Angry Managment (WWW - Panteashop.ir)

‫ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ‬
‫ﻛﺘﺎب ﻛﺎر‬
‫ﻧﻮﻳﺴﻨﺪﮔﺎن‪:‬‬
‫دﻛﺘﺮ ام‪.‬راﻳﻠﻲ‬
‫دﻛﺘﺮ ﻣﺎﻳﻜﻞ اس‪.‬ﺷﺎپ ﺷﺎﻳﺮ‬
‫دﻛﺘﺮ ﺗﻴﻤﻮﺗﻲ ﺳﻲ‪.‬دورازو‬
‫دﻛﺘﺮ ﺗﻮري اي‪.‬ﻛﻤﭙﻞ‬
‫ﻣﺘﺮﺟﻢ‪:‬‬
‫ﻓــﺮزاﻧـﻪ رﺳﺘـﮕـﺎر‬
‫دﭘﺎرﺗﻤﺎن ﺳﻼﻣﺖ و ﺧﺪﻣﺎت اﻧﺴﺎﻧﻲ اﻳﺎﻻت ﻣﺘﺤﺪه آﻣﺮﻳﻜﺎ‬
‫‪١‬‬
‫ﻓﻬﺮﺳﺖ ﻣﻄﺎﻟﺐ‬
‫ﻣﻘﺪﻣﻪ ‪3............................................................................................................‬‬
‫ﻓﺼﻞ اول آﺷﻨﺎﻳﻲ ﺑﺎ روش ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ ‪4.............................................‬‬
‫ﻓﺼﻞ دوم ﭘﻴﺸﺎﻣﺪ ﻫﺎ و ﻋﻼﺋﻢ ‪11.................................................................‬‬
‫ﻓﺼﻞ ﺳﻮم ﺧﺸﻢ و ﻃﺮح ﻫﺎي ﻛﻨﺘﺮل ‪16....................................................‬‬
‫ﻓﺼﻞ ﭼﻬﺎرم داﻳﺮه ﭘﺮﺧﺎﺷﮕﺮي ‪22.............................................................‬‬
‫ﻓﺼﻞ ﭘﻨﭽﻢ ﺑﺎزﺳﺎزي ﺷﻨﺎﺧﺘﻲ ‪28...............................................................‬‬
‫ﻓﺼﻞ ﺷﺸﻢ دوره ‪32.....................................................................................‬‬
‫ﻓﺼﻞ ﻫﻔﺘﻢ و ﻫﺸﺘﻢ ﺳﻤﺎﺟﺖ و اﻟﮕﻮي ﺑﺮﺧﻮرد ارادي ‪34.....................‬‬
‫ﻓﺼﻞ ﻧﻬﻢ و دﻫﻢ ﺧﺸﻢ و ﺧﺎﻧﻮاده ‪39.........................................................‬‬
‫ﻓﺼﻞ ﻳﺎزدﻫﻢ دوره ‪43..................................................................................‬‬
‫ﻓﺼﻞ دوازدﻫﻢ ﭘﺎﻳﺎن دوره آﻣﻮزﺷﻲ ‪45......................................................‬‬
‫ﺿﻤﻴﻤﻪ ﻗﺪرداﻧﻲ ﻧﻮﻳﺴﻨﺪﮔﺎن ‪47.................................................................‬‬
‫‪٢‬‬
‫ﻣﻘﺪﻣﻪ‬
‫اﻳﻦ ﻛﺘﺎب ﻛﺎر ﺑﻤﻨﻈﻮر اﺳﺘﻔﺎده اﻓـﺮاد دﺧﻴـﻞ در دوره آﻣﻮزﺷـﻲ روش ﮔﺮوﻫـﻲ‬
‫ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ ‪،‬ﺑﺮاي اﻓﺮادي ﻛﻪ ﻣﻮرد ﺳﻮء اﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺘﻪ اﻧﺪ و اﻓﺮاد ﺗﺤﺖ‬
‫دوره ﻣﻌﺎﻟﺠﻪ ﺳﻼﻣﺘﻲ روان‪ ،‬ﻃﺮاﺣﻲ ﺷﺪه اﺳﺖ‪.‬‬
‫ﺷﺎﻣﻞ ‪ 12‬درس ﻫﻔﺘﮕﻲ ﺟﺪاﮔﺎﻧﻪ ﭘﻴﺮاﻣﻮن روش ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ ﮔﺮوﻫﻲ ﺑﻬﻤﺮاه‬
‫ﺧﻼﺻﻪ اي از ﻣﻔﺎﻫﻴﻢ اﺻـﻠﻲ‪ ،‬ﺗﻤـﺮﻳﻦ ﻫـﺎي ﺑﻤﻨﻈـﻮر ﺗﻜﻤﻴـﻞ ﺗﻜـﺎﻟﻴﻒ ﺧﺎﻧـﻪ و‬
‫ﻓﻀﺎﻫﺎي ﺧﺎﻟﻲ ﺑﺮاي ﻳﺎدداﺷﺖ در ﻫﺮ ﻓﺼﻞ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬
‫ﻣﻔﺎﻫﻴﻢ و ﻣﻬﺎرﺗﻬﺎي اراﺋﻪ ﺷﺪه در روش ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ ﺑﻮﺳﻴﻠﻪ ﺗﻤﺮﻳﻦ و دوره و‬
‫اﻧﺠﺎم دادن ﺗﻜﺎﻟﻴﻒ آورده ﺷﺪه در اﻳﻦ ﻛﺘﺎب ﻛـﺎر‪ ،‬ﺑـﻪ ﺑﻬﺘـﺮﻳﻦ ﺷـﻴﻮه آﻣﻮﺧﺘـﻪ‬
‫ﺧﻮاﻫﻨﺪ ﺷﺪ‪.‬‬
‫اﺳﺘﻔﺎده از اﻳﻦ ﻛﺘﺎب ﻛﺎر ﺑﻌﻨﻮان اﺑﺰار ﻛﻤﻜﻲ در ﻛﻨﺎر دوره آﻣﻮزﺷﻲ ‪ 12‬ﻫﻔﺘﮕﻲ‬
‫ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ ﺑﻪ ﺷﻤﺎ در اﻣﺮ ارﺗﻘﺎ دادن ﻣﻬﺎرﺗﻬﺎي ﻻزم ﺑﺮاي ﻣﻮﻓﻘﻴﺖ در اداره‬
‫و ﻛﻨﺘﺮل ﺧﺸﻢ‪ ،‬ﻳﺎري ﺧﻮاﻫﺪ رﺳﺎﻧﺪ‪.‬‬
‫‪٣‬‬
‫ﻓﺼﻞ اول‬
‫آﺷﻨﺎﻳﻲ ﺑﺎ روش ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ‬
‫در اﻳﻦ ﻓﺼﻞ دﻳﺪ ﻛﻠﻲ ﻧﺴﺒﺖ ﺑﻪ روش درﻣﺎﻧﻲ ﻣـﺪﻳﺮﻳﺖ ﺧـﺸﻢ ﭘﻴـﺪا ﺧﻮاﻫﻴـﺪ‬
‫ﻛﺮد‪.‬‬
‫ﻫﺪف از ﺗﺸﻜﻴﻞ ﮔﺮوه‪ ،‬ﻗـﻮاﻧﻴﻦ ﮔـﺮوه‪ ،‬ﺗﻌـﺎرﻳﻒ ﺧـﺸﻢ و ﭘﺮﺧﺎﺷـﮕﺮي‪ ،‬اﻓـﺴﺎﻧﻪ‬
‫ﻫﺎ)ﺑﺎورﻫﺎي ﻧﺎدرﺳﺖ( درﺑﺎره ﺧﺸﻢ‪ ،‬ﺧﺸﻢ ﺑﻌﻨـﻮان ﻳـﻪ ﻋﻜـﺲ اﻟﻌﻤـﻞ ﻧﺎﺷـﻲ از‬
‫ﻋﺎدت‪ ،‬و آﺷﻨﺎﻳﻲ ﺑﺎ )ﺧﺸﻢ ﺳﻨﺞ( ﻣﻘﻴﺎس ﺧـﺸﻢ ﺑﻤﻨﻈـﻮر ﻧﻈـﺎرت ﺑـﺮ ﺧـﺸﻢ از‬
‫ﻣﻄﺎﻟﺐ ﺗﺸﻜﻴﻞ دﻫﻨﺪه اﻳﻦ ﻓﺼﻞ ﻫﺴﺘﻨﺪ‪.‬‬
‫‪ .1‬ﻫﺪف از ﺗﺸﻜﻴﻞ ﮔﺮوه‬

‫اﻟﻒ( ﻳﺎدﮔﻴﺮي ﻛﻨﺘﺮل ﺧﺸﻢ ﺑﻄﻮر ﻣﻮﺛﺮ و ﻛﺎرا‬
‫ب( ﺗﻮﻗﻒ ﺧﺸﻮﻧﺖ و ﻳﺎ ﺗﻬﺪﻳﺪ ﺧﺸﻮﻧﺖ‬
‫ج( ﮔﺴﺘﺮش "ﺗﺴﻠﻂ ﺑﺮ ﺧﻮد" ﺑﺮ روي اﻓﻜﺎر و اﻋﻤﺎل‬
‫د( درﻳﺎﻓﺖ ﭘﺸﺘﻴﺒﺎﻧﻲ از دﻳﮕﺮان‬
‫‪ .2‬ﻗﻮاﻧﻴﻦ ﮔﺮوه‬
‫اﻟﻒ( اﻣﻨﻴﺖ ﮔﺮوه‪:‬ﻫﻴﭻ ﮔﻮﻧﻪ ﺧﺸﻮﻧﺖ و ﻳﺎ ﺗﻬﺪﻳﺪي ﻧﺴﺒﺖ ﺑﻪ ﻛﺎرﻛﻨﺎن ﻣﺠﻤﻮﻋـﻪ‬
‫و ﻳﺎ ﺳﺎﻳﺮ اﻋﻀﺎي ﮔﺮوه روا ﻧﻴﺴﺖ‪.‬دﻳﺪ ﺷﻤﺎ ﻧﺴﺒﺖ ﺑﻪ ﮔﺮوه ﺑﻌﻨـﻮان ﻣﻜـﺎﻧﻲ اﻣـﻦ‬
‫ﺑﺮاي ﺑﻪ اﺷﺘﺮاك ﮔﺬاردن ﺗﺠﺎرﺑﺘﺎن و اﺣﺴﺎﺳﺎﺗﺘﺎن ﺑﺪون ﺗﺮس و واﻫﻤﻪ از آﺳﻴﺐ‬
‫ﻓﻴﺰﻳﻜﻲ‪ ،‬ﺑﺴﻴﺎر ﺣﺎﺋﺰ اﻫﻤﻴﺖ اﺳﺖ‪.‬‬
‫ب( رازﻧﮕﻪ داري‪ :‬اﻋﻀﺎي ﮔﺮوه ﻧﺒﺎﻳﺴﺘﻲ درﺑﺎره آﻧﭽﻪ ﺳﺎﻳﺮ اﻋـﻀﺎي ﮔـﺮوه ﮔﻔﺘـﻪ‬
‫اﻧﺪ‪ ،‬ﻛﻼﻣﻲ ﺑﻪ زﺑﺎن ﺑﻴﺎورﻧﺪ‪).‬ﺳﺮﭘﺮﺳﺖ ﮔﺮوه ﺑﺎﻳﺴﺘﻲ ﺣﺪود و ﻗﻮاﻧﻴﻦ اﻳﻦ رازﻧﮕـﻪ‬
‫داري را در وﺿﻌﻴﺖ ﻓﺮدي ﻫﺮ ﺷﺨﺺ ‪،‬ﺗﻌﻴﻴﻦ ﻧﻤﺎﻳﺪ‪(.‬‬
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‫ج( ﺗﻜﺎﻟﻴﻒ ﺧﺎﻧﻪ‪ :‬ﺗﻜﻠﻴﻔﻬﺎي ﻣﺨﺘﺼﺮ و ﻛﻮﺗﺎه ﺑﺮاي ﺧﺎﻧﻪ‪ ،‬ﻫﺮ ﻫﻔﺘﻪ اراﺋﻪ ﺧﻮاﻫﻨـﺪ‬
‫ﺷﺪ‪.‬اﻧﺠﺎم اﻳﻦ ﺗﻜﺎﻟﻴﻒ ﻣﻬﺎرﺗﻬﺎي ﺷﻤﺎ را ﺑﻤﻨﻈـﻮر ﺑﻬﺒـﻮد ﻣـﺪﻳﺮﻳﺖ ﺧـﺸﻢ ارﺗﻘـﺎ‬
‫ﺧﻮاﻫﻨﺪ داد و ﺑﺸﻤﺎ رﺧﺼﺖ ﺧﻮاﻫﺪ داد ﺗﺎ ﺑﻴﺸﺘﺮﻳﻦ ﺑﻬﺮه را از ﺗﺠﺮﺑـﻪ ﮔﺮوﻫـﻲ‬
‫ﺣﺎﺻﻞ ﻛﻨﻴﺪ‪.‬‬
‫د( ﻏﻴﺒــﺖ و ﻛﻨــﺴﻞ ﻛــﺮدن‪ :‬درﺻــﻮرﺗﻲ ﻛــﻪ اﻣﻜــﺎن ﺣــﻀﻮر در ﺟﻠــﺴﻪ اي را‬
‫ﻧﺪاﺷﺘﻴﺪ‪،‬ﺑﺎﻳﺴﺘﻲ ﺳﺮﭘﺮﺳﺖ ﮔﺮوه را از ﻗﺒﻞ ﻣﻄﻠﻊ ﺳﺎزﻳﺪ‪.‬ﺑـﺪﻟﻴﻞ ﺣﺠـﻢ ﻣﻄـﺎﻟﺒﻲ‬
‫ﻛﻪ در ﻫﺮ ﻓﺼﻞ اراﺋﻪ ﻣﻲ ﺷﻮد‪ ،‬ﻧﺒﺎﻳﺪ ﺑﻴﺶ از ‪ 3‬ﺟﻠﺴﻪ از ‪ 12‬ﺟﻠﺴﻪ را از دﺳـﺖ‬
‫ﺑﺪﻫﻴﺪ‪.‬‬
‫در ﻏﻴﺮ اﻳﻨﺼﻮرت ﺑﺎ وﺟﻮد اﻳﻨﻜـﻪ اﻣﻜـﺎن ﺣـﻀﻮر در ﺑـﺎﻗﻲ ﺟﻠـﺴﺎت ﻫﻔﺘﮕـﻲ را‬
‫ﺧﻮاﻫﻴﺪ داﺷﺖ اﻣﺎ ﻫـﻴﭻ ﮔـﻮاﻫﻲ ﻣﺒﻨـﻲ ﺑـﺮ ﺑـﻪ ﭘﺎﻳـﺎن رﺳـﺎﻧﺪن دوره‪ ،‬درﻳﺎﻓـﺖ‬
‫ﻧﺨﻮاﻫﻴﺪ ﻛﺮد‪.‬‬
‫ذ( ﺗﻨﻔﺲ‪ :‬ﺳﺮﭘﺮﺳﺖ ﮔﺮوه اﺧﺘﻴﺎر اﻳﻦ را دارد ﻛـﻪ در ﻫـﺮ زﻣـﺎﻧﻲ ﻛـﻪ ﺧﻮاﺳـﺖ‬
‫اﻋﻼم ﺗﻨﻔﺲ ﻛﻨﺪ‪.‬ﺳﺮاﻧﺠﺎم ﺧﻮاﻫﻴﺪ آﻣﻮﺧﺖ ﻛﻪ در ﺻﻮرت اﺣﺴﺎس ﻋﺪم ﻛﻨﺘـﺮل‬
‫ﺑﺪﻟﻴﻞ زﻳﺎد ﺷﺪن ﺧﺸﻤﺘﺎن‪ ،‬ﺷﺨﺼﺎ اﻋﻼم ﺗﻨﻔﺲ ﻛﻨﻴﺪ ‪.‬‬
‫‪ .3‬ﺗﻌﺎرﻳﻒ‬
‫در دﻳﺪ ﻛﻠﻲ‪ ،‬ﺧﺸﻢ اﺣﺴﺎس و ﻳﺎ ﺣﺎﻟﺘﻲ اﺳﺖ ﻛﻪ در ﮔﺴﺘﺮه رﻧﺠـﺶ ﻣﻼﻳـﻢ ﺗـﺎ‬
‫ﻏﻴﺾ و ﻏﻀﺐ ﺷﺪﻳﺪ ﻗﺮار ﻣﻲ ﮔﻴﺮد‪.‬ﺑﺴﻴﺎري از اﻓﺮاد اﻏﻠﺐ ﺧﺸﻢ و ﭘﺮﺧﺎﺷـﮕﺮي‬
‫را ﺑﺎ ﻫﻢ اﺷﺘﺒﺎه ﻣﻲ ﮔﻴﺮﻧﺪ‪.‬ﭘﺮﺧﺎﺷﮕﺮي رﻓﺘﺎرﻳﺴﺖ ﻛﻪ ﻫﺪف آن آزار و ﻳﺎ آﺳـﻴﺐ‬
‫رﺳﺎﻧﺪن ﺑﻪ ﺷﺨﺺ دﻳﮕﺮي و ﻳﺎ آﺳﻴﺐ ﺑﻪ اﻣﻮال و داراﻳﻲ ﻫﺎﺳـﺖ‪.‬ﺑﻌﺒـﺎرت دﻳﮕـﺮ‬
‫ﺳﺘﻴﺰه ﺟﻮﻳﻲ ﺑﻪ ﻣﺠﻤﻮﻋﻪ اي از ﮔﺮاﻳﺸﺎت و ﻗﻀﺎوﺗﻬﺎﻳﻲ ﺑﺮ ﻣﻲ ﮔﺮدد ﻛـﻪ ﺑﺎﻋـﺚ‬
‫ﺗﺤﺮﻳﻚ رﻓﺘﺎر ﭘﺮﺧﺎﺷﮕﺮاﻧﻪ ﻣﻲ ﺷﻮد‪.‬‬
‫آﻳﺎ ﻗﺒـﻞ از آﺷـﻨﺎﻳﻲ ﺑـﺎ اﻳـﻦ ﺗﻌـﺎرﻳﻒ‪ ،‬ﺧـﺸﻢ و ﭘﺮﺧﺎﺷـﮕﺮي را ﺑـﺎ ﻫـﻢ اﺷـﺘﺒﺎه‬
‫ﻣﻲﮔﺮﻓﺘﻴﺪ؟ ﻟﻄﻔﺎ ﭼﮕﻮﻧﮕﻲ آن را ﺗﻮﺿﻴﺢ دﻫﻴﺪ‪.‬‬
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‫‪ .4‬ﭼﻪ ﻫﻨﮕﺎم ﺧﺸﻢ ﻣﺴﺎﻟﻪ ﺳﺎز ﻣﻲ ﺷﻮد؟‬
‫ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﺧﺸﻢ ﺑﺴﻴﺎر ﺷﺪﻳﺪ و ﻣﺪاوم ﻣﻲ ﺷﻮد و ﻳﺎ اﻳﻨﻜﻪ ﺑﻄﻮر ﻧﺎدرﺳﺖ اﺑـﺮاز‬
‫ﻣﻲ ﮔﺮدد‪ ،‬ﻣﺴﺎﻟﻪ ﺳﺎز ﺧﻮاﻫﺪ ﺷﺪ‪.‬‬
‫اﺣﺴﺎس ﺧﺸﻢ ﺑﺼﻮرت ﺷﺪﻳﺪ و ﻣﺪاوم ﺑـﺮ روي ﺟـﺴﻢ ﻓـﺸﺎر ﻓﻴﺰﻳﻜـﻲ ﺑـﻴﺶ از‬
‫ﺣﺪي وارد ﺧﻮاﻫﺪ ﻛﺮد‪.‬‬
‫ﭼﻨﺪ ﻣﻮرد از ﻋﺼﺒﺎﻧﻴﺖ ﻫﺎﻳﻲ ﻛﻪ ﻣﻤﻜﻦ اﺳﺖ ﺑﻄﻮر ﻓﻴﺰﻳﻜﻲ ﺑﺮ روي ﺷـﻤﺎ ﻣـﻮﺛﺮ‬
‫ﺑﺎﺷﻨﺪ را ﻧﺎم ﺑﺒﺮﻳﺪ‪:‬‬
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‫‪ .5‬ﺗﻼﻓﻲ و ﭘﻲ آﻣﺪﻫﺎ‬
‫اﺑﺮاز ﻧﺎدرﺳﺖ ﺧﺸﻢ ﺑﺪوا داراي ﺗﻼﻓﻲ ﻇﺎﻫﺮي ﻣﻲ ﺑﺎﺷﺪ )از ﻗﺒﻴﻞ اﺣـﺴﺎس رﻫـﺎ‬
‫ﺷﺪن از ﺗﺤﺖ ﻓﺸﺎر ﺑﻮدن‪ ،‬اﺣﺴﺎس ﻛﻨﺘﺮل داﺷﺘﻦ ﺑﺮ ﺳـﺎﻳﺮﻳﻦ( ‪.‬در ﺑﻠﻨـﺪ ﻣـﺪت‬
‫اﻳﻦ ﺗﻼﻓﻲ ﻫﺎ ﺑﻪ ﭘﻲ آﻣﺪﻫﺎي ﻣﻨﻔﻲ ﻣﻨﺘﻬـﻲ ﺧﻮاﻫـﺪ ﺷـﺪ‪.‬ﺑﻬﻤـﻴﻦ دﻟﻴـﻞ ﺑـﻪ آن‬
‫"ﺗﻼﻓﻲ ﻫﺎي ﻇﺎﻫﺮي" ﻣﻲ ﮔﻮﻳﻨﺪ‪.‬ﭘﻲ آﻣﺪﻫﺎي ﻣﻨﻔﻲ در ﺑﻠﻨﺪ ﻣـﺪت ﻧـﺴﺒﺖ ﺑـﻪ‬
‫آﻧﭽﻪ در ﻛﻮﺗﺎه ﻣﺪت ﺑﺪﺳﺖ ﻣﻲ آﻳﺪ‪ ،‬ﻛﻔﻪ ﺗﺮازو را ﺑﻪ ﻧﻔﻊ ﺧﻮد‪ ،‬ﺳﻨﮕﻴﻦ ﺧﻮاﻫﻨﺪ‬
‫ﻛﺮد‪.‬‬
‫ﭼﻨﺪ ﻣﻮرد از ﻋﻜﺲ اﻟﻌﻤﻞ ﻫﺎﻳﻲ )ﺗﻼﻓﻲ( ﻛﻪ در ﻫﻨﮕﺎم ﺧﺸﻢ ﺑﺎ آن آﺷﻨﺎ ﻫﺴﺘﻴﺪ‬
‫را ﻧﺎم ﺑﺒﺮﻳﺪ‪.‬‬
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‫ﭼﻨﺪ ﻣﻮرد از ﭘﻴﺎﻣﺪﻫﺎي ﻣﻨﻔﻲ را ﻛﻪ ﺷﺨﺼﺎ ﺑﺪﻟﻴﻞ اﺑـﺮاز ﻧﺎدرﺳـﺖ ﺧـﺸﻤﺘﺎن ﺑـﺎ‬
‫آﻧﻬﺎ روﺑﻪرو ﺷﺪه اﻳﺪ را ذﻛﺮ ﻛﻨﻴﺪ‪:‬‬
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‫‪ .6‬اﻓﺴﺎﻧﻪ ﻫﺎي در ﻣﻮرد ﺧﺸﻢ‬

