Anger Management Manual - the ATTC Network

Cognitive Restructuring
The A-B-C-D Model and Thought Stopping
Session 5
Instructions to Group Leaders
Outline of Session 5
• Instructions to Group Leaders
• Check-In Procedure
In this session, present the A-B-C-D Model (a
• Suggested Remarks
form of cognitive restructuring originally developed
by Albert Ellis [Ellis, 1979; Ellis & Harper,
– The A-B-C-D Model
1975]) and the technique of thought stopping.
– Thought Stopping
Cognitive restructuring is an advanced anger
• Homework Assignment
management technique that requires group
members to examine and change their thought
processes. People differ in their ability to learn and apply these techniques. Some may be
generally familiar with cognitive restructuring, whereas others may have little or no experience
with this concept. In addition, some people may initially have difficulty understanding the concept
or may not yet be ready to challenge or change their irrational beliefs. It is important to
accept these group members, whatever their level of readiness and understanding, and help
them identify how their irrational beliefs perpetuate anger and how modifying these beliefs can
prevent further escalation of anger.
In addition to presenting the A-B-C-D Model, include a discussion on thought stopping. Thought
stopping is accepted and readily understood by most clients. Regardless of whether they view
particular beliefs as irrational or maladaptive, most people recognize that these specific beliefs
increase anger and lead to the explosion phase (10 on the anger meter). Thought stopping
provides an immediate and direct strategy for helping people manage the beliefs that cause
their anger to escalate.
Check-In Procedure
Ask group members to report the highest level of anger they reached on the anger meter
during the past week. Make sure they reserve 10 for situations where they lost control of their
anger and experienced negative consequences. Ask them to describe the anger-provoking
event that led to their highest level of anger and to identify the cues that occurred in response
to the anger-provoking event. Help them classify these cues into the four cue categories.
Include, as part of the Check-In Procedure, a followup of the homework assignment from last
week’s session. Specifically ask group members to report on the development of their anger
control plans. In addition, inquire whether they practiced the progressive muscle relaxation
exercise.
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