DOCUMENT RESUME
ED 465 944
CG 031 843
AUTHOR
Reilly, Patrick M.; Shopshire, Michael S.; Durazzo, Timothy
C.; Campbell, Torri A.
TITLE
Anger Management for Substance Abuse and Mental Health
Clients: A Cognitive Behavioral Therapy Manual (and)
Participant Workbook.
INSTITUTION
Substance Abuse and Mental Health Services Administration
(DHHS/PHS), Rockville, MD. Center for Substance Abuse
Treatment.; Johnson, Bassin, and Shaw, Inc., Silver Spring,
MD.
SPONS AGENCY
National Inst. on Drug Abuse (DHHS/PHS), Bethesda, MD.;
Department of Veterans Affairs, Washington, DC.
REPORT NO
DHHS-SMA-02-3661; DHHS-SMA-02-3662
PUB DATE 2002-00-00
NOTE
105p.; Research conducted by San Francisco VA Medical
Center, San Francisco Treatment Research Center, Department
of Psychiatry, University of California, San Francisco.
CONTRACT
270-99-7072; DA-09253
AVAILABLE FROM
National Clearinghouse for Alcohol and Drug Information,
P.O. Box 2345, Rockville, MD 20847-2345. Tel: 800-729-6686
(Toll Free); Tel: 800-487-4889 (TDD). For full text:
http://www.samhsa.gov.
PUB TYPE
Guides
Classroom
Learner (051)
-- Guides Classroom
Teacher (052)
EDRS PRICE
MF01/PC05 Plus Postage.
DESCRIPTORS
*Anger; *Behavior Modification; *Cognitive Restructuring;
Counseling Techniques; *Group Therapy; Mental Health
Workers; *Substance Abuse; Workbooks
IDENTIFIERS
*Anger Management
ABSTRACT
This manual and workbook set focuses on anger management.
The manual was designed for use by qualified substance abuse and mental
health clinicians who work with substance abuse and mental health clients
with concurrent anger programs. The manual describes a 12-week cognitive
behavioral anger management group treatment. Each of the 12 90-minute weekly
sessions is described in detail with specific instructions for group leaders,
tables and figures that illustrate the key conceptual components of the
treatment, and homework assignments for the group participants. The workbook
enables participants to better learn, practice, and integrate the treatment
strategies presented in the group sessions. The treatment model described is
a combined cognitive behavioral therapy approach that employs relaxation,
cognitive, and communication skills interventions. This combined approach
presents the participants with options that draw on these different
interventions and then encourages them to develop individualized anger
control plans using as many of the techniques as possible. (Contains 33
references.)
(GCP)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Anger Management for Substance Abuse and
Mental Health Clients: A Cognitive Behavioral
Therapy Manual [and] Participant Workbook
Patrick M. Reilly, Michael S. Shopshire,
Timothy C. Durazzo, and Torri A. Campbell
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to improve
reproduction quality
13
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
BRTIr COPY AVAILABLE
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ANGER MANAGEMENT
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U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
Substance Abuse and Mental Health Services Administration
Center for Substance Abuse Treatment
Rockwall II
5600 Fishers Lane
Rockville, MD 20857
3
ANGER MANAGEMENT/ 5.4a.%,. al",, a.a 147.1 74,1e4
Acknowledgments
Numerous people contributed to the development of this manual (see appendix). The docu-
ment was written by Patrick M. Reilly, Ph.D., and Michael S. Shopshire, Ph.D., of the San
Francisco Treatment Research Center. Sharon Hall, Ph.D., was the Treatment Research
Center's Principal Investigator.
Disclaimer
This document is, in part, a product of research conducted with support from the National
Institute on Drug Abuse, Grant DA 09253, and the Department of Veterans Affairs to the San
Francisco VA Medical Center, San Francisco Treatment Research Center, Department of
Psychiatry, University of California, San Francisco. The document was produced by Johnson,
Bassin & Shaw, Inc., under Contract No. 270-99-7072 with the Substance Abuse and Mental
Health Services Administration (SAMHSA), U.S. Department of Health and Human Services
(DHHS). Karl White, Ed.D., served as the Center for Substance Abuse Treatment (CSAT)
Knowledge Application Program (KAP) Project Officer. The content of this publication does not
necessarily reflect the views or policies of CSAT, SAMHSA, or DHHS.
Public Domain Notice
All material appearing in this report is in the public domain and may be reproduced or copied
without permission from SAMHSA or CSAT. Citation of the source is appreciated. However, this
publication may not be reproduced or distributed for a fee without the specific, written authori-
zation of the Office of Communications, SAMHSA, DHHS.
Electronic Access and Copies of Publication
This publication can be accessed electronically through the following Internet World Wide Web
connection: www.samhsa.gov/. For additional free copies of this document, please call
SAMHSA's National Clearinghouse for Alcohol and Drug Information at 1-800-729-6686
or 1-800-487-4889 (TDD).
Recommended Citation
Reilly PM and Shopshire MS. Anger Management for Substance Abuse and Mental Health
Clients: A Cognitive Behavioral Therapy Manual. DHHS Pub. No. (SMA) 02-3661. Rockville, MD:
Center for Substance Abuse Treatment, Substance Abuse and Mental Health Services
Administration, 2002.
Originating Office
Office of Evaluation, Scientific Analysis and Synthesis, Center for Substance Abuse Treatment,
Substance Abuse and Mental Health Services Administration, 5600 Fishers Lane, Rockville,
MD 20857.
DHHS Publication No. (SMA) 02-3661
Printed 2002
REW
Substance use and abuse often coexist with anger and violence. Data from the Substance
Abuse and Mental Health Services Administration's National Household Survey on Drug Abuse,
for example, indicated that 40 percent of frequent cocaine users reported engaging in some
form of violent behavior. Anger and violence often can have a causal role in the initiation of
drug and alcohol use and can also be a consequence associated with substance abuse.
Individuals who experience traumatic events, for example, often experience anger and act vio-
lently, as well as abuse drugs or alcohol.
Clinicians often see how anger and violence and substance use are linked.
Many substance abuse and mental health clients are victims of traumatic life events, which,
in turn, lead to substance use, anger, and violence.
Despite the connection of anger and violence to substance abuse, few treatments have been
developed to address anger and violence problems among people who abuse substances.
Clinicians have found the dearth of treatment approaches for this important issue disheartening.
To provide clinicians with tools to help deal with this important issue, the Center for Substance
Abuse Treatment of the Substance Abuse and Mental Health Services Administration is
pleased to present Anger Management for Substance Abuse and Mental Health Clients:
A Cognitive Behavioral Therapy Manual and its companion book Anger Management for
Substance Abuse and Mental Health Clients: Participant Workbook.
The anger management treatment design in this manual, which has been delivered to hun-
dreds of clients over the past 8 years, has been popular with both clinicians and clients. This
treatment design can be used in a variety of clinical settings and will be beneficial to the field.
Charles G. Curie, M.A., A.C.S.W.
Administrator
Substance Abuse and Mental Health Services Administration
H. West ley Clark, M.D., J.D., M.P.H., CAS, FASAM
Director
Center for Substance Abuse Treatment
Washington, D.C.
0 0 0
CON TS
Foreword
Introduction
1
How To Use This Manual
5
Session 1
Overview of Group Anger Management Treatment
7
Session 2
Events and Cues: A Conceptual Framework for
Understanding Anger
15
Session 3
Anger Control Plans: Helping Group Members Develop a
Plan for Controlling Anger
21
Session 4
The Aggression Cycle: How To Change the Cycle
27
Session 5
Cognitive Restructuring: The A-B-C-D Model and Thought Stopping
33
Session 6
Review Session #1: Reinforcing Learned Concepts
37
Sessions 7 & 8
Assertiveness Training and the Conflict Resolution Model:
Alternatives for Expressing Anger
39
Sessions 9 & 10
Anger and the Family: How Past Learning Can
Influence Present Behavior
45
Session 11
Review Session #2: Reinforcing Learned Concepts
49
Session 12
Closing and Graduation: Closing Exercise and
Awarding of Certificates
51
References
53
Appendix: Authors' Acknowledgments
57
6
TRODUCTION
This manual was designed for use by qualified substance abuse and mental health clinicians
who work with substance abuse and mental health clients with concurrent anger problems.
The manual describes a 12-week cognitive behavioral anger management group treatment.
Each of the 12 90-minute weekly sessions is described in detail with specific instructions for
group leaders, tables and figures that illustrate the key conceptual components of the treat-
ment, and homework assignments for the group participants. An accompanying Participant
Workbook is available (see Anger Management for Substance Abuse and Mental Health
Clients: Participant Workbook, Reilly, Shopshire, Durazzo, & Campbell, 2002) and should be
used in conjunction with this manual to enable the participants to better learn, practice, and
integrate the treatment strategies presented in the group sessions. This intervention was devel-
oped for studies at the San Francisco Veterans Affairs (SFVA) Medical Center and San
Francisco General Hospital.
Cognitive behavioral therapy (CBT) treatments have been found to be effective, time-limited
treatments for anger problems (Beck & Fernandez, 1998; Deffenbacher, 1996; Trafate, 1995).
Four types of CBT interventions, theoretically unified by principles of social learning theory, are
most often used when treating anger disorders:
Relaxation interventions, which target emotional and physiological components of anger
Cognitive interventions, which target cognitive processes such as hostile appraisals and
attributions, irrational beliefs, and inflammatory thinking
Communication skills interventions, which target deficits in assertiveness and conflict reso-
lution skills
Combined interventions, which integrate two or more CBT interventions and target multiple
response domains (Deffenbacher, 1996, 1999).
Meta-analysis studies (Beck & Fernandez, 1998; Edmondson & Conger, 1996; Trafate, 1995)
conclude that there are moderate anger reduction effects for CBT interventions, with average
effect sizes ranging from 0.7 to 1.2 (Deffenbacher, 1999). From these studies, it can be
inferred that the average participant under CBT conditions fared better than 76 percent of con-
trol participants. These results are consistent with other meta-analysis studies examining the
effectiveness of CBT interventions in the treatment of depression (Dobson, 1989) and anxiety
(Van Balkom et al., 1994).
The treatment model described in this manual is a combined CBT approach that employs relax-
ation, cognitive, and communication skills interventions.
7
I
ANGER MANAGEMENT/en. 5.4a.ir,*
al~ liede4
This combined approach presents the participants with options that draw on these different
interventions and then encourages them to develop individualized anger control plans using as
many of the techniques as possible. Not all the participants use all the techniques and inter-
ventions presented in the treatment (e.g., cognitive restructuring), but almost all finish the
treatment with more than one technique or intervention on their anger control plans.
Theoretically, the more techniques and interventions an individual has on his or her anger
control plan, the better equipped he or she will be to manage anger in response to anger-
provoking events.
In studies at the SFVA Medical Center and San Francisco General Hospital using this treatment
model, significant reductions in self-reported anger and violence have consistently been found,
as well as decreased substance use (Reilly, Clark, Shopshire, & Delucchi, 1995; Reilly,
Shopshire, & Clark, 1999; Reilly & Shopshire, 2000; Shopshire, Reilly, & Ouaou, 1996). Most
participants in these studies met Diagnostic and Statistical Manual of Mental Disorders, 4th
Edition (DSM-IV) (American Psychiatric Association, 1994) criteria for substance dependence,
and many also met DSM-IV criteria for posttraumatic stress disorder. A study comparing
Caucasian and African-American patients found that patients from both groups reduced their
anger significantly (Clark, Reilly, Shopshire, & Campbell, 1996). Another study showed that
women also benefited from the interventionthat is, reported decreased levels of anger (Reilly
et al., 1996).
In the anger management studies using this manual, the majority of patients were from ethnic
minority groups. Consistent reductions in anger and aggressive behavior occurred in these
groups, indicating that anger management group treatment is effective. The treatment model
is flexible and can accommodate racial, cultural, and gender issues. The events or situations
that trigger someone's anger may vary somewhat depending on his or her culture or gender.
The cues or warning signs of anger may vary in this regard as well. Nevertheless, the overall
treatment model still applies and was found effective with different ethnic groups and with
both men and women. A person still has to identify the triggering event, recognize the cues to
anger, and develop anger management (cognitive behavioral) strategies in response to the
event and cues, regardless of whether these events and cues are different for other men and
women or for people in other cultural groups.
The intervention involves developing individualized anger control plans. For example, some
women identified their relationships with their boyfriends or partners or parenting concerns as
events that triggered their anger but men rarely identified these issues. Effective individual
strategies could be developed, however, to address these issues, provided the women accept
the concepts of monitoring anger (using the anger meter) and having (and using) an anger con-
trol plan.
This treatment model was also used successfully with non-substance-abusing clients seen in
the outpatient SFVA Mental Health Clinic. These clients were diagnosed with a variety of prob-
lems, including mood, anxiety, and thought disorders. The treatment components described in
this manual served as the core treatment in these studies.
8
a Cor,44,* Bel~iotal 7/wwr.
The anger management treatment should be delivered in a group setting. The ideal number of
participants in a group is 8, but groups can range from 5 to 10 members. There are several
reasons for this recommendation. First, solid empirical support exists for group cognitive
behavioral interventions (Carroll, Rounsaville, & Gawin, 1991; Maude-Griffin et al., 1998;
Smokowski & Wodarski, 1996); second, group treatment is efficient and cost-effective (Hoyt,
1993; Piper & Joyce, 1996); and third, it provides a greater range of possibilities and flexibility
in roleplays (Yalom, 1995) and behavioral rehearsal activities (Heimberg & Juster, 1994; Juster
& Heimberg, 1995). Counselors and social workers should have training in cognitive behavioral
therapy, group therapy, and substance abuse treatment (preferably, at the master's level or
higher; doctoral-level psychologists have delivered the anger management treatment as well).
Although a group format is recommended for the anger management treatment, it is possible
for qualified clinicians to use this manual in individual sessions with their clients. In this case,
the same treatment format and sequence can be used. Individual sessions provide more time
for in-depth instruction and individualized behavioral rehearsal.
The anger management treatment manual is designed for adult male and female substance
abuse and mental health clients (age 18 years and above). The groups studied at SFVA
Medical Center and San Francisco General Hospital have included patients who have used
many substances (e.g., cocaine, alcohol, heroin, methamphetamine). These patients have been
able to use the anger management materials and benefit from the group treatment despite dif-
ferences in their primary drug of abuse.
It is recommended that participants be abstinent from drugs and alcohol for at least 2 weeks
prior to joining the anger management group. If a participant had a "slip" during his or her
enrollment in the group, he or she was not discharged from the group. However, if he or she
had repeated slips or a full-blown relapse, the individual was referred to a more intensified
treatment setting and asked to start the anger management treatment again.