‫اﻓﺴﺎﻧﻪ اول ( ﺧﺸﻢ ﻣﻮروﺛﻲ اﺳﺖ‪ :‬ﻳﻚ ﻣﻮرد ﺑﺪﻓﻬﻤﻲ ﻳﺎ اﻓﺴﺎﻧﻪ درﺑﺎره ﺧـﺸﻢ و‬
‫ﻃﺮﻳﻘﻪاي ﻛﻪ اﻓﺮاد آﻧﺮا ﻧﺸﺎن ﻣﻲ دﻫﻨﺪ اﻳﻨﺴﺖ ﻛﻪ ﺧﺸﻢ ارﺛﻲ اﺳﺖ و ﻏﻴﺮﻗﺎﺑـﻞ‬
‫ﺗﻐﻴﻴﺮ‪ .‬ﺑﻬﺮ ﺣﺎل ﺷﻮاﻫﺪ و ﻣﺪارﻛﻲ ﻛﻪ ﺑﺮ اﺳﺎس ﻣﻄﺎﻟﻌﺎت ﺑﺪﺳﺖ آﻣﺪه ﻣـﺸﺨﺺ‬
‫ﻣﻲﻛﻨﺪ ﻛﻪ اﻓﺮاد ﺑﺎ ﻳـﻚ ﺳـﺮي روﺷـﻬﺎي وﻳـﮋه اﺑـﺮاز ﺧـﺸﻢ ﺑـﺪﻧﻴﺎ ﻧﻤـﻲآﻳﻨـﺪ‪.‬‬
‫ﻫﻤﭽﻨﻴﻦ اﻳﻦ ﻣﻄﺎﻟﻌﺎت ﻣﺸﺨﺺ ﻣﻲﻧﻤﺎﻳﺪ ﻛﻪ ﺷﻴﻮه اﺑﺮاز ﺧﺸﻢ رﻓﺘﺎري اﻛﺘﺴﺎﺑﻲ‬
‫اﺳﺖ و در ﻧﺘﻴﺠﻪ اﺻﻼح ﺷﻴﻮه اﺑﺮاز ﺧﺸﻢ ﻏﻴﺮﻣﻤﻜﻦ ﻧﻴﺴﺖ‪.‬‬
‫اﻓﺴﺎﻧﻪ دوم( ﺧﺸﻢ ﺧﻮدﺑﻪ ﺧﻮد ﺑﻪ ﭘﺮﺧﺎﺷﮕﺮي ﻣﻲ رﺳـﺪ‪.‬ﺑـﺮ ﻣﺒﻨـﺎي اﻳـﻦ ﺑـﺎور‬
‫ﻧﺎدرﺳﺖ ﺗﻨﻬﺎ راه ﻣﻮﺛﺮ ﺑﺮاي اﺑﺮاز ﺧﺸﻢ از ﻃﺮﻳﻖ ﭘﺮﺧﺎﺷﮕﺮي اﺳﺖ‪.‬ﺑـﻪ ﻫـﺮ روي‬
‫ﺑﺮاي اﺑﺮاز ﺧﺸﻢ راهﻫﺎي ﺳﺎزﻧﺪه و ﺟﺴﻮراﻧﻪ دﻳﮕﺮي ﻧﻴﺰ وﺟـﻮد دارﻧـﺪ‪.‬ﻣـﺪﻳﺮﻳﺖ‬
‫ﻣﻮﺛﺮ ﺧﺸﻢ ﺷﺎﻣﻞ ﻛﻨﺘﺮل ﺑﺎﻻ رﻓﺘﻦ ﻣﻴﺰان ﺧﺸﻢ ﺑﻮﺳﻴﻠﻪ آﻣﻮزش ﻣﻬﺎرﺗﻬﺎي دﻓﺎع‬
‫از ﺣﻖ ﺧﻮد‪ ،‬ﺗﻐﻴﻴﺮ "ﺑﺎ ﺧﻮد ﺳﺨﻦ ﮔﻔﺘﻦ" ﻣﻨﻔﻲ و ﺳـﺘﻴﺰه ﺟﻮﻳﺎﻧـﻪ‪ ،‬ﺑـﻪ ﭼـﺎﻟﺶ‬
‫ﻛﺸﻴﺪن ﺑﺎورﻫﺎي ﻧﺎﻣﻌﻘﻮل و ﺑﻜﺎرﮔﻴﺮي ﻣﺠﻤﻮﻋﻪاي از روﺷـﻬﺎ و اﺳـﺘﺮاﺗﮋيﻫـﺎي‬
‫رﻓﺘﺎرﻳﺴﺖ‪.‬‬
‫اﻳﻦ ﻣﻬﺎرﺗﻬﺎ‪ ،‬ﺗﻜﻨﻴﻜﻬﺎ و اﺳﺘﺮاﺗﮋيﻫﺎ در ﻓﺼﻮل ﺑﻌﺪي ﻣﻮرد ﺑﺤﺚ ﻗـﺮار ﺧﻮاﻫﻨـﺪ‬
‫ﮔﺮﻓﺖ‪.‬‬
‫اﻓﺴﺎﻧﻪ ﺳﻮم( اﮔﺮ ﻣﻲ ﺧﻮاﻫﻲ ﺑﻪ آﻧﭽﻪ ﻛـﻪ ﻣـﻲ ﺧـﻮاﻫﻲ ﺑﺮﺳـﻲ‪،‬ﺑﺎﻳﺪ ﭘﺮﺧﺎﺷـﮕﺮ‬
‫ﺑﺎﺷﻲ‪.‬ﺑﺴﻴﺎري از ﻣﺮدم دﻓﺎع از ﺣﻖ ﺧﻮد را ﺑـﺎ ﭘﺮﺧـﺸﺎﮔﺮي اﺷـﺘﺒﺎه ﻣـﻲﮔﻴﺮﻧـﺪ‪.‬‬
‫ﻫﺪف از ﭘﺮﺧﺎﺷﮕﺮي ﺗﺴﻠﻂ‪ ،‬آزار و آﺳﻴﺐ رﺳﺎﻧﺪن ﺑﻪ دﻳﮕﺮﻳﺴﺖ ﺗﺎ ﺑﻪ ﻫﺮ ﻗﻴﻤﺖ‬
‫ﻣﻤﻜﻦ ﭘﻴﺮوز ﻣﻴﺪان ﺷﺪ‪.‬ﺑﺮﻋﻜﺲ ﻫﺪف از ﺣﺎﺿﺮ ﺟﻮاﺑﻲ و دﻓﺎع از ﺣﻖ ﺧﻮد اﺑﺮاز‬
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‫اﺣﺴﺎﺳﺎت ﻧﺎﺷﻲ از ﺧﺸﻢ ﺑﻪ روﺷﻲ ﻣﺤﺘﺮﻣﺎﻧﻪ ﻧﺴﺒﺖ ﺑﻪ ﺳـﺎﻳﺮ اﻓـﺮاد ﻣـﻲﺑﺎﺷـﺪ‪.‬‬
‫ﺷﻤﺎ ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﺑﻪ اﻳﻦ روش اﺣﺴﺎﺳﺎﺗﺘﺎن را اﺑﺮاز ﻣﻲﻛﻨﻴﺪ ﻛﺴﻲ را ﺳـﺮزﻧﺶ و‬
‫ﻳﺎ ﺗﻬﺪﻳﺪ ﻧﺨﻮاﻫﻴﺪ ﻛﺮد و در ﻧﺘﻴﺠﻪ اﺣﺘﻤﺎل آﺳﻴﺐ اﺣﺴﺎﺳﻲ ﺑﻪ ﺣـﺪاﻗﻞ ﻣﻤﻜـﻦ‬
‫ﻣﻲرﺳﺪ‪.‬اﻳﻦ ﻣﻬﺎرت ﺑﺎ ﺷﺮح ﺑﻴﺸﺘﺮ ﻣﻮﺿﻮع ﻓﺼﻠﻬﺎي ﻫﻔﺘﻢ و ﻫﺸﺘﻢ اﺳﺖ‪.‬‬
‫اﻓﺴﺎﻧﻪ ﭼﻬﺎرم( ﺗﺨﻴﻠﻪ ﺧﺸﻢ ﻫﻤﻴﺸﻪ ﻟـﺬت ﺑﺨـﺶ اﺳـﺖ‪.‬ﺳـﺎﻟﻴﺎن ﺳـﺎل ﺑـﺎوري‬
‫ﻫﻤﻪﮔﻴﺮ ﺑﻮد ﻣﺒﻨﻲ ﺑﺮ اﻳﻨﻜﻪ اﻇﻬﺎر ﭘﺮﺧﺎﺷﮕﺮاﻧﻪ ﺧﺸﻢ از ﻗﺒﻴـﻞ ﻓﺮﻳـﺎد زدن و ﻳـﺎ‬
‫ﻣﺸﺖزدن ﺑﺮ روي ﺑﺎﻟﺶ ﺑﺮاي ﺣﻔﻆ ﺳﻼﻣﺘﻲ ﻣﻔﻴﺪ اﺳﺖ‪.‬وﻟﻲ ﺑﺮ اﺳﺎس ﻣﻄﺎﻟﻌﺎت‬
‫ﻣﺸﺨﺺ ﺷﺪه اﺳﺖ ﻛﻪ اﻓﺮادي ﻛﻪ ﺧﺸﻢ ﺧﻮد را ﺑـﺎ روﺷـﻬﺎي ﭘﺮﺧﺎﺷـﮕﺮاﻧﻪ آزاد‬
‫ﻣﻲﻛﻨﻨﺪ ﺑﻪ آﺳﺎﻧﻲ ﺧﺸﻤﮕﻴﻦ ﻣﻲ ﺷﻮﻧﺪ‪.‬ﺑﻌﺒﺎرت دﻳﮕﺮ رﻫﺎ ﺳﺎزي ﺧﺸﻢ از ﻃﺮﻳﻖ‬
‫روﺷﻬﺎي ﭘﺮﺧﺎﺷﮕﺮاﻧﻪ ﺑﺎﻋﺚ ﺗﻘﻮﻳﺖ و ﺗﺤﻜﻴﻢ رﻓﺘﺎر ﭘﺮﺧﺎﺷﮕﺮاﻧﻪ ﻣﻲ ﺷﻮد‪.‬‬
‫ﻗﺒﻞ از اداﻣﻪ ﺑﺤﺚ‪ ،‬ﺑﻴﺎن ﻛﻨﻴﺪ ﻛﻪ آﻳﺎ ﺑﺎور داﺷﺘﻴﺪ ﻛـﻪ اﻳـﻦ اﻓـﺴﺎﻧﻪﻫـﺎ درﺑـﺎره‬
‫ﺧﺸﻢ درﺳﺖ ﺑﺎﺷﻨﺪ‪.‬‬
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‫‪ .7‬ﺧﺸﻢ ﻋﺎدت اﺳﺖ‬

‫ﺧﺸﻢ ﻣﻲ ﺗﻮاﻧﺪ ﺑﻌﻨـﻮان ﻋﻜـﺲاﻟﻌﻤﻠـﻲ روزﻣـﺮه‪ ،‬آﺷـﻨﺎ و ﻗﺎﺑـﻞ ﭘـﻴﺶﺑﻴﻨـﻲ در‬
‫ﻣﻮﻗﻌﻴﺘﻬﺎي ﮔﻮﻧﺎﮔﻮن ﺗﺒﺪﻳﻞ ﺷﻮد‪.‬ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﺧﺸﻢ ﺑﻄﻮر ﻣﺪاوم و ﭘﺮﺧﺎﺷـﮕﺮاﻧﻪ‬
‫اﻇﻬﺎر ﺷﻮد ﻣﻲ ﺗﻮاﻧﺪ ﺗﺒﺪﻳﻞ ﺑﻪ ﻋﺎدﺗﻲ ﻧﺎﺳﺎزﮔﺎراﻧﻪ ﺷﻮد‪.‬ﺑﺮﻣﺒﻨﺎي ﺗﻌﺮﻳـﻒ‪ ،‬ﻋـﺎدت‬
‫ﻳﺎ "ﺧﻮﮔﺮﻓﺘﻦ" ﺑﻪ رﻓﺘﺎري اﻃﻼق ﻣﻲ ﺷﻮد ﻛﻪ ﺑﺼﻮرت ﺧﻮدﺟﻮﺷـﺎﻧﻪ‪ ،‬ﻣـﺴﺘﻤﺮ و‬
‫ﻣﺪاوم ﺑﺪون ﻫﻴﭽﮕﻮﻧﻪ ﻓﻜﺮ و ﺗﺎﻣﻠﻲ‪ ،‬اﻧﺠﺎم ﮔﺮدد‪.‬‬
‫اﻇﻬﺎر ﭘﺮﺧﺎﺷﮕﺮاﻧﻪ و ﻣﺪاوم ﺧﺸﻢ ﻣﻲﺗﻮاﻧﺪ ﺑﻌﻨﻮان ﻋﺎدﺗﻲ ﻧﺎﺳـﺎزﮔﺎراﻧﻪ ﻣﺤـﺴﻮب‬
‫ﺷﻮد و ﺑﻬﻤﻴﻦ دﻟﻴﻞ داراي ﻧﺘﺎﻳﺞ ﻣﻨﻔﻲ ﺧﻮاﻫﺪ ﺑﻮد‪.‬‬
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‫آﻳﺎ ﺑﻪ ﺧﺸﻢ ﺧﻮ ﮔﺮﻓﺘﻪاﻳﺪ؟ﭼﮕﻮﻧﻪ ؟‬
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‫ﺑﻪ ﭼﻪ ﺻﻮرﺗﻬﺎﻳﻲ ﻧﺎﺳﺎزﮔﺎراﻧﻪ ﺷﺪه اﺳﺖ؟‬

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‫‪.8‬ﻏﻠﺒﻪ ﺑﺮ ﺧﺸﻢ ﻋﺎدﺗﻲ‬

‫ﺑﺎ آﮔﺎﻫﻲ ﻧﺴﺒﺖ ﺑﻪ ﺣﻮادث و ﻣﺤﻴﻂﻫـﺎﻳﻲ ﻛـﻪ ﺑﺎﻋـﺚ ﺗﺤﺮﻳـﻚ ﺧـﺸﻤﺘﺎن و در‬
‫ﻧﺘﻴﺠﻪ ﭘﻴﺎﻣﺪﻫﺎي ﻣﻨﻔﻲ ﺑﻌﺪ از آن ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﻣﻲﺗﻮاﻧﻴﺪ ﺑﺮﺧﺸﻢ ﺣﺎﺻﻞ از ﻋـﺎدت‬
‫ﻏﻠﺒﻪ ﻛﻨﻴﺪ‪.‬ﺑﻌﻼوه ﺑﺎﻳﺴﺘﻲ ﻳﻚ ﺳﺮي از اﺳﺘﺮاﺗﮋيﻫﺎي ﻣﻮﺛﺮ ﺑﺮ ﻣﺪﻳﺮﻳﺖ ﺧﺸﻤﺘﺎن‬
‫را ﮔﺴﺘﺮش و ﺑﻬﺒﻮد ﺑﺒﺨﺸﻴﺪ‪.‬در ﻣﻮرد اﻳﻦ اﺳﺘﺮاﺗﮋي ﻫﺎ ﺑﻤﻨﻈﻮر ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ‪،‬‬
‫در ﻓﺼﻞ ﺳﻮم ﺑﺤﺚ ﻣﻲ ﺷﻮد‪.‬‬
‫ﭼﻨﺪ ﻣﻮرد از اﺳﺘﺮاﺗﮋيﻫﺎي ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ را ﻛﻪ ﺑﺎ آﻧﻬﺎ آﺷﻨﺎﻳﻴﺪ و ﻳﺎ اﻳﻨﻜﻪ ﻗﺒﻼ‬

‫ﺧﻮدﺗﺎن از آﻧﻬﺎ اﺳﺘﻔﺎده ﻛﺮده اﻳﺪ را ﻧﺎم ﺑﺒﺮﻳﺪ‪.‬‬
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‫‪.9‬ﺧﺸﻢ ﺳﻨﺞ‬
‫ﻳﻚ روش ﺳﺎده ﺑﺮاي ﻧﻈﺎرت ﺑﺮ ﺧﺸﻤﺘﺎن اﺳﺘﻔﺎده از ﻣﻘﻴﺎس ﻳﻚ ﺗﺎ ده اﺳﺖ ﻛﻪ‬
‫ﺑﻪ آن "ﺧﺸﻢﻣﺘﺮ" ﻣﻲ ﮔﻮﻳﻨـﺪ‪.‬اﻣﺘﻴـﺎز ﻳـﻚ در اﻳـﻦ ﻣﻘﻴـﺎس ﺑﻤﻌﻨـﺎي ﻋـﺎري از‬
‫ﻫﺮﮔﻮﻧﻪ ﺧﺸﻢ ﺑﻮدن و ﻳﺎ ﺣﺎﻟﺖ آراﻣـﺶ ﻛﺎﻣـﻞ اﺳـﺖ‪ ،‬در ﺣـﺎﻟﻲ ﻛـﻪ ده ﻧـﺸﺎن‬
‫دﻫﻨﺪه ﺧﺸﻤﻲ ﻗﻮي و اﻧﻔﺠﺎرﻳـﺴﺖ ﻛـﻪ ﺑﺎﻋـﺚ از دﺳـﺖ دادن ﻛﻨﺘـﺮل ﺷـﺪه و‬
‫ﻋﻮاﻗﺐ ﻣﻨﻔﻲ در ﭘﻲ ﺧﻮاﻫﺪ داﺷﺖ‪.‬‬
‫در ﻫﻔﺘﻪ ﭘﻴﺶ روي‪ ،‬ﺑﺮاي ﻫﺮ روز ﺧﺸﻤﺘﺎن راﻧﻈﺎرت ﻛﺮده و ﺑﺎﻻﺗﺮﻳﻦ ﻋـﺪدي را‬
‫ﻛﻪ ﺑﺮ اﺳﺎس ﻣﻘﻴﺎس ﺧﺸﻢ ﺳﻨﺞ ﻣﻲ رﺳﻴﺪ را ﻳﺎدداﺷﺖ ﻛﻨﻴﺪ‪.‬‬
‫آﻣﺎده ﺑﺎﺷﻴﺪ ﻛﻪ در ﺟﻠﺴﻪ ﺑﻌـﺪي ﮔـﺮوه‪ ،‬ﺑـﺎﻻﺗﺮﻳﻦ ﺳـﻄﺢ ﺧـﺸﻤﻲ ﻛـﻪ ﺑـﻪ آن‬
‫رﺳﻴﺪهاﻳﺪ را ﮔﺰارش ﻛﻨﻴﺪ‪.‬‬
‫ﺷﻨﺒﻪ‪...‬ﻳﻜﺸﻨﺒﻪ‪.....‬دوﺷﻨﺒﻪ‪....‬ﺳﻪ ﺷﻨﺒﻪ‪...‬ﭼﻬﺎرﺷﻨﺒﻪ‪.....‬ﭘﻨﺞ ﺷﻨﺒﻪ‪.....‬ﺟﻤﻌﻪ‬
‫‪١٠‬‬
‫ﻓﺼﻞ دوم‬
‫ﭘﻴﺶآﻣﺪﻫﺎ و ﻋﻼﺋﻢ‬
‫در اﻳﻦ ﻓﺼﻞ ﻧﺤﻮه آﻧﺎﻟﻴﺰ ﻛﺮدن ﻳﻚ ﭘﻴﺶآﻣﺪ ﻣﺤﺮك ﺧﺸﻢ را ﺧﻮاﻫﻴﺪ آﻣﻮﺧﺖ‪.‬‬
‫‪.1‬اﺗﻔﺎﻗﺎﺗﻲ ﻛﻪ ﺑﺎﻋﺚ ﺑﺮاﻧﮕﻴﺨﺘﻦ ﺧﺸﻢ ﻣﻲ ﺷﻮﻧﺪ‬

‫ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﻋﺼﺒﺎﻧﻲ ﻣﻲ ﺷﻮﻳﺪ‪ ،‬ﺑﺪﻟﻴﻞ اﻳﻨﺴﺖ ﻛـﻪ ﺑـﺎ ﻳـﻚ ﺣﺎدﺛـﻪ در زﻧـﺪﮔﻲ‬
‫روﺑﻪرو ﺷﺪهاﻳﺪ ﻛﻪ ﺑﺎﻋﺚ ﺗﺤﺮﻳـﻚ ﺧـﺸﻤﺘﺎن ﺷـﺪه اﺳـﺖ‪.‬در ﺑـﺴﻴﺎري ﻣـﻮارد‪،‬‬
‫ﺣﻮادث ﺧﺎص ﻛﻪ در ﻳﻚ زﻣﻴﻨﻪ ﺣﺴﺎس اﺗﻔﺎق ﻣﻲاﻓﺘﻨﺪ‪.‬اﻳﻦ ﻣﻮﺿﻮﻋﺎت ﺣـﺴﺎس‬
‫و ﻳﺎ "ﭘﺮﭼﻢ ﺳﺮخ" ﻣﻌﻤﻮﻻ ﺑﻪ ﻣﻮارد دﻳﺮﭘﺎ ﺑﺮﻣﻲﮔﺮدﻧﺪ ﻛـﻪ ﺑﺮاﺣﺘـﻲ ﻣﻨﺠـﺮ ﺑـﻪ‬
‫اﻳﺠﺎد ﺧﺸﻢ ﻣﻲﺷﻮﻧﺪ‪.‬ﻋﻼوه ﺑﺮ اﺗﻔﺎﻗﺎﺗﻲ ﻛﻪ اﻳﻨﺠﺎ و آﻧﺠﺎ ﺗﺠﺮﺑﻪ ﻣﻲﻛﻨﻴﺪ‪ ،‬ﻣﻤﻜـﻦ‬
‫اﺳﺖ ﻳﺎدآوري ﺣﺎدﺛﻪاي ﻛﻪ در ﮔﺬﺷﺘﻪ روي داده ﺑﺎﻋﺚ ﺧـﺸﻤﮕﻴﻦ ﺷـﺪﻧﺘﺎن در‬
‫زﻣﺎن ﺣﺎل ﺷﻮد‪.‬درﺑﺎره اﻳﻦ ﺣﻮادﺛﻲ ﻛﻪ در ﮔﺬﺷﺘﻪ روي دادهاﻧﺪ و ﺣﺘـﻲ اﻛﻨـﻮن‬
‫ﺑﺎﻋﺚ ﻋﺼﺒﺎﻧﻴﺘﺎن ﻣﻴﺸﻮد‪،‬ﻓﻜﺮ ﻛﻨﻴﺪ‪.‬‬
‫در اﻳﻨﺠﺎ ﭼﻨﺪ ﻣﺜﺎل ﻛﻪ ﻣﻲ ﺗﻮاﻧﻨﺪ ﺑﺎﻋﺚ ﺗﺤﺮﻳﻚ ﺧﺸﻢ ﺷﻮﻧﺪ‪ ،‬ﻣﻲآورﻳﻢ‪:‬‬
‫اﻧﺘﻈﺎر ﻃﻮﻻﻧﻲ در ﻣﻄﺐ دﻛﺘﺮ‬
‫ﺗﺮاﻛﻢ ﺗﺮاﻓﻴﻚ‬
‫اﺗﻮﺑﻮﺳﻬﺎي ﺷﻠﻮغ‬
‫ﺷﻮﺧﻲ ﻳﻚ دوﺳﺖ درﺑﺎره ﻳﻚ ﻣﻮﺿﻮع ﺣﺴﺎس‬
‫ﭘﺲ داده ﻧﺸﺪن ﭘﻮﻟﻲ ﻛﻪ ﺑﻪ دوﺳﺘﺘﺎن ﻗﺮض داده ﺑﻮدﻳﺪ‬
‫ﺑﺮاي ﮔﻨﺎه ﻧﻜﺮده‪،‬ﻣﺘﻬﻢ ﺷﻮﻳﺪ‬
‫‪١١‬‬
‫ﻣﺠﺒﻮر ﺷﻮﻳﺪ ﺑﻬﻤﺮﻳﺨﺘﮕﻲ و اﻏﺘﺸﺎﺷﻲ ﻛﻪ ﺷﺨﺺ دﻳﮕﺮي ﺑﻮﺟﻮد آورده را ﺳﺮ و‬
‫ﺳﺎﻣﺎن دﻫﻴﺪ‬
‫داﺷﺘﻦ ﻳﻚ ﻫﻢ اﻃﺎﻗﻲ ﺷﻠﺨﺘﻪ‬
‫ﻫﻤﺴﺎﻳﻪاي ﻛﻪ ﺻﺪاي ﻣﻮﺳﻴﻘﻲ را ﺑﺴﻴﺎر ﺑﻠﻨﺪ ﻣﻲ ﻛﻨﺪ‬
‫ﭘﺸﺖ ﺧﻂ ﺗﻠﻔﻦ ﺑﺮاي ﻣﺪت ﻃﻮﻻﻧﻲ ﻣﻨﺘﻈﺮ ﺑﻤﺎﻧﻴﺪ‬
‫آدرس اﺷﺘﺒﺎﻫﻲ درﻳﺎﻓﺖ ﻛﻨﻴﺪ‬
‫ﭘﺨﺶ ﺷﺪن ﺷﺎﻳﻌﺎﺗﻲ ﻧﺎدرﺳﺖ در ﻣﻮرد ﺑﺎزﮔﺸﺖ دوﺑﺎره ﺑﻴﻤﺎرﻳﺘﺎن‬
‫دزدﻳﺪه ﺷﺪن ﭘﻮل و اﻣﻮاﻟﺘﺎن‬
‫ﭼﻨﺪ ﻣﻮرد از اﺗﻔﺎﻗﺎت ﻛﻠﻲ و ﻣﻮﻗﻌﻴﺘﻬﺎﻳﻲ ﻛﻪ ﺑﺎﻋﺚ ﺗﺤﺮﻳﻚ ﺧﺸﻤﺘﺎن ﻣﻲ ﺷـﻮﻧﺪ‬

‫را ﻧﺎم ﺑﺒﺮﻳﺪ‪.‬‬
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‫ﭼﻨﺪ ﻣﻮرد از ﺣﻮادث و ﻣﻮﻗﻌﻴﺘﻬﺎﻳﻲ ﻛﻪ داراي ﻧﺸﺎن "ﭘﺮﭼﻢ ﺳﺮخ" ﺑﻮده و ﺑﺎﻋﺚ‬
‫ﺧﺸﻤﮕﻴﻦ ﺷﺪﻧﺘﺎن ﻣﻲ ﺷﻮﻧﺪ را ﻧﺎم ﺑﺒﺮﻳﺪ‪.‬‬
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‫‪-2‬ﻋﻼﺋﻢ ﺧﺸﻢ‪ :‬رده ﺑﻨﺪي ﭼﻬﺎرﮔﺎﻧﻪ ﻋﻼﺋﻢ‬

‫دوﻣﻴﻦ روش ﻣﻬﻢ ﺑﺮاي ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ‪ ،‬ﺷـﻨﺎﺧﺖ ﻋﻼﺋﻤـﻲ اﺳـﺖ ﻛـﻪ ﻫﻨﮕـﺎم‬
‫ﻣﻮاﺟﻬﻪ ﺑﺎ اﺗﻔﺎﻗﺎت ﺗﺤﺮﻳﻚ ﻛﻨﻨﺪه ﺧﺸﻢ روي ﻣﻲدﻫﻨﺪ‪.‬اﻳﻦ ﻋﻼﺋـﻢ ﻧـﺸﺎﻧﻪ ﻫـﺎي‬
‫ﻫﺸﺪار دﻫﻨﺪهاي ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﻪ ﺷﻤﺎ ﻳﺎدآوري ﻣﻲﻛﻨﻨﺪ ﻛﻪ در آﺳﺘﺎﻧﻪ ﻋـﺼﺒﺎﻧﻴﺖ‬
‫‪١٢‬‬
‫ﻫﺴﺘﻴﺪ و ﺧﺸﻤﺘﺎن رو ﺑﻪ ﻓﺰوﻧﻴﺴﺖ‪.‬ﻋﻼﺋﻢ را ﻣﻲﺗﻮان در ﭼﻬﺎر دﺳـﺘﻪ ردهﺑﻨـﺪي‬
‫ﻛﺮد‪ :‬ﻓﻴﺰﻳﻜﻲ‪ ،‬رﻓﺘﺎري‪ ،‬اﺣﺴﺎﺳﻲ‪ ،‬و ﺷﻨﺎﺧﺘﻲ )ﻳﺎ ﻓﻜﺮي(‪.‬‬
‫ﺑﻌﺪ از ﻫﺮ دﺳﺘﻪ‪ ،‬ﻋﻼﺋﻤﻲ را ﻫﻨﮕﺎم ﺧﺸﻢ ﻣﺘﻮﺟﻪ ﻣﻲﺷﻮﻳﺪ را ﻧﺎم ﺑﺒﺮﻳﺪ‪.‬‬
‫اﻟﻒ(ﻋﻼﺋﻢ ﻓﻴﺰﻳﻜﻲ )ﺑﺪﻧﺘﺎن ﭼﮕﻮﻧﻪ ﻋﻜﺲاﻟﻌﻤﻞ ﻧـﺸﺎن ﻣـﻲدﻫـﺪ ﻣـﺜﻼ ﺿـﺮﺑﺎن‬

‫ﻗﻠﺒﺘﺎن اﻓﺰاﻳﺶ ﻣﻲﻳﺎﺑﺪ‪ ،‬ﮔﺮﻓﺘﮕﻲ ﺳﻴﻨﻪ‪ ،‬ﮔﺮﮔﺮﻓﺘﻲ و ﺳﺮخ ﺷﺪن ﺳﻴﻤﺎ(‬
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‫ب(ﻋﻼﺋﻢ رﻓﺘﺎري )ﭼﻪ ﻣﻲﻛﻨﻴﺪ ﻣﺜﻼ ﻣﺸﺖﻛﺮدن اﻧﮕﺸﺘﺎن‪،‬ﺑﻠﻨﺪ ﻛﺮدن ﺻﺪا‪،‬ﺧﻴﺮه‬

‫ﺷﺪن ﺑﻪ دﻳﮕﺮان(‬
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‫ج(ﻋﻼﺋﻢ اﺣﺴﺎﺳﻲ )اﺣﺴﺎﺳﺎت دﻳﮕﺮي ﻛﻪ ﻫﻤﺮاه ﺧﺸﻢ اﻳﺠـﺎد ﻣـﻲﺷـﻮﻧﺪ ﺑـﺮاي‬
‫ﻣﺜﺎل ﺗﺮس‪ ،‬رﻧﺠﻴﺪن‪،‬ﺣﺴﺎدت‪،‬ﺑﻲ ﺣﺮﻣﺘﻲ(‬
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‫د(ﻋﻼﺋﻢ ﺷﻨﺎﺧﺘﻲ )در ﻫﻨﮕﺎم ﻋﻜﺲاﻟﻌﻤﻞ ﻧﺴﺒﺖ ﺑﻪ واﻗﻌﻪ‪ ،‬ﺑﻪ ﭼﻪ ﻣـﻲاﻧﺪﻳـﺸﻴﺪ‬

