www.VeteranTraining.va.

gov/AIMS

AIMS
Anger & Irritability
Management Skills
ONLINE PROGRAM
A Facilitator’s Guide
CONTENTS
INTRODUCTION 3
About This Guide 3

SECTION 1: INTRODUCING AIMS TO VETERANS 5

ABOUT AIMS 6
What Is the Basis of the AIMS Online Course? 6
What’s in AIMS? 7
AIMS Navigation 10
AIMS At-a-Glance 11

RECOMMENDING AIMS 12
What Should I Consider Before Recommending AIMS? 12
Talking Points for Introducing AIMS 15
Suggestions for Encouraging Engagement 15
Suggestions for Those Not Providing Ongoing Support 16

SECTION 2: PROVIDING ONGOING SUPPORT FOR AIMS 18

MODULE 1: GETTING STARTED MANAGING YOUR ANGER 19

Module 1: Facilitate 20
Module 1: Follow Up 21
AIMS Module 1: Slide-by-Slide Guidance 21

MODULE 2: UNDERSTANDING YOUR ANGER 23

Module 2: Facilitate 24
Module 2: Follow Up 25
AIMS Module 2: Slide-by-Slide Guidance 26

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 MODULE 3: BREAKING THE AGGRESSION CYCLE 28
Module 3: Facilitate 29
Module 3: Follow Up 29
AIMS Module 3: Slide-by-Slide Guidance 30

MODULE 4: BEHAVIORAL TOOLS TO MANAGE YOUR ANGER 32

Module 4: Facilitate 33
Module 4: Follow Up 34
AIMS Module 4: Slide-by-Slide Guidance 35

MODULE 5: COGNITIVE TOOLS TO MANAGE YOUR ANGER 37

Module 5: Facilitate 38
Module 5: Follow Up 39
AIMS Module 5: Slide-by-Slide Guidance 40

MODULE 6: CONFLICTS AND COMMUNICATION 42

Module 6: Facilitate 43
Module 6: Follow Up 44
AIMS Module 6: Slide-by-Slide Guidance 45

MODULE 7: YOUR ANGER CONTROL PLAN 46

Module 7: Facilitate 47
Module 7: Follow Up 47
AIMS Module 7: Slide-by-Slide Guidance 48

MODULE 8: MAKING IT WORK 49

Module 8: Facilitate 50
Module 8: Follow Up 50
AIMS Module 8: Slide-by-Slide Guidance 51

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INTRODUCTION
Anger is a natural human emotion. But experiencing anger too frequently, too intensely, or for too
long can lead to health problems, damaged relationships, difficulty at work, or even legal issues.
The Anger and Irritability Management Skills (AIMS) online program is a free self-help course that’s
designed to help Veterans who are struggling and experiencing the negative consequences of
anger and irritability. It was developed by VA’s Office of Mental Health and Suicide Prevention.

ABOUT THIS GUIDE

While AIMS is designed to be a self-management online program, research has shown that
Veterans do better and learn more from online courses if they have support. This facilitator’s guide
is intended to assist anyone who would like to support Veterans as they learn the content and
skills that the AIMS online course teaches.

As behavior change can be challenging, this tool offers talking points and suggestions for
facilitating engagement and promoting learning. This guide is not intended to train the facilitator
in delivering cognitive-behavioral therapy, and it does not offer support for the AIMS mobile app.
Finally, understanding what is included in the course and how the course is structured is key to
effectively working with Veterans. Thus, we cannot emphasize enough the benefits of becoming
familiar with the course prior to beginning work with others.

Section One: All facilitators should start here. This section will help you:
• Become familiar with the AIMS online program.
• Understand who may be a good candidate to take this course.
• Know how to introduce AIMS to Veterans and follow up on their progress.
Section Two: This section provides more detailed module-by-module follow-up and support for
facilitators who will see their clients/patients on an ongoing basis.

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AIMS Mobile App
The AIMS for Anger Management app is available for both
Android and Apple (iOS) devices. The National Center for
PTSD created the app to complement the online course.
However, the app and course are separate entities and do
not “talk” to each other in any way. For example, worksheets
completed online do not appear in the app.

For those using the online course, the app is an on-the-go way to use AIMS exercises and tools in
the moment they’re needed most. It can serve as a mobile resource for tracking anger episodes,
providing easy access to key lesson content, practicing breathing exercises, and having quick
access to an Anger Control Plan. There are suggestions in the online course for how best to
use the app.

Managing Anger TMS Course

A VA Talent Management System (TMS)
course is available to learn more about the
cognitive-behavioral strategies for managing
irritability and anger for Veterans with PTSD.
The 6-hour course is designed for mental
health providers who are interested in
delivering a 12-session group treatment
for Veterans with PTSD and anger issues.
Those who take the Managing Anger course,
developed by the National Center for PTSD, are eligible for continuing education (CE/CME) credits.
Learn more at this link: www.ptsd.va.gov/professional/continuing_ed/managing_anger_tx.asp.

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SECTION 1:

INTRODUCING AIMS TO VETERANS

The first section of this guide offers a summary of AIMS, as
well as tips for introducing the online program to Veterans
and others who may benefit from its lessons.
ABOUT AIMS
WHAT IS THE BASIS OF THE AIMS ONLINE COURSE?
AIMS is an eight-module online self-help course that is based on the highly effective Substance
Abuse and Mental Health Services Administration (SAMHSA) Anger Management Participant
Workbook1 that is widely used throughout VA. Thousands of Veterans have improved their lives
by learning to better manage their anger and irritability through practicing the skills taught in
this course.

Watch: In this brief video, SAMHSA Workbook

co-author Dr. Patrick Reilly explains the AIMS program
to Veterans. As a facilitator, you can touch upon the
benefits mentioned by Dr. Reilly, or you can watch the
video together.

What Does AIMS Teach?

The online course provides participants with cognitive-behavioral tools to manage problematic
anger and irritability. All eight modules include the following components:

Engagement/motivation: Inspirational quotes and Veteran Mentor stories are included in every
module to help engage and motivate participants.

Psychoeducation: Participants gain an understanding of anger (e.g., myths, habitual responses,

triggers, warning signs) and the rationale behind cognitive-behavioral anger management tools.

Tools: From self-assessments to self-monitoring to practicing cognitive-behavioral skills, each

module includes specific tools for managing anger and irritability.

1. Reilly, P.M., Shopshire, M.S., Durazzo, T.C., & Campbell, T.A. Anger Management for Substance Use Disorder and Mental Health
Clients: Participant Workbook. SAMHSA Publication No. PEP19-02-01-002. Rockville, MD: Substance Abuse and Mental Health
Services Administration, 2019.

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AIMS Is Designed to Help Participants:
• Control reactions to irritating events.

• Avoid the negative consequences of getting too angry.

• Get along better with others.

WHAT’S IN AIMS?
The first step toward recommending AIMS is becoming familiar with its contents and how it
works. The following information offers a brief overview, and you can also use this section to help
a Veteran become familiar with the course. As you’ll see, each module offers engaging content
presented through videos, animated characters, and interactive features.

AIMS Veteran Mentors

One of the greatest strengths of the AIMS course is the inclusion of Veteran Mentors. The
Mentors vary in age, gender, military experience, and reasons for participating in an anger
management course.

Taking some time to review the Mentors’ backstories with the Veteran can enhance the credibility
of the AIMS course, as well as increase their motivation to give it a try. Read their bios and click the
images to watch snippets of what they have to say.

Frank Campbell, Army Veteran. Struggled with problems related to trusting

others. Emphasizes the importance of persistence and practice in getting the
most out of AIMS.

Laquita Holloway, Army Veteran. Experienced “hairline” triggers when people

would talk about her, and while driving in traffic. Describes needing to pull over
to cry. In other clips, Laquita describes many of the body, thought, and behavior
tools that helped her.

Steve Wiegart, Marine Corps Veteran. Struggled with anger related to combat
trauma and PTSD. Describes the AIMS cognitive tools that helped him change
his thinking patterns.

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 Mary “Katie” Weber, Army Veteran. Suffered through anger related to feelings
of abandonment. Anger management helped her to recognize that anger was
preventing her from understanding and exploring other feelings.

Robert Adair, Army Veteran. Experienced a lot of negative self-talk, felt alone in
his struggles with anger, and had begun eliminating many people out of his life.
Says the AIMS program gave him the knowledge that “I’m not alone and that I
wasn’t crazy.”

David Hawley, Marine Corps Veteran. Understood that he couldn’t deal with
people and chose to stay away from others. AIMS taught him to take time
outs—walk away, cool down, and then return to straighten things out. Says he
took the course three times before it all really clicked.

Ray Manzano, Army Veteran. Isolated himself from his family and blew up at
the littlest things. Could tell when he was scaring his family. AIMS helped him to
address his anger and PTSD.

Matt Jensen, Marine Corps Veteran. Experienced anger that went from
zero to 60. Found that the self-talk tool helped him to identify the potential
consequences of his anger and to make good decisions.

Larry Kozlowski, Marine Corps Veteran. Experienced conflict with family

members. Was able to use the AIMS Anger Meter and conflict resolution tool to
effectively manage the situation rather than explode or become violent.

