Group therapy curriculum (8-weeks) focusing on anger management for adolescent males aged 14-16.

1. SESSION ONE
MATERIALS NEEDED FOR ALL SESSIONS:
o Poster Board
o Easel
o Colored markers
o Pencils
ADDITIONAL MATERIALS FOR THIS SESSION:
o Stick-on nametags
o Eight 1-inch binders
o Tape
o Goals worksheet
o One large bag of M&Ms® or Skittles®
OBJECTIVE
o Introductions, defining the purpose of the group, creating group rules, and beginning to establish a
positive group environment
NAMETAGS/BINDERS
o When group members arrive, hand each one two nametags and a binder. One nametag is to be stuck
on the shirt; the second is to be placed on the binder.
PURPOSE OF THE GROUP
o Briefly summarize the purpose of the group (to learn about anger, how to better handle it, etc.)
GROUP RULES
o Inform the group members that they will be the ones responsible for the creation to group rules (within
reason!)
o Ask members to volunteer suggestions for rules; invite them up to write them down on the poster board
with the colored markers. Make sure to provide positive reinforcement after each suggestion.
o Maintain the focus of the group, and make sure suggestions are appropriate. Also ensure that all
necessary rules are covered. For example, there MUST be a rule that addresses confidentiality.
o Hang the list up on the wall, ask members to copy down the rules in the page provided in their binder.
GROUP DISCUSSION
o Ask the group members what they wish to get out of the group. Also ask them to determine a “group
goal.”
o Pass out the goal sheets. Ask each member to write down three personal goals and one collective group
goal. Have them put the page in their binders.
ICE BREAKER
o Pass around the bag of candy and allow members to take a small handful. Take some for yourself, too!
o After everyone has candy, inform the group that for each piece that they took, they should share one fact
about themselves with the rest of the group.
o Either you or your co-leader should start in order to ease the tension and provide examples for the
members who are not sure what to say.
SUMMARY OF THE SESSION

2. o This will become the routine at the end of each session).
o Summarize the main points of the session: what was accomplished, what skills were learned, etc.
o Ask group members if they have any questions.
o Remind them to bring their binders to each session!!!
SESSION TWO
ADDITIONAL MATERIALS:
o What is Anger? handout
o Identifying Anger worksheet
OBJECTIVE
o To explore the concept of anger; what is it and why do we get angry? Explore how other react to our
anger.
CHECK-IN
o Explain to the members that they will begin each session with a check-in.
o Describe what the check-in can be used for: sharing struggles/progress from the previous week, asking
questions about the previous session, etc.
WHAT IS ANGER?
o Brief psychoeducation on anger.
o Pass around the “What is Anger?” handout and walk the group through the bulleted points.
o Allow for questions/comments as necessary.
WHAT DOES ANGER FEEL LIKE IN THE BODY?
o Draw a large outline of a body on the poster board with one of the markers.
o Ask group members to describe the parts of the body that may be affected when people are angry.
o If they are having trouble, offer a few examples—clenched fists, red face, etc.
o After each suggestion, draw an arrow to the body part and write the symptom next to it.
HOW CAN YOU TELL WHEN YOU ARE ANGRY?
o How can you tell when you are angry?
o Pass out the Identifying Anger worksheet and give members a few minutes to fill them in.
o When they are finished, have them put the page in their binder.
HOW DO OTHERS REACT TO YOUR ANGER?
o Separate group into 4 pairs.
o Ask the pairs to generate a list of responses people have to their anger (i.e. yelling, storming away, etc.)
o Have the group come back together and share their lists; write these on a poster board.
SUMMARY OF THE SESSION
o Summarize main points

3. SESSION THREE
ADDITIONAL MATERIALS:
o Triggers worksheet
o Story told by person A and person B.
OBJECTIVE
o Identifying situations that trigger anger, exploring how others respond to their anger.
CHECK-IN
o Begin to set time limits for check-ins, they should be no longer than 10 minutes unless there is a
particularly significant moment of growth occurring.
TRIGGER SITUATIONS
o Explain the concept of trigger situations.
o Give several examples of situations that may be considered to be triggers.
WHAT TRIGGERS YOUR ANGER?
o Pass out Triggers worksheet.
o Ask members to write down five situations in their own lives that they would consider to be triggers.
o When everyone is finished, encourage members to share some or all of them with the group.
SAME SITUATION, DIFFERENT EXPERIENCES
o Group is split into two groups of 4, one leader with each group to maintain group focus and facilitate
discussion.
o Each group gets a piece of paper with a story on it—one group receives the account of the story from
person A, the other from person B.
o Have the groups read the story and discuss who was at fault.
o Have groups swap stories, reevaluate their previous decisions.
GROUP DISCUSSION
o Reconvene into one large group.
o Topics for discussion:
o How can two people can experience the same situation so differently?
o Does someone always have to be at fault?
o How can you be more aware of others’ perspectives?
SUMMARY OF THE SESSION
o Summarize main points.
SESSION FOUR
ADDITIONAL MATERIALS:
o Thinking Errors handout
o Thinking Errors worksheet