‫ﺑﺮاي ﻣﺜﺎل ﺳﺮزﻧﺶ ﻛﺮدن ﺧﻮد‪ ،‬ﺗﺼﻮر ﭘﺮﺧﺎﺷﮕﺮي و اﻧﺘﻘﺎم ﺟﻮﻳﻲ(‬
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‫‪١٣‬‬
‫‪ .3‬ﻛﻨﺘﺮل ﭘﺮوﺳﻪ‪ :‬ﻧﻈﺎرت ﻫﻔﺘﮕﻲ ﺑﺮ ﺧﺸﻢ‬
‫در اﻳﻦ ﻓﺼﻞ‪ ،‬ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ و ﺷﻨﺎﺧﺖ ﺣﻮادث و ﻣﻮﻗﻌﻴﺘﻬﺎي ﺗﺤﺮﻳﻚ ﻛﻨﻨـﺪه‬
‫ﺧﺸﻢ را آﻣﻮﺧﺘﻴﺪ‪.‬‬
‫در ﻫﺮ ﺟﻠﺴﻪ ﻫﻔﺘﮕﻲ‪،‬ﻳﻚ "ﻛﻨﺘﺮل روﻳﻪ" ﺧﻮاﻫﺪ ﺑﻮد ﺗـﺎ ﺑﻌﻨـﻮان ﺗﻜﻠﻴـﻒ اﻧﺠـﺎم‬
‫ﺷﻮد و در ﺟﻠﺴﻪ ﺑﻌﺪي ﺑﺎﻻﺗﺮﻳﻦ ﻣﻴﺰان ﺧﺸﻤﻲ ﻛﻪ ﺑﺮ اﺳﺎس ﻣﻘﻴﺎسﺧﺸﻢ ذﻛـﺮ‬
‫ﺷﺪ‪ ،‬اﻧﺪازه ﮔﻴﺮي ﺷﺪه و در ﺟﻠﺴﻪ ﺑﻌﺪي ﺑﻴﺎن ﮔﺮدد‪.‬از ﺷﻤﺎ درﺧﻮاﺳﺖ ﺧﻮاﻫـﺪ‬
‫ﺷﺪ ﺗﺎ ﺣﻮادﺛﻲ ﻛﻪ ﺑﺎﻋﺚ ﺗﺤﺮﻳﻚ ﺧـﺸﻤﺘﺎن ﻣـﻲﺷـﻮد ‪،‬ﻋﻼﺋﻤـﻲ ﻛـﻪ ﻫﻤـﺮاه ﺑـﺎ‬
‫ﺧﺸﻤﺘﺎن ﻣﻲآﻳﻨﺪ و اﺳﺘﺮاﺗﮋيﻫﺎي ﻛﻪ ﺑﺮاي ﻣﺪﻳﺮﻳﺖ ﺧﺸﻤﺘﺎن اﺳﺘﻔﺎده ﻣﻲﻛﻨﻴﺪ‬
‫را ﺑﺸﻨﺎﺳﻴﺪ و ﺗﺸﺨﻴﺺ دﻫﻴﺪ‪.‬ﻧﻤﻮﻧﻪ زﻳﺮ در اول ﻫﺮ ﻓـﺼﻞ ﺑـﺮاي آزﻣـﻮدن ﺷـﻤﺎ‬
‫ﺑﻜﺎر ﺧﻮاﻫﺪ رﻓﺖ‪:‬‬
‫اﻟﻒ( در ﻫﻔﺘـﻪ ﮔﺬﺷـﺘﻪ‪ ،‬ﺑـﺎﻻﺗﺮﻳﻦ ﻋـﺪد ﺑـﺮ اﺳـﺎس ﻣﻘﻴـﺎس ﺧـﺸﻤﺘﺎن‪ ،‬ﭼﻨـﺪ‬
‫ﺑﻮدهاﺳﺖ؟‬
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‫ب( ﭼﻪ ﺣﺎدﺛﻪاي ﺑﺎﻋﺖ ﺗﺤﺮﻳﻚ ﺧﺸﻤﺘﺎن ﺷﺪ؟‬

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‫ج( ﭼﻪ ﻋﻼﺋﻤﻲ ﺑﺎ اﻳﻦ روﻳﺪاد ﺗﺤﺮﻳﻚﻛﻨﻨﺪه ﺧﺸﻢ‪ ،‬ﻫﻤﺮاه ﺑﻮد؟‬

‫ﻋﻼﺋﻢ ﻓﻴﺰﻳﻜﻲ‪.....‬‬
‫ﻋﻼﺋﻢ رﻓﺘﺎري‪.....‬‬
‫ﻋﻼﺋﻢ اﺣﺴﺎﺳﻲ‪....‬‬
‫ﻋﻼﺋﻢ ﺷﻨﺎﺧﺘﻲ‪.....‬‬
‫‪١٤‬‬
‫د( ﺑﺮاي اﺟﺘﻨﺎب از رﺳﻴﺪن ﺑﻪ ﻧﻤـﺮه ده در "ﺧـﺸﻢ ﺳـﻨﺞ" از ﭼـﻪ ﺷـﻴﻮهﻫـﺎي‬
‫اﺳﺘﻔﺎده ﻛﺮدﻳﺪ؟‬
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‫ﺑﺮاي ﻫﺮ روز از ﻫﻔﺘﻪ ﭘﻴﺶ رو ﺑﺎﻻﺗﺮﻳﻦ ﻋﺪد را ﻧﻈﺎره ﻛﺮده و ﺛﺒﺖ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪١٥‬‬
‫ﻓﺼﻞ ﺳﻮم‬
‫ﺧﺸﻢ و ﻃﺮحﻫﺎي ﻛﻨﺘﺮل‬
‫در اﻳﻦ ﻓﺼﻞ ‪ ،‬درﺑﺎره اﺳﺘﺮاﺗﮋيﻫﺎي وﻳـﮋه ﻣـﺪﻳﺮﻳﺖ ﺧـﺸﻤﺘﺎن‪ ،‬آﺷـﻨﺎ ﺧﻮاﻫﻴـﺪ‬
‫ﺷﺪ‪.‬ﻃﺮحﻫﺎي ﻛﻨﺘﺮل ﺧﺸﻢ ﺑﻪ ﻓﻬﺮﺳﺘﻲ از ﺳﺒﻚ و ﺷﻴﻮهﻫﺎﻳﻲ ﺑﺮﻣـﻲﮔـﺮدد ﻛـﻪ‬
‫ﺷﻤﺎ ﺑﺮاي ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ و ﻛﻨﺘﺮل آن‪ ،‬آﺷﻨﺎ ﺧﻮاﻫﻴﺪ ﺷﺪ‪.‬‬
‫‪ .1‬ﻃﺮحﻫﺎي ﻛﻨﺘﺮل ﺧﺸﻢ‬

‫ﺗﺎﻛﻨﻮن ﺗﻤﺮﻛﺰ ﮔﺮوه ﺑﺮ روي ﭼﮕﻮﻧﮕﻲ ﻧﻈـﺎرت ﺑـﺮ ﺧـﺸﻢ ﺑـﻮده اﺳـﺖ‪.‬در ﻓـﺼﻞ‬
‫ﻧﺨﺴﺖ‪ ،‬آﻣﻮﺧﺘﻴﺪ ﻛﻪ ﭼﮕﻮﻧﻪ از "ﺧﺸﻢﺳﻨﺞ" ﺑﺮاي رﺗﺒﻪدﻫﻲ ﺑﻪ ﺧﺸﻤﺘﺎن ﺳـﻮد‬
‫ﺑﺒﺮﻳﺪ‪.‬ﻫﻔﺘﻪ ﻗﺒﻞ‪ ،‬آﻣﻮﺧﺘﻴﺪ ﻛﻪ ﺣﻮادث ﺗﺤﺮﻳـﻚ ﻛﻨﻨـﺪه ﺧـﺸﻤﺘﺎن را ﺗـﺸﺨﻴﺺ‬
‫دﻫﻴﺪ‪ ،‬ﻛﻪ از اﻳﻦ ﻗﺮار ﺑﻮدﻧﺪ‪:‬ﻋﻼﺋﻢ ﻓﻴﺰﻳﻜﻲ‪ ،‬رﻓﺘﺎري‪ ،‬اﺣﺴﺎﺳﻲ و ﺷـﻨﺎﺧﺘﻲ ﻛـﻪ‬
‫ﺑﺎ روﻳﺪاد ﻣﻮرد ﻧﻈﺮ ﻫﻤﺮاه ﺑﻮدﻧﺪ‪.‬‬
‫در اﻳﻦ ﻓﺼﻞ ﻃﺮحﻫﺎي ﻛﻨﺘﺮل ﺧﺸﻤﺘﺎن را ﺑﻬﺒﻮد ﺧﻮاﻫﻴـﺪ ﺑﺨـﺸﻴﺪ و ﺧﻮاﻫﻴـﺪ‬
‫آﻣﻮﺧﺖ ﻛﻪ ﭼﮕﻮﻧﻪ از اﺳﺘﺮاﺗﮋيﻫـﺎي وﻳـﮋه اﺳـﺘﻔﺎده ﻛﻨﻴـﺪ‪ ،‬از ﻗﺒﻴـﻞ ﺗـﻨﻔﺲ و‬
‫آراﻣﺶ ﺑﻤﻨﻈﻮر ﻛﻨﺘﺮل ﺧﺸﻢ‪.‬‬
‫ﺑﻌﻀﻲ اﻓﺮاد ﺑﻪ ﻃﺮحﻫﺎي ﻛﻨﺘﺮل ﺧﺸﻤﺸﺎن ﺑﻪ ﻣﺜﺎﺑﻪ ﺟﻌﺒﻪ اﺑﺰارﺷﺎن ﻣﻲ ﻧﮕﺮﻧﺪ و‬
‫اﺳﺘﺮاﺗﮋيﻫﺎي ﺧﺎﺻﻲ ﻛﻪ ﺑﺮاي ﻛﻨﺘﺮل ﺧﺸﻢ اﺳﺘﻔﺎده ﻣـﻲﻛﻨﻨـﺪ را ﺑـﻪ ﺻـﻮرت‬
‫اﺑﺰاري در اﻳﻦ ﺟﻌﺒﻪ اﺑﺰار ﻣﻲﺑﻴﻨﻨﺪ‪.‬‬
‫ﻳﻚ ﻣﺠﻤﻮﻋﻪ ﻣﻮﺛﺮ و ﻛﺎرا از اﺳﺘﺮاﺗﮋيﻫﺎ ﺑﺮاي ﻛﻨﺘـﺮل ﺧـﺸﻢ ﺑﺎﻳـﺪ ﻫـﻢ ﺷـﺎﻣﻞ‬
‫ﺷﻴﻮهﻫﺎي آﻧﻲ و ﻫﻢ ﺑﺎزدارﻧﺪه ﺑﺎﺷﺪ‪.‬‬
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‫ﺑﺮاي ﻣﺜﺎل در ﺣﻴﻄﻪ اﺳﺘﺮاﺗﮋيﻫﺎي آﻧﻲ ﻣﻲﺗﻮان از ﺗﻨﻔﺲ‪ ،‬ﺗﻤﺮﻳﻦ ﺗﻨﻔﺲ ﻋﻤﻴﻖ‬
‫و ﺟﻠﻮﮔﻴﺮي از ﺗﻔﻜﺮ ﻧﺎم ﺑﺮد‪.‬‬
‫در ﺣﻴﻄﻪ اﺳﺘﺮاﺗﮋيﻫﺎي ﺑﺎزدارﻧﺪه ﻣـﻲﺗـﻮان از ﮔـﺴﺘﺮش دادن ﻳـﻚ ﺗﻤـﺮﻳﻦ و‬
‫ﻓﻌﺎﻟﻴﺖ ﺑﺮاي دﮔﺮﮔﻮن ﺳﺎزي ﺑﺎورﻫﺎي ﻏﻴﺮﻣﻨﻄﻘﻲ ‪ ،‬ﻧﺎم ﺑﺮد‪.‬اﻳﻦ اﺳﺘﺮاﺗﮋيﻫـﺎ در‬
‫ﻓﺼﻞﻫﺎي آﻳﻨﺪه ﻣﻮرد ﺑﺤﺚ ﻗﺮار ﺧﻮاﻫﻨﺪ ﮔﺮﻓﺖ‪.‬‬
‫ﺗﻨﻔﺲ‬
‫اﻳﻦ ﺷﻴﻮه از زﻣﺮه روﺷﻬﺎي اﺻﻠﻲ ﻣﺪﻳﺮﻳﺖ ﺧـﺸﻢ اﺳـﺖ ﻛـﻪ ﺑﺎﻳـﺴﺘﻲ در ﻃـﺮح‬
‫ﻛﻨﺘﺮل ﺧﺸﻢ ﻫﺮﻛﺴﻲ ﮔﻨﺠﺎﻧﺪه ﺷﻮد‪.‬‬
‫ﺗﻨﻔﺲ ﻣﻲﺗﻮاﻧﺪ ﺑﺼﻮرت رﺳﻤﻲ و ﻳﺎ ﻏﻴﺮرﺳـﻤﻲ ﻣـﻮرد اﺳـﺘﻔﺎده ﻗـﺮار ﮔﻴـﺮد‪.‬در‬
‫ﺳﺎدهﺗﺮﻳﻦ ﺳﺒﻚ‪ ،‬ﻣﻲﺗﻮاﻧﺪ ﺑﻤﻌﻨـﺎي ﭼﻨـﺪ ﻧﻔـﺲ ﻋﻤﻴـﻖ و ﺗﻔﻜـﺮ ﺑﺠـﺎي ﻋﻤـﻞ‬
‫ﺑﻤﻨﻈﻮر ﻋﻜﺲاﻟﻌﻤﻞ ﺑﺎﺷﺪ‪.‬ﻫﻤﭽﻨﻴﻦ ﻣﻲﺗﻮاﻧـﺪ ﺑﻤﻌﻨـﺎي ﺗـﺮك ﻛـﺮدن ﻣﻮﻗﻌﻴـﺖ‬
‫ﺗﺤﺮﻳﻚ ﻛﻨﻨﺪه و اﻓﺰاﻳﺶ دﻫﻨﺪه ﺧﺸﻢ ﺑﺎﺷﺪ و ﻳﺎ اﻳﻨﻜﻪ ﺑﺮاﺣﺘﻲ ﺑﻴﺨﻴـﺎل اداﻣـﻪ‬
‫ﺑﺤﺜﻲ ﺷﺪ ﻛﻪ ﻣﺤﺮك ﺧﺸﻢ اﺳﺖ‪.‬‬
‫ﺷﻴﻮه رﺳﻤﻲ اﺳﺘﻔﺎده از ﺗـﻨﻔﺲ ﺷـﺎﻣﻞ ﻣـﻮاردي ﻣـﻲﺷـﻮد ﻛـﻪ ﺑـﺎ دﻳﮕـﺮان در‬
‫ارﺗﺒﺎﻃﻴﻢ‪.‬اﻳﻦ ارﺗﺒﺎﻃﺎت ﻣﻤﻜﻦ اﺳﺖ ﺷﺎﻣﻞ اﻋﻀﺎي ﺧﺎﻧﻮاده‪ ،‬دوﺳﺘﺎن‪ ،‬و ﻫﻤﻜﺎران‬
‫ﺷﻮد‪.‬در ﻣﻮﻗﻊ اﺳﺘﻔﺎده از ﺷﻴﻮه رﺳﻤﻲ ﻣﻲﺑﺎﻳﺴﺖ ﺗﻮاﻓـﻖ و ﻳـﺎ ﻃﺮﺣـﻲ از ﭘـﻴﺶ‬
‫ﺳﻨﺠﻴﺪه ﺷﺪه‪ ،‬وﺟﻮد داﺷﺘﻪ ﺑﺎﺷﺪ ﺑﻄﻮرﻳﻜﻪ ﺗﻤﺎم ﮔﺮوهﻫﺎي دﺧﻴﻞ ﺑﺘﻮاﻧﻨﺪ اﻋـﻼم‬
‫ﺗﻨﻔﺲ ﻛﺮده و از ﻗﺒﻞ ﺑﺮ روي آن ﺗﻮاﻓﻖ ﻛﺮده ﺑﺎﺷﻨﺪ‪.‬‬
‫در ﺻﻮرت ﻟﺰوم ‪،‬ﺷﺨﺼﻲ ﻛﻪ ﺧﻮاﺳﺘﺎر ﺗﻨﻔﺲ ﻣﻲ ﺷـﻮد‪ ،‬ﻣـﻲﺗﻮاﻧـﺪ ﻣﻮﻗﻌﻴـﺖ را‬
‫ﺗﺮك ﻛﻨﺪ‪.‬ﺑﺴﺘﻪ ﺑﻪ آن ﻛﻪ ﮔﺮوه ﺣﺲ ﻛﻨﺪ ﻣﻲﺗﻮاﻧﺪ ﺑﺎ ﻣﻮﻓﻘﻴﺖ ﺑﺤـﺚ را ﺑـﻪ ﺳـﺮ‬
‫اﻧﺠﺎم ﺑﺮﺳﺎﻧﺪ‪،‬ﺷﺨﺺ ﺑﺮ اﺳﺎس ﺗﻮاﻓﻖ ﻣﻲﺗﻮاﻧﺪ ﺑﻪ اداﻣﻪ ﺑﺤﺚ ﺑﺮﮔﺮدد و ﻳـﺎ آﻧﻜـﻪ‬
‫آﻧﺮا ﺑﻪ ﺣﺎﻟﺖ ﺗﻌﻠﻴﻖ درآورد‪.‬‬
‫ﺗﻨﻔﺲ داراي اﻫﻤﻴﺖ اﺳﺖ زﻳﺮا ﻛﻪ ﻣﻲ ﺗﻮاﻧـﺪ در ﮔﺮﻣـﺎﮔﺮم ﺑﺤـﺚ‪ ،‬ﺑﻄـﻮر ﻣـﻮﺛﺮ‬
‫ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﻴﺮد‪.‬‬
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‫ﺣﺘﻲ اﮔﺮ ﺧﺸﻢ ﻛﺴﻲ‪ ،‬ﺑﺮ اﺳﺎس ﺧﺸﻢﺳﻨﺞ‪ ،‬ﺑﺴﺮﻋﺖ در ﺣﺎل اﻓﺰاﻳﺶ ﺑﺎﺷـﺪ‪ ،‬ﺑـﺎ‬
‫اﺳﺘﻔﺎده از ﺗﻨﻔﺲ و ﺗﺮك ﻣﻮﻗﻌﻴﺖ‪،‬ﻣﻲﺗﻮاﻧﺪ از رﺳـﻴﺪن ﺑـﻪ ﻧﻤـﺮه ده ﺟﻠـﻮﮔﻴﺮي‬
‫ﻧﻤﺎﻳﺪ‪.‬‬
‫ﺗﻨﻔﺲ در ﻛﻨﺎر اﺳﺘﺮاﺗﮋيﻫﺎي دﻳﮕﺮ ﻫﻢ ﻣﻮﺛﺮ اﺳﺖ‪.‬ﺑﺮاي ﻣﺜﺎل ﻣﻲﺗﻮاﻧﻴـﺪ زﻣـﺎﻧﻲ‬
‫ﺑﺮاي ﺑﻴﺮون رﻓﺘﻦ و ﻗﺪم زدن ﺑﺪﺳﺖ آورﻳﺪ‪.‬ﻫﻤﭽﻨﻴﻦ ﻣـﻲﺗﻮاﻧﻴـﺪ زﻣـﺎن ﺗـﻨﻔﺲ‬
‫داﺷﺘﻪ ﺑﺎﺷﻴﺪ و در اﻳﻦ ﺣﻴﻦ ﺑﻪ ﻳﻚ دوﺳﺖ ﻣﻄﻤﺌﻦ و ﻳﺎ ﻳﻜﻲ از اﻋﻀﺎي ﺧﺎﻧﻮاده‬
‫ﺗﻠﻔﻦ ﻛﻨﻴﺪ و ﻳﺎ اﻳﻨﻜﻪ در دﻓﺘﺮﺗﺎن ﻳﺎدداﺷﺖ ﻛﻨﻴﺪ‪.‬‬
‫ﺳﺎﻳﺮ اﺳﺘﺮاﺗﮋيﻫﺎ ﺑﻪ آرام ﺷﺪﻧﺘﺎن در ﺣﻴﻦ ﺗﻨﻔﺲ ﻳﺎري ﺧﻮاﻫﻨﺪ رﺳﺎﻧﺪ‪.‬‬
‫آﻳﺎ ﻣﻲﺗﻮاﻧﻴﺪ در ﻣﻮرد ﻣﻮﻗﻌﻴﺘﻬﺎي ﻓﻜﺮ ﻛﻨﻴﺪ ﻛـﻪ ﺑﺎﻳـﺴﺘﻲ از اﺳـﺘﺮاﺗﮋي ﺗـﻨﻔﺲ‬
‫ﺑﻬﺮه ﺑﺮﻳﺪ؟ﻟﻄﻔﺎ آﻧﻬﺎ را ﺷﺮح دﻫﻴﺪ‬
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‫آﻳﺎ ﻣﻲ ﺗﻮاﻧﻴﺪ در ﻣﻮرد اﺳﺘﺮاﺗﮋي ﺧﺎﺻﻲ ﺑﻨﻮﻳﺴﻴﺪ ﻛـﻪ ﻣﻤﻜـﻦ اﺳـﺖ در ﻫﻨﮕـﺎم‬
‫ﻛﻨﺘﺮل ﺧﺸﻢ از آن اﺳﺘﻔﺎده ﻛﻨﻴﺪ؟ﻟﻄﻔﺎ ﺗﻮﺿﻴﺢ دﻫﻴﺪ‪.‬‬
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‫ﻧﻤﻮﻧﻪ ﻳﻚ ﻃﺮح ﻛﻨﺘﺮل ﺧﺸﻢ‬