Jim O’Neil, Army Veteran. Struggled with road rage and people coming into
his space. Now uses cognitive and behavioral tools to manage his anger. For
example, he uses the mantra, “Don’t let a stranger rent space in my head,” as well
as the behavioral techniques of slowed breathing and time out.

Dennis Keefe, Vietnam Navy Veteran. Took the course a couple of times and still
attends an advanced anger group. Says AIMS works, but it takes time and you
have to participate. “If you want it bad enough, it will work for you.”

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Interactivities
In addition to Veteran
Mentor videos, the AIMS
course presents lessons
through engaging
interactive features. One
interactive feature, the
Anger Meter, is a key tool
participants use during the course to become more aware of their anger and monitor its intensity.

Animated
Character Demos
The animated characters,
Scott, Brian, Marian, and
George, demonstrate many
of the anger management
concepts and tools taught Use the Timeout Tool—Introduction Deep Breathing—90 Seconds
in the AIMS course.

Learning Log
Each module encourages participants to review and then
complete a Learning Log to track their anger patterns and to
practice skills and techniques learned throughout the course.

Anger Control Plan

Having a personalized Anger Control Plan is an essential
tool for Veterans when completing the AIMS online course.
A good Anger Control Plan includes information on goals,
triggers, warning signs, and specific tools. It helps to pull
together what has been learned in one place.

Example Anger Control Plans are available in the course’s

“Resources” folder (see AIMS Navigation on page 10 of this
guide). Every example plan starts with clear personal goals
for managing anger and irritability.

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AIMS Desktop/Laptop

NAVIGATION
The course navigation
is self-contained in the
browser window that
launches after clicking
the “Start Here” button
on the Veteran Training
AIMS web page.

1 Menu: The Menu

button is used to
change modules.
Veterans should
be encouraged to
complete the course in order.
Mobile
2 Control Plan: Veterans can access the Anger Control Plan
they build during the course at any time by selecting this tab.

3 Resources: The Resources button opens a new browser

window that contains links to all course videos, interactivities,
and documents. The Documents folder includes example
Anger Control Plans, as well as a printable plan, printable
Learning Log, and several helpful tip sheets.

4 Learning Log: Veterans can access their course Learning

Log at any time by selecting this tab.

5 Progress Bar: Progress through a module is displayed in

this bar.

6 Back: The Back button is used to navigate back one page in

the course.

7 Next: The Next button is used to navigate forward one page

in the course.

To learn more about how the AIMS mobile app works, visit:
ptsd.va.gov/appvid/mobile/aims_app.asp.

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AIMS AT-A-GLANCE
Module Title # of Slides Objectives

• Explain the importance of understanding and monitoring anger

Getting Started • Explain the role of thoughts, behaviors, and bodily reactions during the
1 Managing 12 experience of anger
Your Anger • Introduce three important skills taught in AIMS: Deep Breathing, Anger
Meter, and Learning Log

• Dispel myths about anger

• Describe what makes people angry and when anger becomes a problem
• Explain anger’s short-term payoffs versus long-term consequences
Understanding
2 22 • Introduce the parts of an anger episode
Your Anger
• Prompt participants to record triggers and warning signs in their Anger
Control Plan
• Introduce the concept of anger influencers

• Reinforce the importance of understanding your triggers and

Breaking the warning signs
3 16
Aggression Cycle • Explain the aggression cycle and how to break it
• Introduce the components of the Anger Control Plan

• Reinforce the importance of recognizing triggers and warning signs

Behavioral Tools to
4 17 • Explain how and why behavioral tools work to reduce anger
Manage Your Anger
• Practice three tools: Timeout, Deep Breathing, Muscle Relaxation

• Demonstrate how your thoughts about a situation affect how you

Cognitive Tools to feel about it
5 19
Manage Your Anger • Explain how and why cognitive tools work to reduce anger
• Introduce the A-B-C-D Model, Thought Stopping, and Self-Talk

• Define different communication styles (aggressive/hostile, passive/

avoidant, assertive/respectful)
Conflicts and • Explain short-term and long-term outcomes of ineffective
6 16 communication styles
Communication
• Explain the benefits of an assertive/respectful communication style
• Introduce, explain, and practice the Conflict Resolution Model

• Define the components of an Anger Control Plan

Your Anger
7 14 • Demonstrate the development of a personalized plan
Control Plan
• Encourage participants to finalize, save, and use their self-tailored plans

• Encourage ongoing work to maintain and improve anger

management skills
8 Making It Work 8
• Explain the need to plan for challenges and setbacks
• Identify additional resources or support

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RECOMMENDING AIMS
WHAT SHOULD I CONSIDER BEFORE
RECOMMENDING AIMS?
Before recommending AIMS, it is important to determine if an online self-help program is a good
fit. Important factors include:

Clinical Considerations
• Crisis situations—Safety issues must be addressed using the appropriate protocols for your
setting and license, before starting or using AIMS.

• Unstable psychiatric conditions­—Consider medical stabilization prior to starting the

AIMS course.

• Sensory impairments—AIMS can be used by people with sensory impairments (e.g., blind,
deaf ) and works with most assistive technologies and devices.

• Concurrent treatments—Check with the Veteran’s treatment team to see if AIMS can
complement treatment.

• Reading level—Most of the AIMS course content does not exceed a seventh grade
reading level.

Technical Considerations
• Access to computers/tablets—The AIMS online course has been updated to work on any
kind of computer or mobile device with access to the internet. Veterans without internet
access or technology can be referred to a VA social worker for a Digital Divide Consult to
determine their eligibility for programs that can help them get connected.

• Browser Cookies—To save information and progress through each AIMS module, browser
cookies must be enabled. If the Veteran plans to use a public computer (library or at VA),
deleting cookies is recommended after each session. Advise the Veteran to print their
Learning Log and Anger Control Plan, and then use the browser’s search function to look up
“How to delete browser cookies” and follow the steps shown. Alternatively, the Veteran can
work with pen and paper by accessing the printable course documents in the Resources
folder, located at the bottom of every AIMS page. (See AIMS Navigation on page 10.)

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Motiational Considerations
Motivation for change is as important for AIMS as for other mental health interventions. Before
recommending AIMS, consider reviewing the following with the Veteran:

Reasons for addressing Support for change

problematic anger • Enlist support of partners, family,
• Distress level and friends
• Negative consequences of anger/ • Learn about public commitments
irritability (whether verbal/written documentation
• Role of family and friends in is needed)
seeking care
Fit with other treatments or interventions
Hopes and values • Concurrent: Determine if AIMS can
• Benefits/reasons for changing support co-occurring treatment
• Gaining tools to meet desired life goals • Sequential: Determine if AIMS should
precede or follow other treatments. For
Requirements for change example, improved anger management
• Commitment to engage with (i.e., emotion regulation) may increase
the material the likelihood of participating in trauma-
• Practice, practice, practice focused treatment

Level of Support Considerations

Those who may need higher levels of support in completing the AIMS course include:
• Veterans who prefer face-to-face sessions
• Veterans who are unable to complete the modules on their own
• Veterans who are not improving on their own
Lower levels of support may be more appropriate for:
• Veterans who are familiar with online learning
• Veterans with mild to moderate anger problems
Even with low levels of support, clinicians should review the Veteran’s Learning Logs and
introduce the other resources available in the course. If possible, it may be helpful to have three
or four scheduled calls or sessions to determine how well the Veteran is completing the Learning
Logs, practicing the tools, and putting elements together in an Anger Control Plan. See Section 2
of this guide for detailed module-by-module recommendations for providing both low- and high-
level support for the AIMS online program.

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Clinical Context Considerations
Primary care—In primary care or other settings with limitations on session length (e.g., 30
minutes) or quantity (e.g., one visit), where anger is a presenting concern but not the primary
focus of the visit, consider briefly providing a recommendation to access the course for
independent study (“prescribe” AIMS), demonstrate where and how to access the course online,
and provide the Veteran with fact sheets and promotional materials to take home. Promotional
materials are available here: www.veterantraining.va.gov/aims/media.asp.

Group settings—For an anger management group using the AIMS online course, consider
assigning one or two modules to be completed prior to each group session. In-session
discussions can revolve around the development and implementation of the group’s Anger
Control Plans, review of key topics from the modules, practice of new skills, and provision of
peer support.

Residential programs—In residential programs, consider overlap with other programming. For
example, if emotion regulation and relaxation are covered in other groups, the AIMS group can
be tailored to emphasize skills unique to anger management (e.g., behavioral techniques like time
out and conflict resolution).

Trauma-focused psychotherapy—If the Veteran is participating in trauma-focused

psychotherapy (e.g., Prolonged Exposure or Cognitive Processing Therapy) and has additional
need for anger management, consider AIMS as an adjunct to that Veteran’s care.

Legal purposes—If a Veteran is required to participate in Anger Management for legal reasons,
consult with the referring party or your local Veterans Justice Outreach Coordinator to see
whether AIMS, in combination with in-office visits or groups, will help meet that requirement.
Rules governing what coursework is needed to fulfill anger management requirements in legal
settings vary state by state.

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TALKING POINTS FOR INTRODUCING AIMS
Once you have determined someone is a good candidate for AIMS, consider these talking points
for introducing the online program and setting expectations:

> AIMS is a free online course that teaches skills and tools to get along better with people and
control your reactions to triggering events.