Many group participants were diagnosed with co-occurring disorders (e.g., posttraumatic stress
disorder [PTSID], mood disorder, psychosis) but benefited from the anger management group
treatment. Patients were compliant with their psychiatric medication regimen and were moni-
tored by interdisciplinary treatment teams. The San Francisco group found that, if patients
were compliant with their medication regimen and abstinent from drugs and alcohol, they
could comprehend the treatment material and effectively use concepts such as timeouts and
thought stopping to manage anger. However, if a participant had a history of severe mental ill-
ness, did not comply with instructions on his or her psychiatric medication regimen, and had
difficulty processing the material or accepting group feedback, he or she was referred to his or
her psychiatrist for better medication management.
Several practitioners have requested the manual to work with adolescent clients in substance
abuse treatment, but no preliminary data from these treatment encounters are available.
Because of the many problems often experienced by substance abuse and mental health
clients, this intervention should be used as an adjunctive treatment to substance abuse and
9
ANGER MANAGEMENT/0/, 5.4a.~.* Q
d 141e.tal
Neatt4 Ci
mental health treatment. Certain issues, such as anger related to clients' family of origin and
past learning, for example, may best be explored in individual and group therapy outside the
anger management group.
Finally, the authors stress the importance of providing ongoing anger management aftercare
groups. Participants at the SFVA Medical Center repeatedly asked to attend aftercare groups
where they could continue to practice and integrate the anger management strategies they
learned in this treatment. At the SFVA Medical Center, both an ongoing drop-in group and a
more structured 12-week phase-two group were provided as aftercare components. These
groups help participants maintain (and further reduce) the decreased level of anger and
aggression they achieved during the initial 12-week anger management group treatment.
Participants can also be referred to anger management groups in the community.
It is hoped that this anger management manual will help substance abuse and mental health
clinicians provide effective anger management treatment to clients who experience anger prob-
lems. Reductions in frequent and intense anger and its destructive consequences can lead to
improved physical and mental health of individuals and families.
10
T
USE T
IS A UAL
The information presented in this manual is intended to allow qualified mental health and sub-
stance abuse professionals to deliver group cognitive behavioral anger management treatment
to clients with substance abuse and mental health disorders. Each of the 12 90-minute weekly
sessions is divided into four sections:
Instructions to Group Leaders
Check-In Procedure (beginning in the second session)
Suggested Remarks
Homework Assignments.
The Instructions to Group Leaders section summarizes the information to be presented in the
session and outlines the key conceptual components. The Check-In Procedure section provides
a structured process by which group members check in at each session and report on the
progress of their homework assignments from the previous week. The Suggested Remarks sec-
tion provides narrative scripts for the group leader presenting the material in the session.
Although the group leader is not required to read the scripts verbatim, the group leader should
deliver the information as closely as possible to the way it is in the script. The Homework
Assignment section provides instructions for group members on what tasks to review and prac-
tice for the next meeting. Session 1 also includes a special section that provides an overview
of the anger management treatment and outlines the group rules.
This manual should be used in conjunction with the Anger Management for Substance Abuse
and Mental Health Clients: Participant Workbook (Reilly, Shopshire, Durazzo, & Campbell,
2002). The workbook provides group members with a summary of the information presented in
each session, worksheets for completing homework assignments, and space to take notes dur-
ing each session. The workbook will facilitate the completion of homework assignments and
help reinforce the concepts presented over the course of the anger management treatment
program.
Although participants are kept busy in each session, 90 minutes should be enough time to
complete the tasks at hand. The group leader needs to monitor and, at times, limit the
responses of participants, however. This can be done by redirecting them to the question or
activity.
OVERVIEW OF GROUP ANGER
MANAGEMENT TREATMENT
Session 1
Instructions to Group Leaders
In the first session, the purpose, overview, group
rules, conceptual framework, and rationale for the
anger management treatment are presented. Most
of this session is spent presenting conceptual infor-
mation and verifying that the group members
understand it. Then the leader takes the group
members through an introductory exercise and a
presentation of the anger meter.
Suggested Remarks
(Present the following script or put this in your
own words.)
Purpose and Overview
The purpose of the anger management group is to:
1.
Learn to manage anger
2. Stop violence or the threat of violence
3. Develop self-control over thoughts and actions
4. Receive support and feedback from others.
Outline of Session 1
Instructions to Group Leaders
Suggested Remarks
Purpose and Overview
Group Rules
The Problem of Anger:
Some Operational Definitions
Myths About Anger
Anger as a Habitual Response
Breaking the Anger Habit
Participant Introductions
Anger Meter
Homework Assignment
Group Rules
1. Group Safety: No violence or threats toward staff and other group members is allowed. It is
important that members perceive the group as a safe place to share their experiences and
feelings without threats or possible physical harm.
2.
Confidentiality: Group members should not discuss outside the group what group members
say during group sessions. There are limits to confidentiality, however. In every State, health
laws govern how and when professionals must report certain actions to the proper authori-
ties. These actions may include any physical or sexual abuse inflicted on a child younger
12
7
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ire
The Problem of Anger: Some Operational Definitions
In the most general sense, anger is a feeling or emotion that ranges from mild irritation to
intense fury and rage. Anger is a natural response to those situations where we feel threat-
ened, we believe harm will come to us, or we believe that another person has unnecessarily
wronged us. We may also become angry when we feel another person, like a child or someone
close to us, is being threatened or harmed. In addition, anger may result from frustration when
our needs, desires, and goals are not being met. When we become angry, we may lose our
patience and act impulsively, aggressively, or violently.
People often confuse anger with aggression. Aggression is behavior that is intended to cause
harm to another person or damage property. This behavior can include verbal abuse, threats,
or violent acts. Anger, on the other hand, is an emotion and does not necessarily lead to
aggression. Therefore, a person can become angry without acting aggressively.
A term related to anger and aggression is hostility. Hostility refers to a complex set of attitudes
and judgments that motivate aggressive behaviors. Whereas anger is an emotion and
aggression is a behavior, hostility is an attitude that involves disliking others and evaluating
them negatively.
In this group, clients will learn helpful strategies and techniques to manage anger, express
anger in alternative ways, change hostile attitudes, and prevent aggressive acts, such as verbal
abuse and violence.
When Does Anger Become a Problem?
Anger becomes a problem when it is felt too intensely, is felt too frequently, or is expressed
inappropriately. Feeling anger too intensely or frequently places extreme physical strain on the
body. During prolonged and frequent episodes of anger, certain divisions of the nervous sys-
tem become highly activated. Consequently, blood pressure and heart rate increase and stay
elevated for long periods. This stress on the body may produce many different health problems,
such as hypertension, heart disease, and diminished immune system efficiency. Thus, from a
health standpoint, avoiding physical illness is a motivation for controlling anger.
Another compelling reason to control anger concerns the negative consequences that result
from expressing anger inappropriately. In the extreme, anger may lead to violence or physical
aggression, which can result in numerous negative consequences, such as being arrested or
jailed, being physically injured, being retaliated against, losing loved ones, being terminated
from a substance abuse treatment or social service program, or feeling guilt, shame, or regret.
Even when anger does not lead to violence, the inappropriate expression of anger, such as ver-
bal abuse or intimidating or threatening behavior, often results in negative consequences. For
example, it is likely that others will develop fear, resentment, and lack of trust toward those
who subject them to angry outbursts, which may cause alienation from individuals, such as
family members, friends, and coworkers.
4
a cori.,,,m 73.4.94.0ui
7-4,b077
in a way that is respectful of other people. For example, if
you were upset because a friend was
repeatedly late for meetings, you could respond by shouting obscenities and name-calling. This
approach is an attack on the other person rather than an attempt to address the behavior that
you find frustrating or anger provoking.
An assertive way of handling this situation might be to say, "When
you are late for a meeting
with me, I get pretty frustrated. I wish that you would be on time
more often." This statement
expresses your feelings of frustration and dissatisfaction and communicates how you would
like the situation changed. This expression does not blame
or threaten the other person and
minimizes the chance of causing emotional harm. We will discuss assertiveness
skills in more
detail in sessions 7 and 8.
Myth #4: Venting Anger Is Always Desirable. For many years, the popular belief
among numer-
ous mental health professionals and laymen was that the aggressive expression of anger, such
as screaming or beating on pillows, was healthy and therapeutic. Research studies have found,
however, that people who vent their anger aggressively simply get better at being
angry
(Berkowitz, 1970; Murray, 1985; Straus, Gel les, & Steinmetz, 1980). In other words,
venting
anger in an aggressive manner reinforces aggressive behavior.
Anger as a Habitual Response
Not only is the expression of anger learned, but it can become
a routine, familiar, and pre-
dictable response to a variety of situations. When anger is displayed frequently
and aggressive-
ly, it can become a maladaptive habit because it results in negative
consequences. Habits, by
definition, are performed over and over again, without thinking. People with
anger manage-
ment problems often resort to aggressive displays of anger to solve their problems, without
thinking about the negative consequences they may suffer
or the debilitating effects it may
have on the people around them.
Breaking the Anger Habit
Becoming Aware of Anger. To break the anger habit,
you must develop an awareness of the
events, circumstances, and behaviors of others that "trigger" your anger. This
awareness also
involves understanding the negative consequences that result from
anger. For example, you may
be in line at the supermarket and become impatient because the lines
are too long. You could
become angry, then boisterously demand that the checkout clerk call for
more help. As your
anger escalates, you may become involved in a heated exchange with the clerk
or another cus-
tomer. The store manager may respond by having a security officer
remove you from the store.
The negative consequences that result from this event are not getting the groceries
that you
wanted and the embarrassment and humiliation you suffer from being removed from
the store.
Strategies for Controlling Anger. In addition to becoming
aware of anger, you need to develop
strategies to effectively manage it. These strategies
can be used to stop the escalation of
anger before you lose control and experience negative consequences. An effective set of
strategies for controlling anger should include both immediate and preventive
strategies.
1,
ANGER MANAGEMENTki,
Nedt4
Immediate strategies include taking a timeout, deep-breathing exercises, and thought stopping.
Preventive strategies include developing an exercise program and changing your irrational
beliefs. These strategies will be discussed in more detail in later sessions.
One example of an immediate anger management strategy worth exploring at this point is the
timeout. The timeout can be used formally or informally. For now, we will only describe the
informal use of a timeout. This use involves leaving a situation if you feel your anger is escalat-
ing out of control. For example, you may be a passenger on a crowded bus and become angry
because you perceive that people are deliberately bumping into you. In this situation, you can
simply get off the bus and wait for a less crowded bus.
The informal use of a timeout may also involve stopping yourself from engaging in a discussion
or argument if you feel that you are becoming too angry. In these situations, it may be helpful
to actually call a timeout or to give the timeout sign with your hands. This lets the other person
know that you wish to immediately stop talking about the topic and are becoming frustrated,
upset, or angry.
In this group, you should call a timeout if you feel that your anger is escalating out of control.
You also are encouraged to leave the room for a short period of time if you feel that you need
to do so. However, please come back for the remainder of the group session after you have
calmed down.
Participant Introductions
At this point, ask group members to give their names, the reasons they are interested in partic-
ipating in the anger management group, and what they hope to achieve in the group. After
each member's introduction, offer a supportive comment that validates his or her decision to
participate in the group. Experience shows that this helps members feel the group will meet
their needs and helps reduce the anxiety associated with the introductions and the first group
session in general.
Anger Meter
One technique that is helpful in increasing the awareness of anger is learning to monitor it. A
simple way to monitor anger is to use the "anger meter." A 1 on the anger meter represents a
complete lack of anger or a total state of calm, whereas a 10 represents a very angry and
explosive loss of control that leads to negative consequences. Points between 1 and 10 repre-
sent feelings of anger between these extremes. The purpose of the anger meter is to monitor
the escalation of anger as it moves up the scale. For example, when a person encounters an
anger-provoking event, he or she does not reach a 10 immediately, although it may sometimes
feel that way. In reality, the individual's anger starts at a low number and rapidly moves up the
scale. There is always time, provided one has learned effective coping skills, to stop anger from
escalating to a 10.
17
a cori,. 73,4,44.4~/ 7/ae4.77
One difficulty people have when learning to use the anger meter is misunderstanding the
meaning of a 10. A 10 is reserved for instances when an individual suffers (or could suffer)
negative consequences. An example is when an individual assaults another person and is
arrested by the police.
A second point to make about the anger meter is that people may interpret the numbers
on
the scale differently. These differences are acceptable. What may be a 5 for one
person may
be a 7 for someone else. It is much more important to personalize the anger meter and
become comfortable and familiar with your readings of the numbers on the scale. For the
group, however, a 10 is reserved for instances when someone loses control and suffers (or
could suffer) negative consequences.
Exhibit 1. The Anger Meter
10
Explosion
Violence
Loss of Control
Negative Consequences
You Lose!
9
8
7
6
5
4
3
2
I
You have a choice!
Use your anger control
plan to avoid reaching 10!
18
ANGER MANAGEMENT +. 5.11a.s.r.
al..,,,..,ze ille.ial Ne.ebt aiyi.a.
Homework Assignment
Have group members refer to the participant workbook. Ask them to review the group's pur-
pose, rules, definitions of anger and aggression, myths about anger, anger as a habitual
response, and the anger meter. Ask them to monitor their levels of anger on the anger meter
during the upcoming week and report their highest level of anger during the Check-In
Procedure of next week's session.
19
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EVENTS
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Sesson 2
instructions to Group Leaders
This session teaches group members how to ana-
lyze an anger episode and to identify the events
and cues that indicate an escalation of anger.
Begin the session with a check in (following up
on the homework assignment from the last
week, namely, have group members report on
the highest level of anger they reached on the
anger meter during the past week) and follow with
a presentation and discussion of events and cues. A more complete Check-In Procedure will be
used in session 3 after members have been taught to identify specific anger-provoking events
and the cues that indicate an escalation of anger.
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Sess0009
2
Instructions to Group Leaders
Suggested Remarks
Events That Trigger Anger
Cues to Anger
Explaining the Check-In
Procedure
After the Check-In Procedure, ask group members to list specific events that trigger their
anger.
Pay special attention to helping them distinguish between the events and their interpretation of
these events. Events refer to facts. Interpretations refer to opinions, value judgments,
or per-
ceptions of the events. For example, a group member might say, "My boss criticized
me
because he doesn't like me." Point out that the specific event was that the boss criticized the
group member and that the belief that his boss doesn't like him is an interpretation that may
or may not be accurate.
Be aware of gender differences. Women participants often identify relationships with their
boyfriend or partner or parenting concerns as events that trigger their anger. Men, however,
may rarely identify these issues as triggers.
Finally, present the four cues to anger categories. After describing each category, ask
group
members to provide examples. It is important to emphasize that cues may be different for each
individual. Members should identify cues that indicate an escalation of their anger.
')0
15
ANGER MANAGEMENT/0/,
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Suggested Remarks
(Use the following script or put this in your own words.)
Events That Trigger Anger
When you get angry, it is because an event has provoked your anger. For example, you may
get angry when the bus is late, when you have to wait in line at the grocery store, or when a
neighbor plays his stereo too loud. Everyday events such as these can provoke your anger.