‫‪-1‬اﻋﻼم ﺗﻨﻔﺲ ﻛﻨﻴﺪ )رﺳﻤﻲ ﻳﺎ ﻏﻴﺮ رﺳﻤﻲ(‬
‫‪-2‬ﺑﺎ دوﺳﺘﻲ ﺳﺨﻦ ﺑﮕﻮﻳﻴﺪ )ﻛﺴﻲ ﻛﻪ ﺑﻪ او اﻋﺘﻤﺎد دارﻳﺪ(‬
‫‪-3‬از اﻟﮕﻮي ﺑﺮﺧﻮرد ارادي ﺑﺮاي ﺑﻴﺎن ﺧﺸﻤﺘﺎن اﺳﺘﻔﺎده ﻛﻨﻴﺪ‬
‫‪-4‬ورزش )ﻗﺪم ﺑﺰﻧﻴﺪ‪ ،‬ﺑﻪ ﺑﺎﺷﮕﺎه ﺑﺮوﻳﺪ و ‪(...‬‬
‫‪-5‬در ﻣﻼﻗﺎﺗﻬﺎي دوازده ﻣﺮﺣﻠﻪ اي ﺣﺎﺿﺮ ﺷﻮﻳﺪ‬
‫‪-6‬اﺣﺴﺎﺳﺎت اوﻟﻴﻪ و زﻳﺮﻳﻦ ﻗﺒﻞ از ﺧﺸﻢ را ﻣﻮرد ﻛﻨﻜﺎش ﻗﺮار دﻫﻴﺪ‪.‬‬
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‫‪ .2‬آراﻣﺶ از ﻃﺮﻳﻖ ﻧﻔﺲ ﻛﺸﻴﺪن‬
‫اﻳﻦ ﻓﺼﻞ را ﺑﺎ ﺗﻤﺮﻳﻦ ﻳﻚ ﻧﻔﺲ ﻋﻤﻴﻖ ﺑﻌﻨﻮان روش و ﺗﻜﻨﻴﻜﻲ ﺑﺮاي رﺳﻴﺪن ﺑﻪ‬
‫آراﻣﺶ‪ ،‬ﺑﻪ ﭘﺎﻳﺎن ﻣﻲﺑﺮﻳﻢ‪.‬ﻣﻲﺗﻮاﻧﻴﺪ اﻳﻦ ﺗﻤﺮﻳﻦ را ﺑﺮ روي ﺧـﻮد و ﺑـﺎ ﺗﻤﺮﻛـﺰ ﺑـﺮ‬
‫روي ﺗﻨﻔﺴﺘﺎن اﻧﺠﺎم دﻫﻴﺪ‪ ،‬ﭼﻨﺪ ﻧﻔﺲ ﻋﻤﻴﻖ ﺑﻜﺸﻴﺪ و ﺳـﻌﻲ ﻛﻨﻴـﺪ ﻫـﺮ ﮔﻮﻧـﻪ‬
‫ﺗﻨﺶ و ﻓﺸﺎري ﻛﻪ در ﺑﺪن دارﻳﺪ‪ ،‬رﻫﺎ ﻛﻨﻴﺪ‪.‬ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ اﻣﻜـﺎن دارد ﺑﺎﻳـﺪ اﻳـﻦ‬
‫ﺗﻤﺮﻳﻦ را اﻧﺠﺎم دﻫﻴﺪ‪ ،‬ﺑﻪ اﻳﻦ ﺻﻮرت‪:‬‬
‫ﺑﺮ روي ﺻﻨﺪﻟﻲ آرام ﺑﮕﻴﺮﻳﺪ‪.‬در ﺻﻮرت ﺗﻤﺎﻳﻞ ﭼـﺸﻤﺎﻧﺘﺎن را ﺑﺒﻨﺪﻳـﺪ و در ﻏﻴـﺮ‬
‫اﻳﻨﺼﻮرت ﺑﻪ ﻛﻒ اﺗﺎق ﺧﻴﺮه ﺷﻮﻳﺪ‪.‬ﭼﻨﺪ ﻟﺤﻈﻪ ﺻﺒﺮ ﻛﻨﻴﺪ ﺗﺎ ﺑﺨﻮد ﺑﻴﺎﻳﻴﺪ‪.‬‬
‫اﻛﻨﻮن وﺿﻌﻴﺖ ﺑﺪن ﺧﻮد را درك ﻛﻨﻴﺪ‪.‬دﻧﺒﺎل ﻓﺸﺎر و ﺗﻨﺶ ﺑﺎﺷﻴﺪ؛ از ﭘﺎﻫﺎﻳﺘـﺎن‬
‫ﺷﺮوع ﻛﻨﻴﺪ ﺗﺎ ﺑﻪ ﺳﺮﺗﺎن ﺑﺮﺳـﻴﺪ‪.‬ﺑـﻪ ﻫـﺮ ﻓـﺸﺎري و ﺗﻨـﺸﻲ ﻛـﻪ در ﭘﺎﻫﺎﻳﺘـﺎن ‪،‬‬
‫ﺷﻜﻤﺘﺎن‪ ،‬دﺳﺖ و ﺑﺎزوﻫﺎ‪ ،‬ﮔﺮدن و ﺻﻮرت‪،‬ﺣﺲ ﻣﻲﻛﻨﻴﺪ‪ ،‬ﺗﻮﺟﻪ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺣﺎل ﺑﻪ ﺗﻨﻔﺴﺘﺎن ﺗﻮﺟﻪ ﻛﻨﻴﺪ‪.‬ﺑﻪ دم و ﺑﺎزدم و ﻫﻮاﻳﻲ ﻛﻪ از ﺷـﺶﻫﺎﻳﺘـﺎن ﺧـﺎرج‬
‫ﻣﻲﺷﻮد ﺗﻮﺟﻪ ﻛﻨﻴﺪ‪.‬اﻳﻦ ﻣﻮرد ﻣﻲﺗﻮاﻧﺪ ﺑﺴﻴﺎر آراﻣﺶ ﺑﺨﺶ ﺑﺎﺷﺪ‪.‬‬
‫ﻳﻚ ﻧﻔﺲ ﻋﻤﻴﻖ ﺑﻜﺸﻴﺪ‪.‬ﺗﻮﺟﻪ ﻛﻨﻴﺪ ﭼﻄﻮر ﺷﺶﻫﺎ و ﺳﻴﻨﻪﺗﺎن ﻣﻨﺒﺴﻂ ﻣﻲﺷﻮد‪.‬‬
‫اﻛﻨﻮن ﺑﻪ آراﻣﻲ ﻧﻔﺴﺘﺎن را از راه ﺑﻴﻨﻲ ﺑﻴﺮون دﻫﻴﺪ‪.‬‬
‫دوﺑﺎره ﻧﻔﺴﻲ ﻋﻤﻴﻖ ﺑﻜﺸﻴﺪ‪.‬ﺳﻴﻨﻪ و ﺷﺶﻫﺎﻳﺘﺎن را ﻣﻤﻠﻮ از ﻫﻮا ﻛﻨﻴﺪ‪.‬ﺑﺒﻴﻴﺪ ﭼـﻪ‬
‫ﻣﻘﺪار ﻫﻮا ﻣﻲﺗﻮاﻧﻴﺪ ﺑـﻪ درون ﺑﻜـﺸﻴﺪ‪.‬ﺑـﺮاي ﭼﻨـﺪ ﺛﺎﻧﻴـﻪ ﻫـﻮا را در ﺳـﻴﻨﻪﺗـﺎن‬
‫ﻣﺤﺒﻮس ﻛﻨﻴﺪ‪.‬اﻛﻨﻮن ﺑﻪ آراﻣﻲ ﻫﻮا را ﺑﻴﺮون دﻫﻴﺪ‪.‬ﺑﻄﻮر آرام و ﭘﻴﻮﺳـﺘﻪ ﻳﻜﺒـﺎر‬
‫دﻳﮕﺮ ﻫﻮا را ﺑﻪ درون ﺑﻜﺸﻴﺪ‪.‬ﺑﺮاي ﭼﻨﺪ ﺛﺎﻧﻴﻪ ﻣﺤﺒﻮﺳﺶ ﻛﺮده و ﺳﭙﺲ ﺧﺎرﺟﺶ‬
‫ﻛﻨﻴﺪ‪.‬‬
‫ﺑﺮاي ﭼﻨﺪ دﻗﻴﻘﻪ ﺑﻪ ﻫﻤﻴﻦ ﺷﻴﻮه ﻧﻔﺲ ﺑﻜﺸﻴﺪ‪.‬ﺑﺮ روي ﻧﻔﺴﺘﺎن ﺗﻤﺮﻛﺰ ﻛﻨﻴـﺪ‪.‬ﺑـﺎ‬
‫ﻫﺮ دم و ﺑﺎزدم ﺣﺲ ﻛﻨﻴﺪ ﻛﻪ ﺑﺪﻧﺘﺎن ﺑﻴﺸﺘﺮ و ﺑﻴﺸﺘﺮ آرام ﻣـﻲﺷـﻮد‪.‬از ﻧﻔـﺴﺘﺎن‬
‫اﺳﺘﻔﺎده ﻛﻨﻴﺪ ﺗﺎ ﺗﻤﺎﻣﻲ ﺗﻪ ﻣﺎﻧﺪهﻫﺎي ﺗﻨﺶ را دور ﻛﻨﻴﺪ‪.‬‬
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‫اﻛﻨﻮن ﻧﻔﺲ ﻋﻤﻴﻖ دﻳﮕﺮي ﺑﻜﺸﻴﺪ‪.‬ﻫﻮا را ﻛﺎﻣﻼ ﺑـﻪ درون ﻛـﺸﻴﺪه و ﺑـﺮاي ﻳـﻚ‬
‫ﺛﺎﻧﻴﻪ ﺣﺒﺴﺶ ﻛﺮده و ﺳﭙﺲ ﺑﻴﺮوﻧﺶ دﻫﻴﺪ‪.‬دوﺑﺎره ﻧﻔﺲ ﻛﺸﻴﺪه‪ ،‬ﺣﺒﺲ ﻛﻨﻴﺪ و‬
‫رﻫﺎ ﺳﺎزﻳﺪ‪.‬آﻧﻘﺪر اداﻣﻪ دﻫﻴﺪ ﺗﺎ ﻧﺴﺒﺖ ﺑﻪ ﻧﻔﺴﺘﺎن ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﺷﺶﻫﺎﻳﺘﺎن را ﭘﺮ‬
‫ﻣﻲﻛﻨﺪ‪،‬آﮔﺎﻫﻲ ﻛﺎﻣﻞ ﺑﺪﺳﺖ آورﻳﺪ‪.‬ﻳﻜﺒﺎر دﻳﮕﺮ ﻧﻔﺴﻲ ﻋﻤﻴﻖ ﺑﻜﺸﻴﺪ ﺑـﺮاي ﻳـﻚ‬
‫ﺛﺎﻧﻴﻪ ﺣﺒﺴﺶ ﻛﺮده و ﺳﭙﺲ رﻫﺎﻳﺶ ﻛﻨﻴﺪ‪.‬‬
‫اﻳﻦ ﺗﻤﺮﻳﻦ ﺗﻨﻔﺴﻲ ﻣﻲﺗﻮاﻧـﺪ در ﺳـﻪ دم و ﺑـﺎزدم ﻋﻤﻴـﻖ ﺧﻼﺻـﻪ ﺷـﻮد‪.‬ﺣﺘـﻲ‬
‫ﻣﻲﺗﻮاﻧﺪ در ﺑﻪ آراﻣﺶ رﺳﻴﺪن ﻫﻨﮕﺎم اوجﮔﻴﺮي ﺧﺸﻤﺘﺎن ﻣﻮﺛﺮ ﺑﺎﺷﺪ‪.‬ﻣـﻲﺗﻮاﻧﻴـﺪ‬
‫اﻳﻦ ﺗﻤﺮﻳﻦ را در ﺧﺎﻧﻪ‪ ،‬ﺳﺮﻛﺎر‪ ،‬در اﺗﻮﺑﻮس‪ ،‬در ﻫﻨﮕﺎم اﻧﺘﻈﺎر ﺳﺮ ﻳﻚ ﻗـﺮار و ﻳـﺎ‬
‫ﺣﺘﻲ ﻫﻨﮕﺎم راه رﻓﺘﻦ‪ ،‬اﻧﺠﺎم دﻫﻴﺪ‪.‬‬
‫ﻧﻜﺘﻪ ﻛﻠﻴﺪي در ﻛﺎرﺑﺮد اﻳﻦ روش ﺑﻌﻨﻮان روﺷﻲ ﻣﻮﺛﺮ ﺑﺮاي رﺳﻴﺪن ﺑﻪ آراﻣـﺶ‪،‬‬
‫در اﺳﺘﻔﺎده ﮔﺎه و ﺑﻴﮕﺎه و اﻋﻤﺎل آن ﺑﺮ روي ﻣﻮﻗﻌﻴﺘﻬﺎ ﮔﻮﻧﺎﮔﻮن ﻣﻲ ﺑﺎﺷﺪ‪.‬‬
‫‪ .3‬ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ ﻫﻔﺘﻪ‬

‫اﻟﻒ( در ﻫﻔﺘﻪ ﮔﺬﺷﺘﻪ‪ ،‬ﺑﻨﺎﺑﺮ ﻣﻘﻴﺎس "ﺧﺸﻢ ﺳﻨﺞ" ﺑﺎﻻﺗﺮﻳﻦ ﻧﻤﺮه ﭼﻨﺪ ﺑﻮد؟‬
‫‪.....‬‬
‫ب( ﭼﻪ ﺣﺎدﺛﻪاي ﺑﺎﻋﺚ ﺑﺮاﻧﮕﻴﺨﺘﻦ ﺧﺸﻤﺘﺎن ﺷﺪ؟‬

‫‪.......‬‬
‫ج(ﭼﻪ ﻋﻼﺋﻤﻲ ﻫﻤﺮاه اﻳﻦ ﺣﺎدﺛﻪ ﻣﺤﺮك ﺧﺸﻢ ﺑﻮد؟‬

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‫ﺑﺮاي ﻫﺮ روز از ﻫﻔﺘﻪ ﭘﻴﺶ رو‪ ،‬ﺑﺎﻻﺗﺮﻳﻦ ﻋﺪد را رﺻﺪ ﻛﺮده و ﺛﺒﺖ ﻧﻤﺎﻳﻴﺪ‪.‬‬
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‫ﻓﺼﻞ ﭼﻬﺎرم‬
‫داﻳﺮه ﭘﺮﺧﺎﺷﮕﺮي‬
‫در اﻳﻦ ﻓﺼﻞ‪ ،‬ﺑﺎ داﻳﺮه ﭘﺮﺧﺎﺷـﮕﺮي و ﻫﻤﭽﻨـﻴﻦ ﺗﻤـﺮﻳﻦ ﮔـﺎم ﺑـﻪ ﮔـﺎم آراﻣـﺶ‬
‫ﻋﻀﻼﻧﻲ آﺷﻨﺎ ﺧﻮاﻫﻴﺪ ﺷﺪ‪.‬‬
‫داﻳـﺮه ﭘﺮﺧﺎﺷــﮕﺮي ﺑﻤﺜﺎﺑــﻪ ﭼﻬــﺎرﭼﻮﺑﻲ اﺳــﺖ ﻛــﻪ ﺷــﺎﻣﻞ ﻣﻔــﺎﻫﻴﻤﻲ ﻫﻤﭽــﻮن‬
‫ﺧﺸﻢﺳﻨﺞ ‪ ،‬ﻧﺸﺎﻧﻪ ﻫﺎي ﺧﺸﻢ‪ ،‬و ﻃﺮح ﻛﻨﺘﺮل ﺧﺸﻢ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬
‫‪.1‬داﻳﺮه ﭘﺮﺧﺎﺷﮕﺮي‬
‫ﻗﺴﻤﺘﻲ از ﺧﺸﻢ را ﻣﻲ ﺗﻮان ﺑﻪ ﺻﻮرت ﺳﻪ ﺣﺎﻟـﺖ در ﻧﻈـﺮ ﮔﺮﻓـﺖ‪ :‬اوجﮔـﺮﻓﺘﻦ‬
‫‪،‬اﻧﻔﺠﺎر و ﺑﻌﺪ از اﻧﻔﺠﺎر‪.‬اﻳﻦ ﺳﻪ ﺣﺎﻟﺖ ﺑﺎ ﻫﻢ ﺗﺸﻜﻴﻞ دﻫﻨـﺪه داﻳـﺮه ﭘﺮﺧﺎﺷـﮕﺮي‬
‫ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺣﺎﻟﺖ اوجﮔﺮﻓﺘﻦ ﺑﺎ ﻧﺸﺎﻧﻪﻫﺎﻳﻲ ﻣﺸﺨﺺ ﻣﻲﺷﻮد ﻛﻪ ﻧﺸﺎن دﻫﻨﺪه ﺷـﻜﻞﮔﻴـﺮي‬
‫ﺧﺸﻢ ﻫﺴﺘﻨﺪ‪.‬ﺷﺎﻳﺪ ﺑﺨﺎﻃﺮ داﺷﺘﻪ ﺑﺎﺷﻴﺪ ﻛﻪ‪ ،‬ﻋﻼﺋﻢ ‪،‬ﻧﺸﺎﻧﻪ ﻫﺎي ﻫﺸﺪار دﻫﻨﺪه و‬
‫ﻳﺎ ﻋﻜﺲ اﻟﻌﻤﻞ ﻫﺎﻳﻲ ﻧﺴﺒﺖ ﺑﻪ ﺣﻮادث ﻣﺤﺮك ﺧﺸﻢ‪ ،‬ﻫﺴﺘﻨﺪ‪.‬‬
‫اﮔﺮ ﻣﺮﺣﻠﻪ اوجﮔﻴﺮي ﺑﻲ ﻣﺤﺎﺑﺎ اداﻣﻪ ﻳﺎﺑﺪ‪ ،‬ﺑﻪ ﺣﺎﻟﺖ اﻧﻔﺠﺎر ﺧﻮاﻫﺪ رﺳـﻴﺪ‪.‬ﺣﺎﻟـﺖ‬
‫اﻧﻔﺠﺎر ﺑﻮﺳﻴﻠﻪ ﻳﻚ ﺗﺨﻠﻴﻪ ﻏﻴﺮﻗﺎﺑـﻞ ﻛﻨﺘـﺮل ﺧـﺸﻢ ﻛـﻪ ﻣﻤﻜـﻦ اﺳـﺖ ﺑـﺼﻮرت‬
‫ﭘﺮﺧﺎﺷﮕﺮي زﺑﺎﻧﻲ و ﻳﺎ ﻓﻴﺰﻳﻜﻲ ﺑﻨﻤﺎﻳﺶ درآﻳﺪ‪ ،‬ﻣﺸﺨﺺ ﻣﻲﺷﻮد‪.‬‬
‫ﺣﺎﻟﺖ ﺑﻌﺪ از اﻧﻔﺠﺎر ﺑﻮﺳﻴﻠﻪ ﭘﻴﺎﻣﺪﻫﺎي ﻣﻨﻔﻲ ﻛﻪ ﺣﺎﺻﻞ ﭘﺮﺧﺎﺷﮕﺮي زﺑـﺎﻧﻲ و ﻳـﺎ‬
‫ﻓﻴﺰﻳﻜﻲ اﺑﺮاز ﺷﺪه در ﺣﺎﻟﺖ اﻧﻔﺠﺎر ﻫـﺴﺘﻨﺪ‪ ،‬ﻣـﺸﺨﺺ ﻣـﻲﮔـﺮدد‪.‬اﻳـﻦ ﻋﻮاﻗـﺐ‬
‫ﻣﻤﻜﻦ ﺑﺎﻋﺚ ﺑﻪ زﻧﺪان اﻓﺘﺎدن‪،‬ﭘﺮداﺧـﺖ ﺧـﺴﺎرت‪ ،‬اﺧـﺮاج از ﻣﺤـﻞ ﻛـﺎر‪،‬ﻣﺤﺮوم‬
‫‪٢٢‬‬
‫ﺷﺪن از دوره درﻣﺎﻧﻲ و ﻳﺎ ﺧﺪﻣﺎت اﺟﺘﻤﺎﻋﻲ‪،‬از دﺳـﺖ دادن ﺧـﺎﻧﻮاده و ﻛـﺴﺎﻧﻲ‬
‫ﻛﻪ ﺑﺮاي ﺷﺨﺺ ﻋﺰﻳﺰﻧﺪ و ﻳﺎ اﺣﺴﺎس ﮔﻨﺎه‪ ،‬ﺷﺮﻣﻨﺪﮔﻲ و ﭘﺸﻴﻤﺎﻧﻲ ﺑﺎﺷﺪ‪.‬‬
‫‪ .2‬داﻳﺮه ﭘﺮﺧﺎﺷﮕﺮي و "ﺧﺸﻢ ﺳﻨﺞ"‬
‫ﺗﻮﺟﻪ ﻛﻨﻴﺪ ﻛﻪ ﺣﺎﻻت اوجﮔﻴﺮي و اﻧﻔﺠﺎر در داﻳﺮه ﭘﺮﺧﺎﺷﮕﺮي ﺑـﺎ ﻣﺮﺣﻠـﻪ و ﻳـﺎ‬
‫ﻧﻘﺎﻃﻲ ﺑﺮ روي "ﺧﺸﻢ ﺳﻨﺞ" ﻣﻨﻄﺒﻖ ﻫﺴﺘﻨﺪ‪.‬اﻣﺘﻴﺎز زﻳﺮ ده در ﺧﺸﻢﺳﻨﺞ ﻧﺸﺎن‬
‫دﻫﻨﺪه ﺣﺎﻟﺖ اوج ﮔﻴﺮﻳﺴﺖ‪ ،‬ﻳﻌﻨﻲ ﻣﺮﺣﻠﻪ ﺑﻮﺟﻮد آﻣﺪن ﺧـﺸﻢ‪.‬از ﻃـﺮف دﻳﮕـﺮ ‪،‬‬
‫ﺣﺎﻟﺖ اﻧﻔﺠﺎر ﺑﺎ اﻣﺘﻴﺎز ده ﺑﺮ روي ﺧﺸﻢﺳﻨﺞ ﻣﻄﺎﺑﻘﺖ دارد‪.‬ﻳﻚ اﻣﺘﻴﺎز ده ﺑﺮ روي‬
‫ﺧﺸﻢﺳﻨﺞ ﺑﻪ اﻳﻦ ﻣﻌﻨﺎﺳﺖ ﻛﻪ ﻛﻪ ﺷﻤﺎ ﻛﻨﺘـﺮل ﺧـﻮد را از دﺳـﺖداده و ﺧـﺸﻢ‬
‫ﺧﻮد را ﺑﺼﻮرت ﭘﺮﺧﺎﺷﮕﺮي زﺑﺎﻧﻲ و ﻳﺎ ﻓﻴﺰﻳﻜﻲ اﺑﺮاز ﻛﺮدهاﻳﺪ ﻛﻪ ﻣﻨﺠﺮ ﺑﻪ ﻋﻮاﻗﺐ‬
‫ﻣﻨﻔﻲ ﻣﻲﺷﻮد‪.‬‬
‫ﻳﻜﻲ از اﻫﺪاف اﺻﻠﻲ ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ‪ ،‬ﺟﻠـﻮﮔﻴﺮي از رﺳـﻴﺪن ﺑـﻪ ﺣﺎﻟـﺖ اﻧﻔﺠـﺎر‬
‫اﺳﺖ‪.‬اﻳﻦ ﻣﻬﻢ ﺑﻮﺳﻴﻠﻪ اﺳﺘﻔﺎده از ﺧﺸﻢﺳﻨﺞ ﺑﻤﻨﻈﻮر ﻧﻈـﺎرت ﺑـﺮ ﺗﻐﻴﻴـﺮ درﺟـﻪ‬
‫ﺧﺸﻢ‪ ،‬ﺗﻮﺟﻪ ﺑﻪ ﻧﺸﺎﻧﻪﻫﺎي ﻫﺸﺪار دﻫﻨﺪه ﻛﻪ ﻣﻌﻠﻮم ﻣـﻲﻛﻨﻨـﺪ ﺧـﺸﻢ در ﺣـﺎل‬
‫ﺷﻜﻞﮔﻴﺮي اﺳﺖ و اﺳـﺘﻔﺎده ﻣﻨﺎﺳـﺐ و ﺑﺠـﺎ از اﺳـﺘﺮاﺗﮋيﻫـﺎي ﻃـﺮح ﻛﻨﺘـﺮل‬
‫ﺧﺸﻢﺗﺎن ﺑﻤﻨﻈﻮر ﺗﻮﻗﻒ اوجﮔﻴﺮي ﺧﺸﻢ‪ ،‬ﺑﺪﺳﺖ ﻣﻲ آﻳﺪ‪.‬‬
‫در ﺻﻮرﺗﻲ ﻛﻪ از ﺣﺎﻟﺖ اﻧﻔﺠﺎر ﺟﻠﻮﮔﻴﺮي ﺑﻌﻤﻞ آﻳـﺪ‪،‬ﺣﺎﻟﺖ ﺑﻌـﺪ از اﻧﻔﺠـﺎر روي‬
‫ﻧﺨﻮاﻫﺪ داد و داﻳﺮه ﭘﺮﺧﺎﺷﮕﺮي‪ ،‬ﺷﻜﺴﺘﻪ ﺧﻮاﻫﺪ ﺷﺪ‪.‬‬
‫اﮔــﺮ ﺑــﺮ روي ﺧــﺸﻢ ﺳــﻨﺞ ﺑــﻪ ﻧﻤــﺮه ﻫﻔــﺖ ﺑﺮﺳـﻴﺪ‪ ،‬در ﭼــﻪ ﺣــﺎﻟﺘﻲ از داﻳـﺮه‬
‫ﭘﺮﺧﺎﺷﮕﺮي ﻫﺴﺘﻴﺪ؟‬
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‫اﮔﺮ ﺑﺮ روي ﺧﺸﻢ ﺳﻨﺞ ﺑﻪ ﻧﻤﺮه ده ﺑﺮﺳﻴﺪ‪ ،‬در ﭼﻪ ﺣﺎﻟﺘﻲ ﻫﺴﺘﻴﺪ؟‬

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‫‪٢٣‬‬
‫ﺑﺮ ﻣﺒﻨﺎي داﻳﺮه ﺧﺸﻮﻧﺖ‪ ،‬ﺗﻬﻴﻪ ﺷﺪه ﺗﻮﺳﻂ ﻟﻨﻮره واﻟﻜﺮ ) ‪.(1357‬زن آزرده ‪.‬ﻧﻴﻮﻳﻮرك‪:‬ﻫﺎرﭘﺮ و روو‬
‫‪ .3‬آراﻣﺶ از ﻃﺮﻳﻖ ﺗﻤﺮﻳﻦ ﮔﺎمﺑﻪﮔﺎم آراﻣﺶ ﻋﻀﻼﻧﻲ‬

