Download Anger Control Training (v. 2) by Emma Williams PDF

By Emma Williams

This education guide has arisen from an expanding reputation of the necessity for Anger keep watch over education (ACT). meant to be used via pros corresponding to psychologists, occupational therapists, psychiatric nurses, probation officials, psychiatrists, social staff and academics, this guide is a whole programme inclusive of 4 elements. It makes use of a cognitive-behavioural procedure and is designed for the pro to assist humans swap their ideas, emotions and behavior. It bargains photocopiable fabrics together with consumer handouts and facilitator's publications. The appendices include fabrics for position play and leisure.

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Extra resources for Anger Control Training (v. 2)

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Negative outcomes might include increased likelihood of physical complaints (for example, ulcers, high blood pressure), reduced self-esteem, breakdown of relationships, reduced intimacy, isolation and rejection, increased likelihood of deterioration in general coping ability, psychological distress (such as anxiety and depression) or reinforcement of negative perceptions. Specimen Personal Anger Function Chart (15 minutes) This example (see Handout II) can be introduced by facilitators to illustrate the use of the model.

Suggested Reading Dynes R, Creative Games in Groupwork, Winslow Press, Bicester, 1990. Remocker AJ & Storch ET, Action Speaks Louder: a handbook of structured group techniques, Churchill Livingstone, Edinburgh, 1987. Group Contract (15 minutes) Establishment of the group rules in a contract is a fundamental part of setting the culture of the course. It should also help alleviate clients' anxieties about what to expect from the programme and what is expected of them This will help reinforce issues that will have been discussed at the client selection interview.

Introduction and Facilitative Exercise (20 minutes) Facilitators should give a brief welcome and introduction to the group as well as giving their name, occupation and role. Clients should then be asked to introduce themselves by name. The use of simple 'name games' can help clients to remember each other, such as throwing a bean bag to a neighbour while calling their name. There are many facilitative exercises that can be used with this client group. Three which have been found to be particularly effective are the following: 1.

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