Practical Strategies for Managing the Angry, Aggressive and Impulsive Student

Practical Strategies for Managing the Angry, Aggressive and Impulsive Student


Program Focus:

From Challenge to Change: This program focuses on the causes and scope of persistent behaviors of anger, aggression and poor impulse control in students. It also offers practical, doable ideas and strategies for intervention and management of effective change.


Participant Benefits:

 LEARN those factors and issues that create and fuel angry, aggressive and impulsive behavior.

REDIRECT behaviors that can threaten the safety of this student and others.

INCREASE effectiveness in teaching critical skills of self-soothing and impulse control.  

 Needs Addressed by this Program:

WHY IS IT some youngsters can recite the behavior rules and consequences chapter and verse … yet still violate those rules over and over again?

WHY IS IT that it takes only one “cocked to explode” student to threaten the learning environment for everyone?

WHY IS IT our strategies for managing the angry, aggressive and impulsive student often don’t work, especially when behavior worsens in spite of our efforts?

These are difficult questions; answers don’t come easily.


Intended Audience of this Program:

Classroom teachers, Special Education teachers, alternative education teachers, school counselors, administrators, behavior intervention specialists, instructional specialists, instructional assistants, program specialists, school counselors, school psychologists and school social workers.


Program Objectives:

Understanding Angry Behavior: Through this part of the program and materials, participants will be able to:

CONSIDER how what seems “logical” about behavior is not at all logical to this student … INVESTIGATE this youngster’s perceptions of “winning” versus “losing” and how these perceptions dramatically affect behavior … INTERNALIZE three factors researchers agree most influence bad behavior, and how these factors point to better intervention and management … REALIZE how a youngster’s emotional “hardware” can be an issue in a number of behavioral conditions … GRASP the concept of Emotional Bandwidth and what happens when it is “broken” … UNDERSTAND why Desperate Behavior, although rare, can be so baffling.

Mastery Through Awareness: Through this part of the program and materials, participants will be able to:

CHALLENGE the “advantages” this student may see in staying angry and volatile … REDUCE the “limits” that exist between the angry student and those serving him … TEACH the student powerful connections between Needs, Feelings, Beliefs and Freedoms, and how they can be used to achieve healing and behavioral control.

Mastery Through Implementation: Through this part of the program and materials, participants will be able to:

ENCOURAGE  the student to learn and use skills for self-soothing and the “stretching” of time … ADDRESS the angry, aggressive and impulsive student’s needs for appropriate empowerment … TEACH and IMPLEMENT a detailed, step-by-step hierarchy for skills of anger awareness and change … EXPLAIN and PRACTICE a simple, yet powerful, noncoercive way of responding to distressing circumstances … SHOW the student how to “manipulate” troubling thoughts using images and visualization … EXPLAIN and DEMONSTRATE other methods for controlling anger and destructive impulse … CONSIDER implications for discipline with this student.

Receive an Extensive Program Handbook: Participants will receive a valuable program handbook stuffed full of ready-to-use ideas, strategies and interventions for improving student behavior and generating more compliance and achievement in the school and classroom (a $21.50 value).


Program Description:

We know the angry, aggressive and impulsive student often feels like a victim. This directly affects how that youngster thinks, or, in some cases, doesn’t think. In a perceived crisis, this student slips into a survival mode; not at all open to reason and logic in that moment. Result: Disciplinary interventions can fail.

In this valuable new seminar, James Sutton, nationally recognized psychologist, best-selling author, and former Special Education teacher, will address the slowing down of anger arousal and impulsive thought as the youngster is shown how to re-perceive safety in immediate circumstances.

Dr. Sutton will offer many interventions for teaching functional skills of self-soothing, increased facility with expression through language, and the student’s investment into positive outcomes. The goal is for the student, with assistance, to rid himself of victim status, to gain familiarity with his own needs and feelings, to improve long-standing beliefs, to collaborate actively in his improvement, and to evaluate his own progress accurately. Dr. Sutton will not only address the development and improvement of these skills with this student, he will give participants step-by-step content for achieving what everyone wants: positive and lasting change.

Participants will leave this new seminar with insights and interventions they can use immediately. They will also leave with a comprehensive resource handbook that will remain a go-to resource for years to come.


The Presenter: James Sutton, EdD

DR. JAMES SUTTON, an experienced educator, presenter and author, has taught in elementary, middle and high school. As a psychologist specializing in emotional and behavioral issues of children and adolescents, he is in demand as a consultant to schools, special education cooperatives, regional education service centers, juvenile justice departments, child service agencies, hospitals and residential facilities for young people.

Dr. Sutton was awarded the Certified Speaking Professional designation, the highest earned credential in professional speaking, by the National Speakers Association. He is the author of a number of guides, training programs and books, including the acclaimed bestseller, 101 Ways to Make Your Classroom Special (now in its 10th printing).


A Message from the Presenter:

Dear Colleague:

Angry behavior in young people is difficult to manage. The immediate results of aggression, such as another student backing down in a conflict, often reinforce the behavior and overpower our intervention. Consider, also, how you might approach the youngster who, because of his own fears and insecurities, honestly feels compelled to act out as a way of surviving.

Consequences for angry and aggressive behavior are important and must be in place. But what if the behavior continues in spite of consequences? What is the best approach then? This program will address these questions, providing participants insights and interventions for creating positive change with behaviorally troubled students.

In this exciting new seminar, I will share an approach I learned a few years ago and have been using ever since. This amazing intervention was implemented by a psychologist in a locked ward of severely behaviorally-disordered, “impossible” patients. Results: The ward was gradually emptied and eventually closed. The schools are a different environment but, if you’ll come to this seminar, I will show you how the principles he employed can be used quite effectively with angry, aggressive and impulsive students. You definitely DON’T want to miss this!


James Sutton, EdD

PS: This training is versatile and useful in a number of applications. Whether you’re looking for ideas to improve your effectiveness with the behaviorally difficult youngster, or if you’re looking for material to supplement and support an Individualized Education Plan, Behavior Improvement Plan, or a 504 Plan, this program will give you tools. Your planning will be easier; your interventions more effective. You’ll leave the program with lots of ideas and strategies you can implement immediately.


Credit Hours Granted:

This program was developed to provide 5.25 clock hours (.525 CEUs) of credit.


Program Agenda:


Check-in and registration



Wise versus Powerful 

Attack of the Victims

Our Emotional Hardware

Emotional Bandwidth

Broken Bandwidth

Desperate Behavior





Why Not STAY Angry?

Managing Limits

Needs: A Natural State




Lunch (own your own)




The Journey

Safe, Soothing and SLOW

Managing Negative Patterns






Teaching the Skills

Supportive Interventions

Does “Intent” Matter?

Implications for Discipline

Putting it All Together

Review and Closing