> AIMS is completely anonymous and private. You don’t need to log in or provide any personal
information. Nothing is sent to VA or anywhere. Anything you enter is only saved on
your computer.

> Thousands of Veterans have improved their lives by learning to better manage their anger
using the skills taught in the course.

> AIMS is available to anyone, but it was designed specifically for Veterans. There are many
videos of other Veterans who share their experiences with anger and how AIMS helped.

> The course is easy to understand and not boring. In addition to videos, most of the lessons are
presented through interactive games and activities.

> To start the course, visit www.VeteranTraining.va.gov/AIMS and select the “Start Here” button.

Consider jotting down or emailing the web address to help the Veteran remember where to find
AIMS online. You could also provide the Veteran with one of the promotional materials that are
available here: www.veterantraining.va.gov/aims/media.asp.

SUGGESTIONS FOR ENCOURAGING ENGAGEMENT

If you have the time, the following are additional suggestions that may increase the likelihood
that the Veteran will give AIMS a try:

• If possible, pull up the course on your computer and show the website to them. Consider
watching the Dr. Patrick Reilly intro video together.

• Share some of the “What’s in AIMS” information on page 7 of this guide to help them become
familiar with the course contents and how it works.

• Review the Veteran Mentor bios on page 7 and ask which story the Veteran relates to most.
• If they are not very tech savvy, review the course navigation chart on page 10 of this guide to
help them learn how the course works.

• Stress the importance of completing the course in order. The lessons are designed to build on
each other.

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 • Suggest that they set a realistic, recurring appointment with themselves to work on the
course. (e.g., 45 minutes on Tuesdays at 7 p.m.), as well as set aside time to practice new skills
throughout the week.

• If you will not be providing ongoing support for AIMS (Section 2 of this guide), suggest that
they ask a friend or family member to help keep them accountable.

• If contact with the friend or family member is possible, consider providing them with
this guide.

SUGGESTIONS FOR THOSE NOT

PROVIDING ONGOING SUPPORT
Some providers may wish to recommend participation in AIMS but will not be involved with
continued support for the course. For those who will not be using Section 2 of this guide to
follow up with the Veteran on an ongoing basis, consider using these suggestions the next time
you see the Veteran or have a moment to call. It may be the key to their engaging with the course.

Start by asking if they had a chance to get started with AIMS.

If they didn’t engage with the course…

• Ask what got in the way. Problem-solve around how to address the obstacles mentioned.
• Normalize the experience. Getting started is often the hardest part of trying something new.
• Emphasize the value of asking a friend or family member to support them.
• If possible, call up the Is This Course Right for You page on a computer or mobile device and
ask the Veteran to take the brief 10-question quiz. Discuss the results and reinforce that AIMS
teaches you how to be more in control of what you say and do when you are angry.
If they started the course, but haven’t completed it and you’d like them to continue…
• Provide positive reinforcement for getting started.
• If they are progressing without any difficulties, provide encouragement to keep up the
good work.

• If they’ve had difficulty continuing, normalize that experience and offer to help troubleshoot
any obstacles they faced.

• If they stopped because of technical difficulties, consider visiting the online program together
to see if you can help explain or resolve the issue.

• Ask if they have a favorite part of the course so far, what they learned from it, and if they’ve
been able to apply the lesson to any current life situations.

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 • Consider doing the course’s first Deep Breathing activity together to help them reengage with
the program.

If they completed the course…

• Offer congratulations.
• Ask if the course has helped them manage the anger and irritability they were experiencing,
and ask which AIMS skills work best for them.

• Encourage them to revisit the course often to use the tools and practice the skills. Suggest
that they may also want to revise and update their Anger Control Plan over time.

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SECTION 2:

PROVIDING ONGOING SUPPORT FOR AIMS

The second section of this guide offers recommendations for
clinicians who wish to provide Veterans with module-by-
module support for engaging with the AIMS online program.
It includes primary suggestions, followed by detailed slide-
by-slide guidance for each module.
In general, covering one module per week is recommended
so that the Veteran has a manageable amount of content
and adequate time to practice skills.
Please note the importance of the Veteran learning and
practicing Deep Breathing regularly throughout the course.
People who have trouble managing anger typically have
difficulty regulating their emotional reactivity. Deep
Breathing is a reliable tool that Veterans can quickly learn
and use to de-escalate their anger.
MODULE 1:
GETTING STARTED MANAGING
YOUR ANGER
Module 1 serves as an introduction to the AIMS online course. Participants begin to learn about
the role of cognition in anger and the cognitive-behavioral training tools that AIMS teaches.

VIDEOS
Introduction to Dr. Reilly
Steve Wiegart—Using Deep Breathing
Deep Breathing—Try It Out
Not Managing Anger
Managing Anger
Learning Log How-to Video

INTERACTIVITIES/GAMES
How do you feel after trying Deep Breathing?
Dr. Patrick Reilly provides a short introduction to anger Brief assessment: Is this course right for you?
management and the AIMS course. Exercise: Introducing the Anger Meter

MODULE 1 OBJECTIVES
• Explain the importance of understanding and
monitoring anger
• Explain the role of thoughts, behaviors, and bodily
reactions during the experience of anger
• Introduce three important skills taught in AIMS: Deep
Breathing, Anger Meter, and Learning Log

“ Ifyouyoucanknow both your enemy and yourself,

win every battle without jeopardy.
—Buddha, Indian-Nepalese Sage
”

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MODULE 1: FACILITATE
Engage
Introduce this first module by watching the video on slide 2 together. If this is not possible,
explain that Module 1 serves as an introduction to the AIMS course and explains what skills and
tools are taught.
Note: If this is the Veteran’s first encounter with AIMS, use the information and talking
points in Section 1 of this guide to introduce the course before beginning Module 1. Be
sure to review the Veteran Mentor bios on page 7. Ask which Veteran they relate to most,
and suggest they follow that Mentor closely as they make their way through the course.

Educate
Preview these key points that the Veteran will learn in Module 1.

• Interaction of thoughts and feelings—Can you remember a time when you got angry but
someone else experiencing the same situation didn’t? Cognition, or what you think about a
situation, often controls your reaction to it. You’ll learn more about this link in Module 1.

• The importance of tracking anger—Have you noticed that the intensity of your anger can
impact what you say or do? Learning how to monitor the intensity of your anger can help you
make good decisions before anger interferes with your goals and values.

• The importance of Deep Breathing—Deep Breathing is one of the quickest ways to calm
down and reduce your anger. This practice helps to lower your heart rate, regulate your blood
pressure, and signal your body to relax. You can do it almost anytime, anywhere, for any length
of time, and other people won’t notice you are doing it.

Request
Ask the Veteran to complete Module 1. To support skill development, request they do the
following:

• Define their motivation (slide 3)—Request they jot down their reasons for taking the course,
what they hope to gain, and how they hope things will be different in the future after
the course.

• Practice Deep Breathing (slide 4)—Ask that they practice this exercise every day and note how
they feel after practicing.

• Pay close attention the Anger Meter introduction (slide 8)—Ask them to be sure to click
through all the scenarios.

• Pay close attention to the Learning Log demo video (slide 9)—Ask them to decide how they
want to complete their Learning Logs (online vs. paper).

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MODULE 1: FOLLOW UP
Discuss
The next time you see the Veteran, consider these suggestions for Module 1 follow up:

• Motivation—Review the Veteran’s reasons for completing the course. Talk about the
consequences of not changing and the benefits of achieving their vision for the future.

• Anger Meter—Ask if they understand how this tool works and how they think it will be
beneficial to use this tool regularly.

• Deep Breathing—Ask if they practiced every day and if they noticed feeling calmer afterward.
If you think they didn’t practice enough, consider watching and doing the Deep Breathing
practice exercise together, and then problem-solve ways to increase opportunities to practice
during the week.

• Module 1 Learning Log—Explain that they will be asked to complete the Module 1 Learning
Log assignments at the beginning of Module 2 if they have not yet done so. Review
the assignment if you have time. Ask if they need support (e.g., additional instructions,
printed copy).

Additional Module 1 support suggestions are available in the chart below.

AIMS MODULE 1: SLIDE-BY-SLIDE GUIDANCE

Module 1: Getting Started Managing Your Anger
Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Engage: Inspirational quote (1:1) Bring the Veteran into the present by having What do you like about the quote?
them take a few deep breaths. What does it make you think about?
If it seems appropriate, ask them to share their
thoughts about the quote.

Educate: Dr. Patrick Reilly video Ask the Veteran to view the video and answer
and page content explain the any questions they might have about the
cognitive-behavioral skills cognitive-behavioral approach used for anger
taught in the AIMS online and irritability management.
training (1:2)

Engage: Motivation for Discuss motivation for change and This is like the decisional balance
change (1:3) consequences of not changing. sheet in Motivational Interviewing.

Educate: Deep breathing video Ask the Veteran to view the video and share Explore tools they may have used in
demo (1:4) what breathing or relaxation techniques they the past for managing anger.
may be familiar with.

