2010

Instances of students with anger problems have increased in recent years, which affect the equity of educational achievement and social-behavioral adjustment for these students (Twemlow, Sacco, & Fonagy, 2008). National models, such as the American School Counselor Association’s (2005), emphasize scholastic achievement and success for all, but due to demands on educators’ time and disruptions from students, these ideals have not materialized. The U.S. Department of Education (2000) indicated that due to lack of community involvement and equity, violence and bullying in schools substantially increased during the previous ten years. As a result, many schools began to implement remediation strategies, such as anger management groups, in an attempt to stop aggressive behaviors (Deffenbacher, Lynch, Oetting, & Kemper, 1996; Galambos & Leadbeater, 2000; Grunbaum et al., 2004).