Many times, specific events touch on sensitive areas in your. life. These sensitive areas or "red
flags" usually refer to long-standing issues that can easily lead to anger. For example, some of
us may have been slow readers as children and may have been sensitive about our reading
ability. Although we may read well now as adults, we may continue to be sensitive about this
issue. This sensitivity may be revealed when someone rushes us while we are completing an
application or reviewing a memorandum and may trigger anger because we may feel that we
are being criticized or judged as we were when we were children. This sensitivity may also
show itself in a more direct way, such as when someone calls us "slow" or "stupid."
In addition to events experienced in the here-and-now, you may also recall an event from
your past that made you angry. You might remember, for example, how the bus always
seemed
to be late before you left home for an important appointment. Just thinking about how late
the bus was in the past can make you angry in the present. Another example may be when
you recall a situation involving a family member who betrayed or hurt you in some way.
Remembering this situation, or this family member, can raise your number on the anger
meter. Here are examples of events or issues that can trigger anger:
Long waits to see your doctor
Traffic congestion
Crowded buses
A friend joking about a sensitive topic
A friend not paying back money owed to you
Being wrongly accused
Having to clean up someone else's mess
Having an untidy roommate
Having a neighbor who plays the stereo too loud
Being placed on hold for long periods of time while on the telephone
Being given wrong directions
16
a 73eAegriote1 7e.4477. 741a414464
®
Rumors being spread about your relapse that are not true
Having money or property stolen from you.
Cues to Anger
A second important aspect of anger monitoring is to identify the cues that occur in response to
the anger-provoking event. These cues serve as warning signs that you have become angry and
that your anger is continuing to escalate. They can be broken down into four cue categories:
physical, behavioral, emotional, and cognitive (or thought) cues.
Physical Cues. Physical cues involve the way our bodies respond when we become angry. For
example, our heart rates may increase, we may feel tightness in our chests, or we may feel hot
and flushed. These physical cues can also warn us that our anger is escalating out of control
or approaching a 10 on the anger meter. We can learn to identify these cues when they occur
in response to an anger-provoking event.
Can you identify some of the physical cues that you have experi-
enced when you have become angry?
Behavioral Cues. Behavioral cues involve the behaviors we display when we get angry, which
are observed by other people around us. For example, we may clench our fists, pace back and
forth, slam a door, or raise our voices. These behavioral responses are the second cue of our
anger. As with physical cues, they are warning signs that we may be approaching a 10 on the
anger meter.
What are some of the behavioral cues that you have experienced
when you have become angry?
Emotional Cues. Emotional cues involve other feelings that may occur concurrently with our
anger. For example, we may become angry when we feel abandoned, afraid, discounted, disre-
spected, guilty, humiliated, impatient, insecure, jealous, or rejected. These kinds of feelings are
the core or primary feelings that underlie our anger. It is easy to discount these primary feel-
ings because they often make us feel vulnerable. An important component of anger manage-
ment is to become aware of, and to recognize, the primary feelings that underlie our anger. In
this group, we will view anger as a secondary emotion to these more primary feelings.
Can you identify some of the primary feelings that you have experi-
enced during an episode of anger?
Cognitive Cues. Cognitive cues refer to the thoughts that occur in response to the anger-
provoking event. When people become angry, they may interpret events in certain ways. For
example, we may interpret a friend's comments as criticism, or we may interpret the actions
of others as demeaning, humiliating, or controlling. Some people call these thoughts "self-talk"
because they resemble a conversation we are having with ourselves. For people with anger
02
ANGER MANAGEMENTki,
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problems, this self-talk is usually very critical and hostile in tone and content. It reflects beliefs
about the way they think the world should be; beliefs about people, places, and things.
Closely related to thoughts and self-talk are fantasies and images. We view fantasies and
images as other types of cognitive cues that can indicate an escalation of anger. For example,
we might fantasize about seeking revenge on a perceived enemy or imagine or visualize our
spouse having an affair. When we have these fantasies and images, our anger can escalate
even more rapidly.
Can you think of other examples of cognitive or thought cues?
Explaining the Check-In Procedure
In this session, group members began to monitor their anger and identify anger-provoking
events and situations. In each weekly session, there will be a Check-In Procedure to follow up
on the homework assignment from the previous week and to report the highest level of anger
reached on the anger meter during the week.
Have participants identify the event that triggered their anger, the cues that were associated
with their anger, and the strategies they used to manage their anger in response to the event.
They will be using the following questions to check in at the beginning of each session:
1. What was the highest number you reached on the anger meter during the past week?
2. What was the event that triggered your anger?
3. What cues were associated with the anger-provoking event? For example, what were the
physical, behavioral, emotional, or cognitive cues?
4. What strategies did you use to avoid reaching 10 on the anger meter?
They will also be asked to monitor and record the highest number they reach on the anger
meter for each day of the upcoming week after each session.
Exhibit 2. Cues to Anger: Four Cue Categories
1. Physical
(examples: rapid heartbeat, tightness in chest, feeling hot or
flushed)
2. Behavioral
(examples: pacing, clenching fists, raising voice, staring)
3. Emotional
(examples: fear, hurt, jealousy, guilt)
4. Cognitive/Thoughts
(examples: hostile self-talk, images of aggression
and revenge)
4
03
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Homework Assignment
Have group members refer to the participant workbook. Ask them to monitor and record their
highest level of anger on the anger meter during the upcoming week. In addition, ask them to
identify the event that made them angry and list the cues that were associated with the anger-
provoking event. Tell participants they should be prepared to report on these assignments dur-
ing the Check-In Procedure in next week's session.
4
NIGER CONTR L PL
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Session 3
Instructions to Group Leaders
In this session, begin teaching group members
cognitive behavioral strategies for controlling
their anger. By now, participants have begun to
learn how to monitor their anger and identify
anger-provoking events and situations. At this
point, it is important to help them develop a
repertoire of anger management strategies. This
repertoire of strategies is called an anger control
plan. This plan should consist of immediate strategies, those that
can be used in the heat of
the moment when anger is rapidly escalating, and preventive strategies, those that
can be
used to avoid escalation of anger before it begins. It is important to encourage members
to
use strategies that work best for them. Some find cognitive restructuring (e.g., challenging hos-
tile self-talk or irrational beliefs) very effective. Others might prefer using strategies such
as a
timeout or thought stopping. The main point is to help group members individualize their
anger
control plans and to help them develop strategies that they are comfortable with and that they
will readily use. In the remaining sessions, you will continue to help
group members develop
effective strategies for controlling their anger and clarify and reinforce these strategies during
the Check-In Procedure.
S
a
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Outline of Session 3
®
Instructions to Group Leaders
e
Check-In Procedure
e
Suggested Remarks
-
Anger Control Plans
-
Relaxation Through Breathing
®
Homework Assignment
Participants should be encouraged to seek support and feedback from people they
can trust to
support their recovery, including anger management strategies that will de-escalate, rather
than escalate, the situation. Participants should seek advice from
one another and other
patients who are in recovery and from members in support networks, including members of
12-Step groups, 12-Step sponsors, or religious group members.
In addition to helping group members begin to develop their anger control plans, start the
ses-
sion with the Check-In Procedure, and end the session with a breathing exercise
as a form of
relaxation training. Before leading members in the breathing exercise, ask whether
anyone has
had experience with different forms of relaxation. Describe the continuum of relaxation tech-
niques, which can range from simple breathing exercises to elaborate guided imagery.
Explain
that in the group, they will practice two short and simple relaxation exercises, deep-breathing
.:5
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ANGER MA NAG EME NT kn. 5.44
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and progressive muscle relaxation. Further explain that experience shows that group members
are more likely to use these simple forms of relaxation.
Check -On Procedure
Ask group members to report the highest level of anger they reached on the anger meter
during the past week. Make sure they reserve the number 10 for situations where they lost
control of their anger and experienced negative consequences. Ask them to describe the
anger-provoking event that led to their highest level of anger. Help them identify the cues that
occurred in response to the anger-provoking event, and help them classify these cues into the
four cue categories.
Exhibit 3. Event, Cues, and Strategies Identified
During the Check -On Procedure
Suggested Remarks
(Use the following script or put this in your own words.)
Anger Control Plans
Up to this point, you have been focusing on how to monitor your anger. In the first session, you
learned how to use the anger meter to rate your anger. Last week, you learned how to identify
the events that trigger anger, as well as the physical, behavioral, emotional, and cognitive cues
associated with each event. Today, you will begin to discuss how to develop an anger control
plan and how you can use specific strategies, such as timeouts and relaxation, to control your
anger. In later sessions, you will cover other strategies, such as learning to change negative or
hostile self-talk and using the Conflict Resolution Model (see page 39). These more advanced
strategies can be used along with timeouts and relaxation.
9
a
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13eAars:otati illewutiat
The basic idea in developing an anger control plan is to try many different strategies and find
the anger control techniques that work best for you. Once you identify these strategies,
you can
add them to your anger control plans and use them when you start to get angry. Some people
refer to their anger control plans as their toolbox and the specific strategies they
use to control
their anger as their tools. This analogy may be very helpful. Again, it is important to identify the
specific anger control strategies that work best for you. These strategies should be put down in
a formal anger control plan for referral when you encounter an anger-provoking event.
An effective strategy that many people use, for example, is to talk about their feelings with
a
supportive friend who was not involved with the event that made them angry. By discussing
anger, you can begin to identify the primary emotions that underlie it and determine whether
your thinking and expectations in response to the anger-provoking event are rational. Often a
friend whom you trust can provide a different perspective on what is going
on in your life. Even
if your friend just listens, expressing your feelings can often make you feel better.
The long-term objective of the anger management treatment is to develop
a set of strategies
that you can use appropriately for specific anger-provoking events. Later sessions will introduce
a menu of strategies and techniques that are helpful in managing anger. Once you have select-
ed the strategies that work best, you should refine them by applying them in real-life situations.
To use the toolbox analogy, different tools may be needed for different situations. We will
return to this concept in later sessions and highlight the importance of developing an anger
control plan that helps you manage anger effectively in a variety of situations.
Timeout. As mentioned in session 1, the concept of a timeout is especially important to
anger
management. It is the basic anger management strategy recommended for inclusion in every-
one's anger control plan. Informally, a timeout is defined as leaving the situation that is
caus-
ing the escalation of anger or simply stopping the discussion that is provoking it.
Formally, a timeout involves relationships with other people: it involves
an agreement or a pre-
arranged plan. These relationships may involve family members, friends, and coworkers. Any of
the parties involved may call a timeout in accordance with rules that have been agreed
on by
everyone in advance. The person calling the timeout can leave the situation, if necessary. It is
agreed, however, that he or she will return to either finish the discussion
or postpone it,
depending on whether all those involved feel they can successfully resolve the issue.
Timeouts are important because they can be effective in the heat of the moment. Even if
your
anger is escalating quickly on the anger meter, you can prevent reaching 10 by taking a time-
out and leaving the situation.
Timeouts are also effective when they are used with other strategies. For example,
you can
take a timeout and go for a walk. You can also take a timeout and call
a trusted friend or fami-
ly member or write in your journal. These other strategies should help
you calm down during
the timeout period.
Can you think of specific strategies that you might use to control
your anger?
Should these strategies be included oi) Kur anger control plan?
4
ANGER MANAGEMENT/0v SJ
I Vi ?Ada aieia
Exhibit 4. Sample of an Anger Control Plan
Anger Control Plan
1. Take a timeout (formal or informal)
2. Talk to a friend (someone you trust)
3. Use the Conflict Resolution Model to express anger
4.
Exercise (take a walk, go to the gym, etc.)
5. Attend 12-Step meetings
6. Explore primary feelings beneath the anger
Relaxation Through Breathing
We have discussed the physical cues to anger, such as an increased heartbeat, feeling hot or
flushed, or muscle tension. These types of physical cues are examples of what is commonly
called the stress response. In the stress response, the nervous system is energized, and in this
agitated state, a person is likely to have trouble returning to lower levels on the anger meter. In
this state, additional anger-provoking situations and events are likely to cause a further escala-
tion of anger.
An interesting aspect of the nervous system is that everyone has a relaxation response that
counteracts the stress response. It is physically impossible to be both agitated and relaxed at
the same time. If you can relax successfully, you can counteract the stress or anger response.
We will end this session by practicing a deep-breathing exercise as a relaxation technique. In
session 4, we will practice progressive muscle relaxation as a secondary type of relaxation
technique.
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Note to Group Leader:
Lead a Breathing Exercise
(Use this script or put this in your own words.)
Get comfortable in your chair. If you like, close your eyes; or just gaze at the floor.
Take a few moments to settle yourself. Now make yourself aware of your body. Check your
body for tension, beginning with your feet, and scan upward to your head. Notice any ten-
sion you might have in your legs, your stomach, your hands and arms, your shoulders,
your neck, and your face. Try to let go of the tension you are feeling.
Now, make yourself aware of your breathing. Pay attention to your breath as it enters and
leaves your body. This can be very relaxing.
Let's all take a deep breath together. Notice your lungs and chest expanding. Now slowly
exhale through your nose. Again, take a deep breath. Fill your lungs and chest. Notice how
much air you can take in. Hold it for a second. Now release it and slowly exhale. One more
time, inhale slowly and fully. Hold it for a second, and release.
Now on your own, continue breathing in this way for another couple of minutes. Continue
to focus on your breathing. With each inhalation and exhalation, feel your body becoming
more and more relaxed. Use your breathing to wash away any remaining tension.
(Allow group members to practice breathing for 1 to 2 minutes in silence.)
Now let's take another deep breath. Inhale fully, hold it for a second, and release. Inhale
again, hold, and release. Continue to be aware of your breath as it fills your lungs. Once
more, inhale fully, hold it for a second, and release.
When you feel ready, open your eyes.
How was that? Did you notice any new sensations while you were breathing? How do you
feel now?
This breathing exercise can be shortened to just three deep inhalations and exhalations.
Even that much can be effective in helping you relax when your anger is escalating. You
can practice this at home, at work, on the bus, while waiting for an appointment, or even
while walking. The key to making deep-breathing an effective relaxation technique is to
practice it frequently and to apply it in a variety of situations.
9
Z5
ANGER MANAGEMENT/in. 5.6a.,4* 04.4*0...Le/ rre.% t Mat It Ceie.
Homework Assignment
Have group members refer to the participant workbook. Ask them to monitor and record their
highest level of anger on the anger meter during the upcoming week. Ask them to identify the
event that made them angry, the cues that were associated with the anger-provoking event,
and the strategies that they used to manage their anger in response to the event. Ask them to
practice the deep-breathing exercise, preferably once a day during the upcoming week, and
develop a preliminary version of their anger control plans. Inform group members that they
should be prepared to report on these assignments during the Check-In Procedure at the next
week's session.
Z6
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,
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Sesslon 4
CYCLE
Instructions to Group Leaders
This session presents the aggression cycle and
introduces progressive muscle relaxation. As in
the previous two sessions, begin with the
Check-In Procedure. Then present the three-
phase aggression cycle, which consists of esca-
lation, explosion, and postexplosion. It serves as
a framework that incorporates the concepts of
the anger meter, cues to anger, and the anger
control plan.
