We tell students how anger can effect their bodies, but telling is not as effective as actually seeing what can happen. When William Battles The Anger Squiggles is presented, students see William’s body fill with Anger Squiggles of different kinds and shapes and immediately understand the consequences of letting anger have control over them.

This versatile anger-management and assertiveness curriculum offers facilitators a variety of approaches. It includes:

The Storybook: The William Battles The Anger Squiggles storybook may be used independently and read to the students.

The Reproducible Student Storybook: May be used with the adult storybook or as part of the complete anger-management program. Includes the same illustrations as the adult version, but has abbreviated text.

The Anger-Management Curriculum: A 10-week small-group counseling program. The curriculum may be used in its entirety, to teach both anger-management and assertiveness; using only Sessions 1–6 to teach anger management; or using only Sessions 7–10 to teach assertiveness training.

Luckily for William he learned to control his anger and lucky for your students as they follow William and learn to control their anger.

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TOPIC: Anger management

INCLUDES: Story, reproducible student storybook, anger-management curriculum, assertiveness curriculum

GRADE LEVELS: 3-6/AGES: 8-11

FOR USE WITH: Individuals, small groups, classrooms

AUTHORS: Katherine MacLeod, MSW

RECOMMENDED FOR: Elementary-school counselors, social workers, at-risk personnel

8.5 X 11, 112 PAGES, PAPERBACK, 2008

ASCA STANDARDS FOR WILLIAM BATTLES THE ANGER SQUIGGLES

PERSONAL/SOCIAL DEVELOPMENT

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. .

PS:A1 Acquire Self-Knowledge

PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

PS:A1.2 Identify values, attitudes and beliefs

PS:A1.5 Identify and express feelings

PS:A1.6 Distinguish between appropriate and inappropriate behavior

PS:A1.8 Understand the need for self-control and how to practice

PS:A1.9 Demonstrate cooperative behavior in groups

PS:A1.10 Identify personal strengths and assets

PS:A2 Acquire Interpersonal Skills

PS:A2.2 Respect alternative points of view

PS:A2.6 Use effective communications skills

PS:A2.7 Know that communication Involves speaking, listening, and nonverbal behavior

PS:A2.8 Learn how to make and keep friends

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-Knowledge Application

PS:B1.1 Use a decision-making and problem-solving model

PS:B1.2 Understand consequences of decisions and choices

PS:B1.3 Identify alternative solutions to a problem

PS:B1.4 Develop effective coping skills for dealing with problems

PS:B1.6 Know how to apply conflict resolution skills

PS:B1.10 Identify alternative ways of achieving goals

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices

PS:C1.10 Learn techniques for managing stress and conflict

PS:C1.11 Learn coping skills for managing life events

American School Counselor Association (2004). ASCA National Standards for Students. Alexandria, VA: Copyright 2004 by the American School Counselor Association

WILLIAM BATTLES THE ANGER SQUIGGLES © 2008 MARCO PRODUCTS, INC. 1443 OLD YORK ROAD, WARMINSTER, PA 18974

WILLIAM BATTLES THE ANGER SQUIGGLES

Targeted Population: All students, students who have difficulty managing anger

Program Components: Facilitator’s Storybook, Reproducible Student Storybook, Anger Management Curriculum, Reproducible Activity Sheets, ASCA Standards

Applicable For:

ARRA: Improving Student Achievement (Peer Relationships, Peer Interaction, Self-Esteem/Self-Understanding)

Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies
Personal and Social Growth (Peer Interaction, Peer Relationships, Self-Esteem/Self Understanding)

Title IV, Part A: Safe and Drug-Free Schools and Communities
Violence Prevention (Anger Management, Behavior)

Title V, Part A: Innovative Programs
Elementary and Secondary School Counseling Programs (Peer Interaction, Peer Relationships, Work and Self)