Course-XI Anger Management & Effective Discipline to

35 Pages·2008·0.26 MB·English

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Course Provider: Knowledge Delivery Systems

Website: www.kdsi.org/Arizona

Address: 110 William Street, Floor 32
New York, NY 10038-3091

Contact Person(s):
Contact 1: Antonio Rojo (Director of Accounts)
Email: [email protected]
Phone: [phone], Ext 124

Contact 2: Melanie Fox (Course Coordinator)
Email: [email protected]
Phone: [phone], Ext 105

Course Title: Anger Management & Effective Discipline to Prevent Violence

Course Length: 30 hours (lecture time, plus additional assessment and forum interaction)
NOTE: Parts I & II of the course each include 15 hours of streaming video

Term: YEAR-ROUND (Fall, Spring, Summer)

Time: Self-paced (Weekdays, Weekends, Available 24-7)

Content Area(s): All (Methodologies for intervention to promote effective discipline and manage anger to
approach and prevent violence in schools. Course will broaden educators’ knowledge base with regard to
integrating sophisticated principles and best practices of Anger Management with Effective Disciplining in
order to equip educators with essential skills to respond to classroom situations involving anger and/or
disciplinary issues.)

Target Grade Level(s): K-12 and beyond (College of Education, Continuing Education)

Description of Course (including references to research, alignment to student achievement, and best
practices):

Target Grade Level(s): K-12 and beyond

Description of Course: Include an approximately 50-word description of this course with references to research,
alignment to student achievement, and best practices.

This course will comprehensively cover topics relating to understanding the relationship between anger, the brain, and
violence prevention and effective discipline in schools. The speaker will impart essential information on the nature of
anger, ways to effectively manage one's own anger, respond appropriately to anger expressed by students and will
relate core principles of anger to the principles and best practices of effective discipline. Research clearly indicates
that students’ learning is impacted by classrooms that are emotionally safe. Brain research indicates that all children
need to function in a calm brain state in order to learn. This course equips teachers to apply fundamental principles
and best practices that promote climates of emotional safety through enhancing their understanding, appreciation and
abilities to manage anger well and discipline effectively. Educators will be encouraged to adopt a healthy philosophy
of anger and understand the relevancy to their own productivity and their student’s ability to learn and conform to
unrealistic expectations. This course provides innovative, preventive modalities and well-researched information,
tools and techniques for students, colleagues and/or parents. We will empower participants with knowledge, skills and
principles to help them become more aware and confident in managing and responding to anger, their own and others,
and to be better equipped to teach students, colleagues and parents effective ways to be in charge of their own anger.

Topics include:
(cid:1) Qualities and principles that define the nature of anger
(cid:1) Ways to accurately analyze and assess anger processes
(cid:1) Ways teachers can present information to students to help them be more aware and better manage their own
anger
(cid:1) Myths of anger and anger management
(cid:1) Ways to apply bring research and development to help increase understanding of anger
(cid:1) Ways to understand anger using brain development information
(cid:1) Applying the three major styles of conflict resolution to increasing the understanding of anger
(cid:1) Differentiating between construct event destructive anger
(cid:1) Understanding when and how to vent anger in a healthy an appropriate way
(cid:1) Relating normal children's development to reasonable and realistic expectations while avoiding unfair
expectations that can lead to anger
(cid:1) Ways to manage the inevitable protests of children
(cid:1) The connections among anger, aggression, hostility, violence, discipline and punishment
(cid:1) The nature of shame as a relational dynamic contributing to aggression and violence
(cid:1) Relating four broad styles of parenting to approaches educators use
(cid:1) The effects of anger on child development
(cid:1) Specific skills to use in virtually all disciplining situations
(cid:1) Factors that contribute to children's reluctance or inability to disclose abuse
(cid:1) The variety of approaches related to effective discipline
(cid:1) The "Report Card” of Effective Discipline
(cid:1) Qualities, principles and properties of effective discipline
(cid:1) Specific skills of effective discipline that contribute to positive classroom management approaches
(cid:1) Unhealthy and undesirable ways of dealing with student problems teachers are encouraged to avoid
(cid:1) Ways teachers can apply information in specific classroom situations
Instructional Goal(s):