©Wallin of &neon
o
Instructions to Group Leaders
e
Check-In Procedure
e Suggested Remarks
- The Aggression Cycle
- Progressive Muscle Relaxation
O Homework Assignment
End the session by presenting a progressive muscle relaxation exercise. Progressive muscle
relaxation is another technique that has been effective in reducing anger levels. An alternative
to the deep-breathing exercise introduced in last week's session, it is straightforward and easy
to learn.
Check -On Procedure
Ask group members to report the highest level of anger they reached on the anger meter
during the past week. Make sure they reserve the number 10 for situations where they lost
control of their anger and experienced negative consequences. Ask them to describe the
anger-provoking event that led to their highest level of anger. Help them identify the cues that
occurred in response to the anger-provoking event, and help them classify those cues into the
four cue categories. Include, as part of the Check-In Procedure, a followup on the homework
assignment from the previous week's session. Ask participants to report on the specific anger
management strategies listed, thus far, on their anger control plans. In addition, inquire
whether they practiced the deep-breathing exercise that was introduced in last week's session.
31
Z7
ANGER mANAGEMENT/av 54410a14*
eih4d A.11
Suggested Remarks
(Use the following script or put this in your own words.)
The Aggression Cycle
In the last three sessions, we reviewed the anger meter, cues to anger, and the anger control
plan; in this session, the framework for integrating these anger management concepts is
pre-
sented. This framework is the aggression cycle.
From an anger management perspective, an episode of anger can be viewed as consisting of
three phases: escalation, explosion, and postexplosion. Together, they make up the aggression
cycle. In this process, the escalation phase is characterized by cues that indicate anger is
building. As stated in session 2, these cues can be physical, behavioral, emotional,
or cognitive
(thoughts). As you may recall, cues are warning signs, or responses, to anger-provoking events.
Events, on the other hand, are situations that occur every day that may lead to escalations of
anger if effective anger management strategies are not used. Red-flag events are types of situ-
ations that are unique to you and that you are especially sensitive to because of past events.
These events can involve internal processes (e.g., thinking about situations that
were anger
provoking in the past) or external processes (e.g., experiencing real-life, anger-provoking situa-
tions in the here and now).
If the escalation phase is allowed to continue, the explosion phase will follow. The explosion
phase is marked by an uncontrollable discharge of anger displayed as verbal or physical
aggression. This discharge, in turn, leads to negative consequences; it is
synonymous with the
number 10 on the anger meter.
The final stage of the aggression cycle is the postexplosion phase. It is characterized by
nega-
tive consequences resulting from the verbal or physical aggression displayed during the explo-
sion phase. These consequences may include going to jail, making restitution, being terminat-
ed from a job or discharged from a drug treatment or social service program, losing family and
loved ones, or feelings of guilt, shame, and regret.
The intensity, frequency, and duration of anger in the aggression cycle varies among individu-
als. For example, one person's anger may escalate rapidly after a provocative event and, within
just a few minutes, reach the explosion phase. Another person's anger
may escalate slowly but
steadily over several hours before reaching the explosion phase. Similarly, one
person may
experience more episodes of anger and progress through the aggression cycle
more often than
the other. However, both individuals, despite differences in how quickly their anger escalates
and how frequently they experience anger, will undergo all three phases of the aggression
cycle.
The intensity of these individuals' anger also may differ. One
person may engage in more vio-
lent behavior than the other in the explosion phase. For example, he
or she may use weapons
or assault someone. The other person may express his or her anger during the explosion phase
32
ANGER MANAGEMENT/tn. 5.4b* al. ,.... -147...xxe Nam.
cei...,z
f
Note to Group Leader:
Lead a Progressive Muscle Relaxation Exercise
(Use this script or put this in your own words.)
Last week you practiced deep-breathing as a relaxation technique. Today I will introduce
progressive muscle relaxation. Start by getting comfortable in your chairs. Close your eyes
if you like. Take a moment to really settle in. Now, as you did last week, begin to focus on
your breathing. Take a deep breath. Hold it for a second. Now exhale fully and completely.
Again, take a deep breath. Fill your lungs and chest. Now release and exhale slowly.
Again, one more time, inhale slowly, hold, and release.
Now, while you continue to breathe deeply and fully, bring your awareness to your hands.
Clench your fists very tightly. Hold that tension. Now relax your fists, letting your fingers
unfold and letting your hands completely relax. Again, clench your fists tightly. Hold and
release the tension. Imagine all the tension being released from your hands down to your
fingertips. Notice the difference between the tension and complete relaxation.
Now bring your awareness to your arms. Curl your arms as if you are doing a bicep curl.
Tense your fists, forearms, and biceps. Hold the tension and release it. Let the tension in
your arms unfold and your hands float back to your thighs. Feel the tension drain out of
your arms. Again, curl your arms to tighten your biceps. Notice the tension, hold, and
release. Let the tension flow out of your arms. Replace it with deep muscle relaxation.
Now raise your shoulders toward your ears. Really tense your shoulders. Hold them up for a
second. Gently drop your shoulders, and release all the tension. Again, lift your shoulders,
hold the tension, and release. Let the tension flow from your shoulders all the way down
your arms to your fingers. Notice how different your muscles feel when they are relaxed.
Now bring your awareness to your neck and face. Tense all those muscles by making a
face. Tense your neck, jaw, and forehead. Hold the tension, and release. Let the muscles
of your neck and jaw relax. Relax all the lines in your forehead. One final time, tense all
the muscles in your neck and face, hold, and release. Be aware of your muscles relaxing
at the top of your head and around your eyes. Let your eyes relax in their sockets, almost
as if they were sinking into the back of your head. Relax your jaw and your throat. Relax
all the muscles around your ears. Feel all the tension in your neck muscles release.
Now just sit for a few moments. Scan your body for any tension and release it. Notice how
your body feels when your muscles are completely relaxed.
When you are ready, open your eyes. How was that? Did you notice any new sensations?
How does your body feel now? How about your state of mind? Do you notice any
difference now from when we started?
30
,34
a eorvivve. 7364oviotal
7"1"ri4gai
omework Assignment
Have group members refer to the participant workbook. During the coming week have them
monitor and record their highest level of anger on the anger meter. Ask them to identify the
event that made them angry, the cues associated with the anger-provoking event, and the
strategies they used to manage their anger in response to the event. Ask them to review the
aggression cycle and practice progressive muscle relaxation, preferably once a day, during the
coming week. Remind them to continue to develop their anger control plans.
o r
o 3
30
COGNII WE 1ES
714 a_B-6_93 7404,1.1 7414.,
Session 5
Instructions to Group Leaders
In this session, present the A-B-C-D Model (a
form of cognitive restructuring originally devel-
oped by Albert Ellis [Ellis, 1979; Ellis & Harper,
1975]) and the technique of thought stopping.
Cognitive restructuring is an advanced anger
management technique that requires group
members to examine and change their thought
processes. People differ in their ability to learn and apply these techniques. Some may be
generally familiar with cognitive restructuring, whereas others may have little or no experience
with this concept. In addition, some people may initially have difficulty understanding the con-
cept or may not yet be ready to challenge or change their irrational beliefs. It is important to
accept these group members, whatever their level of readiness and understanding, and help
them identify how their irrational beliefs perpetuate anger and how modifying these beliefs can
prevent further escalation of anger.
Outtnne of Seze
n 3
o
Instructions to Group Leaders
o
Check-In Procedure
© Suggested Remarks
- The A-B-C-D Model
Thought Stopping
Homework Assignment
In addition to presenting the A-B-C-D Model, include a discussion on thought stopping. Thought
stopping is accepted and readily understood by most clients. Regardless of whether they view
particular beliefs as irrational or maladaptive, most people recognize that these specific beliefs
increase anger and lead to the explosion phase (10 on the anger meter). Thought stopping
provides an immediate and direct strategy for helping people manage the beliefs that cause
their anger to escalate.
Check-In Procedure
Ask group members to report the highest level of anger they reached on the anger meter
during the past week. Make sure they reserve 10 for situations where they lost control of their
anger and experienced negative consequences. Ask them to describe the anger-provoking
event that led to their highest level of anger and to identify the cues that occurred in response
to the anger-provoking event. Help them classify these cues into the four cue categories.
Include, as part of the Check-In Procedure, a followup of the homework assignment from last
week's session. Specifically ask group members to report on the development of their anger
control plans. In addition, inquire whether they practiced the progressive muscle relaxation
exercise.
36
ANGER MANAGEMENT/9,v 54z
ai~
Suggested Remarks
(Use the following script or put this in your own words.)
The A-B-C-D Model
Albert Ellis developed a model that is consistent with the way we conceptualize anger manage-
ment treatment. He calls his model the A-B-C-D or rational-emotive model. In this model, "A"
stands for an activating event, what we have been calling the red-flag event. "B" represents the
beliefs people have about the activating event. Ellis claims that it is not the events themselves
that produce feelings such as anger, but our interpretations of and beliefs about the events.
"C" stands for the emotional consequences of events. In other words, these are the feelings
people experience as a result of their interpretations of and beliefs concerning the event.
According to Ellis and other cognitive behavioral theorists, as people become angry, they
engage in an internal dialog, called "self-talk." For example, suppose you were waiting for a
bus to arrive. As it approaches, several people push in front of you to board. In this situation,
you may start to get angry. You may be thinking, "How can people be so inconsiderate! They
just push me aside to get on the bus. They obviously don't care about me or other people."
Examples of the irrational self-talk that can produce anger escalation are reflected in state-
ments such as "People should be more considerate of my feelings," "How dare they be so
inconsiderate and disrespectful," and "They obviously don't care about anyone but themselves."
Ellis says that people do not have to get angry when they encounter such an event. The event
itself does not get them upset and angry; rather, it is people's interpretations of and beliefs
concerning the event that cause the anger. Beliefs underlying anger often take the form of
"should" and "must." Most of us may agree, for example, that respecting others is an
admirable quality. Our belief might be, "People should always respect others." In reality, how-
ever, people often do not respect each other in everyday encounters. You can choose to view
the situation more realistically as an unfortunate defect of human beings, or you can let your
anger escalate every time you witness, or are the recipient of, another person's disrespect.
Unfortunately, your perceived disrespect will keep you angry and push you toward the explosion
phase. Ironically, it may even lead you to show disrespect to others, which would violate your
own fundamental belief about how people should be treated.
Ellis' approach consists of identifying irrational beliefs and disputing them with more rational
or realistic perspectives (in Ellis' model, "D" stands for dispute). You may get angry, for exam-
ple, when you start thinking, "I must always be in control. I must control every situation." It is
not possible or appropriate, however, to control every situation. Rather than continue with
these beliefs, you can try to dispute them. You might tell yourself, "I have no power over things
I cannot control," or "I have to accept what I cannot change." These are examples of ways to
dispute beliefs that you may have already encountered in 12-Step programs such as Alcoholics
Anonymous or Narcotics Anonymous.
People may have many other irrational beliefs that may lead to anger. Consider an example
where a friend of yours disagrees with you. You may start to think, "Everyone must like me and
37
a ev..4:av6 73eAewiatal 7, e,t,, illa....1
give me approval." If you hold such a belief, you are likely to get upset and angry when you
face rejection. However, if you dispute this irrational belief by saying, "I can't please everyone;
some people are not going to approve of everything I do," you will most likely start to calm
down and be able to control your anger more easily.
Another common irrational belief is, "I must be respected and treated fairly by everyone." This
also is likely to lead to frustration and anger. Most folks, for example, live in an urban society
where they may, at times, not be given the common courtesy they expect. This is unfortunate,
but from an anger management perspective, it is better to accept the unfairness and lack of
interpersonal connectedness that can result from living in an urban society. Thus, to dispute
this belief, it is helpful to tell yourself, "I can't be expected to be treated fairly by everyone."
Other beliefs that may lead to anger include "Everyone should follow the rules," or "Life should
be fair," or "Good should prevail over evil," or "People should always do the right thing." These
are beliefs that are not always followed by everyone in society, and, usually, there is little you
can do to change that. How might you dispute these beliefs? In other words, what thoughts
that are more rational and adaptive and will not lead to anger can be substituted for such
beliefs?
For people with anger control problems, these irrational beliefs can lead to the explosion phase
(10 on the anger meter) and to the negative consequences of the postexplosion phase. It is
often better to change your outlook by disputing your beliefs and creating an internal dialog or
self-talk that is more rational and adaptive.
Exhibit 6. The A-B-C-D Model
A-B-C-D MODEL*
A = Activating Situation or Event
B = Belief System
What you tell yourself about the event (your self-talk)
Your beliefs and expectations of others
C = Consequence
How you feel about the event based on your self-talk
D = Dispute
Examine your beliefs and expectations
Are they unrealistic or irrational?
*Based on the work of Albert Ellis, 1979, and Albert Ellis and R.A. Harper, 1975.
38
35
ANGER MANAGEMENT/in, 5...La.,* aL
Ct*tet
iliertat b1cotil4
Thought Stopping
A second approach to controlling anger is called thought stopping. It provides an immediate
and direct alternative to the A-B-C-D Model. In this approach, you simply tell yourself (through a
series of self-commands) to stop thinking the thoughts that are getting you angry. For example,
you might tell yourself, "I need to stop thinking these thoughts. I will only get into trouble if
I
keep thinking this way," or "Don't buy into this situation," or "Don't go there." In other words,
instead of trying to dispute your thoughts and beliefs as outlined in the A-B-C-D Model
described above, the goal is to stop your current pattern of angry thoughts before they lead to
an escalation of anger and loss of control.
Homework Assignment
Have group members refer to the participant workbook. Ask them to monitor and record their
highest level of anger on the anger meter during the coming week. Ask them to identify the
event that made them angry, the cues that were associated with the anger-provoking event,
and the strategies they used to manage their anger in response to the event. Ask members to
review the A-B-C-D Model and to record at least two irrational beliefs and how they would dis-
pute these beliefs. In addition, instruct them to use the thought-stopping technique, preferably
once a day during the coming week. Remind them to continue to develop their anger control
plans.
39
REVD E SES5do s
#1
Sessl
n
J.e.04,mzet
Cooseera.
Instructions to Group Leaders
In this session, you will review and summarize the
basic concepts of anger management presented
thus far. Special attention should be given to clari-
fying and reinforcing concepts (i.e., the anger meter,
cues to anger, anger control plans, the aggression
cycle, and cognitive restructuring). Provide encouragement and support for efforts to develop
anger control plans and to balance cognitive, behavioral, immediate, and preventive strategies.
rid
totline
e
SessOon 6
®
Instructions to Group Leaderai':::
Check-In Procedure
e
Suggested Remarks
O
Review of Learned Concepts
Homework Assignment
Check-In Procedure
Ask group members to report the highest level of anger they reached on the anger meter during
the past week. Make sure they reserve 10 for situations where they lost control of their anger
and experienced negative consequences. Ask them to describe the anger-provoking event that
led to their highest level of anger. Help them identify the cues that occurred in response to the
anger-provoking event and help them classify these cues into the four cue categories. Include,
as part of the Check-In Procedure, a followup of the homework assignment from last week's
session. Ask group members to report on their use of the A-B-C-D Model during the past week
and to provide a brief update on the ongoing development of their anger control plans.
