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• W7108170 abstract "As the counselor passes through the office, there the student is again. A small child, swinging his legs back and forth, looks down at the floor. He holds a note from the teacher stating that there has been another angry outburst. The counselor asks, What happened? don't know. I didn't do anything, the child replies, sounding a bit irritated at the question. The counselor knows there must be more to the story. Two weeks later here is this child again. Parent conferences, suspensions, teacher interventions, and counseling have not made a change in the child's ability to interact positively with peers and adults. The frustration makes a full circle from parents, to teachers, to administrators, to the counselor, and finally ending with the child. This is the angry student-that student who seems to operate under a different set of standards from others. Coaching, a potent adjunct to individual and group counseling, helps students learn to deal with anger by improving their anger management skills. The need for working with these students with anger management issues is growing, and the future for these students is bleak. They are more likely to experience physical violence and damage to property, they have great difficulty with interpersonal relationships, they have work and school problems, they experience low self-esteem (Deffenbacher, Lynch, Getting, & Kemper, 1996), and they have higher dropout rates (Knitter, Steinberg, & Fleisch, 1990). Counselors use a variety of counseling interventions when working with angry students. Anger management counseling teaches students how to substitute positive behaviors for the angry behaviors. Students also can learn problem-solving techniques and social skills. However, even after extensive work, counselors know that some students are not able to use these methods on a long-term basis. The need for enhancing the students' ability to use effective interventions in the classroom setting is great (Lochman, Lampron, Gemmer, Harris, & Wyckoff, 1989). Counselors frequently are frustrated in their attempts to help teachers and students prevent altercations, because the only recourse may be to reinforce those techniques taught in counseling after the fact. After all, if those techniques were going to work for the student simply by working with the counselor in individual and / or group counseling, he or she has many motivational reasons to use them and changes in behavior would occur. The question is: How does the counselor get the student to transfer specific anger management skills into the classroom? As many counselors know, change begins at that teachable moment. Counselors strive to create the teachable moment in small counseling groups and individual counseling. When dealing with young students, counselors know that the teachable moment would be more permanent if students could generalize skills to the everyday world. If social skills must be learned in a coaching format for students with anger management difficulties, as Pullis (1994) suggests, then counselors could become coaches, especially if counselors could be present at the moment students became angry. Teacherstudent relationships, problem-solving skills, and selfcontrol would be enhanced by having counselors intervene during angry behaviors in the classroom (Pullis, 1994). If counselors can help angry students understand why the behavior was causing problems and help students use the counseling interventions, then students have been given a valid reason for the need to change behavior and have received reinforcement for their choices and responsibilities (Pullis, 1994). The school is the most effective location for early intervention for students with anger management difficulties. (Knoff & Batsche, 1990) According to Pullis (1994), students will change their behaviors if four conditions exist: 1. If students are in an environment where they feel safe 2. …" @default.
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• W7108170 title "Anger Management: Immediate Intervention by Counselor Coach." @default.
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