Anger And Me - Facilitator Guide

Students will...

... feel acknowledged and supported
... raise their awareness of underlying personal issues or external circumstances that may be contributing to their anger
... consider the long-term and short-term consequences of their anger
... develop strategies for managing their feelings in a range of ways
... be aware of avenues for help-seeking and professional support.

Students can...

... reach out for help if and when they need it
... better understand why they become angry
... feel they are able to make alternative choices and have knowledge of what these alternatives are.

Make the learning intentions and success criteria visible for students throughout this lesson.

Facilitator notes

The STOP the Coward Punch campaign

STOP the Coward Punch by Danny Green aims to eliminate the coward punch from society and save lives in the process. Since 2000, over 172 Australians have been killed by a coward punch and many more were injured. The coward punch leaves a devastating ripple through society, mentally and physically scarring family, friends and survivors for life. The STOP the Coward Punch campaign began in 2012 to raise awareness of the devastating impact of this scourge in our society. It aims to educate people about the risks, so they don’t make a choice they’ll regret for the rest of their lives.

The STOP the Coward Punch education package

The STOP the Coward Punch education package aims to spread awareness about the devastating effects of the coward punch on our community. This education package was developed by a team of experts, including a youth worker, education specialist and specialist teachers and references the latest research and laws on coward punches.

Your role

Regardless of your professional status, unless you are a qualified lawyer, psychologist or psychiatrist, it is not your job to give legal or life advice, recommend medications or diagnose issues. You do not have all the answers this person needs. Your job is to focus on trying to understand the young person you are talking to and help them better understand themselves and their own behaviours. You can also provide some education on the topics of feelings and coping strategies. Some ideas have been provided for you.

Remember that the young person you're talking to probably doesn't want to be acting out the way they are. Their unproductive behaviours are most likely defence mechanisms that they have developed in response to a lifetime of challenges. Start by 'seeking to understand' and you should be able to build the trust and rapport you need to take the next steps. Don't try to jump into problem-solving too soon.

Help the young person explore their anger, try to understand what it is like for them when they get angry and help them identify their triggers. Acknowledge their feelings and normalise anger, but ensure you're able to help them differentiate between healthy and destructive anger.

Guilt vs shame

Something to keep in mind is that guilt is a positive response to destructive behaviours and can help a person learn and grow. It means they are taking responsibility for their actions. Shame, however, can be highly damaging and lead to further disengagement, suicidal ideation and destructive behaviours. Part of your role will be to ensure that you offer empathy to the young person who is experiencing anger issues so that they can shift their belief system from one of "I am an angry person" to "I feel anger". According to Dr Brené Brown, shame cannot survive in the presence of empathy - this is where you can play a vital role in supporting this young person to recover and move forward. To learn more about shame vs guilt, read this article by Dr Brené Brown.

The GROW model

You may like to apply the GROW model of looking at coaching conversations. Whilst it is commonly used in workplaces, it can provide a valuable framework for important conversations like this one. Learn more about The GROW Model (Mindtools).

Using reflective and clarifying statements

Reflective statements are an important strategy that lets people know that you are listening to them and have understood what they have said. This ultimately assists them to open up more. Clarifying statements help you unpack anything you might have misunderstood or want to learn more about.

For example:

Young person: I got so mad when Johnny said I was fat.
Coach: I can hear that you felt really angry at Johnny when he put you down. (Reflective statement)
or
Coach: So what you're saying is that Johnny called you fat and it really affected you? (Clarifying statement)

Reflective statements can start with:

It sounds like…
I can hear/see that...
So what you're saying is...
Would I be right in saying...?

Using scales

A good strategy for helping young people identify their feelings or desires is to use scales. A simple zero to ten (0-10) scale works well, with zero being not at all and ten being a lot. You could use these kinds of questions:

On a scale from 0-10, how in control of your feelings do you think you are?
On a scale from 0-10, how much do you want to change your behaviour?
On a scale from 0-10, how much damage do you think you have caused?
On a scale from 0-10, how capable do you feel of making positive changes?

Mandatory reporting

Ensure you are aware of any policies or systems in place for mandatory reporting in your context. For teachers, it will be to report to the wellbeing team or school principal. In a community organisation, you may be obliged to report directly to children's services or the police, or not at all. Let the young person know towards the beginning of the conversation that you will respect their right to privacy, but that there may be situations where you will need to talk to someone else, such as if you reasonably believe they are at risk of grave harm or harming others. Ensure they understand that they do not need to consent to your reporting, but that they are able to opt out of this conversation, or choose what they share with you, if that is an issue for them.