Suggested Remarks
(Use the following script or put this in your own words.)
This session will serve as a review session for the anger management material we have cov-
ered thus far. We will review each concept and clarify any questions that you may have.
Discussion is encouraged during this review, and you will be asked to describe your under-
standing of the anger management concepts.
Homework Assignment
Have group members refer to the participant workbook. Ask them to monitor and record their
highest level of anger on the anger meter during the coming week. Ask them to identify the
event that made them angry, the cues that were associated with the anger-provoking event,
and the strategies they used to manage their anger in response to the event. Remind them to
continue to develop their anger control plans.
40
C
SSEITNENESS
FJCT RESO
Sessions 7
-79
R
A
ENING AND T
TDON MODEL
Instructions to Group Leaders
Sessions 7 and 8 are combined because it takes
more than one session to adequately address
assertiveness, aggression, passivity, and the
Conflict Resolution Model.
Assertiveness is such a fundamental skill in inter-
personal interactions and anger management that
the group will spend 2 weeks developing and practicing
this concept. These two 90-minute sessions will present an introduction to assertiveness train-
ing. The majority of this week's session will be spent reviewing the definitions of assertiveness,
aggression, and passivity and presenting the Conflict Resolution Model. The Conflict Resolution
Model is an assertive device for resolving conflicts with others. It consists of a series of prob-
lem solving steps that, when followed closely, minimize the potential for anger escalation. Next
week's session, in contrast, will focus on group members roleplaying real-life situations using
the Conflict Resolution Model. It is important to emphasize that assertive, aggressive, and pas-
sive responses are learned behaviors and not innate, unchangeable traits. The goal of these
two sessions is to teach members how to use the Conflict Resolution Model to develop
assertive responses rather than aggressive or passive responses.
H
E
Catt[Idgin e Zszeonz 7 (CE 6
o
Instructions to Group Leaders
O
Check-In Procedure
O Suggested Remarks
- Assertivesness Training
- Conflict Resolution Model
O Homework Assignment
Check-In Procedure
Ask group members to report the highest level of anger they reached on the anger meter dur-
ing the past week. Make sure they reserve 10 for situations where they lost control of their
anger and experienced negative consequences. Ask them to describe the anger-provoking
event that led to their highest level of anger. Help them identify the cues that occurred in
response to the anger-provoking event, and help them classify these cues into the four cue cat-
egories. Ask members to report on the ongoing development of their anger control plans.
41
3f
ANGER MANAGEMENTitn, $Jz
also. awe i'i. Mdeit
Suggested Remarks
(Use the following script or put this in your own words.)
Assertiveness Training
Sessions 7 and 8 provide an introduction to assertiveness training and the Conflict Resolution
Model. Assertiveness involves a set of behaviors and skills that require time and practice to
learn and master. In this group, we focus on one important aspect of assertiveness training,
that is, conflict resolution. The Conflict Resolution Model can be particularly effective for help-
ing individuals manage their anger.
Many interpersonal conflicts occur when you feel that your rights have been violated. Before
entering anger management treatment, you may have tended to respond with aggressive
behavior when you believed that another person showed you disrespect or violated your rights.
In today's session, we will discuss several ways to resolve interpersonal conflicts without
resorting to aggression.
As we discussed in session 1, aggression is behavior that is intended to cause harm or injury to
another person or damage property. This behavior can include verbal abuse, threats, or violent
acts. Often, when another person has violated your rights, your first reaction is to fight back or
retaliate. The basic message of aggression is that my feelings, thoughts, and beliefs are impor-
tant and that your feelings, thoughts, and beliefs are unimportant and inconsequential.
One alternative to using aggressive behavior is to act passively or in a nonassertive manner.
Acting in a passive or nonassertive way is undesirable because you allow your rights to be vio-
lated. You may resent the person who violated your rights, and you may also be angry with
yourself for not standing up for your rights. In addition, it is likely that you will become even
more angry the next time you encounter this person. The basic message of passivity is that
your feelings, thoughts, and beliefs are important, but my feelings, thoughts, and beliefs are
unimportant and inconsequential. Acting in a passive or nonassertive way may help you avoid
the negative consequences associated
with aggression, but it may also ultimately lead to nega-
tive personal consequences, such as diminished self-esteem, and prevent you from having
your needs satisfied.
From an anger management perspective, the best way to deal with a person who has violated
your rights is to act assertively. Acting assertively involves standing up for your rights in a way that
is respectful of other people. The basic message of assertiveness is that my feelings, thoughts,
and beliefs are important, and that your feelings, thoughts, and beliefs are equally important. By
acting assertively, you can express your feelings, thoughts, and beliefs to the person who violated
your rights without suffering the negative consequences associated with aggression or the devalu-
ation of your feelings, which is associated with passivity or nonassertion.
It is important to emphasize that assertive, aggressive, and passive responses are learned
behaviors; they are not innate, unchangeable traits. Using the Conflict Resolution Model, you
can learn to develop assertive responses that allow you to manage interpersonal conflicts in a
more effective way.
a evirviMe. 23eAe.+44:ned 7he.4477
In summary, aggression involves expressing feelings, thoughts, and beliefs in a harmful and
disrespectful way. Passivity or nonassertiveness involves failing to express feelings, thoughts,
and beliefs or expressing them in an apologetic manner that others can easily disregard.
Assertiveness involves standing up for your rights and expressing feelings, thoughts, and
beliefs in direct, honest, and appropriate ways that do not violate the rights of others or show
disrespect.
It is helpful to think of real-life situations to help you understand what is meant by assertive-
ness. Suppose you have been attending an Alcoholics Anonymous meeting several times a
week with a friend. Suppose you have been driving your friend to these meetings for several
weeks. In the last few days, however, he has not been ready when you have come to pick him
up. His tardiness has resulted in both of you being late for meetings. Because you value being
on time, this is something that bothers you a great deal. Consider the different ways you might
act in this situation. You can behave in an aggressive manner by yelling at your friend for being
late and refusing to pick him up in the future. The disadvantage of this response is that he may
no longer want to continue the friendship. Another response would be to act passively, or in a
nonassertive fashion, by ignoring the problem and not expressing how you feel. The disadvan-
tage of this response is that the problem will most likely continue and that this will inevitably
lead to feelings of resentment toward your friend. Again, from an anger management perspec-
tive, the best way to deal with this problem is to act assertively by expressing your feelings,
thoughts, and beliefs in a direct and honest manner, while respecting the rights of your friend.
Conflict Resolution Model
One method of acting assertively is to use the Conflict Resolution Model, which involves five
steps that can easily be memorized. The first step involves identifying the problem that is caus-
ing the conflict. It is important to be specific when identifying the problem. In this example, the
problem causing the conflict is that your friend is late. The second step involves identifying the
feelings associated with the conflict. In this example, you may feel annoyance, frustration,
or
taken for granted. The third step involves identifying the specific impact of the problem that is
causing the conflict. In this example, the impact or outcome is that you are late for the meet-
ing. The fourth step involves deciding whether to resolve the conflict or let it go. This
may best
be phrased by the questions, "Is the conflict important enough to bring up? If I do not try to
resolve this issue, will it lead to feelings of anger and resentment?" If you decide that the
con-
flict is important enough, then the fifth step is necessary. The fifth step is to address and
resolve the conflict. This involves checking out the schedule of the other person. The schedule
is important because you might bring up the conflict when the other person does not have the
time to address it or when he or she may be preoccupied with another issue. Once you have
agreed on a time with the person, you can describe the conflict, your feelings, and the impact
of the conflict and ask for a resolution.
43
qf
ANC, E R MA NAG EME NT /01.
N./At
For example, the interaction may sound like this:
Joe:
Hey, Frank, sorry I'm late.
Frank:
Hi, Joe. Can I talk to you about that?
Joe:
Sure. Is something wrong?
Frank:
Joe, I've noticed you've been late for the last few days when I've come to
pick you up. Today, I realized that I was starting to feel frustrated and a
bit taken for granted. When you are late, we are both late for the meeting,
which makes me uncomfortable. I like to be on time. I'm wondering if you
can make an effort to be on time in the future.
Joe:
Frank, I didn't realize how bothered you were about that. I apologize for
being late, and I will be on time in the future. I'm glad you brought this
problem up to me.
Of course, this is an idealized version of an outcome that may be achieved with the Conflict
Resolution Model. Joe could have responded unfavorably, or defensively, by accusing Frank of
making a big deal out of nothing. Joe may have minimized and discounted Frank's feelings,
leaving the conflict unresolved.
The Conflict Resolution Model is useful even when conflicts are not resolved. Many times, you
will feel better about trying to resolve a conflict in an assertive manner rather than acting pas-
sively or aggressively. Specifically, you may feel that you have done all that you could do to
resolve the conflict. In this example, if Frank decided not to give Joe a ride in the future, or if
Frank decided to end his friendship with Joe, he could do so knowing that he first tried to
resolve the conflict in an assertive manner.
Exhibit 7. The Conflict Resolution Model
Identify the problem that is causing the conflict
Identify the feelings that are associated with the conflict
Identify the impact of the problem that is causing the conflict
Decide whether to resolve the conflict
Work for resolution of the conflict
How would you like the problem to be resolved?
Is a compromise needed?
44
a evrAave, 23e.A.444,..t 74.4, 11..,44,4
Have the group members practice using the Conflict Resolution Model by roleplaying. Be care-
ful not to push group members into a roleplay situation if they are not comfortable about it or
ready. Exercise your clinical judgment.
The following are some topics for roleplays:
Dealing with a rude or unhelpful salesclerk
Dealing with a physician who will not take the time to explain how a medication works
®
Dealing with a supervisor who does not listen to you
Dealing with a counselor who repeatedly cancels your therapy/counseling sessions
Dealing with a friend who does not respect your privacy.
Homework Assignment
Have group members refer to the participant workbook. Ask them to monitor and record their
highest level of anger on the anger meter during the coming week. Ask them to identify the
event that made them angry, the cues that were associated with the anger-provoking event,
and the strategies they used to manage their anger in response to the event. Ask them to
review the definitions of assertiveness, aggression, and passivity. Instruct them to practice
using the Conflict Resolution Model, preferably once a day during the coming week. Remind
them to continue to develop their anger control plans.
45
NGER //A N-Tr-1E F
Now
Sessk:ons 9
10
Instructions to Group Leaders
As with sessions 7 and 8, sessions 9 and 10 are
combined because it takes more than one
session to answer the questions beginning on page
46 and connect the responses to current behavior.
MOLY
©malting
f Sessions 9 a 10
©
Instructions to Group Leaders
®
Check-In Procedure
Suggested Remarks
- Anger and the Family
Homework Assignment
Sessions 9 and 10 (comprising two 90-minute sessions) help group members gain a better
understanding of their anger with regard to the interactions they had with their parents and
the families that they grew up in (Reilly & Grusznski, 1984). Help them see how these past
interactions have influenced their current behavior, thoughts, feelings, and attitudes and the
way they now interact with others as adults.
Many people are unaware of the connection between past learning and current behavior.
Present a series of questions to the group members that will help them understand how their
learning histories relate to current patterns of behavior. Because of the nature and content of
this exercise, with its focus on family interactions, it is important that you monitor and structure
the exercise carefully, but at the same time provide a warm and supportive environment.
Experience has shown there is a tendency for group members to elaborate on many detailed
aspects of their family backgrounds that are beyond the scope of this exercise. Keep in mind
that family issues may bring up difficult and painful memories that could potentially trigger
anxiety, depression, or relapse to drug and alcohol use. It is important, therefore, to tell group
members that they are not required to answer any questions if they feel that they would be
emotionally overwhelmed by doing so. Instead, tell them that they can pursue these and other
issues with their individual or group therapist.
Check-In Procedure
Ask group members to report the highest level of anger they reached on the anger meter
during the past week. Make sure they reserve 10 for situations where they lost control of their
anger and experienced negative consequences. Ask them to describe the anger-provoking
event that led to their highest level of anger. Help them identify the cues that occurred in
response to the anger-provoking event, and help them classify these cues into the four cue
categories. Ask them to report on their use of the Conflict Resolution Model and the ongoing
development of their anger control plans.
46
f5
ANGER MANAGEMENT joy 5.1.$a.,.& aho*,..ad 11e..44 74.44
Suggested Remarks
(Use the following script or put this in your own words.)
Anger and the Family
In these sessions, you will explore how anger and other emotions were displayed by your par-
ents and in the families in which you grew up. For many of us, the interactions we have had
with our parents have strongly influenced our behaviors, thoughts, feelings, and attitudes as
adults. With regard to anger and its expression, these feelings and behaviors usually were
modeled for us by our parents or parental figures. The purpose of these sessions is to examine
the connection between what you have learned in the past, in the families in which you grew
up, and your current behavior and interactions with others now as adults. You will be asked a
series of questions concerning your parents and families. This is an involved and often emo-
tionally charged topic, so if you are not comfortable answering any questions, you do not have
to do so. Also, because there is a natural tendency to want to elaborate on family issues
because of their emotional content, please focus on answering the specific questions:
1. Describe your family. Did you live with both parents? Did you have any brothers and sisters?
Where did you grow up?
2. How was anger expressed in your family while you were growing up? How did your father
express anger? How did your mother express anger? (Possible probes to use: Did your par-
ents yell or throw things? Were you ever threatened with physical violence? Was your father
abusive to your mother or you?)
3. How were other emotions such as happiness and sadness expressed in your family? Were
warm emotions expressed frequently, or was emotional expression restricted to feelings of
anger and frustration? Were pleasant emotions expressed at birthdays or holidays?
4. How were you disciplined and by whom? Did this discipline involve being spanked or hit
with belts, switches, or paddles? (An assumption of the anger management treatment is
that no form of physical discipline is beneficial to a child. Empirical studies have shown that
nonphysical forms of discipline are very effective in shaping childhood behavior [Barkley,
1997; Ducharme, Atkinson, & Poulton, 2000; Webster-Stratton & Hammond, 1997]).
5. What role did you take in your family? For example, were you the hero, the rescuer, the vic-
tim, or the scapegoat?
6. What messages did you receive about your father and men in general? In other words, in
your experience, how were men supposed to act in society? What messages did you receive
about your mother and women in general? How were women supposed to act in society?
(Note: Many of the messages group members have received differ from messages that are
socially appropriate today. Point out the changing roles of men and women during the past
three decades.)
47
#6
a
eVraaVG
73,./.4,014
7.
What behaviors, thoughts, feelings, and attitudes carry over into your relationships
as
adults today? What purpose do these behaviors serve? What would happen if
you gave up
these behaviors? (The group leader should help group members see the connection
between past social learning and their current behavior.)
