture of a soap opera character. Choose whatever is popular right
now, for example, I have used characters from the BBC’s EastEnders with great success.
The more volatile or emotive the character, the better.
2. Ask the following:
- Do they think this character/person has an issue with anger?
The student(s) then identify what makes this character angry.
3. The student(s) complete Activity Sheet 26 (Brainstorm).
4. Ask them to consider the social context: friends, family, school/work and environment.
5. Once the student(s) have had the opportunity to generate ideas on the activity sheet, they
will be ready to draft a letter of advice to the character.
6. Ask them to complete Activity Sheet 27, which is a letter of advice to the character.

Why not post the letter to the producers of the TV show. You never know, you might get a
response!
41
26 Activity Sheet
Brainstorm
concerns regarding
this character?
What are the
42
27 Activity Sheet
Writing a Formal Letter
Write address here:

Paragraph 1: Explain why you are writing.
______________________________
Paragraph 2: Add more detail.
Paragraph 3: Write final last sentence, e.g. ______________________________
I look forward to hearing from you. ______________________________
Signing off: Yours sincerely if you know
their name/Yours faithfully if you don’t. Write date below:
______________________________
Dear
RE: (Character’s name)
I am writing to let you know that there are many other ways of dealing with anger.
I know it can be hard managing this feeling as
So remember when you get angry
Yours faithfully
43
Activity 17
My Autobiography
Activity Objective
To augment and support the idea that the students’ decisions have an impact upon their
lives. Also to engender the notion for the students of holding their future in their hands.
Intended Audience

• Use of imagination and creativity in their learning.
around them, including the intangible.
Context
Peer pressure can appear impenetrable and all-consuming for some students. This activity
promotes reflection, wishes and desires and puts some control into the hands of the
students.
1. Use the prompts on Activity Sheet 28 to generate a discussion about the direction of the
student(s) lives.
2. The student(s) use the stimulus developed in Activity Sheet 28 to write their
autobiography using Activity Sheet 29.

Key questions: Looking back at what has been written, how does each student feel about
their biography? What else would they wish for, for themselves?
44
Actor Writer Dancer Singer Happy Wealthy

Celebrety
Healthy Football Doctor Accountant Nurse
Status
45
Stock broker Scientist Struggle Easy University College
Activity Sheet

My Autobiography
Children Husband/wife Recognition Charity Volunteer Parents

Sisters House Animals Young/old Problems Reasons
28
29 Activity Sheet
My Autobiography
My story begins when I am years old and
46
47
Activity 18
My Progress
Activity Objective
For students to demonstrate that there is a measurable progress in aspects of their learning.
Intended Audience
Individual

Context
One of the key questions in Anger Management practice is, “How do we know it’s working?”
... often disguised as, “I’m not sure if the intervention is working.”
This activity is all about the evidence:
• Demonstrating progress
• Enabling the student to be aware of this as progress
• Demonstrating the effectiveness of Anger Management
We are ever mindful that students who are working to overcome barriers to learning should
not feel that Anger Management is now another test to pass or indeed a barrier in itself to
overcome. It should be made clear to the student that any assessment carried out within the
context of Anger Management is essential to monitor their progress, will help them to map
their own journey, assist them in providing evidence and ultimately allow them to celebrate
their own achievement and progress.
So what methods of assessment, monitoring and evaluation are there? Here’s a list to
consider:
1. Baseline Assessment
2. Initial Meeting
3. Attendance Registers
4. Databases
5. Mark Books
6. Written Evaluations
7. Oral Evaluations
8. Targets
9. Observations
48
10. Action Plans

11. Reports
12. Student Records
13. Mentor Meetings
14. One-to-One Interviews
15. Year Team Meetings
16. Comment Books
17. Staff Questionnaire
18. Parental Questionnaire
19. Focus Groups
20. Student Questionnaire
Now we need to work with the students to gather the evidence.
1. Look through the grid and consider which of the evidence points you will use to act as a
baseline for the beginning of the Anger Management intervention.
2. You might want to negotiate the choices here with your student. For example, the
student might wish to bring along a sample of work from their English teacher or the
result of a Maths test.
3. You might wish to look at the attendance data.
4. Whatever evidence you choose will be the one you use to review and map on the
Evidence Grid (Activity Sheet 30).