Timing

This session may in fact take place over a series of sessions or conversations. They can be casual or formal. The most important thing is that the various elements come at the right time for the young person in question. Sometimes a young person will approach you to get help, but often it will be you who approaches them with concerns. If they aren't ready to talk, focus on building trust and rapport and take your time. It can take quite a bit for a young person to open up to an adult, especially if they have had untrustworthy adults in their life before this point. You might find that you'll need to mix up the order of the components and that's completely fine. Referrals will often need to be made early while you continue to provide support (if you're in a position to see the young person more regularly than a counsellor or other professional). Most important is making sure you focus on building rapport first and foremost. That is why we highly recommend that these sessions are only conducted by someone with a pre-existing positive relationship with the young person.

Conversation structure

Work through this resource material in the following sequence:

Part A

Build Rapport

Part B

Validate Feelings

Part C

Understand Anger

Part D

Strategies For Responding To Your Anger

Part E

Referral Avenues

Part A: Build rapport

The most important thing you can do in a situation where a young person is acting out in anger is to make them feel seen and validated. This doesn't mean telling them that their unproductive behaviours are ok, it is more about letting them know that their feelings are important and you care about them as a person. If you don't already have a strong rapport with the young person you can use these steps to build a foundation of respect:

Step 1

Take time at the start of (or before) this conversation to build rapport and empathy with the young person. Don't jump straight into talking about the young person's anger. This could put them on the defensive. Ensure they understand that you will show them respect and not be judgemental. It's ok to demand respect in return. You might like to take this opportunity to set some boundaries of your own - such as what you want to be called, or language you won't accept. Don't do this as a list of rules. That can be overwhelming. It's better to address each individual behaviour as, and only if, it comes up. Assume the best of them and hopefully, you'll get the best in return.

Also make sure that you make clear that what they share with you will remain private (confidential), but also let them know that if you have a genuine concern that they are going to harm themselves or another, you may need to tell someone who can help. Also let them know that you will be happy to accept feedback on the conversation later on, if they'd like to provide some. You're here for them first and foremost - so it's important that this is working for them - not you.

Step 2

Listen. At all times, try to respond with care and empathy. You may not agree with their behaviour, lifestyle or choice of friends, but it's not helpful to judge them. This young person needs an ally. Spend as much time as you can listening and then keep listening some more. If they don't feel ready to talk, draw them into activities like basketball, dancing, music or art. Make sure it's an activity they relate to or enjoy. Some of the best relationships are built while playing sports, making art or building something together. Be guided by them.

Step 3

You might like to share your own stories if you feel comfortable, although it's not always recommended to share too much personal information, depending on your role in their life. Choose stories that relate directly to the experiences of the young person. Use your stories to demonstrate that you understand their feelings and to model any mistakes or good choices you have made. Do not use stories to pressure them down a particular path or to offer advice. Use stories sparingly and remember not to talk too much - you are primarily here to listen.

Step 4

Spend time getting to know more about this young person. Find out how they think. Maybe they will open up about their home life, challenges or activities they participate in. The more you can learn, the more you will be able to help them help themselves. You are listening out for any clues or tips that might become potential strategies for moving away from anger and into self-love and self-respect. Try to identify people or activities that make the young person feel good about themselves and when the time is right, you will be able to remind them. You could explore this using the Positive And Negative Feelings Chart on the Anger And Me Worksheet. You'll learn more about this chart in Part B.

Step 5

Acknowledge the young person's strengths. Helping the young person understand that there is a lot they are doing well and capable of is very empowering for them. Sometimes people with anger issues have low self-esteem and need reminding that they have a lot to offer. Start and end all conversations in a positive light by focusing on how much you enjoy their company, or highlighting moments where they showed care or concern for others. It may even be appropriate to acknowledge when displays of anger have a positive element to them, for example, standing up for a friend. Even though a behaviour might be inappropriate, it's important to admit that the intent was good.

Step 6

Check with the young person that the conversation or time spent with you is valuable to them. Invite them to offer you feedback or to speak up when something is or isn't working for them. This will prevent them from feeling powerless and will help keep them calm and respectful.

