Mental HealtH And Life SkillS Workbook Teen Anger Workbook
TeenMental Healthand Life ssessments,Exercises ExercisesSelf-Assessments,& Educational Handouts& Educational HandoutsJohn J. Liptak, EdDEster A. LeutenbergIllustrated byAmy L. Brodsky, LISW-SEster A. Leutenberg& John J. Liptak, Ed.D.Illustrated by Amy L. Brodsky, lisw-sDuluth, Minnesota
Whole Person101 W. 2nd St., Suite 203Duluth, MN son.comTeen Anger WorkbookFacilitator Reproducible Self-Assessments,Exercises & Educational HandoutsCopyright 2011 by Ester A. Leutenberg and John J. Liptak.All rights reserved. Except for short excerpts for review purposesand materials in the assessment, journaling activities, andeducational handouts sections, no part of this book may bereproduced or transmitted in any form by any means, electronicor mechanical without permission in writing from the publisher.Self-assessments, exercises, and educational handouts are meantto be photocopied.All efforts have been made to ensure accuracy of the informationcontained in this book as of the date published. The author(s)and the publisher expressly disclaim responsibility for anyadverse effects arising from the use or application of theinformation contained herein.Printed in the United States of America10 9 8 7 6 5 4 3 2 1Editorial Director: Carlene SippolaArt Director: Joy Morgan DeyLibrary of Congress Control Number: 2010941185ISBN: 978-1-57025-250-1
Using This Book(For the professional)One of the most difficult life skills teenagers need to learn is how to control anger. Theywill experience a wide variety of emotions and the more equipped they are to handle theseemotions, the more successful they will be in school, friendships and family relationships.Anger can be powerful and managing it can be challenging. The Teen Anger Workbook isdesigned to help teens engage in self-reflection, to examine their thoughts and feelingsthat lead to angry emotions, and learn effective tools and techniques to manage anger.This unique book combines two powerful psychological tools for anger management: selfassessment and journaling.The Teen Anger Workbook contains five separate sections that will help the participants learnmore about themselves as well as how anger impacts their lives.Teen Anger Triggers Scale helps individuals to explore what triggersfeelings of anger within them.Teen Anger Intensity Scale helps individuals to identify how prone they areto anger, angry reactions and to the strength of their angry feelings.Teen Anger Expression-Style Scale helps individuals to identify their particularways of expressing their anger to others.Teen Anger Consequences Scale helps individuals to explore adverse effectsof uncontrolled anger in their relationships and life.Teen Anger Management Scale helps individuals to better understand anddevelop skills in anger management.These sections serve as avenues for individual self-reflection, as well as group experiencesrevolving around identified topics of importance. Each assessment includes directions foreasy administration, scoring and interpretation. In addition, each section includes exploratoryactivities, reflective journaling activities, insightful quotations, and educational handoutsto help participants discover their habitual, ineffective methods of managing anger, and toexplore new ways for managing that anger.The art of self-reflection goes back many centuries and is rooted in many of the world’sgreatest spiritual and philosophical traditions. Socrates, the ancient Greek philosopher,was known to walk the streets engaging the people he met in philosophical reflection anddialogue. He felt that this type of activity was so important in life that he proclaimed, “Theunexamined life is not worth living!” The unexamined life is one in which the same routineis continually repeated without ever thinking about its meaning to one’s life and how thislife really could be lived. However, a structured reflection and examination of beliefs,assumptions, characteristics and patterns can provide a better understanding which can leadto a more satisfying life and career. A greater level of self-understanding about important(Continued)
Using This Book(For the professional, continued)life skills is often necessary to make positive, self-directed changes in the negative patternsthat keep repeating throughout life. The assessments and exercises in this book canhelp promote this self-understanding. Through involvement in the in-depth activities, theparticipant claims ownership in the development of positive patterns.Journaling is an extremely powerful tool for enhancing self-discovery, learning, transcendingtraditional problems, breaking ineffective life and career habits, and helping people to healfrom psychological traumas of their past. From a physical point of view, writing reducesstress and lowers muscle tension, blood pressure and heart rate levels. Psychologically,writing reduces feelings of sadness, depression and general anxiety, and leads to a greaterlevel of life satisfaction and optimism. Behaviorally, writing leads to enhanced social skills,greater emotional intelligence and higher levels of creativity.By combining reflective assessment and journaling, your participants will engage in arevolutionary method for reducing and managing their anger.Use Name Codes for ConfidentialityConfidentiality is a term for any action that preserves the privacy of other people. Because theteens completing the activities in this workbook might be asked to answer assessment itemsand to journal about and explore their relationships, you will need to discuss confidentialitybefore you begin using the materials in this workbook. Maintaining confidentiality isimportant as it shows respect for others and allows the participants to explore their feelingswithout hurting anyone’s feelings or fearing gossip, harm or retribution.In order to maintain confidentiality, explain to the participants that they need to assign aname code for each person they write about as they complete the various activities in theworkbook. For example, a friend named Joey who enjoys going to hockey games mightbe titled JLHG (Joey Loves Hockey Games) for a particular exercise. In order to protect theirfriends’ identities, they may not use actual names or initials of people – just name codes.Thanks to the following professionals whose input in this book has been invaluable!Carol Butler, MS Ed, RN, CKathy Liptak, Ed.D.Kathy Khalsa, MAJS, OTR/LEileen Regen, M.Ed., CJE
