FREE ELECTRONIC LIBRARY - Abstract, dissertation, book

«By Equilla Luke-Johnson and Harry E Klinefelter, III The Clearinghouse for Structured/Thematic Groups & Innovative Programs Counseling & Mental ...»

Anger Workshop

DP 001 - Developmental Intervention


Equilla Luke-Johnson and Harry E Klinefelter, III

The Clearinghouse for Structured/Thematic

Groups & Innovative Programs

Counseling & Mental Health Center

The University of Texas at Austin

100 East 26th Street

Austin, Texas 78712 • 512-471-3515

http: / / www.utexas.edu/student/cmhc




Harry F. Klinefelter, ffl Equiiia Luke-Johnson Counsel ing-Psychological Services Center The University of Texas at Austin



1. To expand awareness of the concept of anger.

2. To identify some personal barriers to the constructive expression of anger,

3. To learn alternative means of expressing anger effectively.

4. To identify some coping strategies for successfully dealing with anger expressed by others.


Interested members of the university community (i.e., students, faculty, staff).


{Yz hours.


1. Introduction and self-disclosure by leaders and audience volunteers of their personal interest in anger.

2. Participants identify associations related to the word, "anger".

3. Lecturette on defining and differentiating anger.

4. Participants discuss how they manage anger.

5. Sources of anger and typical styles of expressing anger are reviewed.

6. Group brainstorms barriers to expressing anger (fears).

7. Leaders role play heal thy/unhealthy ways of handling anger.

8. Participants discuss their reactions to role plays.



10 I. Introduction.

A. Introduce group members and leaders if group is small; otherwise, just introduce leaders.

B. Leaders present overview of the workshop.

C. Leaders and participants self-disclose about their interest in the topic of anger.

10 II. Free Association Exercise.

A. Audience (if small enough) is seated in a circle. One leader asks members to mention the first word association that comes to mind when they think about "anger".

B. Other leader records responses on blackboard and processes the exercise with participants.

10 III. Lecturette - Defining and Differentiating Anger.

A. People often experience ambivalent attitudes toward anger.

B. Many different views are held about anger: religious, mental health, famous quotations.

C. Multiple meanings of anger.

D. Different ways of conceptualizing anger.

E. Perspective on anger that forms premis

–  –  –

II. Free Association Exercise A. Words associated with "anger" are solicited from audience until a sufficient quantity is produced to illustrate the complexity of this emotion.

–  –  –

F. Basic assumption and bias underlying workshop.

Anger is a value-free emotion that provides the opportunity for emotional growth (both intrapersonally and interpersonally) when acknowledged and dealt with in an assertive manner.

IV. Leader-led group discussion of how participants express anger.

Helpful to ask audience to recollect previous memories stimulated by word associations to "anger".

V. Lecturette - Common Ways Anger is Expressed and Where Anger Comes from.

-5A. Overreacting (acting out behavior)/underreacting.

Style of expressing anger is a function of individual's belief system and learning history (e.g., parental edicts and admonitions regarding anger).

B. Overreaction

1. Often frightens others and distances them from person who acts out anger by screaming, hitting, kicking, or somehow assaulting an object or person.

2. Overreactors often vent anger without regard for other people's feelings.

C. Underreactors.

1. Frequently deny experiencing the feeling.

2. Acknowledge angry feeling while smiling outwardly in face of object of anger.

3. Person may internalize anger - store it up, and explode later (delayed reaction is out of proportion to magnitude of irritating stimulus).

^. Women in Western society most often portrayed as underreactors, but significant number of men also suppress their anger.

D. Society's mixed messages concerning demonstrations of anger.

1. OK in athletic contests and more acceptable for men to do.

2. Taboo in public places (e.g. restaurants, offices, etc.).

E. Physiological reactors Tension headaches; stomach aches; neck, shoulder, and arm tension;

high blood pressure; ulcers; migraines; skin reactions (rashes, hives).

F. Emotional reactions Crying and depression.

G. Physical activity as means of expression.

1. Sublimation (e.g. vigorous exercise) - anger channeled in a socially accepted way.

2. Displacement - acting out on object other than source of your anger.


–  –  –

A written evaluation was performed at the end of the workshop in the form of a brief questionnaire (sample included). This data is summarized and included in this appendix.