Possible questions:

How are you?
What's happening in your life at the moment?
What's been going well?
What's been going not so well?
When do you feel most at peace?
What do you get up to in your spare time?
Where's your favourite place to hang out?
What do you enjoy doing?
What do you wish you could do more of?
What do you wish you could do less of?
Who's in your life at the moment?
Which relationships are important to you and why?
Who do you feel good around?
Who do you feel not so good around?
What makes you special?
What are you good at?
What would you like to explore today?

What to do:

Walk and talk - moving or participating in an enjoyable activity together can help the young person open up. Some people might feel intimidated or trapped sitting in a small or uncomfortable room, such as a counselling space or gym. You want them to feel as comfortable as possible. You may also need to make sure you have sufficient privacy, so use outdoor spaces with caution.

What not to do:

Sit behind a desk - this can create an uneasy power dynamic. Young men generally prefer having someone sit beside them rather than facing them or to share activities together.

Part B: Validate feelings

Keep in mind that the young person you are talking to is the expert in their own feelings. Empower them to identify what's going on for them when they get angry or aggressive. They may have blind spots or not quite understand how their emotions work, but nonetheless, no one knows what goes on inside them better than they do.

Note: If the young person has experienced trauma, they may not be aware of their sensations, feelings or thoughts. Talking about events or feelings may be a slow process and not appropriate to pursue in this relationship. We advise you refer them to a registered psychologist if you believe trauma might be involved.

Step 1

Introduce the topic of feelings gently and gradually. Some young people aren't comfortable talking about their feelings or may not have the words to describe them. You might find it useful to use images, puppets, emojis, emotion toys or feelings charts. If you have built a strong rapport with the young person you might find they start to open up about their feelings naturally. Let them guide you. Validate the young person's feelings and acknowledge that the way they have been feeling must be hard for them. Help them feel seen in their feelings and acknowledge that having difficult feelings is normal and relatable.

Normalise anger and acknowledge their feelings. Explain that being a teenager is challenging as there are lots of feelings that come up because of hormones and brain remodelling. It can be challenging when emotions feel overwhelming, but it is possible to learn to deal with them in a healthy way. Help them understand the difference between healthy expressions and destructive expressions of anger.

Step 2

Support the young person to identify and reflect on how their feelings move through their body, mind and actions. You might like to use the Triggers activity on the Anger And Me Worksheet to help them structure their thinking around their anger. This is focused on learning about feelings - not trying to solve them. Resist the urge to try to solve anything - that will be up to the young person to do themselves. You are merely helping them learn about themselves and feel supported. You will learn more about triggers in Part C.

Step 3

Make the connection between the physical sensations and thoughts that go on their head. These internal processes are what can cause their external behaviour. Deep breathing is the most effective way to quickly change the impact of feelings on the body or you might notice yourself clenching your fists so stretching out your hands can help drive away feelings of anger. Also, by gaining awareness and control over our thoughts, we can then relax the physical systems. You might like to use the Strategies activity on the Anger And Me Worksheet to help them think about alternative responses to external stimuli. You will learn more about strategies in Part D.

Step 4

Help the young person identify activities and people that bring on positive and negative feelings. You might like to use the Positive And Negative Feelings Chart on the Anger And Me Worksheet. Explain to them that it's possible to feel more positive more often by choosing how we spend our time. Maybe we could spend less time with the people who drag us down and more time on the things we enjoy. This isn't always possible - but when it is, it's a really empowering way to get the young person to realise that they have choice and agency over their life. Hopefully, they will come to see that there is a way to make things at least a little bit better. A simple recipe for feeling better is to achieve something every day and enjoy something every day. Even if it's just one thing, it might make all the difference between the young person feeling hopeless or feeling empowered.

Step 5

Now you've talked a bit about feelings in general, it can be time to hone in on the anger. All of the above activities can be completed with anger in mind, but equally, it could be other feelings like anxiety, powerlessness or humiliation that can be important to discuss as they underlie the young person's anger. The goal here is for the young person to become intimate with their anger - this doesn't mean to invite it in and re-experience it. It just means becoming more aware of how it feels and how it operates in their life. Explain to the young person that "part of you is angry, not all of you", or "you are feeling anger, you are not an angry person". It is important for them to de-identify from this feeling (others too) so that they can feel in control of it and not feel trapped or controlled by their feelings. This should be the key message of your conversation about anger:

Anger isn't a bad thing. It's only when anger gets to the point of being destructive that we need to find safer ways to deal with anger.

Use the questions below to help them unpack their anger.