Participants will learn skills in, including:
Course #1: Anger 101
The Nature, Properties and Principles of Anger
(cid:1) The part anger plays in outward behaviors of children and adults
(cid:1) That anger can also deeply impact children’s and adult’s emotional health
(cid:1) That anger can also deeply impact children’s and adult’s relationships
(cid:1) The benefits to teachers when they appreciate the overall nature of anger and specific ways to
approach it
(cid:1) Some of the fundamental principles of anger
(cid:1) Ways to differentiate between situational and chronic anger
(cid:1) Specific dimensions of anger and ways it can impact individuals and those around them

Course #2: Perceptions of Anger
The Myths of and General Approaches to Anger
(cid:1) Ways of anger can be defined
(cid:1) Ways to differentiate between anger and annoyance
(cid:1) How and why you are encouraged to develop a personal philosophy of anger
(cid:1) How thought processes are connected to angry feelings and behaviors
(cid:1) How you and others can assess, challenge and modify trigger thoughts, beliefs and distortions
(cid:1) Some commonly held myths and other untruths about anger
(cid:1) Fundamentals of brain research that adds a critical dimension to understanding anger
(cid:1) How one can intentionally apply a strategy when responding to anger episodes

Course #3: When I’m Angry, I…
Concepts and Approaches to Managing One’s Own Anger
(cid:1) The importance of being a critical thinker and thoughtful consumer of information
(cid:1) The benefits of being highly self-aware and intentional
(cid:1) The three major styles of conflict resolution
(cid:1) Ways to respond effectively to anger using specific steps
(cid:1) Ways to maintain personal integrity while responding to anger
(cid:1) Ways to effectively assess situations involving anger (the "A" of "ACE")
(cid:1) Ways to consider choices based on assessments when responding to situations involving anger (the
"C" of "ACE")
(cid:1) Ways to effectively execute the choice (the "E" of "ACE")

Course #4: Handling Protests
Responding when Confronted with Someone Else’s Anger
(cid:1) The differences between constructive and destructive anger
(cid:1) Ways to make conscious, intentional decisions to promote more constructive forms of anger
expression
(cid:1) The place for and value of venting anger
(cid:1) Typical unfair and inaccurate beliefs that can provoke an accurate trigger thoughts
(cid:1) Normal children's behaviors, including many types of misbehavior that are often misinterpreted as
being unreasonable and are often anger provoking
(cid:1) The dynamics of "out of control" rage episodes
(cid:1) Variations of the masked forms anger can take
(cid:1) Some practical tools to help handle the inevitable protests of children

Course #5: Who Me, Angry?
The Connection Between Anger, Aggression, Hostility & Violence
(cid:1) Specific ways to delineate among communication styles of anger
(cid:1) Engle's basic anger response categories: "Anger-out" or "Anger-In"
(cid:1) Engle's four communication styles of anger that are less healthy
(cid:1) Engle's two communication styles of anger that are healthier
(cid:1) Possible assertive responses if inappropriately challenged or discounted by another person
(cid:1) How you can use a sample formula to respond when angry at a child or adult
(cid:1) Ways to compare and contrast anger, aggression, hostility and violence

Course #6: There’s No Shame in Trying!
The Nature of Shame
(cid:1) The profound premise that unhealthy anger that leads to aggression and violence frequently originates
from shame
(cid:1) Basic principles and properties that explain the nature of shame
(cid:1) Ways healthy shame differs from toxic shame
(cid:1) Ways toxic shame differs from guilt
(cid:1) Ways to understand criminal behavior based on this information
(cid:1) Ways to connect shame with rage
(cid:1) Ways to connect shame with the social and economic system
(cid:1) The impact America's caste system can have on anger, aggression, hostility and violence
(cid:1) Ways shame and punishment relate
(cid:1) The ways shame-based parenting and teacher- to- child relationships can impact children
(cid:1) Practical strategies to address shame
(cid:1) The general principles for helping teachers and caregivers of children address, reduce and prevent
shame
(cid:1) Some important qualities of shame
(cid:1) Shame as a relational dynamic