The Assessments, Journaling Activitiesand Educational HandoutsMaterials in the Assessments, Journaling Activities, and Educational Handouts sections inthis book are reproducible and can be photocopied for participants’ use. The assessmentsfocus on self-reported data and thus are similar to ones used by psychologists, counselors,therapists and career consultants. The accuracy and usefulness of the information providedis dependent on the truthful information that each participant provides. By being honest,participants help themselves to learn about unproductive and ineffective patterns in theirlives, and to uncover information that might be keeping them from being as happy or assuccessful as they might be.An assessment instrument can provide participants with valuable information aboutthemselves; however, these assessments cannot measure or identify everything. Theassessments’ purpose is not to pigeon-hole certain characteristics, but rather to allowparticipants to explore all of their characteristics. This book contains self-assessmentsand not tests. Tests measure knowledge or whether something is right or wrong. For theassessments in this book, there are no right or wrong answers. These assessments ask forpersonal opinions or attitudes about specific topics of importance in each participant’s life.When administering the assessments in this workbook, remember that the items aregenerically written so that they will be applicable to a wide variety of people, but they cannotaccount for every possible variable for every person. None of the assessments are specificallytailored to one person, so use the assessments to help participants identify negative themesin their lives and find ways to break the hold of these patterns and their effects.Advise the teen participants using the assessments that they should not spend too muchtime trying to analyze the content of the questions; they should think about the questions ingeneral and then spontaneously report how they feel about each one. Whatever the resultsof the assessment, encourage participants to talk about their findings and their feelingspertaining to what have they discovered about themselves. Talking about anger issues can betherapeutic and beneficial.
Layout of the BookThe Teen Anger Workbook is designed to be used either independently or as part of anintegrated curriculum. You may administer one of the assessments and the journalingexercises to an individual or a group with whom you are working, or you may administer anumber of the assessments over one or more days.This book includes the following reproducible pages in all five sections: Assessment Instruments – Self-assessment inventories with scoring directions andinterpretation materials. Group facilitators can choose one or more of the activitiesrelevant to their participants. Activity Handouts – Practical questions and activities that prompt self-reflection andpromote self-understanding. These questions and activities foster introspection andpromote pro-social behaviors. Quotations – Quotations are used in each chapter to provide insight and promoteself-reflection. Participants will be asked to select one or more of the quotations andjournal about the meaning or feeling they derive from them. Reflective Questions for Journaling – Self-exploration activities and journalingexercises specific to each assessment to enhance self-discovery, learning, and healing. Educational Handouts – Handouts designed to enhance instruction can be usedindividually or in groups to promote a positive understanding of anger and to providepositive reinforcement for effective anger management. They can be distributed,converted into masters for overheads or transparencies, projected or written down onboards and discussed.Who should use this program?This book has been designed as a practical tool for helping professionals, i.e., therapists,counselors, psychologists, teachers, group leaders, etc. Depending on the role of theprofessional using the Teen Anger Workbook and the specific group’s needs, these sectionscan be used individually or combined for a more comprehensive approach.Why use self-assessments?Self-assessments are important in teaching various anger management skills because theyhelp participants to engage in these ways: Develop awareness of the primary motivators that guide their behavior. Explore and learn to “let go” of troublesome habits and behavioral patternslearned in childhood. Explore the effects of subconscious messages/teachings from childhood. Gain insight and “a wake up call” for behavioral change. Focus thinking on behavioral goals for change. Uncover resources they possess that can help them to cope betterwith problems and difficulties. Explore personal characteristics without judgment. Achieve awareness of their strengths and weaknesses.Because the assessments are presented in a straightforward and easy-to-useformat, individuals can self-administer, score and interpret each assessment attheir own pace.