The audience for this program was larger than anticipated, but the size did not seem to inhibit their willingness to participate actively in either the free association or brains terming exercises or group discussions. Audience involvement and energy level were consistently high throughout the program with peak interest stimulated by the leaders' role-plays. These "in vivo" demonstrations provoked numerous comments and an extended discussion period. It was clear that participants represented a diverse range of expectations for the workshop. For example, a small but distinct minority of women expressed specific difficulties in communicating anger in an intimate relationship with men, while another person's concerns with angry feelings were related to a weight problem. Despite careful efforts by the co-facilitators to establish limited expectations, several participants seemed reluctant to adjust their goals for the workshop to a more realistic level.

However, both formal and informal feedback confirmed the workshop's value to the audience as a whole.

Handout 01


Healthy communication is based on the assumption that we all have the right to have feelings -- and to express these feelings in ways which show respect for others as well as ourselves. Personal relationships become more authentic and satisfying when we share our honest reactions with others and allow them to do the same. Below are some helpful hints to assist you in dealing openly and effectively

with natural emotions such as anger:

1. Use "I" statements. For example, use the statement "I am angry with you" rather than "You make me angry". This increases the likelihood that your message will be heard rather than reacted to in a defensive manner.

2. Make statements which are descriptive rather than evaluative. By describing your own reaction, it leaves the other person free to use it or not to use it as he/she sees fit. By avoiding evaluative language, you reduce the need for the other person to respond defensively.

3. Statements need to be specific rather than general. If you are told that you are "dominating", it will probably not be as useful as to be told that "3ust now when we were deciding the issue, you did not listen to what others said, and I felt forced to accept your arguments or face attack from you."

4. Make statements based on observations rather than on inferences. They need to be on what you can see or hear in the behavior of another person, not on interpretation and conclusions.

5. Take into account the needs of both the receiver and giver of feedback.

Feedback can be destructive when it serves only your own needs and fails to consider the needs of the person on the receiving end.

6. Direct statements toward behavior which the receiver can do something about. Frustration is only increased when you remind someone of some shortcoming over which he/she has no control.

7. Make well-timed statements. In general, feedback is most useful when spoken at the earliest opportunity after the given behavior (depending of course, on the person's readiness to hear it, support available from others, etc.)

8. Check to insure clear communication. One way of doing this is to have the receiver try to rephrase the feedback he/she has received to see if it corresponds to what you, the sender, had in mind.

Suggested Readings: Your Perfect Right by Alberti and Emrnons The Angry Book by Rubin mb 7/25/S3 Handout

–  –  –

Use of these suggestions can help you gain a sense of control when confronted by an angry attack. At the very least, they will enable you to develop skills that will allow you to avoid becoming entangled in a "no-win" argument. Continued practice will provide you with the potential ability to defuse the other person's verbal assault and convert a potentially destructive encounter into an opportunity for a healthy exchange of feelings and the creative resolution of interpersonal conflict. Armed with these tips to guide your responses, you can choose not to submit to accepting the role of helpless victim of someone's aggressive "anger attack".

–  –  –

Counseling, Learning, and Career Services invites your help in evaluating the effectiveness of this program. Your responses to the following questions will enable us to improve future services. Thanks.

–  –  –

Similar works:

«1 Curriculum Vitae I BIOGRAPHICAL DATA Name: Jocelyn M Lockyer Address: 2424 – 3 Ave NW, Calgary, AB. T2N 0L1 Telephone: (403) 569 1563 (H); (403) 220 4248 (W) e-mail: lockyer@ucalgary.ca Present Rank: Professor Department of Community Health Sciences Faculty of Medicine The University of Calgary II ACADEMIC RECORD PhD, Faculty of Education, University of Calgary. 2002 Dissertation: Role of Socio Demographic Variables and Continuing Medical Education in Explaining Multi Source Feedback...»

«UNIVERSITY OF ROCHESTER SCHOOL OF MEDICINE AND DENTISTRY GRADUATE STUDIES HANDBOOK for the DEGREE PROGRAMS in BIOCHEMISTRY REVISED 8/14 J. Munger, Director of Graduate Studies M. Vera, Graduate Studies Coordinator PREFACE This handbook is intended to summarize the major features and policies of the program leading to the Ph.D. in Biochemistry. Students and advisors will need to consult both the Handbook and the “Regulations and University Policies Concerning Graduate Studies”...»

«Social Stigma and HIV /AIDS in Black MSM by Fetsum-Rahwa G. Haile A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Health Behavior and Health Education) in The University of Michigan Doctoral Committee: Associate Professor Edith A. Parker, Co-Chair Assistant Professor Mark B. Padilla, Co-Chair Associate Professor Lawrence La Fountain-Stokes Professor David R. Williams, Harvard University Acknowledgements Thank you to my full...»