Course #7: To Shame or Not To Shame is Not the Question
The Developmental Process of Shame & The Power of Words
(cid:1) Typical developmental processes of children and how shame can be a part of these processes
(cid:1) The value of appreciating the power of words
(cid:1) The impact attitudes of superiority can have in anger and aggression
(cid:1) Some protectors and antidotes to shame
(cid:1) Ways teachers can refine and build their appreciation for the connections among discipline,
punishment, shame, anger and aggression

Course #8: Structure and Discipline
Punishment with Categories of Consequences & Healthy Disciplinary Structure
(cid:1) The four broad styles of parenting adapted to describe ways educators discipline students
(cid:1) The value in having a personal philosophy of effective discipline
(cid:1) There can be defensiveness and resistance around the subject of effective discipline and strategies to
encourage receptivity
(cid:1) Why disciplining sometimes can be difficult
(cid:1) Clarke's Nurture/Structure Highway
(cid:1) Ways to be more confident when disciplining
(cid:1) Ways to embrace responsibility to calmly act in an executive capacity when disciplining
(cid:1) The importance of being sensitive to the word "don't"
(cid:1) Typical disciplinary approaches that involve unhealthy attitudes, beliefs and behaviors

Course #9: This is Your Brain on Anger
Brain Growth & Development as it Relates to Trauma and Exposure to Prolonged Anger
(cid:1) Neurological and biochemical responses to anger and the impact each can have on the course of one's
anger
(cid:1) Ways the brain's biochemical reactions can set up physiological roadblocks
(cid:1) Fundamental ways the brain operates, grows and develops
(cid:1) Ways to understand and manage anger in healthy, effective ways
(cid:1) Ways to respond intentionally, systematically and effectively when others angrily confront them
(cid:1) Ways to facilitate or teach others about anger
(cid:1) The impact of verbal aggressiveness and abuse
(cid:1) The effects of anger on child development

Course #10: Can I Get a Hug?
The Skill of Remaining Calm and Providing an HUG Environment without Physical Contact, and Activities to do
with Children
(cid:1) Gain and practice a skill that can be applied to virtually all discipline situations
(cid:1) Be equipped to share this skill with children, parents and caregivers
(cid:1) Ways to provide visual examples of anger that can be shared with children
(cid:1) The critical skill of listening effectively by applying "hug"
(cid:1) Build resources of visual examples of anger to share with children
(cid:1) Gain one of the most critical leadership skills and have the opportunity to practice it
(cid:1) Appreciate five things not to do in the process of listening

Course #11: Do Not Pass “No!”
Four Key Factors to Children’s Reluctance or Inability to Disclose Abuse
(cid:1) Recognize reasons children may be reluctant or unable to disclose abuse or mistreatment that often
results from adults unable to manage their anger. Included are descriptions of the Stockholm
Syndrome, the forces of family loyalty, the power and fear of magical thinking and inabilities to
assess and comprehend the magnitude of danger and damage
(cid:1) Understand the dynamics of four ways adults can relate to children, especially when disciplining
(cid:1) Appreciate basic reasons behind children’s excessive, inappropriate and/or aggressive anger

Course #12: Discipline versus Punishment
What Children Need & Recognizing Unhealthy Needs
Connecting Violence with Discipline and Punishment
(cid:1) Differences between discipline and punishment
(cid:1) The connection between violence, discipline and punishment
(cid:1) Underlying beliefs of educators, parents and other adults regarding discipline and punishment
(cid:1) The sensitive nature of the subject of discipline and punishment
(cid:1) That we are jumping in "midstream" when addressing the subjects of discipline and punishments
(cid:1) Ways discipline can be defined
(cid:1) A historical perspective the treatment of children with regard to violence, child abuse, discipline and
punishment
(cid:1) The importance of having alternatives to punishment
(cid:1) The attributes of constructive discipline
(cid:1) Ways to differentiate among words associated with discipline: establishing and maintaining
boundaries, punishment, limit setting, types of consequences, bribery versus incentives and rewards,
reinforcements, guilt versus unhealthy shame, threats versus giving information about consequences,
healthy versus less healthy use of time out and grounding
(cid:1) A child's moral development as it relates to effective discipline
(cid:1) Manipulation
(cid:1) What children need from adults and adults need from children
(cid:1) Ways to recognize unhealthy needs
(cid:1) distinguish difference between discipline and punishment
(cid:1) Connect violence with discipline and punishment
(cid:1) Appreciate the underlying beliefs of parents and caregivers
(cid:1) Appreciate the sensitive nature of subject
(cid:1) Define discipline
(cid:1) Value the historical perspective of the treatment of children with regard to violence, child abuse,
discipline and punishment
(cid:1) Learn techniques of constructive discipline
(cid:1) Discern the difference between disciplinary consequences and punishing consequences
(cid:1) Differentiate between incentives, rewards and bribes
(cid:1) Become clearer about needs, roles and interactive dynamics between adults and children
(cid:1) Recognize unhealthy needs

