The Anger Alphabet: Understanding Anger - An Emotional Development Programme for Young Children Aged 6 to 11

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SAGE, Jan 1, 2003 - 174 pages
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The 26 elements of this programme help children understand anger and to see that it is linked with other feelings such as fear, loss and jealousy etc. They will begin to realize that anger is not always harmful and negative but should be managed effectively.

There are complete teacher instructions, including discussion, circle time activities, photocopiable posters and worksheets, and ideas for plenary and follow-up work.

At the end of the programme pupils will:

" distinguish between behaviours

" develop anger management strategies

" express strong feelings in an assertive way

" learn to recognize anger in its early stages

" develop an understanding of others' perspectives.


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B is for BottledUp
E is for Explosion
H is for Helping Yourself

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Page 8 - Anyone can become angry — that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way— this is not easy" (Goleman, 1995, page ix, his emphasis).
Page 7 - ... the ability to: > develop psychologically, emotionally, creatively, intellectually and spiritually > initiate, develop and sustain mutually satisfying personal relationships > use and enjoy solitude > become aware of others and empathise with them > play and learn > develop a sense of right and wrong > face problems and setbacks and learn from them in ways appropriate for the child's age. It is important to know that, "Since the 1940s, the number of children experiencing mental ill-health has...
Page 15 - Ekman, P. (1992) An argument for Basic Emotions, Cognition & Emotion 6 p.169-200.
Page 10 - The extent to which these objectives are met is perhaps the best indicator as to the success or otherwise of this programme. The structure of the programme The programme is divided into fifteen sessions.
Page 7 - Mental health problems in children and young people will continue to increase unless there is a coherent and holistic programme implemented to develop the emotional and mental health of our children... Emotionally literate children are less likely to experience mental health problems and, if they develop them, are less likely to suffer long term. Emotional literacy is derived from a combination of parents, schools and wider social networks.
Page 8 - whilst one angry child resembles another at the level of physiological response, the way in which each adapts to and controls their feelings of rage, differs widely according to up bringing and personal traits.
Page 9 - ... to become more reflective and to further develop an emotional vocabulary and the descriptive language needed to objectively describe behaviour > to...
Page 9 - ... and to learn how to express their feelings and views in a positive and assertive way > to...
Page 8 - For them anger is considered to be "an essential part of being human, and accepted as having an evolutionary or adaptive significance...
Page 15 - Sharp, P (2001) Nurturing Emotional Literacy A Practical Guide for Teachers, Parents and those in the Caring Professions, David Fulton Publishers, London.

About the author (2003)

Tina Rae specializes in social, emotional and behavioral disorders and difficulties. She has undertaken research in the areas of engagement and disaffection with learning in young people, debriefing following critical incidents, attachment disorders, emotional well being and the psychological assessment of young offenders. Rae is experienced in assessing children and young people with respect to learning difficulties, emotional well being and relationships with carers. She is a registered member of the Health Professions Council and a full member of the British Psychological Society. She is currently a Professional and Academic tutor on the Doctorate in Child and Educational Psychology at UEL. Tina is a member of the SEBDA executive and council and a member of ENSEC. With 68 publications to date, she has written extensively on topics such as well-being, attachment, resilience, emotional literacy, behavioural problems, anger and stress management, critical incidents, cognitive behavioural therapy, motivational interviewing, solution focused brief therapy, loss and bereavement in young people, youth offending and social skills development.

Karen Simmons has taught every grade except kindergarten during her 28-year career. She holds a gifted certification and has also taught inclusion SLD classes in Palm Beach County, where she now teaches a second grade gifted class. Karen has been nominated for the Dwyer Award and the Florida Teacher of the Year twice, and she has received the "I Make a Difference" award in teaching sponsored by Channel 12 in West Palm Beach, Florida, and the Palm Beach Post (1998-99).

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