Introduction for the ParticipantIf you are like most teenagers, you probably find yourself getting angry from time to time.Physical changes, emotional development, and stressful events in school, work, and homeduring the teen years can make it difficult to deal with your emotions. Angry emotions can bebrought on by a variety of reasons including fear, envy, rejection and failure.Everyone has feelings of anger, and often, anger can be a normal and healthy humanemotion. However, too frequently, it can turn into rage or verbal and physical aggression.On the other hand, anger that is suppressed can turn to rage at a later time and have anoverwhelming emotional and physical impact. Anger turned inward can become depression.It can interfere with your relationships with your friends, family and community. Therefore,it is very important to learn about anger and how to manage your anger, triggers andresponses.If you are having feelings of intense anger and physical aggression, it is necessary that youlearn how to control yourself and your emotions more effectively. Anger management is moreinvolved than learning a few tools and techniques to use when you get upset. It is aboutgetting to know yourself. It is learning what triggers your anger, ways you choose to expressanger to others, consequences of your anger, and level of intensity of your angry feelings.This book, the Teen Anger Workbook, is designed to help you learn other ways to react whenyou are angry, learn more about anger and ways to make constructive changes to bettermanage it.IMPORTANTYou will be asked to respond to assessments and exercises and journal aboutsome experiences of your relationships. Everyone has the right to confidentiality,and you need to honor the right to privacy of others. Think about it this way – youwould not want someone writing things about you that other people could read.Your friends feel this way also.In order to maintain the confidentiality of your friends, assign people name codesbased on things you know about them. For example, a friend named Sherry wholoves to wear purple might be coded as SWP (Sherry Wears Purple). Do not useactual names or initials when you are listing people – use name codes.
Teen Anger Workbooktable of ContentsSECTION I: Teen Anger Triggers ScaleTeen Anger Triggers ScaleDirections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16–17Scoring Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Profile Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Scale Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Our Thinking Determines Our Feelings . . . . . . . . . . . . . . . . . . . 20Angry Situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Activity HandoutsIndependence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21–22Person or Property . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23–24Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25–26Self-Esteem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27–28Respect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29–30Journaling ActivitiesAnger Trigger Quotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Triggers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Educational HandoutsTo Reduce Triggered Anger . . . . . . . . . . . . . . . . . . . . . . . . . . . 33SECTION II: Teen Anger Intensity ScaleTeen Anger Intensity ScaleDirections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38–39Scoring Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Profile Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Scale Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Activity HandoutsCoping with Angry Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Keep an Anger Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Identify Physical Signs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Listen to Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Thought Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
table of ContentsMeditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Progressive Muscle Relaxation . . . . . . . . . . . . . . . . . . . . . . . . . 46Aerobic Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Breathing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Anger Intensity Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Humor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Recreation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Journaling ActivitiesAnger Intensity Quotations . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Intense Anger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Hurting Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Educational HandoutsWarning Signs of a Teen Anger Problem . . . . . . . . . . . . . . . . . 54Emotional Issues Teens Face . . . . . . . . . . . . . . . . . . . . . . . . . . . 55A-B-C-D Anger Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 56SECTION III: Teen Anger Expression-Style ScaleTeen Anger Expression-Style ScaleDirections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60–62Scoring Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Profile Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Scale Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Activity HandoutsSuppressive Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Assertive Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Passive Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Passive Aggressive Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Open Aggressive Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69How to Express Anger Effectively . . . . . . . . . . . . . . . . . . . . . . . 70Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71The New Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Others’ Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