Course #13: The Brain is Connected to the…
Developing a Personal Philosophy of Discipline
Understanding the True Nature of Children
The Impact of Brain Development
(cid:1) The myriad of resources available to teachers on the subject of brain development and functioning
(cid:1) Basics of brain growth, development and functioning
(cid:1) The importance of understanding brain plasticity
(cid:1) How experience influences which part of the brain is in charge
(cid:1) The impact of violence and trauma on the child's developing brain
(cid:1) Ways to connect discipline with violence and brain growth, development and functioning
(cid:1) The importance of brain growth and changes during adolescence
(cid:1) Ways to help educators recognize unhealthy discipline and its impact on the brain
(cid:1) Some connections between brain development and issues around violence
(cid:1) Acknowledgment of the intimidating nature of brain development and functioning information and
how this information can promote self-confidence with regard to basic understandings
(cid:1) The importance of creating a personal philosophy of discipline
(cid:1) The connection between the nature of children and issues around discipline
(cid:1) The concept of" The tadpole Child" in ways the Whole Child can be described
(cid:1) The inevitability of conflict as a result of the nature of children
(cid:1) The critical components of nurture, connection, safety and security of
(cid:1) Discipline as a process not an event
(cid:1) Appreciating the causes for behavior does not automatically mean allowing; that explaining is not the
same as excusing
(cid:1) Discover information on brain development and functioning
(cid:1) Appreciate the brain’s capacity for change
(cid:1) Comprehend the impact of violence and trauma on a child’s developing brain
(cid:1) Appreciate brain growth and change during adolescence
(cid:1) Establish fair and reasonable expectations based on a child’s capabilities
(cid:1) Explore and understand the concept of “the whole child”
(cid:1) Relate the nature of children to effective discipline

Course #14: Discipline Report Card for Educators and Parents
The Importance of Understanding the Significant Role Family Plays in Academic Productivity
Bridging the Gap between Home and School
(cid:1) Ways the nature of families affects parenting and discipline which in turn affects children's behaviors
in the classroom
(cid:1) Terminology that describes effective discipline
(cid:1) "The Discipline Report Card" for assertive teachers
(cid:1) Each of the 10 specific "grades" that comprise "The Discipline Report Card"
(cid:1) Acknowledge principles regarding families as related to various styles of parenting and discipline
(cid:1) Describe approaches that involve healthy and effective discipline
(cid:1) Utilize the image of a report card as related to discipline
(cid:1) Appreciate the skills of being calm, clear, confident and compassionate
(cid:1) Appreciate ability to deny, demand and delegate
(cid:1) Appreciate responsibility to be firm, fair and flexible

Course #15: Persistent Problems
Strategies for Addressing Highly Sensitive Subjects Dealing with Persistent Problems
(cid:1) Some key underlying principles of effective discipline
(cid:1) The five possible outcomes for problems
(cid:1) Ten options for dealing with persistent problems
(cid:1) Ways to create and intentionally use strategies when resistance to effective discipline exists
(cid:1) Ways to apply several discipline images and tools: an umbrella, assessment question, chart and
checklists
(cid:1) Clarke's Structure Highway
(cid:1) The dynamics of a team approach to classroom discipline
(cid:1) Ways to frame information on the subject of corporal punishment
(cid:1) Define persistent problems as related to children
(cid:1) Increase helpful tools they can share with parents and caregivers
(cid:1) Become familiar with ten options for dealing with persistent problems
(cid:1) Recognize five potentially healthy outcomes when a problem or conflict occurs
(cid:1) Intentionally use five strategies when approaching highly sensitive subjects with parents and
caregivers
(cid:1) Value specific strategies useful for addressing resistance and defensiveness in parents and caregivers
(cid:1) Enhance their techniques with images and tools
(cid:1) Define and describe team parenting
(cid:1) Summarize key concepts regarding effective discipline…without spanking