Demonstrating the difference is crucial to all that we do as educators. Ofsted is interested in
the impact that interventions have and inspectors want to know:
- How effective have interventions been?
- What are your findings?
- How have you differentiated and personalised your interventions to maximise
achievement and attainment for students?
This is an effective activity that clearly demonstrates progress for the student and offers
clear focus and direction.
49
30 Activity Sheet
50
Activity 19
Target Setting and Action Planning

Activity Objective
To develop a set of SMART targets and create a plan of action.
Intended Audience
Individual

Context
Best practice in supportive interventions requires target setting and action planning with the
student, as the student needs to plan how they will make progress and what they need to do
to get there. The action plan should have SMART features, i.e. it should be Specific,
Measurable, Achievable, Realistic and Time focused.
1. Stimulate a discussion around target setting with the student – what are the issues that
need to be addressed? A focused discussion about the issues affecting learning and
achievement needs to take place (use Activity Sheet 31). Prompt the student to then
identify the issues affecting learning and achievement. Some aspects to consider during
the discussion are:
a) School report
b) Grades – current and forecast
c) Approach to learning and effect
d) Any marked discrepancies between subjects
e) Punctuality
f) Attendance
g) Relationships with staff
h) Relationship with peers
i) Support from home
51
2. Having had a discussion with the student and developed an area to work on, it is time to
set a target and create a plan of action. The plan on Activity Sheet 32 includes the
following elements:
a) What does the student wish to achieve?
b) When does the student wish to achieve this?
c) How will the student achieve this?
d) Who will help the student with this?
e) How will the student know that the goal has been achieved? (What evidence will be seen?)
The plan should now be SMART.

Review the plan with the student, make any changes to the draft and then finalise the plan.
52
31 Activity Sheet
Issues Affecting My Learning and Achievement
Issues affecting my learning and achievement are:
1.
2.
3.
4.
5.
53
32 Activity Sheet
54
Activity 20
Review – Target Setting and

Action Planning
Activity Objective
To review a set of targets and prepare a plan of action.
Intended Audience
Individual

Context
This activity follows the activity titled ‘Target Setting and Action Planning’.
In order for us to know whether an intervention is effective it is crucial that we review any
Target Setting and Action Planning that we conduct.
You will need the student’s original Action Plan. Allow the student to read through and
examine this plan. A guided discussion is useful to stimulate thinking. Then using the review
grid (Activity Sheet 33), follow the key questions and complete it.

This activity presents a rich learning opportunity in that it seeks to discover what is the most
effective approach based upon the student’s prior learning experience and the plan of action
that they created.
The evidence gathered from this activity is extremely powerful in that it informs a process for
moving forward that is personalised, differentiated and specific to the student’s needs
55
33 Activity Sheet
Review Grid
56
Student Tracking and Feedback
Workbook
Anger Management
Student Name:
Form:
How to use this Tracking and Feedback Workbook

The Tracking and Feedback Workbook can be used to track the use of the
anger-management activities and their completion. It is also used to assess a
student’s engagement with the activity, progress and development during the
activity, their questions and responses. A rating could be applied as follows in
the chart below for assessment and evaluation purposes. At the end of each
activity use the workbook to record the student’s progress and add comments
together with leader feedback.
1 Student disengaged and activity not completed.
2 Student somewhat engaged and activity partially completed.
3 Student engaged and made a positive attempt at completing the

activity.
4 Student fully engaged and all of the activity completed.
58
Date Activity Title Student Evaluation Leader

Completed & Comment Feedback/Comment
(Write in the
date you (Write in the Activity Titles as
complete the you complete them, in the (Student to write in (Circle Rating and write in
activity) order you wish) their comment) comment)
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
59

1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
60

1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
61

1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
62
Bibliography
Bishop, S (2008), Running a Nurture Group, Sage Publications.
Buzan, T (1984), Use your Memory, BBC Books.
Canter, L and Canter, M (1977), Assertive Discipline, Lee Canter Associates.
Claxton, G (2002), Building Learning Power: Helping Young People Become Better Learners,
TLO Limited.
Department for Education and Employment (DfEE) (1999), Social Inclusion: Pupil Support,
Circular 11/99, DfEE Publications.
Department for Education and Skills (DfES) (2004), Every Child Matters: Change for Children,
Reference 1081/2004, DfES Publications.
Egan, G (2001), The Skilled Helper: A Problem-Management and Opportunity-Development

Approach to Helping, Wadsworth.
George, S (2010), The Learning Mentor Manual, Sage Publications.
Hymans, M (2003), Think Before You Act, Lucky Duck Publishing.
Lucas, B and Claxton, G (2010), New Kinds of Smart, Open University Press.
Rogers, B (2006), Cracking the Hard Class, 2nd Edition, Paul Chapman Educational
Publishing.
Rogers, CR and Lyon, H (2013), On Becoming an Effective Teacher: Person-centered

teaching, psychology, philosophy, and dialogues, Routledge.
Zunker, VG (2005), Career Counseling: A Holistic Approach, Brooks Cole.
63
Other Useful Resources from Loggerhead Publishing