Homework Assignment
Have group members refer to the participant workbook. Ask them to monitor and record their
highest level of anger on the anger meter during the coming week. Ask them to identify the
event that made them angry, the cues associated with the anger-provoking event, and the
strategies they used to manage their anger in response to the event. Remind them to continue
to develop their anger control plans.
48
IEV11EW SESSVON
4,41cA;pv
leovuyted evolzepta-
Instructions to Group Leaders
Instructions to Group Leaders
0
Check-In Procedure
In this session, the basic concepts of anger man-
©ail Me ag Seesren na
o Suggested Remarks
agement that were presented are reviewed and
O Homework Assignment
Sesstn ii
summarized. Give special attention to clarifying
and reinforcing concepts (i.e., the anger meter, cues
to anger, anger control plans, the aggression cycle, cognitive restructuring, and conflict
resolution). Provide encouragement and support for efforts to develop
anger control plans
and to balance cognitive, behavioral, immediate, and preventive strategies.
Check-In Procedure
Ask group members to report the highest level of anger they reached
on the anger meter
during the past week. Make sure they reserve 10 for situations where they lost control of their
anger and experienced negative consequences. Ask them to describe the anger-provoking
event that led to their highest level of anger. Help them identify the
cues that occurred in
response to the anger-provoking event, and help them classify these cues into the four cue
categories. Ask them to report on the ongoing development of their
anger control plans.
Suggested Remarks
(Use the following script or put this in your own words.)
This session involves a second review of the anger management material covered in
all the
sessions. We will review each concept and clarify any questions that
you may have. We encour-
age discussion during this review, and we will be asking you for your understanding of the
anger management concepts.
Homework Assignment
Have group members refer to the participant workbook. Ask them to monitor and record their
highest level of anger on the anger meter during the coming week. Ask them
to identify the
event that made them angry, the cues that were associated with the anger-provoking event, and
the strategies they used to manage their anger in response to the event. Ask them
to update
their anger control plans and to be prepared to present them in the final session
next week.
49
qf
C_OSONG AND G1ADJ 1-ON
&e,f.c.i:J.* owa
awevai4v
.0/
&i.qizegaJ.
Session 12
Instructions to Group Leaders
In the final session, group members review their
anger control plans, rate the treatment components for their usefulness and familiarity, and
complete a closing exercise. Review each anger control plan to balance cognitive, behavioral,
immediate and preventive strategies. Give corrective feedback if
necessary. Congratulate the
group members for completing the anger management treatment. Provide each member with
a certificate of completion (see sample on the following page).
©mans of SozzOorro 12
®
Instructions to Group Leaders
O Suggested Remarks
Suggested Remarks
(Use the following script or put this in your own words.)
1. What have you learned about anger management?
2.
List anger management strategies on your anger control plan. How
can you use these
strategies to better manage your anger?
3.
In what ways can you continue to improve your anger management skills? Are there
specific areas that need improvement?
50
51
CO N 6 RATU LAT!
In Recognition of Completing the Phase One Anger Management Group
in the Substance Abuse Outpatient Clinic
(ADD NAME)
[NAME], Chief, Substance Abuse
[NAME OF COUNSEL° ]
Outpatient Clinic
51
.....
4-
RE :E
1ENCES
American Psychiatric Association. (1994). Diagnostic and Statistical Manual of Mental Health
Disorders. 4th ed. Washington, DC: American Psychiatric Association. 1994.
Barkley, R.A. (1997). Defiant Children: A Clinician's Manual for Assessment and Parent
Training. 2nd ed. New York: Guilford Press.
Beck, R., and Fernandez, E. (1998). Cognitive behavioral therapy in the treatment of
anger: A
meta-analysis. Cognitive Therapy and Research, 22, 63-74.
Berkowitz, L. (1970). Experimental investigations of hostility catharsis. Journal of Consulting
and Clinical Psychology, 35, 1-7.
Carroll, K.M.; Rounsaville, B.J.; and Gawin, F.H. (1991). A comparative trial of psychotherapies
for ambulatory cocaine abusers: Relapse prevention and interpersonal psychotherapy.
American Journal of Drug and Alcohol Abuse, 17, 229-247.
Clark, H.W.; Reilly, P.M.; Shopshire, M.S.; and Campbell, T.A. (1996). Anger management
treat-
ment in culturally diverse substance abuse patients. In: NIDA Research Monograph: Problems
of Drug Dependence, Proceedings of the 58th Annual Scientific Meeting, College
on Problems
of Drug Dependence. Rockville, MD: National Institute on Drug Abuse.
Deffenbacher, J.L. (1996). Cognitive behavioral approaches to anger reduction. In: Dobson,
K.S., and Craig, K.D. (Eds.), Advances in Cognitive Behavioral Therapy (pp. 31-62). Thousand
Oaks, CA: Sage Publications.
Deffenbacher, J.L. (August 1999). Anger reduction interventions
as empirically supported inter-
vention programs. Paper presented at the 107th Annual Convention of the American
Psychological Association, Boston.
Dobson, K.S. (1989). A meta-analysis of the efficacy of cognitive therapy for depression.
Journal of Consulting and Clinical Psychology, 57, 414-419.
Ducharme, J.M.; Atkinson, L.; and Poulton, L. (2000). Success-based, noncoercive treatment of
oppositional behavior in children from violent homes. Journal of the American Academy of
Child and Adolescent Psychiatry, 39(8), 995-1004.
Edmondson, C.B., and Conger, J.C. (1996). A review of treatment efficacy for individuals with
anger problems: Conceptual, assessment, and methodological issues. Clinical Psychology
Review, 10, 251-275.
Ellis, A. (1979). Rational-emotive therapy. In: Corsini, R. (Ed.), Current Psychotherapies
(pp.
185-229). Itasca, II: Peacock Publishers.
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a 001"
Shopshire, M.S.; Reilly, P.M.; and Ouaou, R.H. (1996). Anger management strategies associat-
ed with decreased anger in substance abuse clients. In: NIDA Research Monograph: Problems
of Drug Dependence, Proceedings of the 58th Annual Scientific Meeting (p. 226), College
on
Problems of Drug Dependence. Rockville, MD: National Institute on Drug Abuse.
Smokowski, P.R., and Wodarski, J.S. (1996). Cognitive behavioral group and family treatment of
cocaine addiction. In: The Hatherleigh Guide to Treating Substance Abuse, Part 1. (pp. 171-
189). New York: Hatherleigh Press.
Straus, M.; Gel les, R.; and Steinmetz, S. (1980). Behind Closed Doors: Violence in the
American Family. Garden City, NY: Doubleday.
Trafate, R.C. (1995). Evaluation of treatment strategies for adult anger disorders. In:
Kassinove, H. (Ed.), Anger Disorders: Definition, Diagnosis, and Treatment (pp. 109-130).
Washington, DC: Taylor and Francis.
Van Balkom, A.J.L.M.; Van Oppen, P.; Vermeulen, A.W.A.; Van Dyck, R.; Nauta, M.C.E.; and Vorst,
H.C.M. (1994). A meta-analysis on the treatment of obsessive compulsive disorder: A compari-
son of antidepressants, behavior, and cognitive therapy. Clinical Psychology Review, 14, 359-
381.
Walker, L. (1979). The Battered Woman. New York: Harper & Row.
Webster-Stratton, C., and Hammond, M. (1997). Treating children with early-onset conduct
problems: A comparison of Child and parent training interventions. Journal of Consulting and
Clinical Psychology, 65(1), 93-109.
Yalom, I.D. (1995). The Theory and Practice of Group Psychotherapy. 4th ed. New York: Basic
Books, Inc.
55
55
APPENDIX:
avei-0,14-'6Uovowiecerh&ola
The authors would like to acknowledge the following clinicians and researchers for their various
contributions to the development of this manual:
Robert Await, Psy.D., Peter Banys, M.D., Torri Campell, Ph.D., Darcy Cox, Ph.D., John Coyne,
M.A., Timothy Durazzo, Ph.D., Sharon Hall, Ph.D., Anthony Jannetti, Ph.D., Monika Koch, M.D.,
Peg Maude-Griffin, Ph.D., Robert Ouaou, Ph.D., Teron Park, Ph.D., Amy Rosen, Psy.D., Sheila
Shives, M.A., James Sorensen, Ph.D., David Thomson, LCSW, Donald Tusel, M.D., David
Wasserman, Ph.D., and Lisa Wasserman, M.A.
We would also like to acknowledge H. West ley Clark, M.D., J.D., M.P.H., CAS, FASAM, Director of
the Center for Substance Abuse Treatment, for his valuable contributions to the early stages of
this treatment manual and the anger management project. Dr. Durazzo assisted in editing the
manual.
Johnson, Bassin & Shaw, Inc., personnel involved in the production of this manual and the
accompanying participant workbook included Barbara Fink, M.P.H., Project Director; Nancy
Hegle, Quality Control Manager; Frances Nebesky, M.A., Editor; and Terrie Young, Graphic
Designer.
56
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PubIiatsi®t
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MANAGEMENT
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www.samhsa.gov
BEST COPY AVAILABLE
ANGER MANAGEMENT/o/, 5.6a., ah.0. wie,ita
Acknowledgments
This workbook was developed for use in conjunction with Anger Management for Substance
Abuse and Mental Health Clients: A Cognitive Behavioral Therapy Manual. Numerous people
contributed to the development of that manual (see appendix). The manual was written by
Patrick M. Reilly, Ph.D., and Michael S. Shopshire, Ph.D., of the San Francisco Treatment
Research Center. Sharon Hall, Ph.D., was the Treatment Research Center's Principal
Investigator.
Disclaimer
This document is, in part, a product of research conducted with support from the National
Institute on Drug Abuse, Grant DA 09253, and the Department of Veterans Affairs to the San
Francisco VA Medical Center, San Francisco Treatment Research Center, Department of
Psychiatry, University of California, San Francisco. The document was produced by Johnson,
Bassin & Shaw, Inc., under Contract No. 270-99-7072 with the Substance Abuse and Mental
Health Services Administration (SAMHSA), U.S. Department of Health and Human Services
(DHHS). Karl White, Ed.D., served as the Center for Substance Abuse Treatment (CSAT)
Knowledge Application Program (KAP) Project Officer. The content of this publication does not
necessarily reflect the views or policies of CSAT, SAMHSA, or DHHS.
Public Domain Notice
All material appearing in this report is in the public domain and may be reproduced or copied
without permission from SAMHSA or CSAT. Citation of the source is appreciated. However, this
publication may not be reproduced or distributed for a fee without the specific, written authori-
zation of the Office of Communications, SAMHSA, DHHS.
Electronic Access and Copies of Publication
This publication can be accessed electronically through the following Internet World Wide Web
connection: www.samhsa.gov/. For additional free copies of this document, please call
SAMHSA's National Clearinghouse for Alcohol and Drug Information at 1-800-729-6686 or
1-800-487-4889 (TDD).
Recommended Citation
Reilly PM, Shopshire MS, Durazzo TC, and Campbell TA. Anger Management for Substance
Abuse and Mental Health Clients: Participant Workbook. DHHS Pub. No. (SMA) 02-3662.
Rockville, MD: Center for Substance Abuse Treatment, Substance Abuse and Mental Health
Services Administration, 2002.
Originating Office
Office of Evaluation, Scientific Analysis and Synthesis, Center for Substance Abuse Treatment,
Substance Abuse and Mental Health Services Administration, 5600 Fishers Lane, Rockville,
MD 20857.
DHHS Publication No. (SMA) 02-3662
Printed 2002
60
TE TS
Introduction
1
Session 1
Overview of Anger Management Treatment
3
Session 2
Events and Cues
9
Session 3
Anger Control Plans
15
Session 4
The Aggression Cycle
21
Session 5
Cognitive Restructuring
27
Session 6
Review Session
31
Sessions 7 & 8
Assertiveness and the Conflict Resolution Model
33
Sessions 9 & 10
Anger and the Family
r
39
Session 11
Review Session
43
Session 12
Closing and Graduation
45
Appendix
Authors' Acknowledgments
47
61
0 0 0
I NTRO
CT!
R
N
This workbook is designed to be used by participants in an anger management group treat-
ment curriculum for substance abuse and mental health clients. It provides individuals partici-
pating in the 12-week anger management group treatment with a summary of core concepts,
worksheets to complete homework assignments, and space to take notes for each of the ses-
sions. The concepts and skills presented in the anger management treatment are best learned
by practice and review and by completing the homework assignments given in this workbook.
Using this workbook as an adjunct to your participation in the 12-week anger management
group treatment will help you develop the skills that are necessary to successfully manage
anger.
62
I
SESSllON 1:
Ove,ww,w0/
In this
this first session, you will get a general overview of the anger management
treatment. This
includes the purpose of the group, group rules, definitions of anger and
aggression, myths
about anger, anger as a habitual response, and the introduction of the anger
meter used to
monitor anger.
I. Purpose of the Group
1) Learn to manage anger effectively.
2) Stop violence or the threat of violence.
3) Develop self-control over thoughts and actions.
4) Receive support from others.
H. Group Rules
1) Group Safety: No violence or threats of violence toward staff or other group
members are
permitted. It is very important that you view the group as a safe place to share your
experi-
ences and feelings without threats or fear of physical
harm.
2) Confidentiality: Group members should not discuss outside of the group
what other mem-
bers say. (The group leader should determine the limits of the laws or rules
pertaining to
confidentiality in his or her State.)
3) Homework Assignments: Brief homework assignments will be given
each week. Doing the
homework assignments will improve your anger management skills and allow you to get
the
most from the group experience.
4) Absences and Cancellations: You should call or notify the group leader
in advance if you
cannot attend a group session. Because of the amount of material
presented in each ses-
sion, you may not miss more than 3 of the 12 sessions.
If you miss more than three sessions, you may continue attending the weekly
sessions, but
you will not receive a certificate of completion.
5) Timeouts: The group leader reserves the right to call a timeout at any
time. Eventually, you
will learn to call a timeout yourself if you feel that you may be losing control
because your
anger is escalating.
63
ANGER MANAGEMENTkv 5.4a,4* ai~
rie.tat
Neaitt
III. Definitions
In the most general sense, anger is a feeling
or emotion that ranges from mild irritation to
intense fury and rage. Many people often confuse anger with aggression.
Aggression is
behavior that is intended to cause harm or injury to another
person or damage to property.
Hostility, on the other hand, refers to a set of attitudes and judgments
that motivate aggressive
behaviors.
Before you learned these definitions, did you
ever confuse anger with aggression?
Please explain how.
IV. When Does Anger Become a Problem?
Anger becomes a problem when it is felt too intensely, is felt too frequently,
or is expressed
inappropriately. Feeling anger too intensely or frequently places extreme physical
strain on the
body.
List some ways anger may be affecting you physically.