Standards Addressed:

Topics addressing Applied Learning pertaining to the following standards:

(cid:1) Problem Solving (Elementary, Middle and High School)
o Reduce the amount of emotional distractions children face everyday by provide an essential
new system of information to help students identify their needs and create solutions for
meeting them (middle and high school);
(cid:1) Design a system: teachers can identify the needs that exist in their classrooms to
better manage anger and discipline effectively whenever problems around anger
management and inappropriate behavior arise in the classroom; they can create
these designs proactively as well as develop strategies to put into operation as the
needs arise; they can appreciate that their classroom operates as a system and by
being more intentional about maintaining high levels of integrity around issues of
anger and discipline, many problems can be proactively prevented and when they do
occur can be managed in healthy ways as teachers apply the principles and best
practices learned in these seminars

o Improve system dynamics by offering students ways to appropriately develop a healthy
understanding of the way systems of people and processes work (elementary, middle and
high school)
(cid:1) Improve a system: as a result of attending these seminars teachers can enhance their
understanding of the way the system and processes around Anger Management and
Effective Discipline in their classrooms are currently functioning, can troubleshoot
the ways that their classrooms function and using the information from the course
can devise strategies for improving the effectiveness of their teaching by being able to
better manage anger in the classroom and discipline effectively. In addition teachers
can present the information, principles and skills of Anger Management and Effective
Disciplining to their students, inviting them to embrace and integrate these in their
behaviors within each classroom setting. Having students understand, accept,
appreciate and apply these principles and best practices can improve each classroom
system and overall environment.

o Plan and organize and activity: Teachers can take responsibility for planning and organizing
activities that help students better understand the nature of anger and ways to manage their
own anger as well as the anger of others

(cid:1) Communication Tools and Techniques
o Successfully communicate an oral presentation with confidence
(cid:1) Oral presentations: teachers can provide clear and accurate verbal descriptions and
presentations regarding the ways they are more intentional and aware of the
principles and best practices for anger management and effective discipline. These
presentations can be made to new teachers as part of the No Child Left Behind
mandate to mentor new teachers.

o Provide tools for students to effectively communicate in all modalities
(cid:1) Written presentations: teachers can provide clear and accurate written descriptions
and presentations regarding the ways they are more intentional and aware of the
principles and best practices for anger management and effective discipline. These
presentations can be made to new teachers as part of the No Child Left Behind
mandate to mentor new teachers.

(cid:1) Information Tools and Techniques
o Motivate students to research optimal ways to sequentially gather information then
communicate how to successfully meet standards, accomplish tasks and come to solutions.
(cid:1) Information gathering: as a result of attending the seminars, teachers will be
motivated to continue exploring the resources available on Anger Management and
Effective Discipline
(cid:1) Using information technology: as a result of attending the seminars teachers will be
motivated to use online sources to gather and exchange information on these subjects
of Anger Management and Effective Discipline, especially information on Brain
Development as it relates to brain states that have been impacted by emotional
maturity and other aspects of a child's emotional health, including early childhood
trauma and adverse childhood experiences

(cid:1) Learning and Self-management Tools and Techniques
o Provide a philosophy of anger to students and teachers about how it is understood and
expressed.
(cid:1) Give knowledge of nature of children to students to help heighten their self-
expectations and desire to move forward.
(cid:1) Establish a global atmosphere of self-respect, and thus respect for others by bridging
the gap between faculty and students.
(cid:1) Build into the setting of the individual educational environment the opportunity for
students to gather and process information about their development, ages and stages,
and situational factors. Establish a healthy philosophy of models and ways to
evaluate their significance to students and their educational career.
(cid:1) Inform students on how the brain directs their thoughts and actions.
(cid:1) Effectively support and empower students to keep tasks and emotions separate and
take the initiative to manage own progress.
(cid:1) Acknowledge and affirm the students’ intentions, potential, efforts, and
accomplishments
(cid:1) Take responsibility for the evaluation of one's own work: as a result of attending
these seminars teachers are more likely to take responsibility for evaluating the
degree to which they are applying the principles and best practices of Anger
Management and Effective Discipline.