Activities for Mentoring Young People Anger Management Programme
By Stephanie George By E A Morris
Engaging with young people as a mentor can be Ten session plans covering every aspect of running
difficult but here the author draws on her years of an anger management programme. By linking to
experience to provide tried-and-tested activities emotional literacy, students will learn the skills of
that will help. These mentoring activities include: self-awareness, self-management, impulse control,
• Knowing Me, Knowing You • Planning the active listening, empathy, understanding non-verbal
Journey • Initial Self-Assessment • Target Setting
cues, conflict resolution and mediation. Central to the
and Action Planning • Improving Attendance • It’s
About Time • A Place to Study. Essential for programme is how to deal with angry outbursts,
learning mentors, behaviour mentors, inclusion known as ‘emotional hijacks’. Sessions include:
teams and SEN teams. • Feelings focus • Different kinds of anger
• What I get angry about • What I can do when my
Ref 062-B
anger is building up.
Ref 036-B
Activities to help Young People deal with
Bullying
Beyond Anger Management
By Stephanie George, Patricia St Louis, Jeba Begum
& Jacqueline Morrison
By E A Morris
A set of student activities covering the range of
bullying behaviours that can be seen in educational Session plans to help young people learn better
settings, including: • Considering whether a student communication skills, particularly when to apply the
is exhibiting bullying behaviours • The role of the assertive option. Areas covered include personal
bystander and how those behaviours are rights, body language, making requests and
contributory or not • The perception of bullying as a expressing feelings in an emotionally literate way.
behaviour choice • The impact of bullying upon Particularly useful as a follow-up programme to any
others. Includes activity sheets and a copiable anger management course. Sessions include:
Student Tracking and Feedback Workbook. • Introducing assertive behaviour • What do you think
Ref 105-B you have the right to do, think and feel? • Behaviour
options • What do I want and how can I get it?
3 Steps to Anger Management Posters Ref 045-B
By E A Morris
Help young people deal with their angry feelings by Anger Management CD-Rom
prominently displaying these reminders of
preventative and alternative behaviours. Five By Sue Neame & Ashley Ross
posters plus a FREE CD-Rom with a pdf of the
poster to print out smaller for students as personal A series of session plans with associated resource
reminders. sheets that can be used with small or large groups
Ref 090-B and individuals to help them reflect and develop their
skills in managing anger. Topics include: • How anger
affects the individual – what makes them angry?
Conflict Resolution Game CD-Rom • How a young person’s anger impacts on others
• Expressing angry feelings in a safe way • Improving
By Ashley Ross & Sue Neame
communications and relationships
An active learning game that can be displayed on
an interactive whiteboard and is suitable for a class Ref 2-104-B
lesson or small groups. Printable resource cards
contain information, facts and issues which help
groups and individuals discuss different conflict For further information or to place
situations and possible strategies to help resolve
them. Topics covered include: • What is conflict? an order please call
• When ideas or views 'clash' • Avoiding conflict
• Maps of the world • Understanding others +44 (0)1604 870828 or visit
• Helping others understand you • Respect
• Empathy • Being assertive rather than
our website
confrontational www.loggerheadpublishing.co.uk
Ref 2-124-B
64

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What is the book about?

What is the book about?

What is the author's background?

What is the author's background?

Activities

to help Young People

Printed in the United Kingdom.

Designed by Moo Creative (Luton)

Student Tracking and Feedback Workbook 57

About the author

Thank you to my wonderful parents, Mr & Mrs George.

I hope that you enjoy using these activities.

How to use this book

• Addressing students’ approaches to difficult and challenging situations

• Addressing students’ relationships with others

• Considering students’ progress relative to their starting points

• Addressing students’ listening and communication skills

• Encouraging consistently high expectations of students

• Giving constructive feedback so as to contribute to students’ learning and social

The activities are structured in the following way:

3. SMSC Criteria/Ofsted Criteria

6. Closing the Activity

Ofsted Evaluation Schedule September 2013

• Use of imagination and creativity in their learning

• Willingness to reflect on their experiences

Pupils’ moral development is shown by their:

• Understanding the consequences of their actions

Pupils’ social development is shown by their:

Pupils’ cultural development is indicated by their:

• Willingness to participate in and respond to artistic, musical, sporting, mathematical,

Spiritual, Moral, Social and Cultural Development Criteria

Closing the Activity

Beginning to think about why I get angry

Beginning to think about ...

What I do when I get angry

I might hit someone

Spiritual, Moral, Social and Cultural Development Criteria

Closing the Activity

Examples of Student X and Student Y

Becomes Angry Easily Slow to Become Angry

Becomes Angry Easily Is Slow to Become Angry

Initial Self-Assessment – Relating

Spiritual, Moral, Social and Cultural Development Criteria

Closing the Activity

Initial Self-Assessment Form – Relating to Others

Student Reassessment and Evaluation

Spiritual, Moral, Social and Cultural Development Criteria

Closing the Activity

• What needs further work?

Reassessment Form – Relating to Others

Assessment Evaluation Form - Relating to Others

How I Feel When I am Angry

Spiritual, Moral, Social and Cultural Development Criteria

Closing the Activity

What happens to your voice?

© S George. May be reproduced for instructional use only

How I feel when I am Angry

When I am angry I feel...

When I am angry I feel...