Possible questions:

What do you know about your anger (or other feelings)?
Tell me more about what it's like when anger comes up for you. Where do you feel it? What thoughts come up before you might hit someone or something
Is your anger new or have you felt it for a long time?
What makes you angry?
When did you last feel angry?
When else do you feel angry?
Have you been able to stop feeling angry before? How?
What's the purpose of anger in your life?
What does your anger protect you from?

Part C: Understand anger

As the conversation goes deeper, you may find that some of the following topics may be worth investigating with the young person. A good understanding of what anger is for, what triggers it and how to manage it effectively will help set them up for greater success when it comes to controlling their behaviours and limiting negative consequences. Use the below activities whenever you feel it is appropriate to do so. A good way to gauge that is by asking them if they'd like to learn more about a particular aspect of their anger, or anger more generally.

We've provided some resources for adults here, but in the rest of this section you'll find the resources are more suitable to use with young people directly:

Anger Information Sheet - Australian Psychological Society
11 Anger Management Strategies to Help You Calm Down
Understanding teen boys’ anger
Teen Anger & Aggression – Causes & Treatment

The basics of anger

You might like to share one or both of these videos with the young person and have a chat about the main ideas. It can be helpful to watch it fully once, then go back through it and pause at points of interest:

How To Deal With Anger & Anger Management Tips | headspace (https://www.youtube.com/watch?v=F82ALeWEJPs)

Anger Management: Warning Signs + Anger Thermometer (https://www.youtube.com/watch?v=odgz9gCqsOY)

The purpose of anger

Anger is built into our system to protect us from danger. It is closely tied to the fight, flight or freeze mechanism. In general, anger more often 'fights' and anxiety will freeze or flee. The young person you are talking to may be experiencing a combination of both. Ultimately the thing to remember about anger is that it always will be preceded by pain (of some kind). Rage occurs when anger can't be controlled anymore and fighting begins. Once this wire is tripped, it's very difficult to bring someone back from the edge. What we want to do is learn to get our feelings under control long before this happens.

You might like to share this video with the young person so they can understand more about the fight, flight or freeze response:

The Fight Flight Freeze - Anxiety for Teens (https://youtu.be/jEHwB1PG_-Q)

Understanding triggers

Triggers are like big red buttons that are sometimes created by moments in our past when we experienced a great deal of pain that we weren't able to resolve. When someone pushes our button, either deliberately or by accident, it brings back the feelings from that previous experience. When this happens our response to the present moment can seem out of place or overreactive. Often anger is brought about because a person has been 'triggered', not because the current incident is necessarily severe. A trigger will be set off when a similar situation or feeling comes up. It could be in response to an insensitive comment, behaviour, smell, sound, film scene or music. Often triggers will result in anxiety or a heightened sensation. They don't always lead to anger. Sometimes anger isn't caused by a past event, but a mental trigger instead. It can be a result of us having unreasonable expectations or beliefs about how others should behave. We can manage our triggers by learning to identify them and working out whether they are caused by our expectations and beliefs, or a past event. It is helpful (and important) to get support from a registered therapist when trying to unpack triggers as they can be quite dangerous. You might like to use the Triggers activity on the Anger And Me Worksheet to explore events that bring up anger.

What Triggers Anger | Anger Management (https://www.youtube.com/watch?v=wrRuXWtmCC8)

Understanding boundaries

Anger can often happen because someone has violated one or more of our boundaries. What this means is that someone has done something that isn't ok with you. Most often, your boundaries protect you. Occasionally, our boundaries need to be adjusted because we have expectations or beliefs that other people simply can't meet. Ultimately, boundaries are about showing respect for yourself and others and making sure others respect you. If you can be assertive about your boundaries and people can learn to respect these, you might be able to reduce instances of angry feelings coming up in your life. You might like to use the Boundaries activity on the Anger And Me Worksheet to explore what's ok and what's not ok.

Personal Boundaries Explained - Setting The Emotional Boundaries You Need | BetterHelp (https://www.youtube.com/watch?v=y-kqr4A5gog)

The anger battery

You might find it useful to explain that anger can be a bit like a hybrid car battery. While the motor runs, the battery charges. But in a hybrid car, the battery is continually charging and discharging, keeping it healthy. When our anger battery gets charged up from boundary violations, triggers and feelings, we need to find healthy ways to discharge the energy or we end up 'bottling it up'. This makes the battery over-charged and it can cause it to 'spark' or 'explode' at any time. Some effective strategies for discharging our anger battery can be learning how to communicate our anger peacefully or using alternative (and safe) ways to move anger or anxiety through your body, for example, dancing, rapping, boxing, running fast, screaming into a pillow, punching your mattress, lifting up and throwing down medicine balls. You'll learn more about this in Part D.

