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Anger Management: A Practical Guide by Adrian Faupel

By Adrian Faupel

Pt. 1. What can we suggest by way of anger? -- pt. 2. making plans to prevent the hurricane -- pt. three. The fireworks -- pt. four. useful functions -- pt. five. Appendices

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Extra resources for Anger Management: A Practical Guide

Sample text

If children believe it, and adults frequently encourage them in such an erroneous view, then it is highly likely that they will become very angry when they perceive that someone has treated them unfairly – and, for that, they should be condemned. Cognitive behavioural psychologists focus on this distorted thinking and these irrational beliefs. We know that adolescent boys who are more than usually aggressive attribute hostile intentions to what are, in fact, ‘neutral’ actions. They are hypersensitive to criticism, and likely to flare up and fly off the handle.

However, ‘normal’ anger is different from ‘problem’ anger. Everybody gets angry to some extent at some things some of the time, and that is normal. The essential difference between the two is that ‘normal’ anger is constructive; it lets me know that there is a problem; it tells me that I need to do something about closing the gap between what is and what should be; and it motivates me to think hard and quickly about what I need to do to close the gap. If what I do works, my anger goes. If it does not work, I need to think again.

Classrooms should be places where children learn together and where, even more than in the family, issues of ‘fairness’ are very high on the agenda. Angry people are extremely sensitive to perceived unfairness, and it is ‘authority’ that thwarts them from getting what they think they have rights to. Angry children pose major problems to classroom management because being very angry is to become ‘out of control’ – and that is a teacher’s nightmare. One of the reasons why angry children tend to not do well at school is that the teaching relationship is threatened when learners do not attend and do not co-operate.

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