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 Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Request: Deep Breathing Practice the video exercise together. Highlight Note that the Veteran may have
exercise (1:5) the request for daily practice. to practice a few times before
Discuss preferences and other breathing tool experiencing noticeable benefits.
options—jump to Module 4:11 for 90 second Consider mobile apps that include a
(male voice) and 60 second (female voice) breathing component (e.g., AIMS for
exercises. Anger Management, PTSD Coach,
Mindfulness Coach).

Educate: Role of cognition in Ask the Veteran to view Not Managing Anger Try to capture the Veteran’s own
anger (1:6) and Managing Anger videos. words. Consider going through
Generate similar example from the Veteran’s last episode of anger to identify
experience—common interpretations in trigger cognitions.
situations.

Request: Self-assessment (1:7) Take the quiz together and discuss the
functional impairment associated with anger.

Request: Anger Meter (1:8) Complete the Anger Meter exercise with the Make sure to note that the Anger
Veteran. Explain the importance of using Meter starts at 1, not 0. Some
anchors (1 to 10), with 10 reflecting negative activation or arousal is required.
consequence.
Generate a few Veteran-specific vignettes for
practice with intensity rating.

Educate: Learning Log (1:9) Ask the Veteran to view the Learning Log video.If further guidance is needed, review
Review the Veteran’s preference for Learning Learning to Use the Learning Log
Log completion—online (located at the bottom instructions.
of every slide) vs. printed (located under the
Resources tab).
Show the Veteran how the Learning Logs map
to the training modules.

Educate: AIMS app (1:10) Ask the Veteran if they have an Apple (iOS) or Underscore that the AIMS training
Android device and determine if they’d like to works on mobile devices, but the
download the AIMS for Anger Management downloadable app offers additional
mobile app to practice certain AIMS exercises. benefits, including the ability to
customize some tools based on their
preferences and integrate their own
contacts, photos, and music.

Request: Module summary asks Work with the Veteran to create a plan: How
for a commitment to practicing will they monitor their anger level (online/app/
Deep Breathing and using the paper) and when will they practice breathing.
Anger Meter when angry (1:11)

Request: “What’s next?” (1:12) Ask the Veteran to prepare for Module 2
by reviewing Fact vs. Myth statements on
this page.

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MODULE 2:
UNDERSTANDING YOUR ANGER
Module 2 helps Veterans learn about anger and begin to consider their own triggers, warning
signs, and anger influencers. Veterans are prompted to select their triggers and warning signs
from lists available in the module, and the responses are recorded in their Anger Control Plan.

VIDEOS
Dennis Keefe—Understanding Anger
David Hawley—Understanding Anger
Laquita Holloway—Understanding Anger
Scott’s Story
Short term Payoffs for Expressing Anger
Long term Negative Consequences
Steve Wiegert—Past Experiences with Anger
Mary “Katie” Weber—Past Experiences with Anger
Matt Jensen—Past Experiences with Anger
Steve recognizes the role of anger influencers in his
Module 2 Summary
experience of anger.
What’s next—George Road Rage

DOCUMENTS
MODULE 2 OBJECTIVES
Common Anger Triggers
• Dispel myths about anger
• Describe what makes people angry and when anger INTERACTIVITIES/GAMES
becomes a problem Learning Log Check-In (Module 1)—Getting Started
• Explain anger’s short-term payoffs versus long-term Managing Your Anger
consequences Fact or Myth
• Introduce the parts of an anger episode The Problem of Anger
• Prompt participants to record triggers and warning Anger as a Response to an Event
signs in their Anger Control Plan
What Makes People Angry
• Introduce the concept of anger influencers
What Are Your Triggers?
Anger Warning Signs
What Are Your Warning Signs?
Negative Consequences
Your Anger Influencers
Don’t Be Late
Learning Log (Module 2)—Understanding Your Anger

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 “ Ifyouyoucanknow both your enemy and yourself,
win every battle without jeopardy.
—Chinese Proverb
”
MODULE 2: FACILITATE
Engage
Introduce Module 2 by asking the Veteran what they think the quote means. If you have time, play the
Fact or Myth interactive quiz on slide 4 together and review the feedback offered after each answer.

Educate
Preview these key points that the Veteran will learn in Module 2.
• Understanding anger matters—Understanding anger is the first step to being able to manage it.
Sometimes people believe things about anger that are not actually true. Module 2 dispels some
myths people have about anger. Module 2 also recognizes the role of family, culture, and military
experiences in how anger is expressed, as well as the different ways anger can become a problem.

• Triggers and Warning Signs—Anger is a natural and normal emotion. People get angry when
a situation provokes them. Often an anger episode involves a triggering event and warning
signs, followed by aggression or a behavioral response with negative consequences. Becoming
aware of your specific anger triggers and warning signs will help you better manage how you
respond to anger.

Request
Ask the Veteran to complete Module 2. To support skill development, request that they do the
following:
• Complete Learning Logs: Reinforce the importance of the Learning Logs and ask that they
not skip them. Remind them that they will be prompted at the beginning of Module 2 to
complete the Module 1 Learning Log. This time, they will also be prompted at the end of the
module to complete the Learning Log for Module 2.

• Complete Module 2 Interactivities: Anger Triggers on slide 10, Warning Signs on slide 12,
Negative Consequences on slide 15, and Anger Influencers on slide 17.
Notes:
• Explain that these exercises will help them begin building their Anger Control Plan,
which they will learn more about in Module 3.

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 • Let them know that each interactivity has several screens—
Use the arrows above the box to advance the screens.
• Confirm how the Veteran plans to share their work with you.
• Explain that their answers are temporarily stored in
their browser’s local storage, so they could share their
work on their smartphone, tablet, or laptop. (Note:
Remind them to share with the device they choose.
For example, work done on their tablet will not appear
on their smartphone.)
• If that’s not an option, encourage them to note their
answers on paper.

MODULE 2: FOLLOW UP
Discuss
The next time you see the Veteran, consider these suggestions for Module 2 follow up:

• Learning Logs (Modules 1 and 2) Deep Breathing—Review the Veteran’s use of the Deep
Breathing. Are they noticing a difference in how it makes them feel? If they aren’t using the
technique consistently, consider discussing set times when they could practice.

• Learning Logs (Modules 1 and 2) Anger Meter—Review the Veteran’s Anger Meter ratings and
their answers to the Module 2 questions (What warning signs did you notice as you started to
get angry? Did you try to decrease your anger? If so, how did it work?).

• Module 2 Interactivities
• Anger Triggers—Review and discuss the people, places and situations that the Veteran
noted as anger triggers. Ask if there are others they could add, especially if their list seems
incomplete. Consider providing them with the Common Anger Triggers tip sheet, located
in the Resources section of the course.
• Warning Signs—Review and discuss the physical, behavioral, emotional, and cognitive
warning signs that the Veteran noted. Explore whether there are additional ones that
could be added, especially if their list seems incomplete.
• Negative Consequences—Review and discuss the health, relationships, work/school,
and/or legal consequences of anger. If their list seems incomplete, explore adding
additional ones.
• Influencers—Review and discuss how family, military training, and culture affect the
Veteran’s anger and irritability. Consider watching the Veteran Mentors’ stories on Slide 16
together, especially if their list seems incomplete.

Additional Module 2 support suggestions are available in the chart on the next page.

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AIMS MODULE 2: SLIDE-BY-SLIDE GUIDANCE
Module 2: Understanding Your Anger
Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Engage: Inspirational quote (2:1) Bring the Veteran into the present by having
them take a few deep breaths.
If it seems appropriate, ask them to share
their thoughts about the quote.

Educate: Module 1 Learning Log Review the Veteran’s use of the Anger Meter If the Veteran is not tracking anger/
check-in (2:2) and breathing technique. irritability experiences, mention
Identify/discuss obstacles to utilization. the concept of self-monitoring and
“reactivity” (i.e., self-monitoring
increases desirable behaviors and
decreases undesirable behaviors).

Engage: Motivational Select Veteran Mentor stories to Consider which Veteran story matches
enhancement through Veteran watch together. your client’s (Dennis, David, or Laquita).
Mentor video clips on the
consequences of anger (2:3)

Educate: Fact or Myth (2:4) Discuss myths endorsed by the Veteran.

Where did the Veteran learn these myths?
Home? Military? See also 2:17.

Educate: Overview of triggers, Review on own.

warning signs, and anger Watch Scott’s story. (2:9).
responses (2:5), (2:6), (2:7),
(2:8), (2:9)

Request: Veteran anger Ask the Veteran to select people, places, and
triggers (2:10) situations that are anger triggers.
Use “What Makes You Angry?” interactivity on
the slide.
A Common Anger Triggers tip sheet is
available in the Resources section to print and
give the Veteran.

Educate: Overview of common Have the Veteran listen to common physical,

warning signs (2:11) behavioral, emotional, and cognitive
warning signs.

Request: Veteran warning Select physical, behavioral, emotional, and

signs (2:12) cognitive warning signs with the Veteran and
add additional ones.
Use “What Are Your Warning Signs?”
interactivity on the slide.

Educate: Short- and long-term Have the Veteran watch Scott’s recognition of
consequences (2:13, 2:14) short- and long-term consequences of anger.

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 Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Request: Identify negative Ask the Veteran to select negative

consequences of anger (2:15) health, relationships, work/school, and/
or legal consequences of anger and add
additional ones.
Use “Negative Consequences” interactivity on
the slide.