Possible questions:

Do you have your anger mostly under control?
When did you last feel that your anger was out of control?
What happened for you to get to that point (the build-up)?
Are you aware of what 'tripped the wire'? (What was the point where you couldn't control it anymore?)
What's the good thing about punching someone or something? What do you get out of it?
What's not so good about punching someone or something?
What do you notice about the good and bad aspects of punching someone or getting really angry?
What could happen to you if you hit someone when you were feeling angry?
What could happen to you if you didn't hit someone when you were feeling angry?

Part D: Strategies for responding to your anger

You might like to share some of this information directly with your young person through a printout or email.

Some strategies for managing the thoughts and physical symptoms that feed angry outbursts or anxiety can include the following:

Distract the mind - e.g. counting, looking for a particular colour around you, recite a song or poem
Interrupt the mind - e.g. shouting STOP (either on the inside or out loud), immediately replacing the thought with an alternative positive thought
Train the mind - e.g. using affirmations, mantras, meditation, positive statements or verbal jiu-jitsu
Link consequences to actions - e.g. spend time considering the consequences of past behaviours and how these could have been avoided with different actions, then make a list of new actions and positive consequences that could come about with different choices. You might like to use the Triggers and Strategies activities on the Anger And Me Worksheet to explore the consequences of certain behaviours and how you could react differently to prevent these consequences
Find alternative (and safe) ways to move anger or anxiety through your body - e.g. dancing, rapping, boxing, running fast, screaming into a pillow, punching your mattress, lifting up and throwing down medicine balls
Communicate your anger peacefully - e.g. use a calm voice to tell people you are angry and why (perhaps they have overstepped a boundary - in which case make the boundary clear), explain that you need time out and walk away, find a way to express your anger through humour, develop a hand sign that lets people know when you need a break or are upset, use a red card with your teacher to take a break, find ways to combat injustices that might trigger you, such as making art, writing letters or peaceful protesting.

When someone is triggered, it is important that they catch it early - well before they lose control. Try these strategies:

Walk away - find a safe place
Take deep breaths
Don't judge your feelings
Repeat a mantra - think of something you can say to yourself that will help calm you down
Draw or write
Listen to music - at first you can match the music with your mood, but then you should take it down a notch until the music relaxes you
Remind yourself that it takes more strength to walk away - you've done well.

How to Always Be in Control of Your Anger - Jocko Willink (https://www.youtube.com/watch?v=F22ZvJR2mss)

Read:

De-identifying from your thoughts

You are not your thoughts (https://www.youtube.com/watch?v=0QXmmP4psbA)

Journalling

Some people find it helpful to keep a record of their triggers or feelings, such as anger. Pick out a special book to use just for this. You might want to write in different colours depending on your mood. This is a great visual way of flipping back through time to see which feeling is dominating your life. Another strategy could be to write or draw in a way that expresses your feelings - hard, sharp lines might indicate anger while smaller, shaky letters could indicate fear. Be creative with it and try to keep it somewhere safe where no one else can read it. You might like to take your anger diary to therapy or re-read it to better understand your triggers or even burn it to help release your feelings.

Building healthy habits

Extreme emotions can respond to diet and exercise programs and healthy self-care. You might not always feel you are in an environment where you can take the best care of yourself, but becoming more conscious of how caffeine, sugar and substances affect your mood and behaviour is the first step to understanding the relationship between your diet and your feelings. You might find that getting up earlier each day to go for a run helps to discharge some of your energy before the day. Find habits that work for you and learn how to better communicate and address your feelings before they get out of hand. Don't bottle things up until you explode.

Making amends

When you have an angry outburst, this can have quite an impact on people around you or in the firing line. Consider whether your behaviour has affected others and think about how you can 'make amends' or make it up to them. Sometimes an apology is enough. If you choose to apologise you should be specific about what you are sorry for and acknowledge how it would have made them feel. If you feel able, you might want to share that you're working on developing strategies to stop this from happening again and you will try to be more aware of how your behaviour impacts on others. Sometimes making amends will need to be more than just an apology. You might consider what actions you can take to give back to the person you have harmed. Perhaps it is by helping them around their house, promising to stay away from them, giving up substances or seeking help for yourself. If you're not sure what will help this person feel that you genuinely are sorry and want to change, ask them what they need from you, then make sure you follow through.