table of ContentsJournaling ActivitiesAnger Style Quotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74My Anger Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Educational HandoutsTeens with Anger Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Ways to Control Your Temper . . . . . . . . . . . . . . . . . . . . . . . . . . 77Signs of Anger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77SECTION IV: Teen Anger Consequences ScaleAnger Consequences ScaleDirections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82–83Scoring Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Profile Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Activity HandoutsWork Job / Volunteering / Choices / Homework . . . . . . . . . . . . 85Attitude about Work (Job / Volunteering / Choices / Homework) . . . 86Close Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Attitudes about Close Relationships . . . . . . . . . . . . . . . . . . . . 88Community Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Attitudes about Community Relationships . . . . . . . . . . . . . . . 90Personal Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Attitudes about Personal Health . . . . . . . . . . . . . . . . . . . . . . . 92School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Attitudes about School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Anger Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Journaling ActivitiesAnger Consequences Quotations . . . . . . . . . . . . . . . . . . . . . . . 96Past Situation vs. Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Educational HandoutsConflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Consequences of Misplaced Anger . . . . . . . . . . . . . . . . . . . . . 99
table of ContentsSECTION V: Teen Anger Management ScaleAnger Management ScaleDirections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104–105Scoring Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Profile Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Activity HandoutsRead Your Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Calm Your Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Redirect Your Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Communicate Assertively . . . . . . . . . . . . . . . . . . . . . . . . . . . 110People Who Push My Buttons . . . . . . . . . . . . . . . . . . . . . . . . . 111My Anger Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Role Reversal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Journaling ActivitiesAnger Management Quotations . . . . . . . . . . . . . . . . . . . . . . . 115Write a Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Educational HandoutsRCRC – The Anger Management Process . . . . . . . . . . . . . . . . 117Verbal Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Physical Signs of Anger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Emotional Signs of Anger . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Rewards for Managing Your Anger . . . . . . . . . . . . . . . . . . . . 121
Section I:Teen AngerTriggersScaleNameDate 2011 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 800-247-678913
14 2011 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 800-247-6789
Section I: Teen anger triggers scaleTeen Anger Triggers Scale DirectionsIn order to effectively manage your anger, it is important that you identify what triggersthe feelings of anger within you. Triggers are those events which spark you into an angryreaction. They are hot buttons that get pushed. Triggers usually come in the form ofthoughts that you perceive as threatening.This assessment contains 35 statements related to angry emotions triggers. Read each ofthe statements and decide whether or not the statement describes you. If the statement doesdescribe you, circle the number in the YES column. If the statement does not describe you,circle the number in the NO column.In the following example, the circled number under YES indicates the statement is descriptiveof the person completing the inventory.YESNO21I get angry when . . .People don’t give me a chanceThis is not a test and there are no right or wrong answers. Do not spend too much timethinking about your answers. Your initial response will be the most true for you. Be sure torespond to every statement.(Turn to the next page and begin) 2011 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 800-247-678915
Section I: teen anger triggers scaleTeen Anger Triggers ScaleYESNOI get angry when . . .People don’t give me a chance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21I am ordered around . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Someone will not let me do what I want. . . . . . . . . . . . . . . . . . . . . . . 21People crowd me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Someone doesn’t trust me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Others don’t like my decisions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21I am not allowed to make my own choices. . . . . . . . . . . . . . . . . . . . . 21I - TOTALAnyone pushes or hits me, or someone close to me . . . . . . . . . . . . . 21My friends are being bullied verbally, emotionally or physically. . . . . 21Someone damages my property . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Someone is rude to my family. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21People call me names. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Someone tries to take something from me . . . . . . . . . . . . . . . . . . . . . 21Friends apply negative peer pressure . . . . . . . . . . . . . . . . . . . . . . . . . 21P - TOTALThings don’t go as I planned. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Things aren’t done quickly enough. . . . . . . . . . . . . . . . . . . . . . . . . . . 21Things are disorganized. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21I have to wait for people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Someone or something interferes with my plans. . . . . . . . . . . . . . . . 21People think I should be like them. . . . . . . . . . . . . . . . . . . . . . . . . . . 21Others try to control how I act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21C - TOTAL(Continued on the next page)16 2011 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 800-247-6789