Engage: Motivational Select Veteran Mentor story/stories that cover Steve: Role of masculinity/military
enhancement through Veteran relevant anger influencers. Katie: Role of abandonment/fear
Mentor stories (2:16)
Matt: Role of bullying/masculinity

Educate: Influences on anger Discuss (and note) role of family, military Explore recent events as well as
habits (2:17) training, and culture in the Veteran’s anger historical perspectives. Recognize
and irritability. cultural differences in expressions of
anger. See how personal experiences
can impact motivation for change.

Educate: Triggers, warning signs, If additional reinforcement of concepts is

and consequences (2:18) needed, consider going through the Don’t Be
Late interactive exercise on this slide.

Educate: Summary of tracking Review summary information with

anger episodes, warnings, and the Veteran.
using Anger Meter (2:19, 2:20)

Request: Managing and paying Review the Module 2 Learning Log practice
attention to anger habits (2:21) assignment with the Veteran.
Discuss warning signs and Anger Meter.

Request: “What’s next?” (2:22) Ask the Veteran to prepare for Module 3 by
watching the video on this slide.

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MODULE 3:
BREAKING THE AGGRESSION CYCLE
Module 3 teaches Veterans how anger can lead to aggression and other negative consequences.
Veterans learn about tools to help break the cycle of aggression, and they are given more
information about developing a personalized Anger Control Plan through identifying their anger
triggers and warning signs.

VIDEOS
Laquita Holloway—Anger Triggers and Warning Signs
Mary “Katie” Weber—Anger Triggers and Warning Signs
Matt Jensen—Anger Triggers and Warning Signs
Robert Adair—Anger Triggers and Warning Signs
George Road Rage
Example of the Aggression Cycle
Robert Adair—Individual Differences
Laquita Holloway—Individual Differences
Steve Wiegert—Individual Differences
The Module 3 summary video recaps the components
Anger Control Plan
of an Anger Control Plan.
Module 3 Summary
Steve Wiegert—Perception of Deep Breathing
MODULE 3 LEARNING OBJECTIVES
• Reinforce the importance of understanding your INTERACTIVITIES/GAMES
triggers and warning signs Learning Log (Module 2) Check-In—Understanding
Your Anger
• Explain the aggression cycle and how to break it
The Aggression Cycle
• Introduce the components of the Anger Control Plan
More on The Aggression Cycle (Game)
Aggression Cycle Toolbox
Developing an Anger Control Plan
Learning Log (Module 3)—Breaking the Aggression Cycle

“ If you are patient in one moment of anger,

you will escape a hundred days of sorrow.
—Chinese Proverb
”
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MODULE 3: FACILITATE
Engage
Introduce Module 3 by having the Veteran identify a few anger triggers or warning signs, and
then watch the video(s) on Slide 3:3 that most closely matches those identified.

• Laquita: Interpersonal triggers, traffic

• Katie: Family triggers, especially anger from family members, others’ anger
• Matt: When people are impatient; physiological warning signs
• Robert: Financial stressors, disrespect as triggers
Educate
Preview these key points that the Veteran will learn in Module 3.

• The Aggression Cycle—The Aggression cycle has three phases: escalation, explosion, and
post-explosion. Anger episodes do not have to result in an explosion. If you avoid the explosion
phase, then you will also avoid any of the negative consequences that may occur during the
post-explosion phase.

• The Anger Control Plan (intro)—A personalized Anger Control Plan can help you prevent
reaching 10 on the Anger Meter. Your Anger Control Plan should contain strategies to help you
learn to identify when you are becoming angry and take steps to manage it. It may be helpful
to involve those close to you in creating your Anger Control Plan.

Request
Ask the Veteran to complete Module 3. To support skill development, request that they do the
following:

• Watch the Anger Control Plan demo video (slide 11) and decide which format they like best.
• Review The Aggression Cycle (slide 6) and be ready to share an example in their past that
mirrors this cycle.

• Complete the Module 3 Learning Log assignments.

MODULE 3: FOLLOW UP
Discuss
The next time you see the Veteran, consider these suggestions for Module 3 follow up:

• Aggression Cycle—Review the stages of The Aggression Cycle (slide 6) and ask them to share

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 a time from their past that follows this cycle. Prompt them to describe the circumstances of
each stage (escalation, explosion, post-explosion).

• Plan format—Ask if they decided how they prefer to complete their Anger Control Plan. If
they haven’t decided, review the options and help them choose the format that best fits their
needs/capabilities:
• Built-in AIMS plan, available from the bottom tab on every page of the course
• Printable Anger Control Plan worksheet, available in the course’s Resources folder
• AIMS for Anger Management app, available for iOS and Android download (not connected
to the online course)
• Module 3 Learning Log—Review the Veteran’s anger event and Anger Meter rating, what
anger triggers and warning signs they noted, and whether they tried anything to decrease
their anger.

Additional Module 3 support suggestions are available in the chart below.

AIMS MODULE 3: SLIDE-BY-SLIDE GUIDANCE

Module 3: Breaking the Aggression Cycle
Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Engage: Quote (3:1) Bring the Veteran into the present by having
them take a few deep breaths.
If it seems appropriate, ask them to share their
thoughts about the quote.

Educate: Module 2 Review and discuss: Explore reasons/barriers for completion

Learning Log check-in (3:2) • Anger experiences (triggers, warning signs) and benefits of completion.
• Use of the Anger Meter
• Breathing technique

Engage: Veteran Mentor Select a Veteran Mentor story or stories on this Laquita: Interpersonal triggers, traffic
video clips (anger triggers page to watch. Discuss/identify the Veteran’s Katie: Family triggers, especially anger
and warning signs) (3:3) similar triggers and warning signs. from family members, others’ anger
Matt: When people are impatient;
physiological warning signs
Robert: Financial stressors, disrespect
as triggers

Educate: Anger to Review on own or read together.

aggression, aggression Watch the video scenario on 3:4 together.
cycle (3:4, 3:5)

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 Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Educate: Aggression cycle Highlight the myth that explosive outbursts If no recent example, use example from
(3:6, 3:7, 3:8) happen without any warning signs. past that follows aggression cycle.
Identify/discuss the Veteran’s experience with
aggression cycle.
Use the activity on 3:7 to illustrate the importance
of intervening during the escalation phase of the
aggression cycle.
Watch Scott’s experience with the aggression
cycle (3:8).

Engage: Veteran stories of Select the Veteran Mentor story that fits Robert: Going from 0 to 10; feels like it is
individual differences with the Veteran. instantaneous
their anger experience (3:9) Be thoughtful about reviewing Robert’s video Laquita: Going from 0 to 60; went
as he discusses going from 0 to 10 instantly. If up very quickly, but the course
reviewed with the Veteran, identify potential taught her tools
warning signs that could be suggested to Robert Steve: Learned his warning signs
(e.g., muscle tension). (tension, tingling, turning red); when
noticing these, gets focused (on
using tools)

Educate: Anger Control Select the Anger Control Plan that best fits the Mention the importance of breaking
Plan (3:10) Veteran (see six example Anger Control Plans in down anger/irritability experience into
Resources Documents folder). specific components: goals/values,
triggers, warning signs, and tools.

Educate: Anger Control Watch the video on different options for Key consideration for best fit: Select the
Plan (3:11) completing an Anger Control Plan. Help the version of the Anger Control Plan that
Veteran to select the option that best fits. increases the chances it will be available
“in the moment” to help disrupt the
Aggression Cycle.

Educate: Anger Control Help the Veteran to identify one or two goals, Remember to select goals that are
Plan (3:12) way to get input/feedback from others, and (once positive, specific, important to the
more) the importance of tracking anger and Veteran, and under their control. What
irritability experiences. would success look like after taking this
8-module course?

Educate: Anger Control Start building the Anger Control Plan with the
Plan Tips (3:13) Veteran, which will be completed in Module 7.

Educate: Summary and Review on own.

Review (3:14)

Request: Assignment (3:15) Review the Module 3 Learning Log practice

assignment with the Veteran: Tracking anger
experiences, noting triggers, warning signs, and
using Anger Meter.

Request: “What’s Ask the Veteran to prepare for Module 4 by Mention the importance of watching
next?” (3:16) watching the video on this slide. Steve’s video and what he says about
behavioral tools for managing anger and
irritability.

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MODULE 4:
BEHAVIORAL TOOLS TO
MANAGE YOUR ANGER
Module 4 helps Veterans work on decreasing their anger by recognizing their triggers and
warning signs. The module then introduces and demonstrates how to use multiple behavioral
management tools, including Timeout, Deep Breathing, and Muscle Relaxation.

