Positive self-talk for anger involves saying positive and encouraging words to oneself when feeling upset. This is the opposite of negative self-talk, such as “I never do anything right” and “Bad things always happen to me.” The Positive Self-talk for Anger worksheet is helpful for kids who struggle with negative self-talk. Kids can pick the speech bubbles that sound positive to them and color them. After coloring, they can write down three things they can say to themselves when they feel angry to help calm down. Engaging in positive self-talk helps kids become in control of themselves by consciously feeding their minds with positive empowering words. For example, if a kid usually thinks, "I'm always bad at this," positive self-talk can turn this thought into "I can learn and improve with practice." This shift in thinking promotes a more confident and resilient mindset. Parents, teachers, and mental health professionals can support kids when they think negative thoughts by helping them reframe these thoughts. They can play games like "I can and I can't," where kids list things they believe they can or cannot do. For instance, if a child says, "I can't make friends," a caring adult can suggest activities to help build social skills, which turns a negative thought into a positive action plan. *This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed. Want more resources like this? Check out our full catalog of anger management worksheets and handouts. References: Chopra, K., & University of Lethbridge. Faculty of Education. (2012). Impact of positive self-talk. Epstein, N. B. (2016). Anger management self-talk. Techniques for the Couple Therapist, 111-114. https://doi.org/10.4324/9781315747330-23 Fritsch, J., & Jekauc, D. (2020). Self-talk and emotion regulation. Self-talk in Sport, 64-76. https://doi.org/10.4324/9780429460623-5 Pilania, V. M., Mehta, M., & Sagar, R. (2015). Anger management. A Practical Approach to Cognitive Behaviour Therapy for Adolescents, 109-130. https://doi.org/10.1007/978-81-322-2241-5_6