Possible questions:

Why do you think people experience anger?
What does anger allow you to do?
Do you believe you can control your anger?
Do you have any strategies for managing your anger? Do they work?
Do you have any ideas of what you could do from the moment you start to get really angry, before you want to hit something or someone?
When you've been angry before and haven't hit something or someone, what did you do (or what happened) to hold you/rself back?
If you continue your aggressive behaviour, where might you expect to be in your life in three months, six months, two years?
Do you have a long-term goal of where you want to be? Will punching get you there?
Do you have anyone you need to apologise to?
What could you do to make amends?

Part E: Referral avenues

When to get help

If the young person identifies that their anger is becoming destructive, hard to control, is constant or is causing negative consequences in their life (such as getting them into trouble or hurting others), it's definitely time to seek some help. The most important thing to keep in mind, though, is that you can't force anyone to get help. They need to be willing. Sometimes that might take a little while, or unfortunately, for a particularly bad event to occur. Be patient, but ensure that they know where they can go if and when they decide they are ready. Sometimes people will reach out in the middle of the night or when they are experiencing a high level of distress, so it is important for the young person to have this information on hand so they can go to it at any time.

It can also be useful for them to have a list of four or five names and phone numbers of trusted people in their life, such as family, friends, teachers, coaches or religious leaders that they can call in case they require urgent assistance.

Where to go for help

You can provide the young person with any or all of the below referral services at any time. You could also encourage them to speak with a counsellor at school, a youth worker, social worker or any other local service provider that you are aware of who could assist. Ensure that anyone you refer them to has the appropriate qualifications to deal with complex social, emotional and/or legal issues.

Explain to the young person that if, at any time, they feel that person they have chosen to speak to isn't suiting their needs, they are able to find someone else at any time. They don't have to stay in any situation that makes them uncomfortable or isn't working for them, but that doesn't mean they should quit when things get hard. Explain that dealing with our problems can be difficult and can bring up a range of feelings and that seeking help takes courage and persistence. You may like to offer them support as they go through this process so they feel they can explore with you what they are learning and whether they find it helpful or not.

A good starting point for a referral to a psychologist is via the school wellbeing team or a local GP who can write up a mental health plan for free access to psychological services (if they have access to Medicare). In some instances, the young person may not be willing to share their full story with a GP (who could be bound by mandatory reporting laws) so may need to consider how they wish to communicate their needs with the GP.

A local council or youth service may be able to make recommendations about where the young person can go for legal support, social workers or community assistance programs, such as rehabilitation programs or support groups (if relevant).

Violence support services

1800 RESPECT (https://www.1800respect.org.au/)
Support is available for people experiencing violence and abuse.
1800 737 732

Men's Referral Service (https://www.ntv.org.au/)
No to Violence works with men who use family violence, and the sector that supports them to change their abusive and violent behaviour.
1300 766 491

Mental health support

Kids Helpline
Kids Helpline telephone, web and email counselling is available 24 hours a day, 7 days a week to children and young people of Australia aged between 5 to 25 years of age.
www.kidshelpline.com.au
Phone: 1800 55 1800

Reach Out
This website has information about drugs, where to seek help, how to help a friend and many other youth-related issues.
www.au.reachout.com

Headspace
Headspace provides information and counselling services with anything to do with alcohol, drugs, education, employment and general or mental health. It’s for 12 to 25-year-olds and has centres all around Australia.
www.headspace.org.au

Beyond Blue (https://www.beyondblue.org.au/)
Beyond Blue provides information and support to help everyone in Australia achieve their best possible mental health, whatever their age and wherever they live.
1300 22 4636

Lifeline
Lifeline is a national charity providing all Australians experiencing emotional distress with access to 24-hour crisis support and suicide prevention services.
13 11 14

Sane Australia
Sane has a helpline and website that provides information and support for mental health issues.
www.sane.org
Phone: 1800 18 7263

Possible questions:

Do you want to stop your angry outbursts?
Do you want to learn new strategies for managing your anger?
What might be two reasons for changing your behaviour?
Would you be willing to talk to someone trained in these issues?
Can I help you with accessing any services?
What kind of help do you most need right now?

Coward Punch - 1 On 1 - Anger and Me

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