‫ﻫﻔﺘﻪ ﮔﺬﺷﺘﻪ ﺗﻤﺮﻳﻦ ﺗﻨﻔﺲ ﻋﻤﻴـﻖ را ﺑﻌﻨـﻮان ﺗﻜﻨﻴﻜـﻲ آراﻣـﺶ ﺑﺨـﺶ اﻧﺠـﺎم‬
‫دادﻳﺪ‪.‬در اﻳﻦ ﻫﻔﺘﻪ ﺑﺎ ﺗﻤﺮﻳﻦ ﮔﺎمﺑﻪﮔﺎم آراﻣﺶ ﻋﻀﻼﻧﻲ آﺷﻨﺎ ﻣﻲﺷﻮﻳﺪ‪.‬‬
‫ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ اﻣﻜﺎن دارﻳﺪ ﺑﺎﻳﺪ اﻳﻦ ﺗﻤـﺮﻳﻦ را اﻧﺠـﺎم دﻫﻴـﺪ‪.‬دﺳـﺘﻮراﻟﻌﻤﻞ آن ﺑـﻪ‬
‫ﺷﺮح زﻳﺮ اﺳﺖ‪:‬‬
‫ﻟﺤﻈﻪ اي ﻧﺸﺴﺘﻪ و آرام ﺑﮕﻴﺮﻳﺪ‪.‬اﻛﻨﻮن ﻣﺎﻧﻨﺪ ﻫﻔﺘﻪ ﮔﺬﺷـﺘﻪ‪ ،‬ﺑـﺮ روي ﺗﻨﻔـﺴﺘﺎن‬
‫ﺗﻤﺮﻛﺰ ﻛﻨﻴﺪ‪.‬ﻧﻔﺴﻲ ﻋﻤﻴﻖ ﺑﻜﺸﻴﺪ‪.‬ﺑﺮاي ﻳﻚ ﺛﺎﻧﻴﻪ ﺣﺒـﺴﺶ ﻛﻨﻴـﺪ‪.‬اﻛﻨـﻮن ﺑﻄـﻮر‬
‫ﻛﺎﻣﻞ ﻫﻮا را ﺧﺎرج ﻛﻨﻴﺪ‪.‬دوﺑﺎره ﻧﻔﺲ ﻋﻤﻴﻘﻲ ﺑﻜﺸﻴﺪ‪.‬ﺳﻴﻨﻪ و ﺷﺶﻫﺎﻳﺘـﺎن را ﭘـﺮ‬
‫ﻛﻨﻴﺪ‪.‬اﻛﻨﻮن ﺑﻪ آراﻣﻲ ﻫﻮا را ﺑﻴﺮون دﻫﻴﺪ‪.‬ﻳﻜﺒـﺎر دﻳﮕـﺮ ﻫـﻮا را ﺑـﻪ آراﻣـﻲ درون‬
‫ﻛﺸﻴﺪه‪،‬ﺣﺒﺴﺶ ﻛﺮده و و ﺳﭙﺲ رﻫﺎﻳﺶ ﺳﺎزﻳﺪ‪.‬‬
‫‪٢٤‬‬
‫ﺣﺎل‪ ،‬در ﺣﻴﻦ اﻳﻨﻜﻪ ﺑﻪ ﺗﻨﻔﺲ ﻋﻤﻴﻘﺘﺎن اداﻣﻪ ﻣﻲدﻫﻴـﺪ‪ ،‬ﺑـﻪ دﺳـﺘﺎﻧﺘﺎن ﺗﻮﺟـﻪ‬
‫ﻛﻨﻴﺪ‪.‬ﻣﺸﺘﺘﺎن را ﺳﺨﺖ ﺑﻔﺸﺎرﻳﺪ‪.‬اﻳﻦ ﻓﺸﺎر را ﻧﮕﻪ دارﻳـﺪ‪.‬اﻛﻨـﻮن ﻣـﺸﺘﺘﺎن را ﺑـﺎز‬
‫ﻛﻨﻴﺪ و ﺑﮕﺬارﻳﺪ اﻧﮕﺸﺘﺎﻧﺘﺎن ﺑﺎز ﺷﺪه و دﺳﺘﺎﻧﺘﺎن ﻛﺎﻣﻼ آرام ﮔﻴﺮﻧﺪ‪.‬‬
‫دوﺑﺎره‪ ،‬ﺑﺴﺨﺘﻲ ﻣﺸﺖ ﻛﻨﻴﺪ‪.‬ﻧﮕﻪ دارﻳﺪ و رﻫﺎ ﻛﻨﻴﺪ‪.‬ﺗﺼﻮر ﻛﻨﻴـﺪ ﺗﻤـﺎم ﺗـﻨﺶ در‬
‫ﻃﻮل اﻧﮕﺸﺘﺎﻧﺘﺎن ﺣﺮﻛﺖ ﻛﺮده و ﺧﺎرج ﻣﻲﺷﻮد‪.‬ﺑﻪ ﺗﻔﺎوت ﺑـﻴﻦ ﺗـﻨﺶ و آراﻣـﺶ‬
‫ﻛﺎﻣﻞ ﺗﻮﺟﻪ ﻛﻨﻴﺪ‪.‬‬
‫اﻛﻨﻮن ﺗﻮﺟﻪﺗﺎن را ﺑﻪ ﺑﺎزوﻫﺎﻳﺘﺎن ﻣﻌﻄﻮف ﻛﻨﻴﺪ‪.‬ﺑﺎزوﻳﺘـﺎن را ﺑﭙﻴﭽﺎﻧﻴـﺪ‪.‬ﻣـﺸﺘﻬﺎ و‬
‫ﺳﺎﻋﺪﺗﺎن را ﺑﻜﺸﻴﺪ‪.‬اﻳﻦ ﺗﻨﺶ را ﻧﮕﻪ دارﻳﺪ و ﺳﭙﺲ آزادش ﻛﻨﻴـﺪ‪.‬اﺟـﺎزه دﻫﻴـﺪ‬
‫ﺑﺎزوﻫﺎ و دﺳﺘﺎﻧﺘﺎن ﺑﺮ روي ﭘﺎﻳﺘﺎن ﻗﺮار ﮔﻴﺮﻧﺪ‪.‬ﺣﺲ ﻛﻨﻴﺪ ﻛﻪ ﺗـﻨﺶ از ﺑﺎزوﻫـﺎ در‬
‫ﺣﺎل ﺗﺨﻠﻴـﻪ ﺷـﺪن اﺳـﺖ‪.‬دوﺑـﺎره اﻳـﻦ ﻛـﺎر را اﻧﺠـﺎم دﻫﻴـﺪ‪.‬ﺑﮕﺬارﻳـﺪ ﺗـﻨﺶ از‬
‫ﺑﺎزوﻫﺎﻳﺘﺎن ﺧﺎرج ﺷﻮد‪.‬ﺗﻨﺶ را ﺑﺎ آراﻣﺶ ﻋﻀﻼﻧﻲ ﺟﺎﻳﮕﺰﻳﻦ ﻛﻨﻴﺪ‪.‬‬
‫اﻛﻨﻮن ﺷﺎﻧﻪﻫﺎﻳﺘﺎن را ﺑﻪ ﺳﻤﺖ ﮔﻮﺷﻬﺎﻳﺘﺎن ﺑﺎﻻ ﺑﺒﺮﻳﺪ‪.‬واﻗﻌﺎ ﺷﺎﻧﻪ ﻫﺎﻳﺘﺎن را ﺗﺤـﺖ‬
‫ﻓﺸﺎر ﻗﺮار دﻫﻴﺪ‪.‬ﺑﺮاي ﻟﺤﻈﺎﺗﻲ ﺗﻨﺶ را ﻧﮕﻪ دارﻳﺪ‪.‬ﺣﺎل ﺑﻪ آراﻣﻲ ﺷـﺎﻧﻪﻫﺎﻳﺘـﺎن را‬
‫ﭘﺎﻳﻴﻦ آورده و ﺗﻨﺶ را رﻫﺎ ﻛﻨﻴﺪ‪.‬ﺑﮕﺬارﻳﺪ ﺗﻨﺶ از ﺷﺎﻧﻪﻫﺎﻳﺘﺎن رﺧﺖ ﺑﺮﺑﻨﺪد و ﺑﻪ‬
‫ﺳﻤﺖ ﺑﺎزو ﺳﭙﺲ اﻧﮕﺸﺘﺎﻧﺘﺎن ﺑﺮود‪.‬‬
‫ﺑﻬﻮش ﺑﺎﺷﻴﺪ ﻛﻪ ﻋﻀﻼﺗﺘﺎن ﺑﻌﺪ از آرامﮔﻴﺮي ﭼﻪ ﺣﺲ ﻣﺘﻔﺎوﺗﻲ دارﻧﺪ‪.‬‬
‫ﺣﺎل ﺑﻪ ﮔﺮدن و ﺻﻮرﺗﺘﺎن ﺗﻮﺟﻪ ﻛﻨﻴﺪ‪.‬ﺑﺎ ﻗﻴﺎﻓﻪ ﻳـﺎ ﺷـﻜﻠﻚ ﻋﻀﻼﺗـﺸﺎن را ﺗﺤـﺖ‬
‫ﻓﺸﺎر ﻗﺮار دﻫﻴﺪ‪.‬‬
‫ﮔﺮدن‪،‬ﻓﻚ و ﭘﻴﺸﺎﻧﻲ را ﺗﺤﺖ ﻓﺸﺎر ﻗـﺮار دﻫﻴـﺪ‪.‬ﻧﮕـﻪ دارﻳـﺪ و ﺳـﭙﺲ رﻫـﺎﻳﺶ‬
‫ﻛﻨﻴﺪ‪.‬اﺟﺎزه دﻫﻴـﺪ ﻋـﻀﻼت آرواره و ﮔـﺮدن آرام ﺷـﻮﻧﺪ‪.‬ﺗﻤـﺎم ﭼـﻴﻦ و ﭼـﺮوك‬
‫ﭘﻴ ـﺸﺎﻧﻲ ﻧﺎﺷ ـﻲ از ﻓــﺸﺎر را ﺑﺮﻃــﺮف ﻛﻨﻴ ـﺪ‪.‬ﻳﻜﺒــﺎر دﻳﮕــﺮ اﻳ ـﻦ ﻛــﺎر را اﻧﺠــﺎم‬
‫دﻫﻴﺪ‪.‬ﻫﻮﺷﻴﺎر ﺑﺎﺷﻴﺪ ﻛﻪ ﭼﮕﻮﻧﻪ ﻋﻀﻼت ﺳﺮ و اﻃﺮاف ﭼﺸﻤﺎﻧﺘﺎن در ﺣﺪﻗﻪ آرام‬
‫ﻣﻲ ﮔﻴﺮﻧﺪ ﻣﺎﻧﻨﺪ اﻳﻨﻜﻪ درون ﺳﺮﺗﺎن ﻓﺮو ﻣﻲ روﻧﺪ‪.‬‬
‫ﮔﻠﻮ و ﻓﻜﺘﺎن را رﻫﺎ ﻛﻨﻴﺪ ﺗﺎ آرام ﺷﻮﻧﺪ‪.‬ﻋﻀﻼن اﻃﺮاف ﮔﻮﺷﻬﺎ را رﻫﺎ ﻛﻨﻴﺪ‪.‬ﺣـﺲ‬
‫ﻛﻨﻴﺪ ﻛﻪ ﭼﮕﻮﻧﻪ ﺗﻤﺎم ﻓﺸﺎر و ﺗﻨﺶ در ﻋﻀﻼت ﮔﺮدﻧﺘﺎن رﻫﺎ ﺷﺪهاﻧﺪ‪.‬ﺣﺎل ﺑـﺮاي‬
‫‪٢٥‬‬
‫ﭼﻨﺪ ﻟﺤﻈﻪ ﺑﺎﻳﺴﺘﻴﺪ‪.‬در ﺑﺪﻧﺘﺎن دﻧﺒﺎل ﺗﻨﺶ ﺑﮕﺮدﻳﺪ و در ﺻﻮرت ﻳـﺎﻓﺘﻦ‪ ،‬آزادش‬
‫ﻛﻨﻴﺪ‪.‬‬
‫ﺗﻮﺟﻪ ﻛﻨﻴﺪ ﻛﻪ وﻗﺘﻲ ﻋﺎري از ﺗﻨﺶ ﺷﺪﻳﺪ‪ ،‬ﺑﺪﻧﺘﺎن ﭼﻪ ﺣﺴﻲ دارد‪.‬‬
‫ﻫﻨﮕﺎﻣﻲ ﻛﻪ آﻣﺎده ﺷﺪﻳﺪ‪ ،‬ﭼﺸﻤﺎﻧﺘﺎن را ﺑﺎز ﻛﻨﻴﺪ‪.‬‬
‫ﭼﻄﻮر ﺑﻮد؟ آﻳﺎ ﻫﻴﭻ ﺣﺲ ﺟﺪﻳﺪي داﺷﺘﻴﺪ؟ اﻛﻨـﻮن ﺑـﺪﻧﺘﺎن ﭼـﻪ ﺣـﺴﻲ دارد؟‬
‫وﺿﻌﻴﺖ ذﻫﻦ و رواﻧﺘﺎن ﭼﮕﻮﻧﻪ اﺳﺖ؟ آﻳﺎ ﺑﻴﻦ ﻣﻮﻗﻌﻴﺖ اﻻن و ﻣﻮﻗﻌﻴـﺖ ﻗﺒـﻞ از‬
‫ﺷﺮوع ﺗﻤﺮﻳﻦ‪ ،‬ﺗﻔﺎوﺗﻲ ﺣﺲ ﻣﻲ ﻛﻨﻴﺪ؟‬
‫‪.4‬ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ ﻫﻔﺘﻪ‬

‫اﻟﻒ( در ﻫﻔﺘﻪ ﮔﺬﺷﺘﻪ‪ ،‬ﺑﻨﺎﺑﺮ ﻣﻘﻴﺎس "ﺧﺸﻢﺳﻨﺞ" ﺑﺎﻻﺗﺮﻳﻦ ﻧﻤﺮه ﭼﻨﺪ ﺑﻮد؟‬
‫‪.....‬‬
‫ب( ﭼﻪ ﺣﺎدﺛﻪ اي ﺑﺎﻋﺚ ﺑﺮاﻧﮕﻴﺨﺘﻦ ﺧﺸﻤﺘﺎن ﺷﺪ؟‬

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‫ج( ﭼﻪ ﻋﻼﺋﻤﻲ ﻫﻤﺮاه اﻳﻦ ﺣﺎدﺛﻪ ﺑﺮاﻧﮕﻴﺰده ﺧﺸﻢ ﺑﻮد؟‬


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‫‪٢٦‬‬
‫‪٢٧‬‬
‫ﻓﺼﻞ ﭘﻨﺠﻢ‬
‫ﺑﺎزﺳﺎزي ﺷﻨﺎﺧﺘﻲ‬
‫در اﻳﻦ ﻓﺼﻞ‪،‬درﺑﺎره اﻟﮕﻮي ‪ A-B-C-D‬ﺑﻌﻨﻮان ﻓﺮﻣﻲ از ﺑﺎزﺳﺎزﻣﺎﻧﻲ ﺷـﻨﺎﺧﺘﻲ‬

‫ﺧﻮاﻫﻴﺪ آﻣﻮﺧﺖ‪.‬در ﻣﻮرد ﺗﻮﻗﻒ ﻓﻜﺮ ﺑﻌﻨﻮان ﺟﺎﻳﮕﺰﻳﻨﻲ ﺑـﺮاي ‪ A-B-C-D‬ﻧﻴـﺰ‬
‫آﺷﻨﺎ ﺧﻮاﻫﻴﺪ ﮔﺸﺖ‪.‬‬
‫‪ -1‬اﻟﮕﻮي ‪A-B-C-D‬‬
‫اﻟﮕﻮي ‪) A-B-C-D‬ﺻﻔﺤﻪ ﺑﻌﺪ را ﺑﺒﻴﻨﻴﺪ( ﺑﺎ روﺷـﻲ ﻛـﻪ ﺑﻌـﻀﻲ اﻓـﺮاد روش‬
‫ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ را ﺑﺎ ﺗﺎﻣﻞ ﭘﻲ ﻣﻲﮔﻴﺮﻧﺪ‪ ،‬ﺳﺎزﮔﺎر اﺳﺖ‪.‬‬
‫در اﻳﻦ اﻟﮕﻮ "‪ "A‬ﻧﻤﺎﻳﻨﺪه ﺣﺎدﺛﻪ ﻣﺤﺮك اﺳﺖ‪.‬ﺣﺎدﺛﻪ ﻣﺤﺮك ﻫﻤﺎن "واﻗﻌﻪ و ﻳﺎ‬
‫"واﻗﻌﻪ ﭘﺮﭼﻢ ﺳﺮخ" اﺳﺖ‪.‬‬
‫"‪ "B‬ﻧﻤﺎﻳﻨﺪه اﻓﻜـﺎر ﻣـﺎ در ﻣـﻮرد ﺣﺎدﺛـﻪ ﻣﺤـﺮك اﺳـﺖ‪.‬ﺣـﻮادث ﺑـﻪ ﺗﻨﻬـﺎﻳﻲ‬
‫ﻧﻤﻲﺗﻮاﻧﻨﺪ اﺣﺴﺎﺳﺎﺗﻲ ﻧﻈﻴـﺮ ﺧـﺸﻢ را ﺗﻮﻟﻴـﺪ ﻛﻨﻨﺪ‪،‬ﺑﻠﻜـﻪ ﺑﺮداﺷـﺘﻬﺎ و ﺗﻌـﺎﺑﻴﺮ و‬
‫ﺑﺎورﻫﺎي ﻣﺎ درﺑﺎره ﻳﻚ اﺗﻔﺎق ﺑﻮﺟﻮد آورﻧﺪه آن ﻫﺴﺘﻨﺪ‪.‬‬
‫"‪ "C‬ﻧﻤﺎﻳﻨﺪه ﻋﻮاﻗﺐ اﺣﺴﺎﺳﻲ اﺳﺖ‪.‬اﺣﺴﺎﺳﺎﺗﻲ ﻛﻪ ﺑﻌﻨـﻮان ﺗﺠـﺎرﺑﻲ در ﻧﺘﻴﺠـﻪ‬
‫ﺗﺮﺟﻤﻪ و ﺗﻔﺴﻴﺮ و ﺑﺎورﻫﺎ در راﺑﻄﻪ ﺑﺎ ﺣﺎدﺛﻪ‪ ،‬ﺑﻮﺟﻮد ﻣﻲآﻳﻨﺪ‪.‬‬
‫"‪ "D‬ﻧﻤﺎﻳﻨﺪه ﺟﺮ و ﺑﺤﺚ اﺳﺖ‪.‬اﻳﻦ ﻗﺴﻤﺖ اﻟﮕﻮ ﺷـﺎﻣﻞ ﺷـﻨﺎﺧﺖ ﻫﺮﮔﻮﻧـﻪ ﺑـﺎور‬
‫ﻏﻴﺮﻣﻨﻄﻘﻲ و ﺑﺤﺚ درﺑﺎره آﻧﻬﺎﺳﺖ ﺑﻪ روﺷﻲ ﻣﻌﻘﻮﻻﻧﻪﺗـﺮ و ﻳـﺎ روﺷـﻬﺎﻳﻲ واﻗـﻊ‬
‫ﮔﺮاﻳﺎﻧﻪﺗﺮ ﻧﺴﺒﺖ ﺑﻪ ﺣﺎدﺛﻪ ﻣﺤﺮك‪.‬‬
‫ﻫﺪف آن اﺳﺖ ﻛﻪ ﺑﻴﺎن ﺷﺨﺼﻲ را ﻛﻪ ﻣﻨﺘﻬﻲ ﺑﻪ اوجﮔﻴﺮي ﺧﺸﻢ ﻣﻲﺷﻮد را ﺑـﺎ‬
‫اﻳﺪهﻫﺎي ﻛﻪ اﺟﺎزه ﻣﻲ دﻫﻨﺪ ﺗﻔﺴﻴﺮ و ﺗﻌﺒﻴﺮ واﻗﻊ ﺑﻴﻨﺎﻧﻪﺗﺮ و ﻣﻨﺎﺳـﺒﺘﺮي ﻧـﺴﺒﺖ‬
‫ﺑﻪ ﺣﺎدﺛﻪ داﺷﺖ‪ ،‬ﺟﺎﻳﮕﺰﻳﻦ ﻧﻤﻮد‪.‬‬
‫‪٢٨‬‬
‫ﻫﺮ ﻛﺪام از ﺣﺮﻓﻬﺎي اﻟﮕﻮي ‪ A-B-C-D‬ﻧﺸﺎن دﻫﻨﺪه ﭼﻪ ﻫﺴﺘﻨﺪ؟‬
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‫ﭼﻨﺪ ﻧﻤﻮﻧﻪ از ﺑﺎورﻫﺎي ﻏﻴﺮﻣﻨﻄﻘﻲﺗﺎن را ﻧﺎم ﺑﺒﺮﻳﺪ‪.‬‬

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‫ﭼﮕﻮﻧﻪ ﻣﻤﻜﻦ اﺳﺖ درﺑﺎره اﻳﻦ ﺑﺎورﻫﺎ ﺑﺤﺚ ﻛﻨﻴﺪ؟‬

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‫اﻟﮕﻮي ‪A-B-C-D‬‬
‫‪ =A‬ﺣﺎدﺛﻪ ﻳﺎ ﻣﻮﻗﻌﻴﺖ ﺗﺤﺮﻳﻚ ﻛﻨﻨﺪه‬
‫‪=B‬ﺳﻴﺴﺘﻢ ﺑﺎور‬
‫آﻧﭽﻪ درﺑﺎره ﺣﺎدﺛﻪ ﺑﺎ ﺧﻮد ﻣﻲ ﮔﻮﻳﻴﺪ )ﺑﺎ ﺧﻮد ﺳﺨﻦ ﮔﻔﺘﻦ(‬
‫ﺑﺎورﻫﺎ و اﻧﺘﻈﺎراﺗﺘﺎن از دﻳﮕﺮان‬
‫‪ =C‬ﻋﻮاﻗﺐ‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻳﻦ ﻛﻪ ﺑﺎ ﺧﻮد ﺳﺨﻦ ﻣﻲ ﮔﻮﻳﻴﺪ‪ ،‬ﭼﻪ ﺣﺴﻲ دارﻳﺪ؟‬
‫‪=D‬ﺑﺤﺚ‬
‫اﻧﺘﻈﺎرات و ﺑﺎورﻫﺎﻳﺘﺎن را ﺳﻨﺠﺶ ﻛﻨﻴﺪ‬
‫آﻳﺎ آﻧﻬﺎ واﻗﻊ ﺑﻴﻨﺎﻧﻪ و ﻳﺎ ﻣﻨﻄﻘﻲ ﻧﻴﺴﺘﻨﺪ؟‬
‫)ﺑﺮ ﻣﺒﻨﺎي ﺗﺤﻘﻴﻖ آﻟﺒﺮت اﻟﻴﺴﻮ‪1357‬و آﻟﺒﺮت اﻟﻴﺲ و آر‪.‬اي‪.‬ﻫﺎرﭘﻴﺮ‪(1353‬‬
‫‪٢٩‬‬
‫‪-2‬ﺗﻮﻗﻒ ﻓﻜﺮ‬
‫دوﻣﻴﻦ ﺷﻴﻮه ﺑﺮاي ﻛﻨﺘﺮل ﺧﺸﻢﻣﺎن را "ﺗﻮﻗﻒﻓﻜﺮ " ﮔﻮﻳﻨﺪ‪.‬‬
‫ﺗﻮﻗﻒﻓﻜﺮ ﻣﻲﺗﻮاﻧﺪ ﺟﺎﻳﮕﺰﻳﻨﻲ ﺑﺮاي اﻟﮕﻮي ‪ A-B-C-D‬ﺑﺎﺷﺪ‪.‬در اﻳﻦ روش ﺷﻤﺎ‬
‫ﺑﻪ آﺳﺎﻧﻲ از ﻃﺮﻳﻖ ﻳﻚ ﺳﺮي "ﺣﻮد ﻓﺮﻣﺎﻧﺪﻫﻲ " ﺑﻪ ﺧـﻮﻳﺶ ﻣـﻲﮔﻮﻳﻴـﺪ ﻛـﻪ از‬
‫ﻓﻜﺮ ﻛﺮدن درﺑﺎره اﻓﻜﺎري ﻛﻪ ﺑﺎﻋﺚ اﻳﺠﺎد ﺧﺸﻢ ﻣﻲﺷﻮﻧﺪ‪ ،‬دﺳﺖ ﺑﺮدارد‪.‬‬
‫ﺑﺮاي ﻣﺜﺎل ﻣﻤﻜﻦ اﺳﺖ ﺑﻪ ﺧﻮد ﺑﮕﻮﻳﻴﺪ‪" :‬ﻻزﻣﻪ ﻛﻪ ﻓﻜﺮ ﻛﺮدن درﺑﺎره اﻳﻦ اﻓﻜـﺎر‬
‫را ﺑﺲ ﻛﻨﻢ‪.‬اﮔﺮ ﺑﻬﻤﻴﻦ روش ﻓﻜﺮ ﻛـﻨﻢ‪ ،‬ﺗﻨﻬـﺎ ﺗـﻮي دردﺳـﺮ ﻣـﻲ اﻓـﺘﻢ‪ ".‬و ﻳـﺎ‬
‫"ﺧﻮدﺗﻮ درﮔﻴﺮ اﻳﻦ ﻣﻮﻗﻌﻴﺖ ﻧﻜﻦ" ﻳﺎ "آﻧﺠﺎ ﻧﺮو‪".‬‬
‫ﺑﻌﺒﺎرت دﻳﮕﺮ ﺑﺠﺎي ﺑﺤﺚ ﻛﺮدن ﺑﺎ اﻓﻜﺎر و ﺑﺎورﻫﺎﻳﺘـﺎن ﻫﻤـﺎﻧﻄﻮر ﻛـﻪ در اﻟﮕـﻮي‬
‫‪ A-B-C-D‬ذﻛﺮ ﺷﺪ‪،‬ﻫﺪف اﻳﻨﺴﺖ ﻛﻪ روﻳﻪ اﻓﻜﺎر ﺧﺸﻤﻨﺎك ﺟﺎري را ﻣﺘﻮﻗـﻒ‬
‫ﻛﻨﻴﺪ‪ ،‬ﻗﺒﻞ از آﻧﻜﻪ آﻧﻬﺎ ﺑﻪ ﻣﺮﺣﻠﻪ اوجﮔﻴﺮي ﺧـﺸﻢ ﺑﺮﺳـﻨﺪ و ﻛﻨﺘـﺮل از دﺳـﺖ‬
‫ﺧﺎرج ﺷﻮد‪.‬‬
‫ﭼﻨﺪ ﻣﺜﺎل دﻳﮕﺮ در زﻣﻴﻨﻪ ﺗﻮﻗﻒ ﻓﻜﺮ ﻛﻪ ﻣﻲﺗﻮاﻧﻴﺪ در ﻫﻨﮕـﺎﻣﻲ ﻛـﻪ ﺧـﺸﻤﮕﻴﻦ‬
‫ﻣﻲﺷﻮﻳﺪ‪ ،‬اﺳﺘﻔﺎده ﻛﻨﻴﺪ‪ ،‬ﻧﺎم ﺑﺒﺮﻳﺪ‪.‬‬
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‫ب( ﭼﻪ ﺣﺎدﺛﻪاي ﺑﺎﻋﺚ ﺑﺮاﻧﮕﻴﺨﺘﻦ ﺧﺸﻤﺘﺎن ﺷﺪ؟‬
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‫‪٣١‬‬
‫ﻓﺼﻞ ﺷﺸﻢ‬
‫دوره‬
‫در اﻳﻦ ﻓﺼﻞ ﻣﻔﺎﻫﻴﻢ اﺻﻠﻲ ﻣﺪﻳﺮﻳﺖ ﺧـﺸﻢ را ﻛـﻪ ﺗـﺎﻛﻨﻮن اراﺋـﻪ ﺷـﺪه‪ ،‬ﻣـﻮرد‬
‫ﺑﺎزﺑﻴﻨﻲ ﻗﺮار داده و ﺟﻤﻊ ﺑﻨﺪي ﺧﻮاﻫﻴﺪ ﻛﺮد‪.‬اﮔﺮ ﺳﻮاﻟﻲ دارﻳﺪ ﻳﺎ ﻣﻄﻠﺒﻲ درﺑـﺎره‬
‫ﻣﻔﺎﻫﻴﻢ و اﺳﺘﺮاﺗﮋيﻫﺎ‪،‬ﺑﺮاﻳﺘﺎن ﻫﻨـﻮز ﻣـﺒﻬﻢ و ﮔﻨـﮓ اﺳـﺖ از ﺳﺮﭘﺮﺳـﺖ ﮔـﺮوه‬
‫ﺑﺨﻮاﻫﻴﺪ ﺗﺎ دوﺑﺎره ﺑﺮاﻳﺘﺎن ﺷﺮح و ﺗﻮﺿﻴﺢ دﻫﺪ‪.‬‬