4. OBJECTIVE
o To identify the negative cognitions (referred to as thinking errors) that contribute to anger.
CHECK-IN
o Time limited.
WHAT ARE THINKING ERRORS?
o Explain the concept of thinking errors.
o Emphasize that everyone has them, each leader shares a neutral example.
o Give several examples of situations that may be considered to be triggers.
o Pass out Thinking Errors handout, go over them with the group.
o Allow for questions.
CAN YOU IDENTIFY THE THINKING ERROR?
o Present the group with various situations in which thinking errors are used, asked them if they can identify
the error.
WHAT THINKING ERRORS DO YOU USE?
o Pass out Thinking Errors worksheet
o Have members write down thinking errors that they have used.
o Offer assistance as needed.
o After they are finished, encourage them to share their examples with the rest of the group.
GROUP DISCUSSION
o Reconvene into one large group.
o Topics for discussion:
o How can two people can experience the same situation so differently?
o Does someone always have to be at fault?
o How can you be more aware of others’ perspectives?
SUMMARY OF THE SESSION
o Summarize main points.
SESSION FIVE
ADDITIONAL MATERIALS:
o Relaxation Strategies handout
o Being Assertive vs. Being Aggressive handout
o Alternative Responses worksheet
o Index cards with vignettes
OBJECTIVE
o Explore alternate ways of handling anger. Discuss relaxation strategies and being assertive versus
aggressive.
CHECK-IN

5. o Time limited.
o Remind the group that the sessions are halfway completed, ask them how they feel it has been going and
to share any progress that has been made.
RELAXATION STRATEGIES
o Relaxation strategies.
o Present possible relaxation strategies to the group and when possible, practice them. (For example, it is
possible to practice deep breathing exercises, but not going for a run to relieve tension).
o Pass out Relaxation Strategies handout; have members put it in their binder.
ASSERTIVE VS. AGGRESSIVE BEHAVIOR
o Discuss the difference between being assertive versus being aggressive.
o Pass out handout, allow for questions.
ASSERTIVE VS. AGGRESSIVE GAME
o Divide the group into two groups of four.
o Give each group five index cards with short vignettes printed on them and ask them to identify whether
the subject in the vignette is being assertive or aggressive.
o Reconvene into a large group, compare answers.
HOW CAN YOU HANDLE YOUR ANGER DIFFERENTLY?
o Have members refer back to the Triggers worksheet in their binder.
o Pass out the Alternative Responses worksheet.
o Ask members to write down two possible alternative ways of handling their anger for each of their five
trigger situations.
o Invite members to share their responses.
SUMMARY OF THE SESSION
o Summarize main points.
SESSION SIX
ADDITIONAL MATERIALS:
o The Anger Management Game (2)
OBJECTIVE
o Practice the skills they have learned thus far through the use of a therapeutic game.
CHECK-IN
o Time limited.
THE ANGER MANAGEMENT GAME
o Divide group into two groups of 4, with on leader monitoring each group.
o Give each group the board game and explain the instructions (for the sake of time).
o Monitor the groups for inappropriate behavior, but remain in the backdrop and let the members provide
each other with feedback.

6. SUMMARY OF THE SESSION
o Ask the group to offer their opinions about the game—was it helpful?
SESSION SEVEN
ADDITIONAL MATERIALS:
o None
OBJECTIVE
o The group members will practice applying positive coping strategies to their own unique situations
through the use of role plays.
CHECK-IN
o Discuss feelings about the group ending.
o This check-in is not time-limited
ROLE PLAYS
o Have each member pick one of their trigger situations to role play for the group.
o Group leaders perform one first as an example.
o Have group members come up one at a time to perform their own role plays. One or both of the leaders
will serve as the other character(s) in the situation.
o Allow the other group members to offer feedback at the end of each role play and to identify the
positive coping strategy used.
o Leaders play a more passive role during this activity, and function as a part of the group (if the group
can handle this).
SUMMARY OF THE SESSION
o Summarize main points.
SESSION EIGHT
ADDITIONAL MATERIALS:
o Personalized awards
o Small tokens for each member
OBJECTIVE
o Process termination with the group, reevaluate goals, and identify future resources.
CHECK-IN
o Leaders should share their feelings about the group ending, encourage group to do the same.
o Leaders should adopt a more directive role again.

7. GROUP DISCUSSION
o Possible topics include:
o What have you learned from this group?
o Do you feel you have a better understanding of your anger?
o Do you think you will use what you have learned in the future?
AWARDS!
o Leaders address each member individually and identify specific examples of improvement and/or
progress that the member has achieved.
o Members are presented with an award stating these accomplishments and their successful completion of
the group.
REVIEW OF GOALS
o Members are asked to refer back to their Goals worksheet and evaluate their progress.
o Leaders should point out that it is unlikely that they reached large-scale goals in eight weeks (i.e. I will
never yell at my mother again) and that they should not be discouraged by this. Rather, they should use
the skills they learned during the group to keep working towards the goals even after the group is over.
IDENTIFYING FUTURE RESOURCES
o Brainstorm possible resources that the members can utilize following the termination of the group.
o Go around and have each member share their “action plan” for issues that may arise in the future
GOOD-BYES
o Thank the group for their participation and acknowledge the value that the group had for you as leaders
(i.e. we learned ____ from you, you were the most entertaining group we’ve ever had, etc.).
o Give each member a small token to remember the group by. This token should be tailored for each
group. For instance, it may symbolize an inside joke, reflect a common interest of the group, etc.