VIDEOS
Frank Campbell—Triggers and Warning Signs
Matt Jensen—Triggers and Warning Signs
Laquita Holloway—Triggers and Warning Signs
Dr. Reilly—Core Behavioral Tools
Frank Campbell—Timeout Demonstration (Formal Demo)
Mary “Katie” Weber—Timeout Demonstration
(Informal Demo)
Frank Campbell—How to use Timeout
Laquita Holloway—Deep Breathing Demonstration
Dr. Reilly provides the rationale behind behavioral Laquita Holloway—How to use Deep Breathing
management tools for anger and irritability.
Deep Breathing—60 seconds
Deep Breathing—90 seconds

MODULE 4 LEARNING OBJECTIVES Frank Campbell—Muscle Relaxation Demonstration

• Reinforce the importance of recognizing triggers and Steve Wiegert—Using Your Tools
warning signs Matt Jensen—Using Your Tools
• Explain how and why behavioral tools work to Mary “Katie” Weber—Using Your Tools
reduce anger
David Hawley—Using Your Tools
• Practice three tools: Timeout, Deep Breathing, Muscle
Module 4 Summary
Relaxation

INTERACTIVITIES/GAMES
Learning Log (Module 3) Check-in—Breaking the
Aggression Cycle
Decreasing your Anger—Warning Signs for Marian
What You’ll Be Learning
Timeout Tool
Try it Out (Timeout Tool)
Try it Out (Muscle Relaxation for Different Time Periods)
Learning Log (Module 4)—Behavioral Tools to Manage
Your Anger
What’s Next? Thoughts Affect How You Feel

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 “ The greatest remedy for anger is delay…
—Thomas Paine, English-American Political Writer, Theorist, and Activist
”

MODULE 4: FACILITATE
Engage
Do the 3-minute relaxation exercise on Slide 4:13 together. Before you begin, ask the Veteran to
identify the two or three muscle groups that are most associated with anger and irritability. How
do they know when those muscles are getting tense?

Following the exercise, ask the Veteran to describe the sensations they experienced during the
exercise, as well as how they feel now. Do they notice a difference in the tension in their body?
Explain: Becoming aware of what your muscles feel like when they are relaxed, rather than tense,
can help you notice when tension is building and your anger is rising.

Educate
Preview these key points that the Veteran will learn in Module 4.

• Use Tools to Break Aggression Cycle—When you recognize your warning signs, like tension
building in your muscles, you will be able to decrease your anger by using tools. These tools can
help you break the cycle of aggression before it leads to negative consequences.

• Behavioral Tools
• Getting angry involves responses in your body and your thoughts. Behavioral tools target
your body’s physiological reactions, as well as your observable behaviors. They work by
interrupting those physical responses, offering a distraction, or allowing your body to relax
(like the relaxation exercise we just did).
• There are different types of behavioral tools. Module 4 teaches: Timeout, Deep Breathing,
and Muscle Relaxation.
• Consider watching the “Core Behavioral Tools” summary video on Slide 7 together.
• Remind the Veteran of the importance of breathing in through their nose and using their
diaphragm muscle when practicing the Deep Breathing tool on Slide 11.

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Request
Ask the Veteran to complete Module 4. To support skill development, request that they do the
following:

• Play the warning signs interactive game on Slide 4 (don’t skip it). A green arrow will appear
when you’ve found all the warning signs on the screen. Be sure to click the arrow to get to the
next scene in the game.

• Carefully review Slide 8 to learn about formal and informal timeouts (be sure to click the
buttons under the text and all three tabs above the video box). Then do the Timeout
interactive exercise on Slide 9 and be prepared to discuss this activity.

• Complete the Module 4 Learning Log assignments.

MODULE 4: FOLLOW UP
Discuss
The next time you see the Veteran, consider these suggestions for Module 4 follow up:

• Warning Signs Game—Ask if the Veteran was able to find the warning signs easily during the
game. Ask if they can think of a time when they experienced similar warning signs. Discuss
additional warning signs with the Veteran and explain that identifying warning signs is part of
the Anger Control Plan they’ll be building in Module 7.

• Timeout Activity—Ask if the Veteran hit the Stop button in time. Discuss who the Veteran
might want to arrange Formal Timeouts with, and situations when the Veteran might consider
using an Informal Timeout.

• Module 4 Learning Log—Review and discuss the Veteran’s anger event and Anger Meter
rating, what warning signs they noted, whether they tried anything to decrease their anger,
and whether they practiced any of the tools they learned about in Module 4.

Additional Module 4 support suggestions are available in the chart on the next page.

www.VeteranTraining.va.gov/AIMS 34 AIMS ONLINE PROGRAM

AIMS MODULE 4: SLIDE-BY-SLIDE GUIDANCE
Module 4: Behavioral Tools To Manage Your Anger
Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Engage: Quote (4:1) Bring the Veteran into the present by having them
take a few deep breaths.
If it seems appropriate, ask them to share their
thoughts about the quote.

Educate: Module 3 Review and discuss anger experiences (triggers,

Learning Log warning signs), use of Anger Meter, anger
check-in (4:2) management technique, and Anger Control Plan.

Engage: Veteran Select a Veteran Mentor video to watch and discuss Review all three videos and identify
Mentor video clips triggers, warning signs, and tools used. triggers, warning signs, and the use of
(understanding anger behavioral tools:
triggers and warning Frank: TV/news triggers
signs) (4:3)
Matthew: Smart phone hassles (GPS)
Laquita: Benefit of tools and importance
of practice

Educate: Physical Play this interactive game. It demonstrates how

and cognitive to recognize the warning signs that you are
reactions (4:4) getting angry.

Educate: Why Watch Dr. Reilly’s video summarizing the three most
behavioral tools work important behavioral tools to manage anger (4:7).
(4:5, 4:6, 4:7)

Introduce Tool: Go through the tabs for demonstration of Formal Recognize the importance of self-
Timeout (4:8) Timeout by Frank and Informal Timeout by Katie. imposed Timeout.
Develop plan for using Formal or Informal Timeout. For Formal Timeouts, recognize the promise
to return to the subject when calmer.

Practice: Timeout Practice using Timeout with this interactive

Tool (4:9) exercise.

Introduce Tool: Deep Go through the Veteran Mentor tabs and watch the
Breathing (4:10) videos. Laquita provides helpful information about
in-the-moment applications of Deep Breathing.

Practice: Deep Practice Deep Breathing together: Select duration

Breathing Tool (4:11) of time (60 seconds or 90 seconds) and go through
the exercise.

Introduce Tool: Muscle Go through the Veteran Mentor demo tabs to Identify muscle groups most impacted by
Relaxation (4:12) watch Frank demonstrate a progressive Muscle anger (e.g., shoulders, head, face, jaw) and
Relaxation exercise. practice tensing and relaxing those muscles.
Goal: Notice difference between tension
and relaxation.

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 Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Practice: Muscle Practice Muscle Relaxation together. Select duration

Relaxation Tool (4:13) of time (3, 6, 8, 12, or 15 minutes) and go through
the exercise.

Educate: Identify Select the Veteran Mentor based on the Veteran’s Steve: Breathing
behavioral tools to characteristics and interest in different anger Matt: Walking, exercise, sense of humor
reduce anger (4:14) management tools.
Katie: Music, guided meditation, breathing
David: Timeout, Deep Breathing

Educate: Summary Review on own.

and Review (4:15)

Request: Review the Module 4 Learning Log practice

Assignment (4:16) assignment with the Veteran: Use behavioral tools
and track anger experiences.

Request: “What’s Ask the Veteran to prepare for Module 5 by

next?” (4:17) completing the exercise on this slide.

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MODULE 5:
COGNITIVE TOOLS TO
MANAGE YOUR ANGER
Module 5 focuses on the role that thoughts play in affecting how you feel, and it explains how
negative thoughts can lead to angry reactions. The module then introduces the A-B-C-D Model
and demonstrates two helpful cognitive tools: Thought Stopping and Self-Talk.

Scott’s Interpretations—Wife
Scott’s Interpretations—Driving
Frank Campbell—the A-B-C-D Model
Ray Manzano—Helpful Cognitive Tools
Mary “Katie” Weber—Helpful Cognitive Tools
Steve Wiegert—Helpful Cognitive Tools
Laquita Holloway—Helpful Cognitive Tools
Module 5 Summary
What’s Next? Scott (Response 1, Assertive)
What’s Next? Scott (Response 2, Angry Response)
Katie describes using cognitive tools to control
negative thoughts.
INTERACTIVITIES/GAMES
Learning Log (Module 4) Check-in—Behavioral Tools to
Manage Your Anger
MODULE 5 LEARNING OBJECTIVES
The Connection Between Thoughts and Emotions
• Demonstrate how your thoughts about a situation affect
how you feel about it Thoughts Affect How You Feel

• Explain how and why cognitive tools work to Common Unhelpful Thoughts
reduce anger Effective Cognitive Tools
• Introduce the A-B-C-D Model, Thought Stopping, Thought Evaders
and Self-Talk Thought Stopping
Self-Talk
VIDEOS
Examples of Thought Stopping and Self-Talk
Jim O’Neil—Thoughts Affect How You Feel
Don’t Be Late Two
Mary “Katie” Weber—Thoughts Affect How You Feel
Learning Log (Module 5)—Cognitive Tools to Manage
Frank Campbell—Thoughts Affect How You Feel Your Anger
Matt Jensen—Thoughts Affect How You Feel
Scott’s Interpretations—Store DOCUMENTS
Scott’s Interpretations—Appointment Common Unhelpful Thoughts
Thought Stopping and Self-Talk Examples

www.VeteranTraining.va.gov/AIMS 37 AIMS ONLINE PROGRAM

 “ Anger destroys one of the best qualities of
the human brain—judgment, the capacity
to think…
”
—Tenzin Gyatso, Dalai Lama XIV

MODULE 5: FACILITATE
Engage
Introduce Module 5 by watching the Veteran Mentor videos (total of 3 minutes) on Slide 3. If
there’s time, consider also going through the Alternative Thoughts exercise on Slide 6 together.
For each scenario, ask the Veteran to tell you what their alternative thought would be. Explain: In
Module 5, you’ll learn how to think differently about situations that make you mad.