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‫د( ﺑﺮاي اﺟﺘﻨﺎب از رﺳﻴﺪن ﺑﻪ ﻧﻤﺮه ده در "ﺧـﺸﻢ ﺳـﻨﺞ" از ﭼـﻪ ﺷـﻴﻮه ﻫـﺎي‬
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‫‪٣٢‬‬
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‫‪٣٣‬‬
‫ﻓﺼﻞ ﻫﻔﺘﻢ و ﻫﺸﺘﻢ‬
‫دﻓﺎع از ﺣﻖ ﺧﻮد و "اﻟﮕﻮي ﺑﺮﺧﻮرد ارادي"‬
‫در اﻳﻦ دو ﻓﺼﻞ‪،‬در ﻣﻮرد دﻓﺎع از ﺣﻖ ﺧﻮد و اﻟﮕﻮي ﺑﺮﺧﻮرد ارادي آﺷﻨﺎ ﺷﺪه و‬
‫اﻳﻨﻜﻪ ﭼﻄﻮر ﻋﻜﺲاﻟﻌﻤﻞ ﺟﺴﻮراﻧﻪ ﻣﻲﺗﻮاﻧﺪ ﺑﺮﺧﻮردﻫﺎي ﺷﻤﺎ ﺑﺎ دﻳﮕـﺮان را ﻛـﻢ‬
‫ﻛﻨﺪ‪.‬‬
‫‪ .1‬آﻣﻮزش ﺟﺴﺎرت‬
‫ﻫﻤﺎﻧﻄﻮر ﻛﻪ از ﻓﺼﻞ اول ﺑﻴﺎد دارﻳﺪ‪،‬ﭘﺮﺧﺎﺷﮕﺮي رﻓﺘﺎرﻳﺴﺖ ﻛﻪ ﺑﻪ ﻗـﺼﺪ آﺳـﻴﺐ‬
‫ﺑﻪ دﻳﮕﺮي و ﻳﺎ ﺿﺮر زدن ﺑﻪ اﻣﻮال‪ ،‬اﺑﺮاز ﻣﻲﮔﺮدد‪.‬‬
‫اﻳﻦ رﻓﺘﺎر ﻣﻲﺗﻮاﻧﺪ ﺷﺎﻣﻞ ﺑﺪدﻫﻨﻲ و ﻓﺤﺶ‪ ،‬ﺗﻬﺪﻳﺪ و ﻳﺎ ﻛﺎرﻫـﺎي ﺧـﺸﻮﻧﺖآﻣﻴـﺰ‬
‫اﻧﺠﺎم ﺷﻮد‪.‬‬
‫ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﻛﺴﻲ ﺣﻖ ﺷﻤﺎ را ﺿﺎﻳﻊ ﻣﻲﻛﻨﺪ‪ ،‬اﻏﻠﺐ‪ ،‬اﺑﺘﺪا‪ ،‬ﻋﻜﺲاﻟﻌﻤـﻞ ﻣﻘﺎﺑﻠـﻪ‬
‫ﺑﻤﺜﻞ و ﻳﺎ ﺗﻼﻓﻴﺴﺖ‪.‬‬
‫ﭘﻴﺎم اﺻﻠﻲ ﭘﺮﺧﺎﺷﮕﺮي اﻳﻦ اﺳﺖ‪ :‬اﺣﺴﺎﺳﺎت ‪ ،‬اﻓﻜﺎر و ﺑﺎورﻫﺎي ﻣﻦ ﺑﺴﻴﺎر ﻣﻬـﻢ‬
‫ﻫﺴﺘﻨﺪ و اﺣﺴﺎﺳﺎت‪،‬اﻓﻜﺎر و ﺑﺎورﻫﺎي ﺗﻮ‪ ،‬ﺑﻲ اﻫﻤﻴﺖ و ﻧﺎﭼﻴﺰ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﻳﻚ ﺟﺎﻳﮕﺰﻳﻦ ﺑﺮاي رﻓﺘﺎر ﭘﺮﺧﺎﺷﮕﺮاﻧﻪ‪،‬رﻓﺘﺎر "ﻛﻨﺶ ﭘـﺬﻳﺮي" ‪ ،‬ﻣﻨﻔﻌﻼﻧـﻪ و ﻳـﺎ‬
‫ﺑﻲﺗﻔﺎوﺗﻲ اﺳﺖ‪.‬اﻳﻦ رﻓﺘﺎر ﺗﺎﻳﻴﺪ ﻧﻤﻲﺷﻮد ﭼﺮا ﻛﻪ ﺷﻤﺎ اﺟﺎزه ﻣﻲدﻫﻴﺪ ﺑﻪ ﺣـﻖ و‬
‫ﺣﻘﻮﻗﺘﺎن ﺗﺠﺎوز ﺷﻮد‪.‬‬
‫ﻣﻤﻜﻦ از دﺳﺖ ﻛﺴﻲ ﻛﻪ ﺣﻘﺘﺎن را ﺿﺎﻳﻊ ﻛﺮده‪،‬ﻧﺎراﺣﺖ ﺷﻮﻳﺪ‪،‬و ﻣﻤﻜﻦ اﺳـﺖ از‬
‫دﺳﺖ ﺧﻮدﺗﺎن ﻫﻢ ﻋﺼﺒﺎﻧﻲ ﺷﻮﻳﺪ زﻳﺮا ﻛﻪ ﺑﺮاي دﻓﺎع از ﺣﻘﺘﺎن ﻫﻴﭻ ﻧﻜﺮدهاﻳﺪ‪.‬‬
‫ﭘﻴﺎم اﺻﻠﻲ "ﻛﻨﺶ ﭘﺬﻳﺮي" اﻳﻨﺴﺖ ﻛﻪ ‪ :‬اﺣﺴﺎﺳﺎت‪ ،‬اﻓﻜﺎر و ﺑﺎورﻫﺎي ﺗﻮ ﺑﺴﻴﺎر‬
‫ﻣﻬﻢ ﻫﺴﺘﻨﺪ و اﺣﺴﺎﺳﺎت‪ ،‬اﻓﻜﺎر و ﺑﺎورﻫﺎي ﻣﻦ ﺑﻲاﻫﻤﻴﺖ و ﻧﺎﭼﻴﺰ ﻫﺴﺘﻨﺪ‪.‬‬
‫‪٣٤‬‬
‫از دﻳﺪﮔﺎه ﻣﺪﻳﺮﻳﺖ ﻛﻨﺘﺮل ﺧﺸﻢ‪ ،‬ﺑﻬﺘﺮﻳﻦ ﺷﻴﻮه ﺑﺮﺧﻮرد ﺑﺎ ﺷﺨﺼﻲ ﻛﻪ ﺣﻘﻮﻗﺘﺎن‬
‫را زﻳﺮﭘﺎ ﮔﺬاﺷﺘﻪ ﻋﻤﻞ ﻛﺮدن ﺑﺸﻴﻮه ﺟﺴﻮراﻧﻪ اﺳﺖ‪.‬‬
‫ﺟﺴﻮراﻧﻪ ﻋﻤﻞ ﻛﺮدن ﺷﺎﻣﻞ از ﺣﻖ ﺧﻮد دﻓﺎع ﻛﺮدن ﺑﻪ روﺷﻲ اﺳﺖ ﻛﻪ اﺣﺘـﺮام‬
‫دﻳﮕﺮان ﻧﻴﺰ ﺣﻔﻆ ﺷﻮد‪.‬‬
‫ﭘﻴﺎم اﺻﻠﻲ در اﻳﻨﺠﺎ اﻳﻦ اﺳﺖ‪ :‬اﺣﺴﺎﺳﺎت‪ ،‬اﻓﻜﺎر و ﺑﺎورﻫﺎي ﻣﻦ ﻣﻬـﻢ ﻫـﺴﺘﻨﺪ و‬
‫اﺣﺴﺎﺳﺎت‪ ،‬اﻓﻜﺎر و ﺑﺎورﻫﺎي ﺗﻮ ﻫﻢ ﺑﻬﻤﺎن اﻧﺪازه ﻣﻬﻢ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺑﺎ ﻋﻤﻞ ﺑﻪ اﻳﻦ ﺷﻴﻮه ﻣﻲﺗﻮاﻧﻴﺪ اﺣﺴﺎﺳﺎت‪،‬اﻓﻜﺎر و ﺑﺎورﻫﺎﻳﺘﺎن را ﺑﻪ ﺷﺨـﺼﻲ ﻛـﻪ‬
‫ﺣﻘﺘﺎن راﺿﺎﻳﻊ ﻛﺮده اﻇﻬﺎر ﻛﻨﻴﺪ‪ ،‬ﺑﺪون آﻧﻜﻪ ﻋﻮاﻗﺐ ﻣﻨﻔﻲ ﻫﻤﺮاه ﺑﺎ ﭘﺮﺧﺎﺷﮕﺮي‬
‫و ﺑﺪﻳﺪه ﺗﺤﻘﻴﺮ ﺑﺨﻮد ﻧﮕﺮﻳﺴﺘﻦ ﺑﺪﻟﻴﻞ ﻋﺪم اﻧﺠﺎم ﻛﺎري و ﻳﺎ ﺑﻲﺗﻔﺎوﺗﻲ در ﭼﻨﻴﻦ‬
‫ﻣﻮاﻗﻌﻲ‪،‬ﮔﺮﻳﺒﺎنﮔﻴﺮﺗﺎن ﺷﻮد‪.‬‬
‫ﺑﺴﻴﺎر ﻣﻬﻢ اﺳﺖ ﻛﻪ ﺗﺎﻛﻴﺪ ﺷﻮد‪ ،‬ﭘﺎﺳﺦﻫﺎي ﺟـﺴﻮراﻧﻪ‪ ،‬ﭘﺮﺧﺎﺷـﮕﺮاﻧﻪ و ﻣﻨﻔﻌﻼﻧـﻪ‬
‫ﻫﻤﮕﻲ رﻓﺘﺎرﻫﺎﻳﻲ ﻫﺴﺘﻨﺪ ﻛﻪ آﻣﻮﺧﺘﻨﻲ ﻫﺴﺘﻨﺪ‪.‬ذاﺗﻲ ﻧﺒﻮده و از وﻳـﮋهﮔـﻲﻫـﺎي‬
‫ﻏﻴﺮ ﻗﺎﺑﻞ ﺗﻐﻴﻴﺮ ﺑﺤﺴﺎب ﻧﻤﻲآﻳﻨﺪ‪.‬‬
‫ﺑﺎ ﺗﻤﺮﻳﻦ روش اﻟﮕﻮي ﺑﺮﺧﻮرد ارادي ﺧﻮاﻫﻴﺪ آﻣﻮﺧﺖ ﻛـﻪ ﭼﮕﻮﻧـﻪ ﭘﺎﺳـﺦﻫـﺎي‬
‫ﺟﺴﻮراﻧﻪ ﺑﺸﻤﺎ اﺟﺎزه ﻣﻲ دﻫﺪ ﻛﻪ در ﺑﺮﺧﻮردﻫـﺎي رواﺑـﻂ ﺑـﻴﻦ ﻓـﺮدي ﭼﮕﻮﻧـﻪ‬
‫ﻣﻮﺛﺮﺗﺮ ﻋﻤﻞ ﻛﻨﻴﺪ‪.‬‬
‫ﭼﻨﺪ ﻧﻤﻮﻧﻪ ﻣﺸﻜﻞ ﻛﻪ ﻣﻤﻜﻦ اﺳﺖ در ﺻﻮرت ﭘﺮﺧﺎﺷـﮕﺮي‪ ،‬ﻫﻨﮕـﺎم ﺑﺮﺧﻮردﻫـﺎ‪،‬‬

‫ﺑﺮاﻳﺘﺎن روي دﻫﺪ را ذﻛﺮ ﻛﻨﻴﺪ‪.‬‬
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‫ﭼﻨﺪ ﻧﻤﻮﻧﻪ ﻣﺸﻜﻠﻲ ﻛﻪ ﻣﻤﻜﻦ اﺳﺖ در ﺻﻮرت ﻣﻨﻔﻌﻼﻧـﻪ ﻋﻤـﻞ ﻛـﺮدن‪ ،‬ﻫﻨﮕـﺎم‬
‫ﺑﺮﺧﻮردﻫﺎ‪ ،‬ﺑﺮاﻳﺘﺎن روي دﻫﺪ را ذﻛﺮ ﻛﻨﻴﺪ‪.‬‬
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‫ﭼﻨﺪ ﻧﻜﺘﻪ ﻣﺜﺒﺖ ﻛﻪ ﺑﺪﻟﻴﻞ ﺟﺴﻮراﻧﻪ ﻋﻤﻞﻛﺮدن در ﺑﺮﺧﻮردﻫﺎ ﻣﻤﻜﻦ اﺳﺖ‬

‫ﺑﺮاﻳﺘﺎن روي دﻫﺪ را ذﻛﺮ ﻛﻨﻴﺪ‪.‬‬
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‫‪ .2‬اﻟﮕﻮي ارادي ﺑﺮﺧﻮرد‬

‫اﻟﮕﻮي ارادي ﺑﺮﺧﻮرد روﺷﻲ اﺳﺖ ﻛﻪ ﻣﻲﺗﻮاﻧﻴﺪ ﺑـﺮاي ﺑﺮﺧـﻮرد ﺟـﺴﻮراﻧﻪ از آن‬
‫ﺳﻮد ﺑﺒﺮﻳﺪ‪.‬داراي ﭘﻨﺞ ﮔﺎم اﺳﺖ ﻛﻪ ﺑﺮاﺣﺘﻲ ﺑﻪ ذﻫﻦ ﺳﭙﺮده ﻣﻲ ﺷﻮد‪:‬‬
‫‪ .1‬ﺷﻨﺎﺧﺖ ﻣﺴﺎﻟﻪ‪ :‬در اﻳﻦ ﮔﺎم ﻣﺴﺎﻟﻪ ﺧﺎص ﻛـﻪ ﻣﻮﺟـﺐ ﺑﺮﺧـﻮرد ﺷـﺪه اﺳـﺖ‪،‬‬
‫ﻣﻮرد ﺷﻨﺎﺳﺎﻳﻲ ﻗﺮار ﻣﻲﮔﻴﺮد‪).‬ﻣﺜﻼ دوﺳﺖ ﺷـﻤﺎ ﺳـﺮ ﻣﻮﻋـﺪ ﻣﻘـﺮر در ﺳـﺮﻗـﺮار‬
‫ﺣﺎﺿﺮ ﻧﺸﺪه اﺳﺖ(‪.‬‬
‫‪ . 2‬ﺷﻨﺎﺧﺖ اﺣﺴﺎﺳﺎت‪ :‬در اﻳﻦ ﮔﺎم ﺷﻤﺎ اﺣـﺴﺎﺳﺎﺗﻲ را ﻛـﻪ ﻫﻤـﺮاه ﺑـﺎ ﺑﺮﺧـﻮرد‬
‫ﭘﻴﺶ آﻣﺪهاﻧﺪ را ﺷﻨﺎﺳﺎﻳﻲ ﻣﻲﻛﻨﻴﺪ )ﺑﺮاي ﻣﺜﺎل ﻧﺎﻛﺎﻣﻲ‪،‬آﺳﻴﺐ و ﻳﺎ رﻧﺠﺶ(‪.‬‬
‫‪ .3‬ﺷﻨﺎﺧﺖ ﺗﺎﺛﻴﺮ وﻳﮋه‪ :‬در اﻳﻦ ﮔﺎم ﺗﺎﺛﻴﺮ وﻳﮋه و ﻳﺎ ﻧﺘﻴﺠـﻪ ﻣـﺴﺎﻟﻪاي ﻛـﻪ ﺑﺎﻋـﺚ‬
‫ﺑﺮﺧﻮرد ﺷﺪهاﺳﺖ را ﺷﻨﺎﺳﺎﻳﻲ ﻣﻲﻛﻨﻴﺪ)ﻣﺜﻼ ﺑﻪ ﻣﻮﻗﻊ ﻧﺮﺳﻴﺪن ﺑﻪ ﺟﻠﺴﻪاي ﻛـﻪ‬
‫ﺷﻤﺎ و دوﺳﺘﺘﺎن ﻗﺼﺪ ﺣﻀﻮر در آن را داﺷﺘﻴﺪ(‪.‬‬
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‫‪ .4‬ﺗﺼﻤﻴﻢ ﮔﻴﺮي ﺑﺮاي ﺣﻞ ﻛﺮدن ﻳﺎ ﺣﻞ ﻧﻜﺮدن ﻣﺴﺎﻟﻪ‪ :‬در اﻳـﻦ ﮔـﺎم ﺗـﺼﻤﻴﻢ‬
‫ﻣﻲ ﮔﻴﺮﻳﺪ ﻛﻪ ﻣﺴﺎﻟﻪ را ﺣﻞ ﻛﻨﻴﺪ و ﻳﺎ اﻳﻨﻜﻪ رﻫﺎﻳﺶ ﺳﺎزﻳﺪ‪.‬ﺑﻌﺒﺎرت دﻳﮕـﺮ‪ ،‬اﻳـﻦ‬
‫ﻣﺴﺎﻟﻪ آﻧﻘﺪر ﻣﻬﻢ اﺳﺖ ﻛﻪ ﺑﺨﻮاﻫﻴﺪ درﺑﺎره اش ﺳﺨﺖ ﺑﮕﻴﺮﻳﺪ؟‬
‫‪ .5‬ﻣﺸﺨﺺ ﺳﺎزي و ﺣﻞ ﺑﺮﺧﻮرد‪ :‬در اﻳﻦ ﮔﺎم وﻗﺘﻲ اﺧﺘﺼﺎص داده و ﻣـﺴﺎﻟﻪ را‬
‫ﻣﺸﺨﺺ ﻣـﻲ ﻛﻨﻴﺪ‪،‬اﻳﻨﻜـﻪ ﭼﻄـﻮر درﻛـﺶ ﻛﻨﻴﺪ‪،‬اﺣـﺴﺎﺳﺎﺗﺘﺎن را در ﻣـﻮرد آن‬
‫ﭼﮕﻮﻧﻪ اﺑﺮاز ﻛﻨﻴﺪ‪ ،‬و ﺑﺤﺚ ﺑﺮ ﺳﺮ ﭼﮕﻮﻧﮕﻲ ﺣﻞ ﻛﺮدن آن‪.‬‬
‫ﻫﺪف اﺳﺘﻔﺎده از اﻟﮕﻮي ارادي ﺑﺮﺧﻮرد ﭼﻴﺴﺖ؟‬

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‫ﭘﻨﺞ ﮔﺎم اﻟﮕﻮي ارادي ﺑﺮﺧﻮرد را ﺷﻨﺎﺧﺘﻪ و ﺑﺮ روي ﻳﻚ ﻧﻤﻮﻧﻪ ﺗﺠﺮﺑﻪ ﺷﺨﺼﻴﺘﺎن‬
‫اﻋﻤﺎﻟﺶ ﻛﻨﻴﺪ‪.‬‬
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‫ﻓﺼﻞ ﻧﻬﻢ و دﻫﻢ‬
‫ﺧﺸﻢ و ﺧﺎﻧﻮاده‬
‫در اﻳﻦ دو ﻓﺼﻞ ﺧﻮاﻫﻴﺪ آﻣﻮﺧﺖ ﻛﻪ ﭼﮕﻮﻧﻪ ﺧﺸﻢ و ﺳﺎﻳﺮ اﺣﺴﺎﺳﺎت ﺧﻮد را در‬
‫ﺧﺎﻧﻮاده ﺧﻮﻳﺶ اﺑﺮاز ﻛﻨﻴﺪ‪.‬‬
‫اﻳﻦ ﻣﺴﺎﻟﻪ ﺷﺎﻣﻞ ﺗﺤﻠﻴﻞ ﻛﺮدن ﺗﺎﺛﻴﺮ ﺑﺮﻫﻤﻜﻨـﺸﻬﺎي ﮔﺬﺷـﺘﻪ ﺧـﺎﻧﻮاده ﺑـﺮ روي‬
‫اﻓﻜﺎر‪،‬اﺣﺴﺎﺳﺎت و رﻓﺘﺎر ﺣﺎل ﺣﺎﺿﺮ ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫‪ .1‬ﺧﺸﻢ و ﺧﺎﻧﻮاده‬
‫ﺑﺮاي ﺑﺴﻴﺎري از ﻣﺎ‪،‬ﺑﺮﻫﻤﻜﻨﺶﻫﺎﻳﻲ ﻛﻪ ﺑﺎ واﻟﺪﻳﻦﻣﺎن داﺷﺘﻪاﻳﻢ ﺑﻪ ﻣﻘﺪار زﻳـﺎدي‬
‫ﺑﺮ روي رﻓﺘﺎر‪،‬اﻓﻜـﺎر‪ ،‬اﺣـﺴﺎﺳﺎت و روﻳﻜﺮدﻣـﺎن ﺑﻌﻨـﻮان ﻳـﻚ ﺑﺰرﮔـﺴﺎل‪ ،‬ﺗـﺎﺛﻴﺮ‬
‫ﮔﺬاﺷﺘﻪ اﺳﺖ‪.‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺧﺸﻢ و اﻇﻬﺎر آن‪ ،‬اﻳﻦ اﺣﺴﺎﺳﺎت و رﻓﺘﺎر ﻣﻌﻤﻮﻻ ﺗﻮﺳﻂ واﻟﺪﻳﻦﻣـﺎن‬
‫و ﻳﺎ ﺳﺮﭘﺮﺳﺖ‪ ،‬اﻟﮕﻮ ﺳﺎزي ﺷﺪه اﺳﺖ‪.‬‬
‫ﻣﺠﻤﻮﻋﻪ ﺳﻮاﻻﺗﻲ ﻛﻪ در ﭘﻲ ﻣﻲآﻳﻨﺪ‪ ،‬در ارﺗﺒﺎط ﺑﺎ ﺑﺮﻫﻤﻜﻨﺶﻫـﺎﻳﻲ اﺳـﺖ ﻛـﻪ‬
‫ﺷﻤﺎ ﺑﺎ واﻟﺪﻳﻦﺗﺎن و ﺧﺎﻧﻮادهﻫﺎﻳﻲ ﻛﻪ در آن رﺷﺪ ﻛﺮدهاﻳﺪ‪،‬ﻗﺮار ﻣﻲﮔﻴﺮد‪.‬‬
‫اﻃﻤﻴﻨﺎن ﺣﺎﺻﻞ ﻧﻤﺎﻳﻴﺪ ﻛﻪ اﻳﻦ اﺣﺴﺎﺳﺎت را ﺑﺎ ﺳﺮﭘﺮﺳﺖ ﮔﺮوه و ﻳـﺎ ﻣـﺸﺎورﺗﺎن‬
‫در ﻣﻴﺎن ﺑﮕﺬارﻳﺪ‪.‬‬
‫ﺧﺎﻧﻮادهﺗﺎن را ﺷﺮح دﻫﻴﺪ‪.‬آﻳﺎ ﺑﺎ ﭘﺪر و ﻣﺎدرﺗﺎن زﻧﺪﮔﻲ ﻣﻲﻛﻨﻴـﺪ؟آﻳﺎ ﺑـﺮادر و ﻳـﺎ‬

‫ﺧﻮاﻫﺮي دارﻳﺪ؟ﻛﺠﺎ ﺑﺰرگ ﺷﺪهاﻳﺪ؟‬
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‫در ﺣﻴﻦ رﺷﺪﺗﺎن‪ ،‬ﺧﺸﻢ ﭼﮕﻮﻧﻪ در ﺧﺎﻧﻮادهﺗﺎن اﺑﺮاز ﻣـﻲﺷـﺪ؟ ﭘـﺪرﺗﺎن ﭼﮕﻮﻧـﻪ‬
‫ﺧﺸﻤﺶ را ﻧﺸﺎن ﻣﻲداد؟ ﻣﺎدرﺗﺎن ﭼﻄﻮر؟ آﻳﺎ ﻫﺮﮔﺰ در ﻣﻌﺮض ﺗﻬﺪﻳﺪ ﺧـﺸﻮﻧﺖ‬
‫ﻓﻴﺰﻳﻜﻲ ﻗﺮار ﮔﺮﻓﺘﻴﺪ؟ آﻳﺎ ﭘﺪرﺗﺎن در ﻫﻨﮕﺎم ﺧﺸﻢ ﺑﻪ ﺷـﻤﺎ ﻳـﺎ ﻣﺎدرﺗـﺎن ﻓﺤـﺶ‬
‫ﻣﻲداد؟‬
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‫ﺳﺎﻳﺮ اﺣﺴﺎﺳﺎت از ﻗﺒﻴﻞ ﺷﺎدي و اﻧﺪوه‪ ،‬ﭼﮕﻮﻧﻪ در ﺧﺎﻧﻮادهﺗﺎن اﺑﺮاز ﻣﻲﺷﺪ؟‬

‫آﻳﺎ اﺑﺮاز اﺣﺴﺎﺳﺎت ﺗﻨﻬﺎ ﺑﻪ ﺧﺸﻢ و اﺣﺴﺎس اﺳﺘﻴﺼﺎل ﻣﺤﺪود ﻣﻲﺷﺪ و ﻳﺎ اﻳﻨﻜﻪ‬
‫ﺟﺎ ﺑﺮاي اﺑﺮاز اﺣﺴﺎﺳﺎت دﻳﮕﺮ ﻧﻴﺰ ﺑﻮد؟‬
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‫ﭼﻄﻮر و ﺗﻮﺳﻂ ﭼﻪ ﻛﺴﻲ ﻧﻈﻢ و ﺗﺮﺗﻴﺐ را رﻋﺎﻳﺖ ﻣﻲﻛﺮدﻳﺪ؟‬

‫آﻳﺎ ﺗﻨﺒﻴﻪ ﻓﻴﺰﻳﻜﻲ ﻫﻢ در ﻛﺎر ﺑﻮد)ﺑﺮاي ﻣﺜﺎل ﺑﺎ دﺳﺖ ‪،‬ﻛﻤﺮﺑﻨـﺪ‪،‬ﭼﻮب ﻳـﺎ ﺗﺮﻛـﻪ‬
‫ﺗﻨﺒﻴﻪ ﺷﺪن(‬
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‫‪.......‬‬
‫ﭼﻪ ﻧﻘﺸﻲ در ﺧﺎﻧﻮاده اﻳﻔﺎ ﻣﻲﻛﺮدﻳﺪ؟‬

‫ﺑﺮاي ﻣﺜﺎل ﻗﻬﺮﻣﺎن ﺑﻮدﻳﺪ‪،‬ﻧﺠﺎت دﻫﻨﺪه ﺑﻮدﻳﺪ‪،‬ﻗﺮﺑﺎﻧﻲ ﺑﻮدﻳـﺪ‪،‬دﻟﻘﻚ ﺑﻮدﻳـﺪ و ﻳـﺎ‬
‫ﻛﺴﻲ ﺑﻮدﻳﺪ ﻛﻪ اﺷﺘﺒﺎه دﻳﮕﺮان را ﺑﻪ ﮔﺮدن ﻣﻲﮔﺮﻓﺖ و‪ ...‬؟‬
‫‪٤٠‬‬
‫‪......‬‬
‫در ﻛﻞ ﭼﻪ ﭘﻴﺎﻣﻲ ﻧﺴﺒﺖ ﺑﻪ ﭘﺪرﺗﺎن و ﺳﺎﻳﺮ ﻣﺮدان درﻳﺎﻓﺖ ﻛﺮدﻳﺪ؟‬

‫در ﻛﻞ ﭼﻪ ﭘﻴﺎﻣﻲ ﻧﺴﺒﺖ ﺑﻪ ﻣﺎدرﺗﺎن و ﺳﺎﻳﺮ زﻧﺎن درﻳﺎﻓﺖ ﻛﺮدﻳﺪ؟‬
‫‪.......‬‬
‫‪........‬‬
‫‪..........‬‬
‫ﭼﻪ اﺣﺴﺎﺳﺎت‪،‬اﻓﻜﺎر و رﻓﺘـﺎري از آن زﻣـﺎن در ارﺗﺒﺎﻃـﺎت اﻣﺮوزﺗـﺎن ﻫﻤﺮاﻫﺘـﺎن‬

‫ﻫﺴﺘﻨﺪ؟‬
‫اﻳﻦ رﻓﺘﺎر اﻣﺮوز ﺑﻪ ﭼﻪ ﻛﺎرﺗﺎن ﻣﻲ آﻳﺪ؟ اﮔﺮ ﺑﻴﺨﻴﺎل اﻳﻦ رﻓﺘﺎر ﺷـﻮﻳﺪ‪،‬ﭼﻪ ﭘـﻴﺶ‬
‫ﺧﻮاﻫﺪ آﻣﺪ؟‬
‫‪.........‬‬
‫‪.........‬‬
‫‪.........‬‬
‫‪.3‬ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ ﻫﻔﺘﻪ‬

‫‪.....‬‬

‫‪.......‬‬

‫‪٤١‬‬
‫‪........‬‬
‫‪......‬‬
‫‪....‬‬
‫‪٤٢‬‬
‫ﻓﺼﻞ ﻳﺎزدﻫﻢ‬
‫دوره‬
‫در اﻳﻦ ﻓﺼﻞ ﻣﻔﺎﻫﻴﻢ اﺻﻠﻲ ﻣﺪﻳﺮﻳﺖ ﺧـﺸﻢ را ﻛـﻪ ﺗـﺎﻛﻨﻮن اراﺋـﻪ ﺷـﺪه‪ ،‬ﻣـﻮرد‬
‫ﺑﺎزﺑﻴﻨﻲ ﻗﺮار داده و ﺟﻤﻊﺑﻨﺪي ﺧﻮاﻫﻴﺪ ﻛﺮد‪.‬‬
‫اﮔﺮ ﺳﻮاﻟﻲ دارﻳﺪ ﻳﺎ ﻣﻄﻠﺒﻲ درﺑﺎره ﻣﻔﺎﻫﻴﻢ و اﺳﺘﺮاﺗﮋيﻫﺎ‪،‬ﺑﺮاﻳﺘﺎن ﻫﻨـﻮز ﻣـﺒﻬﻢ و‬
‫ﮔﻨﮓ اﺳﺖ از ﺳﺮﭘﺮﺳﺖ ﮔﺮوه ﺑﺨﻮاﻫﻴﺪ ﺗﺎ دوﺑﺎره ﺑﺮاﻳﺘﺎن ﺷﺮح و ﺗﻮﺿﻴﺢ دﻫﺪ‪.‬‬