V. Payoffs and Consequences
The inappropriate expression of anger initially has apparent payoffs
(e.g., releasing tension,
controlling people). In the long-term, however, these payoffs lead
to negative consequences.
That is why they are called "apparent" payoffs; the long-term negative
consequences far out-
weigh the short-term gains.
List some payoffs to using anger that you
are familiar with.
Pa4.A.c,i-partrIAYtAgoole,
List the negative consequences that you have experienced as a result of expressing your
anger inappropriately.
VI. Myths About Anger
Myth #1: Anger Is Inherited. One misconception or myth about anger is that the way people
express anger is inherited and cannot be changed. Evidence
from research studies, however,
indicates that people are not born with set and specific ways of expressing anger. Rather,
these studies show that the expression of anger is learned behavior and that more
appropriate
ways of expressing anger can also be learned.
Myth #2: Anger Automatically Leads to Aggression. A related myth involves the misconception
that the only effective way to express anger is through aggression. There are other more con-
structive and assertive ways, however, to express anger. Effective anger management
involves
controlling the escalation of anger by learning assertiveness skills, changing negative and
hos-
tile "self-talk," challenging irrational beliefs, and employing a variety of behavioral strategies.
These skills, techniques, and strategies will be discussed in later sessions.
Myth #3: You Must Be Aggressive To Get What You Want. Many people confuse assertiveness
with aggression. The goal of aggression is to dominate, intimidate, harm, or injure another per-
sonto win at any cost. Conversely, the goal of assertiveness is to express feelings
of anger in
a way that is respectful of other people. Expressing yourself
in an assertive manner does not
blame or threaten other people and minimizes the chance of emotional harm. You will learn
about the topic of assertiveness skills in more detail in sessions 7 and 8.
Myth #4: Venting Anger Is Always Desirable. For many years, there was a popular belief that
the aggressive expression of anger, such as screaming or beating on pillows, was
therapeutic
and healthy. Research studies have found, however, that people who vent their anger aggres-
sively simply get better at being angry. In other words, venting anger in an aggressive manner
reinforces aggressive behavior.
Before our discussion, did you believe any of these myths about anger to be true?
ANGER MANAGEMENT/or. SJ
QLa.,d1Iey,aB?/ 6/14
VII. Anger is a Habit
Anger can become a routine, familiar, and predictable
response to a variety of situations. When
anger is displayed frequently and aggressively, it can become a maladaptive habit. A habit, by
definition, means performing behaviors automatically,
over and over again, without thinking.
The frequent and aggressive expression of anger can be viewed
as a maladaptive habit
because it results in negative consequences.
®
Has anger become a habit for you? How?
In what ways has it been maladaptive?
VIII. Breaking the Anger Habit
You can break the anger habit by becoming aware of the events and circumstances
that trigger
your anger and the negative consequences that result from it. In addition, you need to develop
a set of strategies to effectively manage your anger. You will learn more about strategies to
manage anger in session 3.
List some anger control strategies that you might know
or that you may have used
in the past.
ibh
Pa4ae+avx-140.1e11.04,
IX. Anger Meter
A simple way to monitor your anger is to use a 1 to 10 scale called the anger meter. A score
of
1 on the anger meter represents a complete lack of anger or a total state of calm, whereas 10
represents an angry and explosive loss of control that leads to negative consequences.
For each day of the upcoming week, monitor and record the highest number you reach on
the anger meter.
Th
F
Sat
Sun
Be prepared to report the highest level of anger you reached during the week in next
week's group.
Anger Meter
Explosion
Violence
Loss of Control
Negative Consequences
You Lose!
10
9
8
7
6
5
4
3
2
1
You have a choice!
Use your anger control
plan to avoid reaching 10!
67
ANGER MANAGEMENT
/0/,
Moit4
Notes
68
S :5510
2:
eve,pta-
041"
ate,J,
In this session, you begin to learn how to analyze an episode of anger. This involves
learning
how to identify events and cues that indicate an escalation of anger.
D.
Events That Trigger Anger
When you get angry, it is because you have encountered an event in your life that has
provoked
your anger. Many times, specific events touch on sensitive areas.
These sensitive areas or "red
flags" usually refer to long-standing issues that can easily lead to anger. In addition to events
that you experience in the here and now, you may also recall an event from your past
that
made you angry. Just thinking about these past events may make you angry now. Here are
examples of events or issues that can trigger anger:
Long waits to see your doctor
Traffic congestion
Crowded buses
A friend joking about a sensitive topic
A friend not paying back money owed to you
Being wrongly accused
Having to clean up someone else's mess
Having an untidy roommate
Having a neighbor who plays the stereo too loud
Being placed on hold for long periods of time while on the telephone
Being given wrong directions
Rumors being spread about your relapse that are not true
Having money or property stolen from you.
What are some of the general events and situations that trigger anger for you?
69
f
ANGER MANAGEMENT /0.2. 5.6a. aims* ~.1
Neda
What are some of the red-flag events and situations that trigger
anger for you?
II. Cues to Anger: Four Cue Categories
A second important way to monitor anger is to identify the
cues that occur in response to the
anger-provoking event. These cues serve as warning signs that
you have become angry and
that your anger is escalating. Cues can be broken down into four
cue categories: physical,
behavioral, emotional, and cognitive (or thought)
cues. After each category, list the cues that
you have noticed when you get angry.
1) Physical Cues (how your body responds; e.g., with
an increased heart rate, tightness in the
chest, feeling hot or flushed)
2) Behavioral Cues (what you do; e.g., clench
your fists, raise your voice, stare at others)
3) Emotional Cues (other feelings that may
occur along with anger; e.g., fear, hurt, jealousy,
disrespect)
6
0
70
Pa-bac-iro.e-10041004.,
4) Cognitive Cues (what you think about in response to the event; e.g., hostile self-talk, images
of aggression and revenge)
III. Check-In Procedure: Monitoring Anger for the Week
In this session, you began to learn to monitor your anger and to identify anger-provoking events
and situations. In each weekly session, there will be a Check-In Procedure to follow up on the
homework assignment from the previous week and to report the highest level of anger reached
on the anger meter during the past week. You will also be asked to
identify the event that trig-
gered your anger, the cues that were associated with your anger, and the strategies you used
to manage your anger in response to the event. You will be using the following format to check
in at the beginning of each session:
1) What was the highest number you reached on the anger meter during the past week?
2) What was the event that triggered your anger?
3) What cues were associated with the anger-provoking event?
Physical cues
Behavioral cues
Emotional cues
Cognitive cues
71
ANGER MANAGEMENT,. 5.1aa,
al.4*.c../ rri*.iat Neda el, ie.,
i a
4) What strategies did you use to avoid reaching 10 on the anger meter?
For each day of the upcoming week, monitor and record the highest number you reach
on
the anger meter.
M
T
W
Th
F
Sat
Sun
Events, Cues, and Strategies Identifed During the Check-In Procedure
EVE NT-----
CUES ---1
STRATEGIES
72
Pa4rAcArewa-iefytielook
Notes
SESSHON 3:
e4, Com,aot
In this session, you will begin learning about specific strategies to manage your anger. The anger
control plan refers to the list of strategies you will identify to manage and control your anger.
I. Anger Control Plans
Up to now the group has been focusing on how to monitor anger. In the first session, you
learned how to use the anger meter to rate your anger. Last week, you learned how to identify
the events that trigger your anger, as well as the physical, behavioral, emotional, and cognitive
cues associated with each event. In this session, you will begin to develop your own anger con-
trol plans and learn how you can use specific strategies, such as timeouts and relaxation, to
control anger. Some people refer to their anger control plans as their toolbox and the specific
strategies they use to control their anger as the tools in their toolbox.
An effective set of strategies for controlling anger should include both immediate and preven-
tive strategies. Examples of immediate strategies include timeouts, deep-breathing exercises,
and thought stopping. Examples of preventive strategies include developing an exercise pro-
gram and changing irrational beliefs. These strategies will be discussed in later sessions.
Timeouts
The timeout is a basic anger management strategy that should be in everyone's anger control
plan. A timeout can be used formally or informally. In its simplest form, it means taking a few
deep breaths and thinking instead of reacting. It may also mean leaving the situation that is
causing the escalation or simply stopping the discussion that is provoking your anger.
The formal use of a timeout involves our relationships with other people. These relationships
may involve family members, friends, and coworkers. The formal use of a timeout involves hav-
ing an agreement, or a prearranged plan, by which any of the parties involved can call a time-
out and to which all parties have agreed in advance. The person calling the timeout can leave
the situation, if necessary. It is agreed, however, that he or she will return to either finish the
discussion or postpone it, depending on whether the parties involved feel they can successfully
resolve the issue.
A timeout is important because it can be used effectively in the heat of the moment. Even if a
person's anger is escalating quickly as measured on the anger meter, he or she can prevent
reaching 10 by taking a timeout and leaving the situation.
A timeout is also effective when used with other strategies. For example, you can take a time-
out and go for a walk. You can also take a timeout and call a trusted friend or family member
or write in your journal. These other strategies help you calm down during your timeout period.
ANGER MANAGEMENTkyv
elf.4* a.,d wieve ?Ada
Can you think of situations where you would use the timeout strategy? Please describe
them.
0
Can you think of specific strategies that you might use to control your anger? Please
describe them.
Sample of an Anger Control Plan
Anger Control Plan
1. Take a timeout (formal or informal)
2. Talk to a friend (someone you trust)
3. Use the Conflict Resolution Model to express anger
4. Exercise (take a walk, go to the gym, etc.)
5. Attend 12-Step meetings
6. Explore primary feelings beneath the anger
H. Relaxation Through Breathing
End this session by practicing a deep-breathing exercise as a relaxation technique. You can
practice this exercise on your own by focusing on your breathing, taking several deep breaths,
and trying to release any tension you might have in your body. You should practice this exercise
as often as possible. Here are the directions.
Find a comfortable position in your chair. If you would like, close
your eyes; if not, just gaze down at the floor. Take a few moments
to settle yourself. Now become aware of your body. Check for any
tension, beginning with your feet, moving upward to your head.
Notice any tension you might have in your legs, stomach, hands
and arms, shoulders, neck, and face. Try to let go of any tension.
Now, become aware of your breathing. Pay attention to your breath
as it enters and leaves your body. This can be very relaxing.
Take a deep breath. Notice your lungs and chest expanding. Now
slowly exhale through your nose. Again, take a deep breath. Fill
your lungs and your chest. Notice how much air you can take in.
Hold it for a second. Now release it and exhale slowly. Inhale slow-
ly and fully one more time. Hold it for a second, and release.
Continue breathing in this way for another couple of minutes.
Continue to focus on your breath. With each inhalation and exhala-
tion, feel your body becoming more and more relaxed. Use your
breathing to wash away any remaining tension.
Now take another deep breath. Inhale fully, hold it for a second,
and release. Inhale again, hold, and release. Continue to be aware
of your breath as it fills your lungs. Once more, inhale fully, hold it
for a second, and release.
When you feel that you are ready, open your eyes. How was that?
Did you notice any new sensations while you were breathing? How
do you feel now?
This breathing exercise can be shortened to just three deep
inhalations and exhalations. Even that can be effective in helping
you relax when your anger is escalating. You can practice this at
home, at work, on the bus, while waiting for an appointment, or
even while walking. The key to using deep-breathing as an effec-
tive relaxation technique is to practice it frequently and to apply it
in a variety of situations.
ANGER MANAGEMENT/ 0v
aL
rie..tat Neat It
III. Monitoring Anger for the Week
1) What was the highest number you reached on the anger meter during the past week?
2) What was the event that triggered your anger?
3) What cues were associated with the anger-provoking event?
Physical cues
Behavioral cues
Emotional cues
Cognitive cues
4) What strategies did you use to avoid reaching 10 on the anger meter?
For each day of the upcoming week, monitor and record the highest number you reach on
the anger meter.
Th
F Sat Sun
7
P,=,ttc.t:/oa.,,t-Wodtkok,
Notes
78
SESSIION 4:
714*
ag1ia44.4"1-
are
In this session, you will learn about the aggression cycle and practice progressive muscle relax-
ation. The aggression cycle serves as an integrative framework that incorporates the concepts
of the anger meter, cues to anger, and the anger control plan.
I. The Aggression Cycle
An episode of anger can be viewed as consisting of three phases: escalation, explosion, and
postexplosion. Together, these three phases make up the aggression cycle. The escalation
phase is characterized by cues that indicate anger is building. As you may recall, cues are
warning signs, or responses, to anger-provoking events. If the escalation phase is allowed to
continue, the explosion phase will follow. The explosion phase is marked by an uncontrollable
discharge of anger that is displayed as verbal or physical aggression. The postexplosion phase
is characterized by the negative consequences that result from the verbal or physical aggres-
sion displayed during the explosion phase. These consequences may include going to jail, mak-
ing restitution, being terminated from a job, being discharged from a drug treatment or social
service program, losing family and loved ones, or feelings of guilt, shame, and regret.
H. The Aggression Cycle and the Anger Meter
Notice that the escalation and explosion phases of the aggression cycle correspond to levels or
points on the anger meter. The points on the anger meter below 10 represent the escalation
phase, the building up of anger. The explosion phase, on the other hand, corresponds to a 10
on the anger meter. A 10 on the anger meter represents when you lose control and express
anger through verbal or physical aggression that leads to negative consequences.
One of the primary objectives of anger management treatment is to prevent reaching the
explosion phase. This is accomplished by using the anger meter to monitor changing levels of
anger, attending to the cues or warning signs that indicate anger is building, and using the
appropriate strategies from your anger control plans to stop the escalation of anger. If the
explosion phase is prevented, the postexplosion phase will not occur and the aggression cycle
will be broken.
What phase of the aggression cycle are you in if you reach a 7 on the anger meter?
0
What phase are you in if you reach 10 on the anger meter?
'79
ANGER MANAGEMENT/01, Sha.i.c* 640 and 141estee l4 dt4 amia-
The A
00 00
vessilon CycOe*
posrion Phase
VIOLENCE!
\'1/.
Explosion Phase
a. Violence
b. Verbal aggression
c. Uncontrollable discharge
of tension
d. Major destructiveness
Escalation Phase
a. Denial & minimization of Incidents
b. Increase in hostile self-talk
c. Intimidating body language
d. More frequent and intense anger
Perception of Explosive Outburst
Postexplosion Phase
a. Jail
b. Termination from program or service
c. Financial costs
d. Loss of family or loved ones
e. Guilt, shame, etc.
*Based on the Cycle of Violence by Lenore Walker (1979). The Battered Woman. New York: Harper & Row.
Ill. Relaxation Through Progressive Muscle Relaxation
Last week you practiced deep-breathing as a relaxation technique. This week you are intro-
duced to progressive muscle relaxation. You should practice this exercise as often as possible.
Here are the directions.
Take a moment to settle in. Now, as you did last week, begin to
focus on your breathing. Take a deep breath. Hold it for a second.
Now exhale fully and completely. Again, take a deep breath. Fill
your lungs and chest. Now release and exhale slowly. Again, one
more time, inhale slowly, hold, and release.