Educate
Preview these key points that the Veteran will learn in Module 5.

• Review Aggression Cycle (use Module 3 Slide 7, if needed)—As we’ve discussed before, when
you recognize your triggers and warning signs, you will be able to decrease your anger by using
tools to break the cycle of aggression. One warning sign can be negative, unhelpful thoughts
about a situation.

• Cognitive tools
• Getting angry involves responses in your body and your thoughts. Cognitive tools are those
that target your thoughts. They work by interrupting unhelpful thoughts and replacing
them with personally relevant helpful ones (like the alternative thought exercise we just did).
They are not just positive thoughts but different ways to think about the event that help you
remain calm and move past the event.
• There are different types of cognitive tools. Module 5 teaches of them: Thought Stopping
and Self-Talk. You will also learn about the A-B-C-D Model, which emphasizes that it
is not an event that makes you angry but your perception of the event and how you
think about it.

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Request
Ask the Veteran to complete Module 5. To support skill development, request that they do the
following:

• Carefully review the different types of unhelpful thoughts on Slide 8 and the A-B-C-D Model
on Slide 9.

• Review the Thought Stopping statements on Slide 12 and the Self-Talk examples on Slide 13.
Consider which ones you might use and think of others that might work for you.

• Complete the Module 5 Learning Log assignments.

MODULE 5: FOLLOW UP
Discuss
The next time you see the Veteran, consider these suggestions for Module 5 follow up:

• Unhelpful thoughts Slide 8—Discuss the different types of unhelpful thoughts and ask the
Veteran which ones they typically experience. Consider providing the Veteran with a printout
of the Common Unhelpful Thoughts tip sheet or suggesting they review the Thought
Stopping and Change Your Perspective tools in the AIMS mobile app.

• A-B-C-D Model Slide 9—Discuss the model and ask the Veteran how they might dispute (step
D) one of their more common unhelpful thoughts.

• Thought Stopping and Self-Talk—Ask the Veteran to share some of the statements they
thought about using when they notice unhelpful thoughts. Pay attention to how much the
Veteran believes the alternative thoughts. If they didn’t prepare, consider reviewing and
discussing Slide 12 and Slide 13 with the Veteran.

• Module 5 Learning Log—Review and discuss the Veteran’s anger event and Anger Meter
rating, what warning signs they noted, whether they tried anything to decrease their anger,
what unhelpful thoughts they listed, and whether they practiced Thought Stopping or
Self-Talk.

Additional Module 5 support suggestions are available in the chart on the next page.

www.VeteranTraining.va.gov/AIMS 39 AIMS ONLINE PROGRAM

AIMS MODULE 5: SLIDE-BY-SLIDE GUIDANCE
Module 5: Cognitive Tools To Manage Your Anger
Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Engage: Quote (5:1) Bring the Veteran into the present by having them
take a few deep breaths.
If it seems appropriate, ask them to share their
thoughts about the quote.

Educate: Module 4 Review anger experiences (triggers, warning

Learning Log signs), use of Anger Meter, anger management
check-in (5:2) techniques, and use of behavioral tools.

Engage: Veteran Select Veteran Mentor story/stories to watch. Themes for each Veteran Mentor:
Mentor video clips Highly recommend watching “Katie.” Jim: Don’t buy into it
(how thoughts affect
feelings) (5:3) Katie: Catching my internal voice and ways
of speaking to myself
Frank: Thought-Stopping helps prevent
escalation
Matt: Think about the consequences of
my actions

Educate: Role of Generate personal examples of unhelpful thoughts

cognitions and cognitive from recent events. Use interactive exercise (5:6) to
techniques (disputing identify thoughts and alternative thoughts.
thoughts, Thought
Stopping, and Self-Talk)
(5:4, 5:5, 5:6, 5:7)

Educate: Common Help the Veteran to identify favorite (or habitual)

cognitive ways of interpreting situations that give rise to
distortions (5:8) unhelpful thoughts.
Use/provide Common Unhelpful Thoughts
Tip Sheet.

Introduce Tool: A-B-C-D Watch Frank go through an A-B-C-D Discuss: Use the Veteran’s own words:
cognitive restructuring example (5:10). What are they saying to themselves? Help
tool (5:9, 5:10, 5:11) Encourage the Veteran to play “thought evaders” to generate alternative thoughts (e.g., What
learn about unhelpful ways of thinking (5:11). might they say to someone else?).

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 Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Introduce Tool: Thought Review 5:12, 5:13. Select and watch videos about the Veteran
Stopping and Self-Talk Explain: Instead of challenging thoughts, replace Mentor experiences with Self-Talk when
(5:12, 5:13, 5:14, 5:15) thoughts with personally relevant phrases. their Anger Meter is up (5:15):

Ask the Veteran to generate several personally Ray: This is not a life-or-death situation;
relevant replacement thoughts/ phrases. Use just an idiot on the road
the Thought Stopping and Self-Talk Examples Katie: Practice gratitude and speak
Tip Sheet. kindly to myself
Steve: We don’t need to go there, and stay
in the here and now
Laquita: Quiet the chatter in my head, and
learn to feel my anger but not act on it

Practice: Using Review on own.

Behavioral and
Cognitive Tools
interactivity (5:16)

Educate: Summary (5:17) Review on own.

Request: Review the Module 5 Learning Log assignments

Assignment (5:18) with the Veteran: Practice tracking anger
experiences, warning signs, and using Thought
Stopping and Self-Talk.

Request: “What’s Ask the Veteran to prepare for Module 6 by

next?” (5:19) watching Conflicts and Communication animated
videos on this slide.

www.VeteranTraining.va.gov/AIMS 41 AIMS ONLINE PROGRAM

MODULE 6:
CONFLICTS AND COMMUNICATION
Module 6 focuses on the role that communication styles play in either creating or avoiding
conflict. The lessons explain how effective communication and conflict resolution skills are
key to improving relationships and controlling anger. Veterans learn and practice different
communication styles and the Conflict Resolution Model.

VIDEOS
Frank Campbell—Conflict Resolution
Matt Jensen—Conflict Resolution
Mary “Katie” Weber—Conflict Resolution
Larry Kozlowski—Conflict Resolution
Aggressive/Hostile: Scott—Angry Response
Passive/Avoidant: Scott—Passive Response
Assertive/Respectful: Scott—Assertive Response
Frank Campbell—Conflict Resolution
Jim O’Neil—Conflict Resolution
Frank recognizes the importance of conflict resolution
Module 6 Summary
for decreasing isolation.
Larry Kozlowski—Using the Toolbox

INTERACTIVITIES/GAMES
MODULE 6 LEARNING OBJECTIVES
Learning Log (Module 5) Check-in—Cognitive Tools to
• Define different communication styles (aggressive/
Manage Your Anger
hostile, passive/avoidant, assertive/respectful)
Understanding Communication Styles
• Explain short-term and long-term outcomes of
ineffective communication styles Which Communication Style?
• Explain the benefits of the assertive/respectful The Conflict Resolution Model
communication style Communication Practice
• Introduce, explain, and practice the Conflict Practice Using Course Tools
Resolution Model
Learning Log (Module 6)—Conflicts and Communication

DOCUMENTS
Assertive Communication Tips

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 “ Remember not only to say the right thing in the
right place, but far more difficult still, to leave
unsaid the wrong thing at the tempting moment.
—Benjamin Franklin, American Inventor, Diplomat, and Statesmen
”

MODULE 6: FACILITATE
Engage
Introduce Module 6 by watching all three animated clips on Slide 5 (total of 40 seconds). Ask the
Veteran if they can identify some pros and cons of the three different styles of communication
(aggressive/hostile, passive/avoidant, and assertive/respectful).

Educate
Preview these key points that the Veteran will learn in Module 6.

• Communication skills are key—How you communicate with other people affects how you
and others feel. Your communication style is a learned skill. You can always learn new ways to
communicate.

• Short-term gain vs. Long-term consequences—Having an aggressive or hostile response

to situations may get you what you want in the short term, but usually leads to negative
consequences. The opposite, having a passive response to situations, may help you avoid
conflict in the short term, but it can also lead to resentment or not getting what you need.

• Effective communication and conflict resolution skills—Effective communication is not just

about what you say, but also about how you say it. Module 6 explains that if you communicate
assertively and respectfully, you are more likely to get what you want. The module also explains
the Conflict Resolution Model for deciding what to do in complex situations.
1. Identify the Problem
2. Identify the Feelings
3. Identify the Specific Impact of the Problem
4. Decide to Let the Conflict Go or Resolve It
5. Address and Resolve the Conflict

www.VeteranTraining.va.gov/AIMS 43 AIMS ONLINE PROGRAM

Request
Ask the Veteran to complete Module 6. To support skill development, request that they do the
following:

• Watch Frank’s video on Slide 3 and jot down the AIMS tools Frank says he used to manage his
anger at a restaurant.