(cid:1) Tools and techniques for with others
o Give information on how a group operates as a system and the dynamics of how that system
works with regard to:
(cid:1) Teamwork: as teachers attend these seminars they become better equipped to work
cooperatively with each other, sharing the same core values, principles and
approaches to Anger Management and Effective Discipline
o Explain the necessity of resonant leadership to build a teamwork philosophy with regard to:
(cid:1) Helping other people learn, as teachers attend these seminars they become better
equipped to nurture and support each other, to serve as models and mentors,
especially to new and inexperienced teachers who may struggle with issues around
Anger Management and Effective Discipline
(cid:1) Responding effectively to the needs of the client: as a result of attending these
seminars teachers become more aware of the emotional needs of their students and
the importance of promoting safe and healthy classroom climates, especially
demonstrating abilities to respond in healthy, fair and appropriate ways with regard
to anger expressed by students, anger they feel toward students, and the principles
and best practices for disciplining effectively

Evidence of Participant Application (Projects, collections of student work, action research reports):

There will be at least 13 review and reflection questions to be submitted, not including the midterm and
final examinations.) Course Administrators will on average provide feedback to teachers within two days of
their submitted work.

Teachers will build an online portfolio of responses to questions which will culminate with the final
examination and culminating activity/project to demonstrate their overall knowledge gained.

Throughout the course, participants will be able to communicate to fellow teachers and Course
Administrators through open discussion forum (organized by threaded postings).

Teachers will submit a project incorporated in the Final Exam which will demonstrate their mastery of the
topic – this will include a sample of revised lesson plans and summation strategies to immediately apply in
their classroom teaching. Teachers will have unlimited opportunity to communicate with both KDS Course
Administrators who will constantly review work submitted.
Further Details:
Pre-assessment questions will be administered online prior to viewing the lecture, and post-assessment
questions will gauge mastery of the lecture’s contents after viewing the lecture. Both assessment tests will
consist of multiple choice (also including True/False) questions as well as free response questions.

Students’ participation in the lecture can and will be monitored by course administrators. In order to receive
credit, students will: review and understand “Course Objectives,” this includes a Topic Summary, Topic
Objectives, Topic Goals, and a Topic Outline) and satisfactorily complete the aforementioned Pre- and Post-
Assessment questions for each segment of the video content (as further described in the Course Outline).
Students must view Video/Audio lectures in their entirety along with synchronized PowerPoint slides.
Educators will participate in interactive discussion forums led by the course administrator. Students will
take notes on the lecture using the online notepad provided. Students will have unlimited access to course
materials including but not limited to PowerPoint slides, transcripts, speaker biographies, and other topic
resources and auxiliary materials.

Additional Detail on KDS’s Interactive Platform

KDS’s Course Administrators oversee and monitor participants’ progress throughout the course.

Objectives and course expectations are presented prior to each of our 20 lectures of 90 minutes each. In
addition, the participant completes a Pre-Assessment Question and Answer Section to activate prior
knowledge before viewing the accompanying lecture. Following the lecture there is also a Post- Assessment
Question and Answer Section that is more specific to the information presented by the speaker. This will
reflect mastery of the concepts and content taught in each lecture and also require teachers to apply their
knowledge in free response questions, where they will demonstrate how they will utilize the lessons taught
in their own questions.

In this course, each participant is expected to create or redesign an existing lesson plan, integrating
concepts, strategies and activities that address the crucial concepts learned from the lectures. Midway
through the course participants will complete a midterm exam and, at the conclusion of the course, a final
exam is given. These exams are essay format and will be reviewed and graded by the course administrator,
as will the lesson plan.