For the topic of anger management, I would suggest anger management education with a cognitive-behavioural intervention targeted at lower secondary school children. It would teach healthy expressions of anger and educate students on both unhealthy inhibited expressions of anger and over-aggressive expressions of anger. A pilot version of this programme could be run in a cohort of Secondary 1 students at a school, where students’ attendance would be mandatory and the programme would be an enrichment class after lessons. Secondary school-aged students are at a key period for intervention (Lök, Bademli & Canbaz, 2018) and cognitive-behavioural approaches have been shown to be effective in promoting anger management among adolescents (Sukhodolsky, Smith, McCauley, Ibrahim & Piasecka, 2016), hence why it is targeted at secondary school students and targets their cognitive behaviour. The course would cover an expanded version of our workshop based upon the Transtheoretical Model of Behaviour, which states ‘health behavior change involves progress through six stages of change: precontemplation, contemplation, preparation, action, maintenance, and termination.’ (Prochaska & Velicer, 1997). The programme is intended to work from the precontemplation stage, where ‘people are not intending to take action in the foreseeable future, usually measured as the next 6 months.’ (Prochaska & Velicer, 1997) as this will be a mandatory programme, so students may not be convinced yet on the importance of anger management. We could use adapted versions of our activities, such as Anger Explosion where we stimulated how anger can be destructive to others when left unchecked with a do-it-yourself volcano and alter it for older audiences. The first few classes would thus center around the effects of being over-aggressive or under-aggressive and educate on the importance of healthy expressions of anger. Afterwards, the programme would progress to the next stages of contemplation, preparation, action and maintenance. Student would be taught ways to cope with anger and not act on impulse with mindfulness exercises, which are shown to help treat anger problems (Wright, Day & Howells, 2009), along with anger coping strategies. They would then be taught social skills to solve social dilemmas diplomatically in an effective manner, as this also has been shown to reduce aggression in students (Espelage, Rose & Polanin, 2015). After each class, they could be given ‘homework’ to reflect on or practice a skill that they learnt that day in their daily life which work well in enhancing students’ understanding and abilities in a topic. (Baird & Munir, 2015) and would help encourage students to take action to practice anger management on a regular basis.

This programme would have an educational appeal, teaching pupils the benefits and effects of anger management. This has been shown to work well in school-based health interventions as students are reportedly more engaged if shown the benefits of the promoted health behaviour. (Pearson, Chilton, Wyatt, Abraham, Ford, Woods & Anderson, 2015)
 

The pilot programme is recommended to be run in Westwood Secondary School, as there was a recent case of a viral video of aggression, where five students physically bullied a classmate. (How, 2018) From this, it seems that Westwood students might benefit from learning to express their anger in healthier ways and not through bullying and physical aggression. If the programme is successful in improving students’ anger management, then it could be subsequently implemented on a nation-wide level across all secondary schools.