Section I: teen anger triggers scale(Teen Anger Triggers Scale continued)YESNOI get angry when . . .I cannot do something as well as I want . . . . . . . . . . . . . . . . . . . . . . . 21Others get more attention than I do. . . . . . . . . . . . . . . . . . . . . . . . . . . 21Someone embarrasses me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Others see me as inadequate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21I can’t get things done. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Expectations of me are too high . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21I’m criticized in front of friends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21S - TOTALI don’t get the respect I deserve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21People will not listen to me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21People don’t understand my feelings . . . . . . . . . . . . . . . . . . . . . . . . . 21I’m not able to voice my opinion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21People don’t have time for me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21I feel like I don’t matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21People misinterpret my intentions . . . . . . . . . . . . . . . . . . . . . . . . . . . 21R - TOTAL(Go to the Scoring Directions on the next page) 2011 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 800-247-678917
Section I: teen anger triggers scaleTeen Anger Triggers ScaleScoring DirectionsThe Teen Anger Triggers Scale is designed to help you identify those threats that will triggeranger for you. On the previous two pages, add the numbers that you circled in each section andwrite the scores on each of the TOTAL lines. You will receive a total in the range from 7 to 14.Then transfer those numbers to the spaces below.IThreat to IndependenceTotal PThreat to Person or PropertyTotal CThreat to ControlTotal SThreat to Self-EsteemTotal RThreat to RespectTotal Profile InterpretationIndividualScale ScoreResult7–9lowYou do not have many triggers in this area for which youbecome angry.10 – 11moderateYou have some triggers in this area for which you becomeangry.12 – 14highYou have many triggers in this area for which you becomeangry.IndicationsNo matter how you scored on the Teen Anger Triggers Scale (Low, Moderate or High), youwill benefit from doing all of the following exercises.18 2011 Whole Person Associates, 101 W. 2nd St., Suite 203, Duluth MN 55802 800-247-6789
Section I: teen anger triggers scaleTeen Anger Trigger Scale DescriptionsTHREAT TO INDEPENDENCEPeople scoring high on this scale get angry when they perceive that their independence isbeing taken away, restricted or questioned. They do not like to take orders from others andfeel as if they should be able to do what they want, regardless of the situation.THREAT TO PERSON OR PROPERTYPeople scoring high on this scale get angry when they perceive that they or their friendsand family are being threatened verbally, physically or emotionally. They also get angrywhen their property, or the property of their friends and family, is being damaged or takenfrom them.THREAT TO CONTROLPeople scoring high on this scale get angry when they perceive that control is being takenfrom them or that there is a threat that they will lose control. They get angry when their plansare disrupted and do not proceed as they want. Th
Anger can be powerful and managing it can be challenging. The Teen Anger Workbook is designed to help teens engage in self-reflection, to examine their thoughts and feelings that lead to angry emotions, and learn effective tools and techniques to manage anger.File Size: 648KBPage Count: 21
Mental Health, Mental Health Europe NGO and the UK Royal College of Psychiatrists7. "No health without mental health" has also been adopted by the Irish organisation Mental Health Ireland, Supporting Positive Mental Health. Burden of Mental Disorders Mental disorders have been found to be common, with over a third of people worldwide
3.2 european Policy 12 3.4 Happiness and wellbeing debates 14 4.0 Concepts and definitions: what is mental health? 15 4.1 Dual continuum model of mental health 16 4.2 Measuring mental health 17 5.0 Benefits of mental health promotion 19 5.1 Benefits of preventing mental illness 19 5.2 Benefits of promoting positive mental health 22
3.1 Prevalence of mental ill health 9 3.2 Mental health service need 9 3.3 Mental health service provision gap 10 3.4 Housing system and homelessness 10 3.5 Entries into homelessness 11 3.6 Mental health and housing system capacity 12. 4 Links between housing and mental health 13 5 Housing for people with lived experience of mental ill health 16
A mental health policy (1996) and plan (2007-2011) existed. Emergency and disaster plans for mental health did not exist. Legislation A new Mental Health Act 846 2012 was passed in 2012 and was awaiting Government to establish the Mental Health Board. Financing of mental health services Mental health had a ring-fenced budget of 1.4% of
Effective interpersonal skills are central to a mental health nurse’s ability to form a sound therapeutic alliance and to the role of mental health nurses (Peplau, 1952). In mental health nursing, communication skills form the basis of every intervention. Good interpersonal skills are what each mental health
mental health is about much more than mental illness, and that there are significant benefits to be gained by approaching mental health from a public health perspective. Positive mental health, mental wellness and mental health promotion have emerged as the missing pieces in a system that has traditionally been
15099.1 Mental health & Work report:15099.1 Mental health & Work report 7/7/08 16:19 Page 3 BACKGROUND 1 1.1oduction Intr 1 1.2ental Malth he problems and their prevalence 1 1.3ctors Fat tha affect the prevalence of mental health problems 2 1.4ciation Asso between mental health and physical health 2 1.5reatment T and outcomes 2 1.6he T impact and cost of mental health problems 3
Communityed-bas mental health services initiated within 30 calendar days of referral coordinating mental health services with a student's primary mental health care provider and other mental health providers involved in student care. Assisting a mental health services provider or a behavioral health provider as described in s. 1011.62, F.S.,