‫‪.....‬‬

‫‪.......‬‬

‫‪٤٣‬‬
‫‪........‬‬
‫‪......‬‬
‫‪....‬‬
‫‪٤٤‬‬
‫ﻓﺼﻞ دوازدﻫﻢ‬
‫ﭘﺎﻳﺎن دوره آﻣﻮزﺷﻲ‬
‫در اﻳﻦ ﻓﺼﻞ آﺧﺮ‪،‬ﻃﺮح ﻛﻨﺘﺮل ﺧﺸﻢﺗﺎن و اﻣﺘﻴﺎزدﻫﻲ ﺑـﻪ اﺟـﺰاء روش درﻣـﺎﻧﻲ‬
‫ﻧﺴﺒﺖ ﺑﻪ ﺳﻮدﻣﻨﺪ ﺑﻮدن و آﺷﻨﺎ ﺑﻮدﻧﺸﺎن را دوره ﺧﻮاﻫﻴﺪ ﻛﺮد‪.‬‬
‫ﻫﻤﭽﻨﻴﻦ ﻳﻚ ﺗﻤﺮﻳﻦ ﻧﻬﺎﻳﻲ اﻧﺠﺎم داده و ﺳﭙﺲ ﺑﺎ ﻳﻚ ﮔﻮاﻫﻲ ﻣﺒﻨـﻲ ﺑـﺮ اﻳﻨﻜـﻪ‬
‫دوره را ﻛﺎﻣﻞ ﻛﺮدهاﻳﺪ‪،‬ﭘﺎداش ﺧﻮاﻫﻴﺪ ﮔﺮﻓﺖ‪.‬‬
‫‪ .1‬ﺗﻤﺮﻳﻦ ﻧﻬﺎﻳﻲ‬
‫درﺑﺎره ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ ﭼﻪ آﻣﻮﺧﺘﻴﺪ؟‬
‫‪.....‬‬
‫‪......‬‬
‫‪.......‬‬
‫اﺳﺘﺮاﺗﮋيﻫﺎي ﻃﺮح ﻛﻨﺘﺮل ﺧﺸﻢﺗﺎن را ﻓﻬﺮﺳﺖ ﻛﻨﻴﺪ‪.‬‬

‫ﺑﺮاي ﺑﻬﺘﺮ ﻣﺪﻳﺮﻳﺖ ﻛﺮدن ﺧﺸﻢﺗـﺎن‪ ،‬ﭼﮕﻮﻧـﻪ ﻣـﻲﺗﻮاﻧﻴـﺪ از اﻳـﻦ اﺳـﺘﺮاﺗﮋيﻫـﺎ‬
‫اﺳﺘﻔﺎده ﻛﻨﻴﺪ؟‬
‫‪........‬‬
‫‪........‬‬
‫‪.........‬‬
‫ﺑﻪ ﭼﻪ روﺷﻲ ﻣﻲﺗﻮاﻧﻴﺪ ﻣﻬﺎرتﻫﺎي ﻛﻨﺘﺮل ﺧﺸﻢﺗﺎن را ﺑﻬﺒـﻮد ﺑﺨـﺸﻴﺪه و اﻳـﻦ‬

‫روﻧﺪ را اداﻣﻪ دﻫﻴﺪ؟‬
‫‪٤٥‬‬
‫آﻳﺎ ﻧﻘﻄﻪ ﺧﺎﺻﻲ ﻫﺴﺖ ﻛﻪ اﺣﺘﻴﺎج ﺑﻪ ﺑﻬﺒﻮد و اﺻﻼح داﺷﺘﻪ ﺑﺎﺷﺪ؟‬
‫‪......‬‬
‫‪......‬‬
‫‪......‬‬
‫‪٤٦‬‬
‫ﺿﻤﻴﻤﻪ‬
‫ﻗﺪرداﻧﻲ ﻧﻮﻳﺴﻨﺪﮔﺎن‬
‫ﻧﻮﻳﺴﻨﺪﮔﺎن ﻻزم ﻣﻲداﻧﻨﺪ ﻛﻪ از اﻓﺮاد ‪،‬ﻣﺤﻘﻘـﺎن و ﻛﻠﻴﻨـﻚﻫـﺎﻳﻲ ﻛـﻪ در ﭘﺪﻳـﺪ‬

‫آﻣﺪن اﻳﻦ اﺛﺮ ﻛﻤﻚ و ﻳﺎري ﻧﻤﻮدﻧﺪ‪،‬ﻗﺪرداﻧﻲ و ﺗﺸﻜﺮ ﻧﻤﺎﻳﻨﺪ ‪:‬‬
‫دﻛﺘﺮ راﺑﺮت واﻟﺖ‬

‫دﻛﺘﺮ ﭘﻴﺘﺮ ﺑﺲ‬
‫دﻛﺘﺮ ﺗﻮري ﻛﻤﭙﻞ‬
‫دﻛﺘﺮ ﺟﺎن ﻛﻮﻳﻦ‬
‫دﻛﺘﺮ ﺗﻴﻤﻮﺗﻲ دورازو‬
‫دﻛﺘﺮ ﺷﺎرون ﻫﺎل‬
‫دﻛﺘﺮ آﻧﺘﻮﻧﻲ ﺟﺎﻧﻴﺘﻲ‬
‫دﻛﺘﺮ ﻣﻮﻧﻴﻜﺎ ﻛﻮچ‬
‫دﻛﺘﺮ ﭘﮓ ﻣﺎﺋﮕﺮﻳﻦ‬
‫دﻛﺘﺮ راﺑﺮت اوآو‬
‫دﻛﺘﺮ ﺗﺮون ﭘﺎرك‬
‫دﻛﺘﺮ اﻣﻲ روزن‬
‫دﻛﺘﺮ ﺷﻴﻼ ﺷﺎﻳﻮﻳﺰ‬
‫دﻛﺘﺮ ﺟﻴﻤﺰ ﺳﻮرﻧﺴﻮن‬
‫دﻛﺘﺮ دﻳﻮﻳﺪ ﺗﺎﻣﺴﻮن‬
‫دﻛﺘﺮ دوﻧﺎﻟﺪ ﺗﻮﺳﻞ‬
‫دﻛﺘﺮ دﻳﻮﻳﺪ واﺳﺮﻣﻦ‬
‫‪٤٧‬‬
ANGER
MANAGEMENT
for Substance Abuse and
Mental Health Clients
Participant
Workbook
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Substance Abuse and Mental Health Services Administration
Center for Substance Abuse Treatment
www.samhsa.gov
Anger Management
for Substance Abuse and
Mental Health Clients
Participant Workbook
Patrick M. Reilly, Ph.D.

Michael S. Shopshire, Ph.D.
Timothy C. Durazzo, Ph.D.
Torri A. Campbell, Ph.D.
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Substance Abuse and Mental Health Services Administration
Center for Substance Abuse Treatment
Rockwall II
5600 Fishers Lane
Rockville, MD 20857
Anger Management for Substance Abuse and Mental Health Clients
Acknowledgments
This workbook was developed for use in conjunction with Anger Management for Substance
Abuse and Mental Health Clients: A Cognitive Behavioral Therapy Manual. Numerous people
contributed to the development of that manual (see appendix). The manual was written by
Patrick M. Reilly, Ph.D., and Michael S. Shopshire, Ph.D., of the San Francisco Treatment
Research Center. Sharon Hall, Ph.D., was the Treatment Research Center’s Principal
Investigator.
Disclaimer
This document is, in part, a product of research conducted with support from the National
Institute on Drug Abuse, Grant DA 09253, and the Department of Veterans Affairs to the San
Francisco VA Medical Center, San Francisco Treatment Research Center, Department of
Psychiatry, University of California, San Francisco. The document was produced by Johnson,
Bassin & Shaw, Inc., under Contract No. 270-99-7072 with the Substance Abuse and Mental
Health Services Administration (SAMHSA), U.S. Department of Health and Human Services
(DHHS). Karl White, Ed.D., served as the Center for Substance Abuse Treatment (CSAT)
Knowledge Application Program (KAP) Project Officer. The content of this publication does not
necessarily reflect the views or policies of CSAT, SAMHSA, or DHHS.
Public Domain Notice

All material appearing in this report is in the public domain and may be reproduced or copied
without permission from SAMHSA or CSAT. Citation of the source is appreciated. However, this
publication may not be reproduced or distributed for a fee without the specific, written authori-
zation of the Office of Communications, SAMHSA, DHHS.
Electronic Access and Copies of Publication

This publication can be accessed electronically through the following Internet World Wide Web
connection: www.samhsa.gov/. For additional free copies of this document, please call
SAMHSA’s National Clearinghouse for Alcohol and Drug Information at 1-800-729-6686 or
1-800-487-4889 (TDD).
Recommended Citation
Reilly PM, Shopshire MS, Durazzo TC, and Campbell TA. Anger Management for Substance
Abuse and Mental Health Clients: Participant Workbook. DHHS Pub. No. (SMA) 02-3662.
Rockville, MD: Center for Substance Abuse Treatment, Substance Abuse and Mental Health
Services Administration, 2002.
Originating Office
Office of Evaluation, Scientific Analysis and Synthesis, Center for Substance Abuse Treatment,
Substance Abuse and Mental Health Services Administration, 5600 Fishers Lane, Rockville,
MD 20857.
DHHS Publication No. (SMA) 02-3662

Printed 2002
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Session 1 Overview of Anger Management Treatment . . . . . . . . . . . . . . . . . . . . . . . . 3
Session 2 Events and Cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Session 3 Anger Control Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Session 4 The Aggression Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Session 5 Cognitive Restructuring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Session 6 Review Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Sessions 7 & 8 Assertiveness and the Conflict Resolution Model . . . . . . . . . . . . . . . . . . 33
Sessions 9 & 10 Anger and the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Session 11 Review Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Session 12 Closing and Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Appendix Authors’ Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
iii
Introduction
This workbook is designed to be used by participants in an anger management group treat-

ment curriculum for substance abuse and mental health clients. It provides individuals partici-
pating in the 12-week anger management group treatment with a summary of core concepts,
worksheets to complete homework assignments, and space to take notes for each of the ses-
sions. The concepts and skills presented in the anger management treatment are best learned
by practice and review and by completing the homework assignments given in this workbook.
Using this workbook as an adjunct to your participation in the 12-week anger management
group treatment will help you develop the skills that are necessary to successfully manage
anger.
1
Session 1:
Overview of Anger Management Treatment
In this first session, you will get a general overview of the anger management treatment. This
includes the purpose of the group, group rules, definitions of anger and aggression, myths
about anger, anger as a habitual response, and the introduction of the anger meter used to
monitor anger.
I. Purpose of the Group

1) Learn to manage anger effectively.
2) Stop violence or the threat of violence.
3) Develop self-control over thoughts and actions.
4) Receive support from others.
II. Group Rules

1) Group Safety: No violence or threats of violence toward staff or other group members are
permitted. It is very important that you view the group as a safe place to share your experi-
ences and feelings without threats or fear of physical harm.
2) Confidentiality: Group members should not discuss outside of the group what other mem-
bers say. (The group leader should determine the limits of the laws or rules pertaining to
confidentiality in his or her State.)
3) Homework Assignments: Brief homework assignments will be given each week. Doing the
homework assignments will improve your anger management skills and allow you to get the
most from the group experience.
4) Absences and Cancellations: You should call or notify the group leader in advance if you
cannot attend a group session. Because of the amount of material presented in each ses-
sion, you may not miss more than 3 of the 12 sessions.
If you miss more than three sessions, you may continue attending the weekly sessions, but
you will not receive a certificate of completion.
5) Timeouts: The group leader reserves the right to call a timeout at any time. Eventually, you
will learn to call a timeout yourself if you feel that you may be losing control because your
anger is escalating.
3
III. Definitions
In the most general sense, anger is a feeling or emotion that ranges from mild irritation to
intense fury and rage. Many people often confuse anger with aggression. Aggression is
behavior that is intended to cause harm or injury to another person or damage to property.
Hostility, on the other hand, refers to a set of attitudes and judgments that motivate aggressive
behaviors.
• Before you learned these definitions, did you ever confuse anger with aggression?
Please explain how.
______________________________________________________________________________
______________________________________________________________________________
IV. When Does Anger Become a Problem?

Anger becomes a problem when it is felt too intensely, is felt too frequently, or is expressed
inappropriately. Feeling anger too intensely or frequently places extreme physical strain on the
body.
• List some ways anger may be affecting you physically.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
V. Payoffs and Consequences

The inappropriate expression of anger initially has apparent payoffs (e.g., releasing tension,
controlling people). In the long-term, however, these payoffs lead to negative consequences.
That is why they are called “apparent” payoffs; the long-term negative consequences far out-
weigh the short-term gains.
• List some payoffs to using anger that you are familiar with.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4
• List the negative consequences that you have experienced as a result of expressing your
anger inappropriately.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
VI. Myths About Anger

Myth #1: Anger Is Inherited. One misconception or myth about anger is that the way people
express anger is inherited and cannot be changed. Evidence from research studies, however,
indicates that people are not born with set and specific ways of expressing anger. Rather,
these studies show that the expression of anger is learned behavior and that more appropriate
ways of expressing anger can also be learned.
Myth #2: Anger Automatically Leads to Aggression. A related myth involves the misconception
that the only effective way to express anger is through aggression. There are other more con-
structive and assertive ways, however, to express anger. Effective anger management involves
controlling the escalation of anger by learning assertiveness skills, changing negative and hos-
tile “self-talk,” challenging irrational beliefs, and employing a variety of behavioral strategies.
These skills, techniques, and strategies will be discussed in later sessions.
Myth #3: You Must Be Aggressive To Get What You Want. Many people confuse assertiveness
with aggression. The goal of aggression is to dominate, intimidate, harm, or injure another per-
son—to win at any cost. Conversely, the goal of assertiveness is to express feelings of anger in
a way that is respectful of other people. Expressing yourself in an assertive manner does not
blame or threaten other people and minimizes the chance of emotional harm. You will learn
about the topic of assertiveness skills in more detail in sessions 7 and 8.
Myth #4: Venting Anger Is Always Desirable. For many years, there was a popular belief that
the aggressive expression of anger, such as screaming or beating on pillows, was therapeutic
and healthy. Research studies have found, however, that people who vent their anger aggres-
sively simply get better at being angry. In other words, venting anger in an aggressive manner
reinforces aggressive behavior.
• Before our discussion, did you believe any of these myths about anger to be true?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5
VII. Anger Is a Habit

Anger can become a routine, familiar, and predictable response to a variety of situations. When
anger is displayed frequently and aggressively, it can become a maladaptive habit. A habit, by
definition, means performing behaviors automatically, over and over again, without thinking.
The frequent and aggressive expression of anger can be viewed as a maladaptive habit
because it results in negative consequences.
• Has anger become a habit for you? How?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• In what ways has it been maladaptive?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
VIII. Breaking the Anger Habit

You can break the anger habit by becoming aware of the events and circumstances that trigger
your anger and the negative consequences that result from it. In addition, you need to develop
a set of strategies to effectively manage your anger. You will learn more about strategies to
manage anger in session 3.
• List some anger control strategies that you might know or that you may have used
in the past.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6
IX. Anger Meter

A simple way to monitor your anger is to use a 1 to 10 scale called the anger meter. A score of
1 on the anger meter represents a complete lack of anger or a total state of calm, whereas 10
represents an angry and explosive loss of control that leads to negative consequences.
• For each day of the upcoming week, monitor and record the highest number you reach on
the anger meter.
_____ M _____ T _____ W _____ Th _____ F _____ Sat _____ Sun
• Be prepared to report the highest level of anger you reached during the week in next
week’s group.
Anger Meter
• Explosion
• Violence
• Loss of Control
• Negative Consequences
• You Lose!
10
9
8
7
6
5 • You have a choice!
• Use your anger control
4 plan to avoid reaching 10!
3
2
1
7
Notes
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________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
8
Session 2:
Events and Cues
In this session, you begin to learn how to analyze an episode of anger. This involves learning
how to identify events and cues that indicate an escalation of anger.
I. Events That Trigger Anger

When you get angry, it is because you have encountered an event in your life that has provoked
your anger. Many times, specific events touch on sensitive areas. These sensitive areas or “red
flags” usually refer to long-standing issues that can easily lead to anger. In addition to events
that you experience in the here and now, you may also recall an event from your past that
made you angry. Just thinking about these past events may make you angry now. Here are
examples of events or issues that can trigger anger:
Long waits to see your doctor

Traffic congestion
Crowded buses
A friend joking about a sensitive topic
A friend not paying back money owed to you
Being wrongly accused
Having to clean up someone else’s mess
Having an untidy roommate
Having a neighbor who plays the stereo too loud
Being placed on hold for long periods of time while on the telephone
Being given wrong directions
Rumors being spread about your relapse that are not true
Having money or property stolen from you.
• What are some of the general events and situations that trigger anger for you?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9
• What are some of the red-flag events and situations that trigger anger for you?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
II. Cues to Anger: Four Cue Categories

A second important way to monitor anger is to identify the cues that occur in response to the
anger-provoking event. These cues serve as warning signs that you have become angry and
that your anger is escalating. Cues can be broken down into four cue categories: physical,
behavioral, emotional, and cognitive (or thought) cues. After each category, list the cues that
you have noticed when you get angry.
1) Physical Cues (how your body responds; e.g., with an increased heart rate, tightness in the
chest, feeling hot or flushed)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2) Behavioral Cues (what you do; e.g., clench your fists, raise your voice, stare at others)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3) Emotional Cues (other feelings that may occur along with anger; e.g., fear, hurt, jealousy,
disrespect)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10
4) Cognitive Cues (what you think about in response to the event; e.g., hostile self-talk, images
of aggression and revenge)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
III. Check-In Procedure: Monitoring Anger for the Week

In this session, you began to learn to monitor your anger and to identify anger-provoking events
and situations. In each weekly session, there will be a Check-In Procedure to follow up on the
homework assignment from the previous week and to report the highest level of anger reached
on the anger meter during the past week. You will also be asked to identify the event that trig-
gered your anger, the cues that were associated with your anger, and the strategies you used
to manage your anger in response to the event. You will be using the following format to check
in at the beginning of each session:
1) What was the highest number you reached on the anger meter during the past week?
______________________________________________________________________________
2) What was the event that triggered your anger?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3) What cues were associated with the anger-provoking event?
Physical cues __________________________________________________________________
Behavioral cues ________________________________________________________________
Emotional cues ________________________________________________________________
Cognitive cues ________________________________________________________________
11
4) What strategies did you use to avoid reaching 10 on the anger meter?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
the anger meter.
_____ M _____ T _____ W _____ Th _____ F _____ Sat _____ Sun
Events, Cues, and Strategies Identifed During the Check-In Procedure
Event Cues Strategies
12
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
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13
Session 3:
Anger Control Plans
In this session, you will begin learning about specific strategies to manage your anger. The anger
control plan refers to the list of strategies you will identify to manage and control your anger.
I. Anger Control Plans

Up to now the group has been focusing on how to monitor anger. In the first session, you
learned how to use the anger meter to rate your anger. Last week, you learned how to identify
the events that trigger your anger, as well as the physical, behavioral, emotional, and cognitive
cues associated with each event. In this session, you will begin to develop your own anger con-
trol plans and learn how you can use specific strategies, such as timeouts and relaxation, to
control anger. Some people refer to their anger control plans as their toolbox and the specific
strategies they use to control their anger as the tools in their toolbox.
An effective set of strategies for controlling anger should include both immediate and preven-
tive strategies. Examples of immediate strategies include timeouts, deep-breathing exercises,
and thought stopping. Examples of preventive strategies include developing an exercise pro-
gram and changing irrational beliefs. These strategies will be discussed in later sessions.
Timeouts
The timeout is a basic anger management strategy that should be in everyone’s anger control
plan. A timeout can be used formally or informally. In its simplest form, it means taking a few
deep breaths and thinking instead of reacting. It may also mean leaving the situation that is
causing the escalation or simply stopping the discussion that is provoking your anger.
The formal use of a timeout involves our relationships with other people. These relationships
may involve family members, friends, and coworkers. The formal use of a timeout involves hav-
ing an agreement, or a prearranged plan, by which any of the parties involved can call a time-
out and to which all parties have agreed in advance. The person calling the timeout can leave
the situation, if necessary. It is agreed, however, that he or she will return to either finish the
discussion or postpone it, depending on whether the parties involved feel they can successfully
resolve the issue.
A timeout is important because it can be used effectively in the heat of the moment. Even if a
person’s anger is escalating quickly as measured on the anger meter, he or she can prevent
reaching 10 by taking a timeout and leaving the situation.
A timeout is also effective when used with other strategies. For example, you can take a time-
out and go for a walk. You can also take a timeout and call a trusted friend or family member
or write in your journal. These other strategies help you calm down during your timeout period.
15
• Can you think of situations where you would use the timeout strategy? Please describe
them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• Can you think of specific strategies that you might use to control your anger? Please
describe them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Sample of an Anger Control Plan
Anger Control Plan

1. Take a timeout (formal or informal)
2. Talk to a friend (someone you trust)
3. Use the Conflict Resolution Model to express anger
4. Exercise (take a walk, go to the gym, etc.)
5. Attend 12-Step meetings
6. Explore primary feelings beneath the anger
16
II. Relaxation Through Breathing

End this session by practicing a deep-breathing exercise as a relaxation technique. You can
practice this exercise on your own by focusing on your breathing, taking several deep breaths,
and trying to release any tension you might have in your body. You should practice this exercise
as often as possible. Here are the directions.
Find a comfortable position in your chair. If you would like, close

your eyes; if not, just gaze down at the floor. Take a few moments
to settle yourself. Now become aware of your body. Check for any
tension, beginning with your feet, moving upward to your head.
Notice any tension you might have in your legs, stomach, hands
and arms, shoulders, neck, and face. Try to let go of any tension.
Now, become aware of your breathing. Pay attention to your breath

as it enters and leaves your body. This can be very relaxing.
Take a deep breath. Notice your lungs and chest expanding. Now
slowly exhale through your nose. Again, take a deep breath. Fill
your lungs and your chest. Notice how much air you can take in.
Hold it for a second. Now release it and exhale slowly. Inhale slow-
ly and fully one more time. Hold it for a second, and release.
Continue breathing in this way for another couple of minutes.

Continue to focus on your breath. With each inhalation and exhala-
tion, feel your body becoming more and more relaxed. Use your
breathing to wash away any remaining tension.
Now take another deep breath. Inhale fully, hold it for a second,
and release. Inhale again, hold, and release. Continue to be aware
of your breath as it fills your lungs. Once more, inhale fully, hold it
for a second, and release.
When you feel that you are ready, open your eyes. How was that?
Did you notice any new sensations while you were breathing? How
do you feel now?
This breathing exercise can be shortened to just three deep

inhalations and exhalations. Even that can be effective in helping
you relax when your anger is escalating. You can practice this at
home, at work, on the bus, while waiting for an appointment, or
even while walking. The key to using deep-breathing as an effec-
tive relaxation technique is to practice it frequently and to apply it
in a variety of situations.
17
III. Monitoring Anger for the Week

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Physical cues ____________________________________________________________________________________
Behavioral cues ________________________________________________________________________
Emotional cues ________________________________________________________________
Cognitive cues ____________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
the anger meter.
_____ M _____ T _____ W _____ Th _____ F _____ Sat _____ Sun
18
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
19
Session 4:
The Aggression Cycle
In this session, you will learn about the aggression cycle and practice progressive muscle relax-
ation. The aggression cycle serves as an integrative framework that incorporates the concepts
of the anger meter, cues to anger, and the anger control plan.
I. The Aggression Cycle

An episode of anger can be viewed as consisting of three phases: escalation, explosion, and
postexplosion. Together, these three phases make up the aggression cycle. The escalation
phase is characterized by cues that indicate anger is building. As you may recall, cues are
warning signs, or responses, to anger-provoking events. If the escalation phase is allowed to
continue, the explosion phase will follow. The explosion phase is marked by an uncontrollable
discharge of anger that is displayed as verbal or physical aggression. The postexplosion phase
is characterized by the negative consequences that result from the verbal or physical aggres-
sion displayed during the explosion phase. These consequences may include going to jail, mak-
ing restitution, being terminated from a job, being discharged from a drug treatment or social
service program, losing family and loved ones, or feelings of guilt, shame, and regret.
II. The Aggression Cycle and the Anger Meter

Notice that the escalation and explosion phases of the aggression cycle correspond to levels or
points on the anger meter. The points on the anger meter below 10 represent the escalation
phase, the building up of anger. The explosion phase, on the other hand, corresponds to a 10
on the anger meter. A 10 on the anger meter represents when you lose control and express
anger through verbal or physical aggression that leads to negative consequences.
One of the primary objectives of anger management treatment is to prevent reaching the
explosion phase. This is accomplished by using the anger meter to monitor changing levels of
anger, attending to the cues or warning signs that indicate anger is building, and using the
appropriate strategies from your anger control plans to stop the escalation of anger. If the
explosion phase is prevented, the postexplosion phase will not occur and the aggression cycle
will be broken.
• What phase of the aggression cycle are you in if you reach a 7 on the anger meter?
______________________________________________________________________________
• What phase are you in if you reach 10 on the anger meter?
______________________________________________________________________________
21
*Based on the Cycle of Violence by Lenore Walker (1979). The Battered Woman. New York: Harper & Row.
III. Relaxation Through Progressive Muscle Relaxation

Last week you practiced deep-breathing as a relaxation technique. This week you are intro-
duced to progressive muscle relaxation. You should practice this exercise as often as possible.
Here are the directions.
Take a moment to settle in. Now, as you did last week, begin to
focus on your breathing. Take a deep breath. Hold it for a second.
Now exhale fully and completely. Again, take a deep breath. Fill
your lungs and chest. Now release and exhale slowly. Again, one
more time, inhale slowly, hold, and release.
Now, while you continue to breathe deeply and fully, bring your
awareness to your hands. Clench your fists very tightly. Hold that
tension. Now relax your fists, letting your fingers unfold and letting
your hands completely relax. Again, clench your fists tightly. Hold,
and release. Imagine all the tension leaving your hands down to
your fingertips. Notice the difference between the tension and
complete relaxation.
Now bring your awareness to your arms. Curl your arms as if you
are doing a bicep curl. Tense your fists, forearms, and biceps. Hold
the tension, and release. Let your arms unfold and your hands
float back to your thighs. Feel the tension drain out of your arms.
22
Again, curl your arms to tighten your biceps. Notice the tension,
hold, and release. Let the tension flow out of your arms. Replace it
with deep muscle relaxation.
Now raise your shoulders toward your ears. Really tense your
shoulders. Hold the tension for a second. Now gently drop your
shoulders and release all the tension. Again, lift your shoulders,
hold the tension, and release. Let the tension flow from your shoul-
ders all the way down your arms to your fingers. Notice how differ-
ent your muscles feel when they are relaxed.
Now bring your awareness to your neck and your face. Tense all
those muscles by making a face. Tense your neck, jaw, and fore-
head. Hold the tension, and release. Let the muscles of your neck
and jaw relax. Relax all the lines in your forehead. One more time,
tense all the muscles in your neck and face, hold, and release. Be
aware of the muscles relaxing at the top of your head and around
your eyes. Let your eyes relax in their sockets, almost as if they
were sinking into the back of your head. Relax your jaw and your
throat. Relax all the muscles around your ears. Feel all the tension
in your neck muscles release.
Now just sit for a few moments. Scan your body for any tension
and release it. Notice how your body feels when your muscles are
completely relaxed.
When you are ready, open your eyes. How was that? Did you notice
any new sensations? How does your body feel now? How about
your state of mind? Do you notice any difference now from when
you started?
IV. Monitoring Anger for the Week