Now, while you continue to breathe deeply and fully, bring your
awareness to your hands. Clench your fists very tightly. Hold that
tension. Now relax your fists, letting your fingers unfold and letting
your hands completely relax. Again, clench your fists tightly. Hold,
and release. Imagine all the tension leaving your hands down to
your fingertips. Notice the difference between the tension and
complete relaxation.
Now bring your awareness to your arms. Curl your arms as if you
are doing a bicep curl. Tense your fists, forearms, and biceps. Hold
the tension, and release. Let your arms unfold and your hands
float back to your thighs., Feel the tension drain aut of your arms.
8d
Again, curl your arms to tighten your biceps. Notice the tension,
hold, and release. Let the tension flow out of your arms. Replace it
with deep muscle relaxation.
Now raise your shoulders toward your ears. Really tense your
shoulders. Hold the tension for a second. Now gently drop your
shoulders and release all the tension. Again, lift your shoulders,
hold the tension, and release. Let the tension flow from your shoul-
ders all the way down your arms to your fingers. Notice how differ-
ent your muscles feel when they are relaxed.
Now bring your awareness to your neck and your face. Tense all
those muscles by making a face. Tense your neck, jaw, and fore-
head. Hold the tension, and release. Let the muscles of your neck
and jaw relax. Relax all the lines in your forehead. One more time,
tense all the muscles in your neck and face, hold, and release. Be
aware of the muscles relaxing at the top of your head and around
your eyes. Let your eyes relax in their sockets, almost as if they
were sinking into the back of your head. Relax your jaw and your
throat. Relax all the muscles around your ears. Feel all the tension
in your neck muscles release.
Now just sit for a few moments. Scan your body for any tension
and release it. Notice how your body feels when your muscles are
completely relaxed.
When you are ready, open your eyes. How was that? Did you notice
any new sensations? How does your body feel now? How about
your state of mind? Do you notice any difference now from when
you started?
IV. Monitoring Anger for the Week
1) What was the highest number you reached on the anger meter during the past week?
2) What was the event that triggered your anger?
ANGER MANAGEMENT/0i, 5.13r...~,* AL* a.ict
7-Adlt4
3) What cues were associated with the anger-provoking event?
Physical cues
Behavioral cues
Emotional cues
Cognitive cues
4) What strategies did you use to avoid reaching 10 on the anger meter?
For each day of the upcoming week, monitor and record the highest number you reach on
the anger meter.
Th
F
Sat
Sun
82
Zg
Notes
83
Z5
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In this session, you will learn about the A-B-C-D Model as a form of cognitive restructuring. You
will also learn about thought stopping, an alternative to the A-B-C-D Model.
I. The A- -D -D Model
The A-B-C-D Model (see next page) is consistent with the way some people conceptualize anger
management treatment. In this model, "A" stands for an activating event. The activating event is
the "event" or red-flag event. "B" represents our beliefs about the activating event. It is not the
events themselves that produce feelings such as anger; it is our interpretations and beliefs
about the events. "C" stands for the emotional consequences. These are the feelings experi-
enced as a result of interpretations and beliefs concerning the event. "D" stands for dispute.
This part of the model involves identifying any irrational beliefs and disputing them with more
rational or realistic ways of looking at the activating event. The idea is to replace self-statements
that lead to, or escalate, anger with ideas that allow you to have a more realistic and accurate
interpretation of the event.
® What does each of the letters of the A-B-C-D Model stand for?
List some of your irrational beliefs.
How might you dispute these beliefs?
i
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ANGER MANAGEMENT/0/, 5.6r. 41.44& a.%el
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C a MODE
A = Activating Situation or Event
B = Belief System
What you tell yourself about the event (your self-talk)
Your beliefs and expectations of others
C = Consequence
How you feel about the event based on your self-talk
D = Dispute
Examine your beliefs and expectations
Are they unrealistic or irrational?
*Based on the work of Albert Ellis, 1979, and Albert Ellis and R.A. Harper, 1975.
H. Thought stopping
A second approach to controlling our anger is called "thought stopping." Thought stopping is
an alternative to the A-B-C-D Model. In this approach, you simply tell yourself through a series
of self-commands to stop thinking the thoughts that are making you angry. For example, you
might tell yourself, "I need to stop thinking these thoughts. I will only get into trouble if
I keep
thinking this way," or "Don't buy into this situation," or "Don't go there." In other words, instead
of trying to dispute your thoughts and beliefs as outlined in the A-B-C-D Model above, the goal
is to stop your current pattern of angry thoughts before they lead to an escalation of anger and
a loss of control.
o
What are some other examples of thought-stopping statements you can use when you
become angry?
Hi. Monitoring Anger for the Week
1) What was the highest number you reached on the anger meter during the past week?
2) What was the event that triggered your anger?
3) What cues were associated with the anger-provoking event?
Physical cues
Behavioral cues
Emotional cues
Cognitive cues
4) What strategies did you use to avoid reaching 10 on the anger meter?
For each day of the upcoming week, monitor and record the highest number you reach on
the anger meter.
M
T W
Th
F
Sat Sun
86
SESSION 6:
In this session, you will review and summarize the basic concepts of anger management
pre-
sented thus far. If you have any questions or you are unclear about any of the concepts
or
strategies, ask the group leader to further review this material with you.
i. Monitoring Anger for the Week
1) What was the highest number you reached on the anger meter during the past week?
2) What was the event that triggered your anger?
3) What cues were associated with the anger-provoking event?
Physical cues
Behavioral cues
Emotional cues
Cognitive cues
4) What strategies did you use to avoid reaching 10 on the anger meter?
For each day of the upcoming week, monitor and record the highest number you reach
on
the anger meter.
Th
F
Sat
Sun
88
31
ANGER MANAGEMENT/in, 5.44a.%,.
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Notes
89
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In these two sessions, you will learn about assertiveness and the Conflict Resolution Model
and how acting in an assertive manner can reduce conflicts you have with others.
i. Assertiveness Training
As you remember from session 1, aggression is behavior that is intended to cause harm to
another person or damage to property. This behavior can include verbal abuse, threats, or vio-
lent acts. Often, the first reaction when another person has violated your rights is to fight back
or retaliate. The basic message of aggression is that my feelings, thoughts, and beliefs are very
important and your feelings, thoughts, and beliefs are unimportant and inconsequential.
One alternative to aggressive behavior is to act passively or in a nonassertive manner. This
behavior is undesirable because you allow your rights to be violated. You may resent the per-
son who violated your rights, and you may also be angry with yourself for not standing up for
your rights. The basic message of passivity is that your feelings, thoughts, and beliefs are very
important but my feelings, thoughts, and beliefs are unimportant and inconsequential.
From an anger management perspective, the best way to deal with a person who has violated
your rights is to act assertively. Acting assertively involves standing up for your rights in such a
way that is respectful of other people. The basic message of assertiveness is that my feelings,
thoughts, and beliefs are important and your feelings, thoughts, and beliefs are equally impor-
tant. By acting assertively, you can express your feelings, thoughts, and beliefs to the person
who violated your rights without suffering the negative consequences associated with aggres-
sion or the devaluation of yourself associated with passivity or nonassertion.
It is important to emphasize that assertive, aggressive, and passive responses are learned
behaviors; they are not innate, unchangeable traits. By practicing the Conflict Resolution
Model, you can learn to develop assertive responses that will allow you to manage interperson-
al conflicts in a more effective way.
o
What are some problems that you may experience if you act aggressively during conflicts
with others?
90
ANGER MANAGEMENT/02. 5.4a~..* also* a.aet rre.i.at Neata
What are some problems that you may experience if you respond passively during conflicts?
What are some of the advantages of acting assertively when trying to resolve conflicts?
II. Conflict Resolution Model
The Conflict Resolution Model is one method you can use to act assertively. It involves five
steps that can easily be memorized.
1) Identifying the Problem. This step involves identifying the specific problem that is causing
the conflict (e.g., a friend's not being on time when you come to pick him or her up).
2) Identifying the Feelings. In this step, you identify the feelings associated with the conflict
(e.g., frustration, hurt, or annoyance).
3) Identifying the Specific Impact. This step involves identifying the specific impact or outcome
of the problem that is causing the conflict (e.g., being late for the meeting that you and your
friend plan to attend).
4) Deciding Whether To Resolve the Conflict. This step involves deciding whether to resolve
the conflict or let it go. In other words, is the conflict important enough to bring up?
5) Addressing and Resolving the Conflict. In this step, you set up a time to address the con-
flict, describe how you perceive it, express your feelings about it, and discuss how it can be
resolved.
9 1
Pa4r,,c,,:eo.a.-141.1400/e.
What is the purpose of using the Conflict Resolution Model?
4'
Identify the five steps of the Conflict Resolution Model, and apply it to an example of your
own.
III. Monitoring Anger for the Week
1) What was the highest number you reached on the anger meter during the past week?
2) What was the event that triggered your anger?
3) What cues were associated with the anger-provoking event?
Physical cues
Behavioral cues
Emotional cues
Cognitive cues
35
ANGER MANAGEMENT /01,
14-4.,2tV AfeK
4) What strategies did you use to avoid reaching 10 on the anger meter?
0
For each day of the upcoming week, monitor and record the highest number you reach on
the anger meter.
M
T
W Th
F Sat
Sun
9.3
Pa.tr,,.1,0,.r.200$/41004,
Notes
94
37
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In these two sessions, you will learn how anger and other emotions
were expressed in your
family. This involves analyzing how past family interactions affect
current thoughts, feelings,
and behavior.
I. Anger and the Family
For many of us, the interactions we had with
our parents have strongly influenced our behav-
iors, thoughts, feelings, and attitudes as adults. With regard to
anger and its expression, these
feelings and behaviors were usually modeled for us by
our parents or parental figures. The fol-
lowing series of questions concerns the interactions
you had with your parents and the families
that you grew up in. Discussing family issues can sometimes bring
up uncomfortable feelings.
Be sure to discuss these feelings with the group leader
or your counselor.
0
Describe your family. Did you live with both parents? Did
you have any brothers and sisters?
Where did you grow up?
How was anger expressed in your family while
you were growing up? How did your father
express anger? How did your mother express anger? Were you ever threatened with physi-
cal violence? Was your father abusive to
your mother or you?
95
ANGER MANAGEMENT/0i, 5.4a....
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How were other emotions, such as happiness and sadness,
expressed in your family? Was
emotional expression limited to feelings of anger and
frustration, or were many different
kinds of emotions expressed?
How were you disciplined and by whom? Was physical
punishment involved (e.g., being hit
with hands, belts, switches, or other objects)? How did you
respond to this discipline?
What role did you take in your family? For example, were you
the hero, the rescuer, the
victim, the clown, the scapegoat, etc.?
What messages did you receive about your father and men
in general? What messages did
you receive about your mother and women
in general?
96
Pa4r.,i.ara.ix-144.1001c.
What feelings, thoughts, and behaviors carry over into
your relationships today? What pur-
pose do these behaviors serve today? What would happen if you gave up these behaviors?
II. Monitoring Anger for the Week
1) What was the highest number you reached
on the anger meter during the past week?
2) What was the event that triggered your anger?
3) What cues were associated with the anger-provoking event?
Physical cues
Behavioral cues
Emotional cues
Cognitive cues
4) What strategies did you use to avoid reaching 10
on the anger meter?
For each day of the upcoming week, monitor and record the highest
number you reach on
the anger meter.
Th
F
Sat
Sun
97
ft
ANGER MANAGEMENT /01, SJ
d
Nam.
Notes
SESSION 11:
In this session, you will review and summarize the basic concepts of
anger management that
have been presented in the group. If you have any questions
or are unclear about any of the
concepts or strategies, ask the group leader to further review this material with
you.
I. Monitoring Anger for the Week
1) What was the highest number you reached
on the anger meter during the past week?
2) What was the event that triggered your anger?
3) What cues were associated with the anger-provoking event?
Physical cues
Behavioral cues
Emotional cues
Cognitive cues
4) What strategies did you use to avoid reaching 10
on the anger meter?
For each day of the upcoming week, monitor and record the highest
number you reach on
the anger meter.
Th
F
Sat
Sun
99
ANGER MANAGEMENTioi, 5.4a.,,*
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Weaft4
Notes
100
SESSION 12:
0,(44.4.1 oc,,,et 9-wavtaaovt,
In this final session, you will review your anger control plans
and rate the treatment compo-
nents for their usefulness and familiarity. You will also complete
a closing exercise and be
awarded a certificate of completion.
L Closing Exercise
What have you learned about anger management?
List the strategies on your anger control plan. How
can you use these strategies to better
manage your anger?
In what ways can you continue to improve
your anger management skills? Are there any
specific areas that need improvement?
101
f5
ANGER MANAGEMENTk-t.
,e ric.at 7/witA a.
Notes
#6
102
Pa4r,tapa.tiVolielook,
PPEN
1
The authors would like to acknowledge the following clinicians and
researchers for their various
contributions to the development of Anger Management for Substance
Abuse and Mental
Health Clients: A Cognitive Behavioral Therapy Manual.
Robert Await, Psy.D., Peter Banys, M.D., Torri Campell, Ph.D., Darcy Cox,
Ph.D., John Coyne,
M.A., Timothy Durazzo, Ph.D., Sharon Hall, Ph.D., Anthony Jannetti, Ph.D.,
Monika Koch, M.D.,
Peg Maude-Griffin, Ph.D., Robert Ouaou, Ph.D., Teron Park, Ph.D., Amy
Rosen, Psy.D.,
Sheila Shives, M.A., James Sorensen, Ph.D., David Thomson, LCSW, Donald
Tusel, M.D.,
David Wasserman, Ph.D., and Lisa Wasserman, M.A.
We would also like to acknowledge H. West ley Clark, M.D., J.D., M.P.H.,
CAS, FASAM, Director
of the Center for Substance Abuse Treatment, for his valuable
contributions to the early stages
of this treatment manual and the anger management project. Dr.
Durazzo assisted in editing
the manual.
Johnson, Bassin & Shaw personnel involved in the production of this
participant workbook and
the accompanying therapy manual included Barbara Fink, M.P.H., Project
Director; Nancy
Hegle, Quality Control Manager; Frances Nebesky, M.A., Editor; and Terrie
Young, Graphic
Designer.
103
#7
DHHS Publication No. (SMA) 02-3662
Substance Abuse and Mental Health Services Administration
Printed 2002
em
U
CSAT
Cent. tor SUbSICOLOAttee Treatment
SAMHSA
Substance Abuse and Mental Hewn
%Naos Administration
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
National Library of Education (NLE)
Educational Resources Information Center (ERIC)
NOTICE
Reproduction Basis
Educational [tumorous Intornrillon Conte!
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does not require a "Specific Document" Release
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This document is Federally-funded,
or carries its own permission to
reproduce, or is otherwise in the public domain
and, therefore, may
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(either "Specific Document"
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EFF-089 (5/2002)