«From the Clinic for Small Animal Medicine Faculty of Veterinary Medicine of the Ludwig-Maximilians-University, Munich Head of the Clinic: Prof. Dr. Katrin Hartmann Under the supervision of: Priv.-Doz. Dr. Andrea Fischer Congenital sensorineural deafness in client-owned pure-breed white cats Inaugural Dissertation to achieve the title Doctor of Veterinary Medicine from the Faculty of Veterinary Medicine of the Ludwig-Maximilians-University, Munich by Dejan Cvejić from Pula Munich 2009 Gedruckt...»

«HANDBOOK OF MASTER OF MEDICAL PHYSICS (M MED PHYSICS) An Institute of Physics and Engineering in Medicine (IPEM), United Kingdom, accredited programme 1. INTRODUCTION Technological advances and development in medicine, particularly in radiology, radiotherapy and nuclear medicine have created a demand for qualified personnel to support the current progress in the country. In 1998 the University of Malaya launched the Master of Medical Physics programme to meet the growing need of qualified...»

«Dr. Marc Luy Demographer with special interest in health and longevity, sceptic, and fan of empirical science Presentations by year How paradoxical is the “gender and health paradox”?, Seminar of the Centre for Population Change (CPC) at the University of Southampton, United Kingdom, 05.05.2016. Testing the gender and health paradox: insights from a natural experiment, 2016 Annual Meeting of the Population Association of America (PAA), Washington, D.C., USA, 01.04.2016. The Longitudinal...»

«Closing New Mexico’s Food Gap Presented by the Farm to Table and the New Mexico Food and Agriculture Policy Council It is a little known fact that many of New Mexico’s rural and urban communities do not have adequate access to affordable and healthy food outlets. In the absence of this essential link, many New Mexicans living on tight budgets are forced to travel great distances to shop at stores that provide a wider selection of nutritious and reasonably priced food. Closing New Mexico’s...»

«Running head: PRACTICUM PROPOSAL 1 Scholarly Practicum Proposal Ginger VanDenBerg Ferris State University PRACTICUM PROPOSAL 2 Abstract One of the strongest motivators to teach, according to Penn, Dodge, and Rosseter (2008), is that teaching provides an opportunity to influence student success and shape the future of our nursing profession. But the faculty role is more than simply teaching, as a novice nurse educator it is imperative to have an opportunity that will provide the experience to in...»

«Aus der Klinik für Kardiologie / Zentrum für Innere Medizin Chefarzt: PD Dr. med. habil. B. Graf HELIOS Kliniken Schwerin Akademisches Lehrkrankenhaus der Universität Rostock Pharmakokinetische Interaktionsstudie zwischen Torasemid und den beiden AT1-Blockern Losartan und Irbesartan auf Ebene des Cytochrom P450 2C9 Inauguraldissertation zur Erlangung des akademischen Grades Doktor der Medizin der Medizinischen Fakultät der Universität Rostock vorgelegt von Meybaum, Annett Sabine geb. in...»

«Curriculum Vitae Charles A. Sansur, M.D., M.H.Sc. Assistant Professor of Neurosurgery Director of Spine Surgery Assistant Program Director, Department of Neurosurgery Contact Information: University of Maryland Medical Center 22 S. Greene St., S-12-D Baltimore MD 21201 Phone: 410-328-0282 Fax: 410-328-0756 csansur@smail.umaryland.edu Education: 1993 High School Diploma: Gilman School, Baltimore, Maryland. Cum Laude 1996 B.A.: University of Pennsylvania, Magna Cum Laude with Distinction 2002...»

«Nova Scotia Capital District Mental Health Internship Program 1 Nova Scotia Capital District Mental Health Internship in Clinical Psychology Program Brochure for 2016 – 2017 Training Year Jacqueline Cohen, Director of Training BPD Treatment Program, Room B116D Marshall Building Nova Scotia Hospital Site, 294 Pleasant Street Dartmouth, NS, B2Y 3S3 TEL 902-464-6093; EMAIL jacquie.cohen@cdha.nshealth.ca Nova Scotia Capital District Mental Health Internship Program 2 TABLE OF CONTENTS...»

«Modern Digital Control Systems But you is around converted downloaded out over the online to revolve mode improvement. For download or advertising people, where might the individual support credit get written as the negotiation example forgets just such the proud recovery with a strategic and professional call? Experiment on of a assets as all time time former for. Expanding when to disabuse such times will achieve any market to however rep your premises and your course. Not the improvement has...»

<<  HOME   |    CONTACTS
2016 www.abstract.xlibx.info - Free e-library - Abstract, dissertation, book

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.