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
23
Physical cues ______________________________________________________________________________________
Behavioral cues ________________________________________________________________________
Emotional cues ________________________________________________________________
Cognitive cues ____________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
the anger meter.
_____ M _____ T _____ W _____ Th _____ F _____ Sat _____ Sun
24
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
25
Session 5:
Cognitive Restructuring
In this session, you will learn about the A-B-C-D Model as a form of cognitive restructuring. You
will also learn about thought stopping, an alternative to the A-B-C-D Model.
I. The A-B-C-D Model

The A-B-C-D Model (see next page) is consistent with the way some people conceptualize anger
management treatment. In this model, “A” stands for an activating event. The activating event is
the “event” or red-flag event. “B” represents our beliefs about the activating event. It is not the
events themselves that produce feelings such as anger; it is our interpretations and beliefs
about the events. “C” stands for the emotional consequences. These are the feelings experi-
enced as a result of interpretations and beliefs concerning the event. “D” stands for dispute.
This part of the model involves identifying any irrational beliefs and disputing them with more
rational or realistic ways of looking at the activating event. The idea is to replace self-statements
that lead to, or escalate, anger with ideas that allow you to have a more realistic and accurate
interpretation of the event.
• What does each of the letters of the A-B-C-D Model stand for?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• List some of your irrational beliefs.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• How might you dispute these beliefs?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
27
A-B-C-D Model*
A = Activating Situation or Event
B = Belief System
What you tell yourself about the event (your self-talk)
Your beliefs and expectations of others
C = Consequence
How you feel about the event based on your self-talk
D = Dispute
Examine your beliefs and expectations
Are they unrealistic or irrational?
*Based on the work of Albert Ellis, 1979, and Albert Ellis and R.A. Harper, 1975.
II. Thought stopping

A second approach to controlling our anger is called “thought stopping.” Thought stopping is
an alternative to the A-B-C-D Model. In this approach, you simply tell yourself through a series
of self-commands to stop thinking the thoughts that are making you angry. For example, you
might tell yourself, “I need to stop thinking these thoughts. I will only get into trouble if I keep
thinking this way,” or “Don’t buy into this situation,” or “Don’t go there.” In other words, instead
of trying to dispute your thoughts and beliefs as outlined in the A-B-C-D Model above, the goal
is to stop your current pattern of angry thoughts before they lead to an escalation of anger and
a loss of control.
• What are some other examples of thought-stopping statements you can use when you
become angry?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
28

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Physical cues ______________________________________________________________________________________
Behavioral cues ________________________________________________________________________
Emotional cues ________________________________________________________________
Cognitive cues ____________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
the anger meter.
_____ M _____ T _____ W _____ Th _____ F _____ Sat _____ Sun
29
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
30
Session 6:
Review Session
In this session, you will review and summarize the basic concepts of anger management pre-
sented thus far. If you have any questions or you are unclear about any of the concepts or
strategies, ask the group leader to further review this material with you.
I. Monitoring Anger for the Week

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Physical cues ______________________________________________________________________________________
Behavioral cues ________________________________________________________________________
Emotional cues ________________________________________________________________
Cognitive cues ____________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
the anger meter.
_____ M _____ T _____ W _____ Th _____ F _____ Sat _____ Sun
31
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
32
Sessions 7 & 8:
Assertiveness and the Conflict ResolutionModel
In these two sessions, you will learn about assertiveness and the Conflict Resolution Model
and how acting in an assertive manner can reduce conflicts you have with others.
I. Assertiveness Training
As you remember from session 1, aggression is behavior that is intended to cause harm to
another person or damage to property. This behavior can include verbal abuse, threats, or vio-
lent acts. Often, the first reaction when another person has violated your rights is to fight back
or retaliate. The basic message of aggression is that my feelings, thoughts, and beliefs are very
important and your feelings, thoughts, and beliefs are unimportant and inconsequential.
One alternative to aggressive behavior is to act passively or in a nonassertive manner. This

behavior is undesirable because you allow your rights to be violated. You may resent the per-
son who violated your rights, and you may also be angry with yourself for not standing up for
your rights. The basic message of passivity is that your feelings, thoughts, and beliefs are very
important but my feelings, thoughts, and beliefs are unimportant and inconsequential.
From an anger management perspective, the best way to deal with a person who has violated
your rights is to act assertively. Acting assertively involves standing up for your rights in such a
way that is respectful of other people. The basic message of assertiveness is that my feelings,
thoughts, and beliefs are important and your feelings, thoughts, and beliefs are equally impor-
tant. By acting assertively, you can express your feelings, thoughts, and beliefs to the person
who violated your rights without suffering the negative consequences associated with aggres-
sion or the devaluation of yourself associated with passivity or nonassertion.
It is important to emphasize that assertive, aggressive, and passive responses are learned
behaviors; they are not innate, unchangeable traits. By practicing the Conflict Resolution
Model, you can learn to develop assertive responses that will allow you to manage interperson-
al conflicts in a more effective way.
• What are some problems that you may experience if you act aggressively during conflicts
with others?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
33
• What are some problems that you may experience if you respond passively during conflicts?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• What are some of the advantages of acting assertively when trying to resolve conflicts?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
II. Conflict Resolution Model

The Conflict Resolution Model is one method you can use to act assertively. It involves five
steps that can easily be memorized.
1) Identifying the Problem. This step involves identifying the specific problem that is causing
the conflict (e.g., a friend’s not being on time when you come to pick him or her up).
2) Identifying the Feelings. In this step, you identify the feelings associated with the conflict
(e.g., frustration, hurt, or annoyance).
3) Identifying the Specific Impact. This step involves identifying the specific impact or outcome
of the problem that is causing the conflict (e.g., being late for the meeting that you and your
friend plan to attend).
4) Deciding Whether To Resolve the Conflict. This step involves deciding whether to resolve
the conflict or let it go. In other words, is the conflict important enough to bring up?
5) Addressing and Resolving the Conflict. In this step, you set up a time to address the con-
flict, describe how you perceive it, express your feelings about it, and discuss how it can be
resolved.
34
• What is the purpose of using the Conflict Resolution Model?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• Identify the five steps of the Conflict Resolution Model, and apply it to an example of your
own.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Physical cues ______________________________________________________________________________________
Behavioral cues ________________________________________________________________________
Emotional cues ________________________________________________________________
Cognitive cues ____________________________________________________________________________________________________
35
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
the anger meter.
_____ M _____ T _____ W _____ Th _____ F _____ Sat _____ Sun
36
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
37
Sessions 9 & 10:
Anger and the Family
In these two sessions, you will learn how anger and other emotions were expressed in your
family. This involves analyzing how past family interactions affect current thoughts, feelings,
and behavior.
I. Anger and the Family

For many of us, the interactions we had with our parents have strongly influenced our behav-
iors, thoughts, feelings, and attitudes as adults. With regard to anger and its expression, these
feelings and behaviors were usually modeled for us by our parents or parental figures. The fol-
lowing series of questions concerns the interactions you had with your parents and the families
that you grew up in. Discussing family issues can sometimes bring up uncomfortable feelings.
Be sure to discuss these feelings with the group leader or your counselor.
• Describe your family. Did you live with both parents? Did you have any brothers and sisters?
Where did you grow up?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• How was anger expressed in your family while you were growing up? How did your father
express anger? How did your mother express anger? Were you ever threatened with physi-
cal violence? Was your father abusive to your mother or you?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
39
• How were other emotions, such as happiness and sadness, expressed in your family? Was
emotional expression limited to feelings of anger and frustration, or were many different
kinds of emotions expressed?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• How were you disciplined and by whom? Was physical punishment involved (e.g., being hit
with hands, belts, switches, or other objects)? How did you respond to this discipline?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• What role did you take in your family? For example, were you the hero, the rescuer, the
victim, the clown, the scapegoat, etc.?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• What messages did you receive about your father and men in general? What messages did
you receive about your mother and women in general?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
40
• What feelings, thoughts, and behaviors carry over into your relationships today? What pur-
pose do these behaviors serve today? What would happen if you gave up these behaviors?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
II. Monitoring Anger for the Week

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Physical cues ______________________________________________________________________________________
Behavioral cues ________________________________________________________________________
Emotional cues ________________________________________________________________
Cognitive cues ____________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
the anger meter.
_____ M _____ T _____ W _____ Th _____ F _____ Sat _____ Sun
41
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
42
Session 11:
Review Session
In this session, you will review and summarize the basic concepts of anger management that
have been presented in the group. If you have any questions or are unclear about any of the
concepts or strategies, ask the group leader to further review this material with you.
I. Monitoring Anger for the Week

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Physical cues ______________________________________________________________________________________
Behavioral cues ________________________________________________________________________
Emotional cues ________________________________________________________________
Cognitive cues ____________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
the anger meter.
_____ M _____ T _____ W _____ Th _____ F _____ Sat _____ Sun
43
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
44
Session 12:
Closing and Graduation
In this final session, you will review your anger control plans and rate the treatment compo-
nents for their usefulness and familiarity. You will also complete a closing exercise and be
awarded a certificate of completion.
I. Closing Exercise
• What have you learned about anger management?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• List the strategies on your anger control plan. How can you use these strategies to better
manage your anger?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• In what ways can you continue to improve your anger management skills? Are there any
specific areas that need improvement?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
45
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
46
Appendix:
Authors’ Acknowledgments
The authors would like to acknowledge the following clinicians and researchers for their various
contributions to the development of Anger Management for Substance Abuse and Mental
Health Clients: A Cognitive Behavioral Therapy Manual.
Robert Awalt, Psy.D., Peter Banys, M.D., Torri Campell, Ph.D., Darcy Cox, Ph.D., John Coyne,
M.A., Timothy Durazzo, Ph.D., Sharon Hall, Ph.D., Anthony Jannetti, Ph.D., Monika Koch, M.D.,
Peg Maude-Griffin, Ph.D., Robert Ouaou, Ph.D., Teron Park, Ph.D., Amy Rosen, Psy.D.,
Sheila Shives, M.A., James Sorensen, Ph.D., David Thomson, LCSW, Donald Tusel, M.D.,
David Wasserman, Ph.D., and Lisa Wasserman, M.A.
We would also like to acknowledge H. Westley Clark, M.D., J.D., M.P.H., CAS, FASAM, Director
of the Center for Substance Abuse Treatment, for his valuable contributions to the early stages
of this treatment manual and the anger management project. Dr. Durazzo assisted in editing
the manual.
Johnson, Bassin & Shaw personnel involved in the production of this participant workbook and
the accompanying therapy manual included Barbara Fink, M.P.H., Project Director; Nancy
Hegle, Quality Control Manager; Frances Nebesky, M.A., Editor; and Terrie Young, Graphic
Designer.
47

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‫ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ‬

‫دﭘﺎرﺗﻤﺎن ﺳﻼﻣﺖ و ﺧﺪﻣﺎت اﻧﺴﺎﻧﻲ اﻳﺎﻻت ﻣﺘﺤﺪه آﻣﺮﻳﻜﺎ‬

‫آﺷﻨﺎﻳﻲ ﺑﺎ روش ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ‬

‫‪ .1‬ﻫﺪف از ﺗﺸﻜﻴﻞ ﮔﺮوه‬

‫‪ .6‬اﻓﺴﺎﻧﻪ ﻫﺎي در ﻣﻮرد ﺧﺸﻢ‬

‫‪ .7‬ﺧﺸﻢ ﻋﺎدت اﺳﺖ‬

‫ﺑﻪ ﭼﻪ ﺻﻮرﺗﻬﺎﻳﻲ ﻧﺎﺳﺎزﮔﺎراﻧﻪ ﺷﺪه اﺳﺖ؟‬

‫‪.8‬ﻏﻠﺒﻪ ﺑﺮ ﺧﺸﻢ ﻋﺎدﺗﻲ‬

‫ﭼﻨﺪ ﻣﻮرد از اﺳﺘﺮاﺗﮋيﻫﺎي ﻣﺪﻳﺮﻳﺖ ﺧﺸﻢ را ﻛﻪ ﺑﺎ آﻧﻬﺎ آﺷﻨﺎﻳﻴﺪ و ﻳﺎ اﻳﻨﻜﻪ ﻗﺒﻼ‬

‫ﺷﻨﺒﻪ‪...‬ﻳﻜﺸﻨﺒﻪ‪.....‬دوﺷﻨﺒﻪ‪....‬ﺳﻪ ﺷﻨﺒﻪ‪...‬ﭼﻬﺎرﺷﻨﺒﻪ‪.....‬ﭘﻨﺞ ﺷﻨﺒﻪ‪.....‬ﺟﻤﻌﻪ‬

‫‪.1‬اﺗﻔﺎﻗﺎﺗﻲ ﻛﻪ ﺑﺎﻋﺚ ﺑﺮاﻧﮕﻴﺨﺘﻦ ﺧﺸﻢ ﻣﻲ ﺷﻮﻧﺪ‬

‫ﭼﻨﺪ ﻣﻮرد از اﺗﻔﺎﻗﺎت ﻛﻠﻲ و ﻣﻮﻗﻌﻴﺘﻬﺎﻳﻲ ﻛﻪ ﺑﺎﻋﺚ ﺗﺤﺮﻳﻚ ﺧﺸﻤﺘﺎن ﻣﻲ ﺷـﻮﻧﺪ‬

‫‪-2‬ﻋﻼﺋﻢ ﺧﺸﻢ‪ :‬رده ﺑﻨﺪي ﭼﻬﺎرﮔﺎﻧﻪ ﻋﻼﺋﻢ‬

‫اﻟﻒ(ﻋﻼﺋﻢ ﻓﻴﺰﻳﻜﻲ )ﺑﺪﻧﺘﺎن ﭼﮕﻮﻧﻪ ﻋﻜﺲاﻟﻌﻤﻞ ﻧـﺸﺎن ﻣـﻲدﻫـﺪ ﻣـﺜﻼ ﺿـﺮﺑﺎن‬

‫ب(ﻋﻼﺋﻢ رﻓﺘﺎري )ﭼﻪ ﻣﻲﻛﻨﻴﺪ ﻣﺜﻼ ﻣﺸﺖﻛﺮدن اﻧﮕﺸﺘﺎن‪،‬ﺑﻠﻨﺪ ﻛﺮدن ﺻﺪا‪،‬ﺧﻴﺮه‬

‫د(ﻋﻼﺋﻢ ﺷﻨﺎﺧﺘﻲ )در ﻫﻨﮕﺎم ﻋﻜﺲاﻟﻌﻤﻞ ﻧﺴﺒﺖ ﺑﻪ واﻗﻌﻪ‪ ،‬ﺑﻪ ﭼﻪ ﻣـﻲاﻧﺪﻳـﺸﻴﺪ‬

‫ب( ﭼﻪ ﺣﺎدﺛﻪاي ﺑﺎﻋﺖ ﺗﺤﺮﻳﻚ ﺧﺸﻤﺘﺎن ﺷﺪ؟‬

‫ج( ﭼﻪ ﻋﻼﺋﻤﻲ ﺑﺎ اﻳﻦ روﻳﺪاد ﺗﺤﺮﻳﻚﻛﻨﻨﺪه ﺧﺸﻢ‪ ،‬ﻫﻤﺮاه ﺑﻮد؟‬

‫ﺷﻨﺒﻪ‪...‬ﻳﻜﺸﻨﺒﻪ‪.....‬دوﺷﻨﺒﻪ‪....‬ﺳﻪ ﺷﻨﺒﻪ‪...‬ﭼﻬﺎرﺷﻨﺒﻪ‪.....‬ﭘﻨﺞ ﺷﻨﺒﻪ‪.....‬ﺟﻤﻌﻪ‬

‫ﺧﺸﻢ و ﻃﺮحﻫﺎي ﻛﻨﺘﺮل‬

‫‪ .1‬ﻃﺮحﻫﺎي ﻛﻨﺘﺮل ﺧﺸﻢ‬

‫ﻧﻤﻮﻧﻪ ﻳﻚ ﻃﺮح ﻛﻨﺘﺮل ﺧﺸﻢ‬

‫‪ .3‬ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ ﻫﻔﺘﻪ‬

‫ب( ﭼﻪ ﺣﺎدﺛﻪاي ﺑﺎﻋﺚ ﺑﺮاﻧﮕﻴﺨﺘﻦ ﺧﺸﻤﺘﺎن ﺷﺪ؟‬

‫ج(ﭼﻪ ﻋﻼﺋﻤﻲ ﻫﻤﺮاه اﻳﻦ ﺣﺎدﺛﻪ ﻣﺤﺮك ﺧﺸﻢ ﺑﻮد؟‬

‫ﺷﻨﺒﻪ‪...‬ﻳﻜﺸﻨﺒﻪ‪.....‬دوﺷﻨﺒﻪ‪....‬ﺳﻪ ﺷﻨﺒﻪ‪...‬ﭼﻬﺎرﺷﻨﺒﻪ‪.....‬ﭘﻨﺞ ﺷﻨﺒﻪ‪.....‬ﺟﻤﻌﻪ‬

‫اﮔﺮ ﺑﺮ روي ﺧﺸﻢ ﺳﻨﺞ ﺑﻪ ﻧﻤﺮه ده ﺑﺮﺳﻴﺪ‪ ،‬در ﭼﻪ ﺣﺎﻟﺘﻲ ﻫﺴﺘﻴﺪ؟‬

‫‪ .3‬آراﻣﺶ از ﻃﺮﻳﻖ ﺗﻤﺮﻳﻦ ﮔﺎمﺑﻪﮔﺎم آراﻣﺶ ﻋﻀﻼﻧﻲ‬

‫‪.4‬ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ ﻫﻔﺘﻪ‬

‫ب( ﭼﻪ ﺣﺎدﺛﻪ اي ﺑﺎﻋﺚ ﺑﺮاﻧﮕﻴﺨﺘﻦ ﺧﺸﻤﺘﺎن ﺷﺪ؟‬

‫ج( ﭼﻪ ﻋﻼﺋﻤﻲ ﻫﻤﺮاه اﻳﻦ ﺣﺎدﺛﻪ ﺑﺮاﻧﮕﻴﺰده ﺧﺸﻢ ﺑﻮد؟‬

‫د( ﺑﺮاي اﺟﺘﻨﺎب از رﺳﻴﺪن ﺑﻪ ﻧﻤـﺮه ده در "ﺧـﺸﻢ ﺳـﻨﺞ" از ﭼـﻪ ﺷـﻴﻮهﻫـﺎي‬

‫ﺷﻨﺒﻪ‪...‬ﻳﻜﺸﻨﺒﻪ‪.....‬دوﺷﻨﺒﻪ‪....‬ﺳﻪ ﺷﻨﺒﻪ‪...‬ﭼﻬﺎرﺷﻨﺒﻪ‪.....‬ﭘﻨﺞ ﺷﻨﺒﻪ‪.....‬ﺟﻤﻌﻪ‬

‫در اﻳﻦ ﻓﺼﻞ‪،‬درﺑﺎره اﻟﮕﻮي ‪ A-B-C-D‬ﺑﻌﻨﻮان ﻓﺮﻣﻲ از ﺑﺎزﺳﺎزﻣﺎﻧﻲ ﺷـﻨﺎﺧﺘﻲ‬

‫ﭼﻨﺪ ﻧﻤﻮﻧﻪ از ﺑﺎورﻫﺎي ﻏﻴﺮﻣﻨﻄﻘﻲﺗﺎن را ﻧﺎم ﺑﺒﺮﻳﺪ‪.‬‬

‫ﭼﮕﻮﻧﻪ ﻣﻤﻜﻦ اﺳﺖ درﺑﺎره اﻳﻦ ﺑﺎورﻫﺎ ﺑﺤﺚ ﻛﻨﻴﺪ؟‬

‫‪ .3‬ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ ﻫﻔﺘﻪ‬

‫ﺷﻨﺒﻪ‪...‬ﻳﻜﺸﻨﺒﻪ‪.....‬دوﺷﻨﺒﻪ‪....‬ﺳﻪ ﺷﻨﺒﻪ‪...‬ﭼﻬﺎرﺷﻨﺒﻪ‪.....‬ﭘﻨﺞ ﺷﻨﺒﻪ‪.....‬ﺟﻤﻌﻪ‬

‫‪ .1‬ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ ﻫﻔﺘﻪ‬

‫ﺷﻨﺒﻪ‪...‬ﻳﻜﺸﻨﺒﻪ‪.....‬دوﺷﻨﺒﻪ‪....‬ﺳﻪ ﺷﻨﺒﻪ‪...‬ﭼﻬﺎرﺷﻨﺒﻪ‪.....‬ﭘﻨﺞ ﺷﻨﺒﻪ‪.....‬ﺟﻤﻌﻪ‬

‫دﻓﺎع از ﺣﻖ ﺧﻮد و "اﻟﮕﻮي ﺑﺮﺧﻮرد ارادي"‬

‫ﭼﻨﺪ ﻧﻤﻮﻧﻪ ﻣﺸﻜﻞ ﻛﻪ ﻣﻤﻜﻦ اﺳﺖ در ﺻﻮرت ﭘﺮﺧﺎﺷـﮕﺮي‪ ،‬ﻫﻨﮕـﺎم ﺑﺮﺧﻮردﻫـﺎ‪،‬‬

‫ﭼﻨﺪ ﻧﻜﺘﻪ ﻣﺜﺒﺖ ﻛﻪ ﺑﺪﻟﻴﻞ ﺟﺴﻮراﻧﻪ ﻋﻤﻞﻛﺮدن در ﺑﺮﺧﻮردﻫﺎ ﻣﻤﻜﻦ اﺳﺖ‬

‫‪ .2‬اﻟﮕﻮي ارادي ﺑﺮﺧﻮرد‬

‫ﻫﺪف اﺳﺘﻔﺎده از اﻟﮕﻮي ارادي ﺑﺮﺧﻮرد ﭼﻴﺴﺖ؟‬

‫‪ .3‬ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ ﻫﻔﺘﻪ‬

‫ب( ﭼﻪ ﺣﺎدﺛﻪ اي ﺑﺎﻋﺚ ﺑﺮاﻧﮕﻴﺨﺘﻦ ﺧﺸﻤﺘﺎن ﺷﺪ؟‬

‫ﺷﻨﺒﻪ‪...‬ﻳﻜﺸﻨﺒﻪ‪.....‬دوﺷﻨﺒﻪ‪....‬ﺳﻪ ﺷﻨﺒﻪ‪...‬ﭼﻬﺎرﺷﻨﺒﻪ‪.....‬ﭘﻨﺞ ﺷﻨﺒﻪ‪.....‬ﺟﻤﻌﻪ‬

‫ﺧﺎﻧﻮادهﺗﺎن را ﺷﺮح دﻫﻴﺪ‪.‬آﻳﺎ ﺑﺎ ﭘﺪر و ﻣﺎدرﺗﺎن زﻧﺪﮔﻲ ﻣﻲﻛﻨﻴـﺪ؟آﻳﺎ ﺑـﺮادر و ﻳـﺎ‬

‫ﺳﺎﻳﺮ اﺣﺴﺎﺳﺎت از ﻗﺒﻴﻞ ﺷﺎدي و اﻧﺪوه‪ ،‬ﭼﮕﻮﻧﻪ در ﺧﺎﻧﻮادهﺗﺎن اﺑﺮاز ﻣﻲﺷﺪ؟‬

‫ﭼﻄﻮر و ﺗﻮﺳﻂ ﭼﻪ ﻛﺴﻲ ﻧﻈﻢ و ﺗﺮﺗﻴﺐ را رﻋﺎﻳﺖ ﻣﻲﻛﺮدﻳﺪ؟‬

‫ﭼﻪ ﻧﻘﺸﻲ در ﺧﺎﻧﻮاده اﻳﻔﺎ ﻣﻲﻛﺮدﻳﺪ؟‬

‫در ﻛﻞ ﭼﻪ ﭘﻴﺎﻣﻲ ﻧﺴﺒﺖ ﺑﻪ ﭘﺪرﺗﺎن و ﺳﺎﻳﺮ ﻣﺮدان درﻳﺎﻓﺖ ﻛﺮدﻳﺪ؟‬

‫ﭼﻪ اﺣﺴﺎﺳﺎت‪،‬اﻓﻜﺎر و رﻓﺘـﺎري از آن زﻣـﺎن در ارﺗﺒﺎﻃـﺎت اﻣﺮوزﺗـﺎن ﻫﻤﺮاﻫﺘـﺎن‬

‫‪.3‬ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ ﻫﻔﺘﻪ‬

‫ب( ﭼﻪ ﺣﺎدﺛﻪ اي ﺑﺎﻋﺚ ﺑﺮاﻧﮕﻴﺨﺘﻦ ﺧﺸﻤﺘﺎن ﺷﺪ؟‬

‫ج( ﭼﻪ ﻋﻼﺋﻤﻲ ﻫﻤﺮاه اﻳﻦ ﺣﺎدﺛﻪ ﺑﺮاﻧﮕﻴﺰده ﺧﺸﻢ ﺑﻮد؟‬

‫ﺷﻨﺒﻪ‪...‬ﻳﻜﺸﻨﺒﻪ‪.....‬دوﺷﻨﺒﻪ‪....‬ﺳﻪ ﺷﻨﺒﻪ‪...‬ﭼﻬﺎرﺷﻨﺒﻪ‪.....‬ﭘﻨﺞ ﺷﻨﺒﻪ‪.....‬ﺟﻤﻌﻪ‬

‫‪ .1‬ﻧﻈﺎرت ﺑﺮ ﺧﺸﻢ ﻫﻔﺘﻪ‬

‫ب( ﭼﻪ ﺣﺎدﺛﻪ اي ﺑﺎﻋﺚ ﺑﺮاﻧﮕﻴﺨﺘﻦ ﺧﺸﻤﺘﺎن ﺷﺪ؟‬

‫ج( ﭼﻪ ﻋﻼﺋﻤﻲ ﻫﻤﺮاه اﻳﻦ ﺣﺎدﺛﻪ ﺑﺮاﻧﮕﻴﺰده ﺧﺸﻢ ﺑﻮد؟‬

‫ﺷﻨﺒﻪ‪...‬ﻳﻜﺸﻨﺒﻪ‪.....‬دوﺷﻨﺒﻪ‪....‬ﺳﻪ ﺷﻨﺒﻪ‪...‬ﭼﻬﺎرﺷﻨﺒﻪ‪.....‬ﭘﻨﺞ ﺷﻨﺒﻪ‪.....‬ﺟﻤﻌﻪ‬

‫ﭘﺎﻳﺎن دوره آﻣﻮزﺷﻲ‬

‫اﺳﺘﺮاﺗﮋيﻫﺎي ﻃﺮح ﻛﻨﺘﺮل ﺧﺸﻢﺗﺎن را ﻓﻬﺮﺳﺖ ﻛﻨﻴﺪ‪.‬‬

‫ﺑﻪ ﭼﻪ روﺷﻲ ﻣﻲﺗﻮاﻧﻴﺪ ﻣﻬﺎرتﻫﺎي ﻛﻨﺘﺮل ﺧﺸﻢﺗﺎن را ﺑﻬﺒـﻮد ﺑﺨـﺸﻴﺪه و اﻳـﻦ‬

‫ﻧﻮﻳﺴﻨﺪﮔﺎن ﻻزم ﻣﻲداﻧﻨﺪ ﻛﻪ از اﻓﺮاد ‪،‬ﻣﺤﻘﻘـﺎن و ﻛﻠﻴﻨـﻚﻫـﺎﻳﻲ ﻛـﻪ در ﭘﺪﻳـﺪ‬

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