DON'T MAKE ME ANGRY 1

PROGRAMME 1: SCOTT

ACTIVITIES

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The video clips may contain a few seconds of extra material at the beginning and end. We have therefore included opening and closing descriptions to help identify the intended scene.

Rachel interviews Scott
Clip 1: 06:30 – 07:35

• In: (Narrator) 'For the first time in his life, Scott has recognised that he has a problem with anger and needs help.'
• Out: (Scott) 'I want to grow up and grow out of it.'

Scott realises what sets him off but he also realises he needs to change. What advice could you give him for avoiding angry confrontations with people? What steps could he take in a typical day?

As Rachel says, adolescence is a time when teenagers move between the need to be independent and step away from family life and the need to be cared for by their parents. Scott's parents still treat him like a younger boy. Fill in the following chart with examples from your own life.

Download a printable version of the chart [PDF, 32KB]

Rachel witnesses an argument between Scott and his mum
Clip 2: 11:53 – 13:50

• In: (Rachel) 'What do you think Scott was so angry about?'
• Out: (Mother) 'Everything I do is wrong. He's right, I'm wrong…'

The argument in the clip takes place just after Scott has trashed his mother's garden, to show her how angry he was. However, his mother doesn't know why he was angry. Rachel points out that they both get upset for the same reasons:

• Not being listened to
• Feeling blamed
• Being let down.

Fill in the following chart, highlighting what was good and bad about their argument. Include comments on their body language.

Download a printable version of the chart [PDF, 36KB]

Rachel gives Scott three pieces of advice about dealing with difficult situations:

• Walk away from the argument
• Listen to the other person's point of view
• Take control of your life, which involves making choices and taking responsibility.

Is this advice you could use when you think of arguments you've had?

Focus on a time when you managed to control your temper. What did you do? Do you think you could use that technique in other situations?

Rachel catches up with Scott
Clip 3: 14:26 – 15:38

• In: (Rachel) ' Could you see yourself going to prison?.'
• Out: (Rachel) 'Ring me up and tell me about it. I'd love to hear about that.' Scott: 'Cool.'

Think of an incident recently when you fell out with someone. Who was to blame in your opinion? Draw your own pie chart on which you apportion blame to different people. Examine how each had a role to play and how things could have been different.