ACTIVITY WRITE UP NO. 4

Name of Activity write up that you have been assigned: ____ Anger Management Worksheets ____

Type of modality / Icebreaker (if group decides to talk with one another); Anger management activity/discussion
Type of play / Parallel
Interaction pattern / Aggregate
# of participants required / Average group size (~10-15 people)
Equipment/supplies / Pencil/pen, paper with the questions provided, table to write on, chairs
Facilities required/environment / Any area large enough for 10-15
Precautions / Make sure participants can see when they write (may need to remind them to wear their glasses if needed)

Sequence/Directions (Details of how a to move through the activity from start to finish) This can be less than ten steps of more than ten steps…

1. Get your group together and hand them the packet about anger management. (On Blackboard and ePortfolios) Let them know that they will be discussing this topic. (Participants are encouraged to discuss their answers with their peers, but let the group know that they don’t have to, given that this may be a sensitive topic for some.)

2. The group is asked to write down their answers on the lines provided to the questions given on the first page about anger.

3. The questions include:

How do you know when you are angry?

Where in your body do you feel anger?

List your physical signs of being angry.

What is the first sign of anger you notice?

List your early warning signs that tell you when you are starting to become angry.

What makes you angry?

List all the things you can think of… all the way from small annoyances to big problems.

4. Next, on the second page, the group is asked to write about things that make them angry on the scale given (from 100 to 0, 100 meaning as angry as possible, 50 meaning moderately angry, and 0 meaning not angry at all).

5. On the third page, the group is asked to write down their answers on the lines provided to the questions given about dealing with anger. The group is asked to use the scale that they filled out on the previous page.

6. The questions include:

Write down one of the situations from your anger scale.

Choose one that causes you to feel a little angry.

Describe how you would like to react in the future to this situation.

Choose a situation near the top of your anger scale.

Describe how you would like to react to a situation like this.

What negative behavior do you most want to avoid when you experience anger?

What will you do instead?

What will you do when you experience your early warning signs of anger?

How will you handle situations when you feel very angry?

7. After the group completes each page, the leader is to ask the group how they felt while answering the questions and to discuss their thoughts and answers with each other if they would like. This is a great opportunity for the group to reflect with others on how they deal with anger.

Activity Analysis (What is required of this activity without any adjustments, accommodations, alterations)

Category / Skills
Primary body position / Static sitting
Part of the body required / Hands, arms, torso
Movement / Carrying of the hands, grasping (specifically 3 –jaw chuck to hold pen/pencil), picking up and putting down objects (pen/pencil and paper), reaching, releasing, turning/twisting hands and arms
Physical / Static sitting, dynamic sitting (reaching for pen/pencil or paper), fine muscle coordination, motor control, active range of motion- upper extremities, visual-motor integration
Cognitive / Selective and sustaining attention, calculation (so you know where to put your answers on the scale), cognitive flexibility, concept formation, concentration, initiation, insight, judgment, short-term memory, orientation to person, organization and planning, reading, number recognition, sequencing, spelling, abstract and concrete thought, writing
Social * / Starting, sustaining, and ending conversation (talking with other group members or leader), heterogeneity, homogeneity, interpersonal interactions, maintaining social space, physical contact, relating with equals and persons of authority, regulating behavior, self-expression, social conduct, social cues, showing respect and warmth, showing tolerance
Perception / Auditory (to hear instructions or to listen to others during conversation), tactile (to hold pen/pencil and paper), visual (to see what you are writing)
Communication/language / Reception to spoken and written language, expression of spoken (if talking with others) and written language
Self-care / N/A
Psychological/emotional (possible) / Joy (of expressing feelings of anger), anger (thinking of being angry can make you feel angry in the moment), frustration (not being able to express how you feel about being angry)

SIMPLIFYING AND COMPLICATING THIS ACTIVITY:

Ways to SIMPLIFY demands / Ways to make more COMPLEX
Cognitively / -  Ask fewer questions
-  Ask simpler questions
-  Use a smaller scale (0 to 50 instead of 0 to 100) / -  Ask more questions
-  Ask more thought-provoking questions
-  Use a larger scale (0 to 150 instead of 0 to 100)
Physically / -  Use a universal cuff or foam tubing around pen/pencil, for example, for those that have impairments in fine muscle coordination / -  Have group stand instead of sit as they write down their answers
Socially / -  Have group discuss their answers with a small amount of people / -  Have group discuss their answers with a larger group of people

Other Comments:

* The social skills may differ depending on the level in interaction between group members and the leader.

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