• Review the Communication Styles information on Slide 6 and Slide 7 carefully, and complete
the exercise on Slide 8.

• Review the Conflict Resolution Model on Slide 10 (be sure to click each number in the
graphic) and practice what you’ve learned by completing the interactive exercise on Slide 12.
Do the interactive exercise on Slide 13 to see how Conflict Resolution fits in with the other
AIMS tools.

• Complete the Module 6 Learning Log assignments.

MODULE 6: FOLLOW UP
Discuss
The next time you see the Veteran, consider these suggestions for Module 6 follow up:

• Frank’s video on Slide 3—Ask the Veteran to identify the AIMS tools and communication
skills Frank used when waiting for, and then receiving, the wrong order (Anger Meter,
Deep Breathing, Self-Talk, Timeout, Assertive/Respectful complaint). Discuss how effective
communication skills and AIMS tools can work hand-in-hand to manage anger. Explain:
Combining your AIMS toolbox with effective communication and conflict resolution skills is
key to improving your relationships and controlling your anger.

• Communication Styles exercise—Review the three communication styles explained in

Module 6 (aggressive/hostile, passive/avoidant, assertive/respectful). Ask the Veteran to
describe a time when being respectfully assertive might have resolved a situation better
than how they handled it. Consider providing the Veteran with a printout of the Assertive
Communication Tip Sheet.

• Conflict Resolution Model—Review the five steps used for Conflict Resolution. Ask the Veteran
to describe how these steps can help with a current situation—or, if none, how the steps
could have helped with a previous situation.

• Module 6 Learning Log—Review and discuss the Veteran’s anger event and Anger Meter
rating, what warning signs they noted and if they tried to decrease their anger, and whether
they practiced two AIMS tools.

Additional Module 6 support suggestions are available in the chart on the next page.

www.VeteranTraining.va.gov/AIMS 44 AIMS ONLINE PROGRAM

AIMS MODULE 6: SLIDE-BY-SLIDE GUIDANCE
Module 6: Conflicts And Communication
Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Engage: Quote (6:1) Bring the Veteran into the present by having them
take a few deep breaths.
If it seems appropriate, ask them to share their
thoughts about the quote.

Educate: Module 5 Review anger experiences (triggers, warning signs),

Learning Log use of Anger Meter, anger management techniques,
check-in (6:2) and use of behavioral AND cognitive tools.

Engage: Veteran Mentor Select Veteran Mentor story/stories to watch

video clips (difficult and discuss:
interactions) (6:3) Frank: Receiving the wrong order at a restaurant
Matt: Others not listening to him
Katie: Pausing when agitated
Larry: Conflict with sister

Educate: Assertiveness Watch Scott’s demonstration of three different styles Consider a personalized review
(6:4, 6:5, 6:6, 6:7, 6:8, 6:9) of responding: aggressive/hostile, passive/avoidant, of the pros and cons of the three
and assertive/respectful (6:5). different styles of communication
Provide the Veteran with the Assertive (6:6) and identify the different styles
Communication Tip Sheet. of communication in the interactive
exercise (6:8).

Educate: Conflict Use interactive exercise to review the five steps

resolution (6:10) involved with conflict resolution (6:10).

Engage: Veteran Mentor Watch video clips that demonstrate when, why, and Frank: Benefits of conflict resolution to
stories (6:11) how the Conflict Resolution Model can be used. address isolation
Jim: Knowing if and when to engage in
conflict resolution

Educate: Conflict Complete practice exercise (6:12) together.

resolution exercise
(6:12, 6:13)

Educate: Summary (6:14) Review on own.

Request: Review the Module 6 Learning Log assignments with Encourage the Veteran to find
Assignment (6:15) the Veteran: Practice tracking anger experiences, opportunities to practice assertive
warning signs, and practice communicating communication in their day-to-day life.
assertively.

Request: “What’s Ask the Veteran to prepare for Module 7 by watching

next?” (6:16) the video of a Veteran Mentor’s experience using an
Anger Control Plan.

www.VeteranTraining.va.gov/AIMS 45 AIMS ONLINE PROGRAM

MODULE 7:
YOUR ANGER CONTROL PLAN
Module 7 reviews the importance of using an Anger Control Plan. Veterans learn how to build a
personalized plan that includes their own high-risk triggers, warning signs, and tools that work for them.

VIDEOS
Laquita Holloway—Using the Toolbox
Matt Jensen—Using the Toolbox
Mary “Katie” Weber—Using the Toolbox
Jim O’Neil—Using the Toolbox
Scott’s High-Risk Triggers
Scott’s Warning Signs
Scott’s Tools
Mary “Katie” Weber—Support

Laquita shares how she uses the tools in her INTERACTIVITIES/GAMES

personalized Anger Control Plan daily. Learning Log (Module 6) Check-In—Conflicts and
Communication
What You’ll Be Learning
MODULE 7 LEARNING OBJECTIVES Scott’s Completed Anger Control Plan
• Review the components of an Anger Control Plan
Examples of Anger Control Plans
• Demonstrate the development of a personalized plan
• Encourage participants to finalize, save, and use their DOCUMENTS
self-tailored plans Anger Control Plan
Anger Control Plan Example—George
Anger Control Plan Example—Juan
Anger Control Plan Example—Paul
Anger Control Plan Example—Sally
Anger Control Plan Example—Scott
Anger Control Plan Example—Terrell

“ The true hero is one who conquers

his own anger and hatred.
—Tenzin Gyatso, Dalai Lama XIV
”
www.VeteranTraining.va.gov/AIMS 46 AIMS ONLINE PROGRAM
MODULE 7: FACILITATE
Engage
Introduce Module 7 by watching the Veteran Mentor videos (total of 4 minutes) on Slide 3. Ask
the Veteran to point out the AIMS tool(s) each Veteran Mentor describes using. Ask if the Veteran
has a favorite AIMS tool. Explain: In Module 7, you will be personalizing your Anger Control Plan.
Identifying AIMS tools that work best for you is a key component of the plan.

Educate
Preview these key points that the Veteran will learn in Module 7.

• Plan Components—A personalized Anger Control Plan features four main components: Your
goals and motivation, your high-risk triggers, your anger warning signs, and your tools.

• Personalization—You’ve actually been working on your plan throughout the AIMS course.
Module 7 shows you how to use your Learning Logs and the information you’ve provided
during the course to pull it all together and finalize your personalized plan.

Request
Ask the Veteran to complete Module 7. To support skill development, request that they do the
following:

• Review slides 5 through 11 carefully. Explain that the course’s animated character, Scott,
demonstrates how to personalize a plan through a series of videos. Slide 11 also includes five
example plans that may be helpful to the Veteran.

• Personalize your plan (Slide 12). If working electronically, ask the Veteran to save it and print
a copy. If they are more comfortable working with pen and paper, consider printing and
providing the Anger Control Plan Worksheet. A customizable Anger Control Plan is also
available in the AIMS mobile app.

MODULE 7: FOLLOW UP
Discuss
The next time you see the Veteran, consider these suggestions for Module 7 follow up:

• Anger Control Plan—Review the Veteran’s personalized plan. If components of the plan seem
less than complete, work on those areas together by reviewing the Veteran’s Learning Logs
and the sample plans on Slide 11. Discuss:
• Goals and motivation for improving
• High-risk triggers that are not too specific or too vague

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 • Warning signs the Veteran has become aware of while completing the AIMS course
• Tools the Veteran believes have worked in preventing anger from escalating or lessening
anger once triggered

Additional Module 7 support suggestions are available in the chart below.

AIMS MODULE 7: SLIDE-BY-SLIDE GUIDANCE

Module 7: Your Anger Control Plan
Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Engage: Quote (7:1) Bring the Veteran into the present by having them take
a few deep breaths.
If it seems appropriate, ask them to share their
thoughts about the quote.

Educate: Module 6 Review anger experiences (triggers, warning signs),

Learning Log use of Anger Meter, use of behavioral, cognitive, AND
check-in (7:2) communication tools.

Engage: Veteran Review examples of how Veteran Mentors use tools in

stories (7:3) their toolbox:
Laquita: Self-Talk and Timeouts
Matt: Timeout and perspective Self-Talk when heated
Katie: Mindfulness exercises and greater intimacy
Jim: Daily anger managed with behavioral, cognitive,
and communication techniques

Educate: Personalized Explain the importance of having an individualized When reviewing triggers (7:7) and
Anger Control Plan Anger Control Plan. Identify social supports in the warning signs (7:8), try to identify
(7:4, 7:5, 7:6, 7:7, 7:8, Veteran’s world who may be able to help. themes for the Veteran (e.g., tired,
7:9, 7:10, 7:11) Review the goals, triggers, warning signs, and possible hungry, unmet needs or expectations).
tools in Scott’s Anger Control Plan. Discuss how Scott Highlight that Anger Control Plans can
built his plan using his Learning Log inputs. develop over time, as Veterans become
Review and discuss the additional sample plans (7:11). more aware of additional triggers,
warning signs, and helpful tools.

Request: Anger Control Build and personalize plan together based on the If appropriate, include assertiveness
Plan (7:12, 7:13) Veteran’s Learning Log assignments. skills. Use Assertive Communication
Review previous and additional goals/motivations Tip Sheet.
for change, triggers, warning signs, behavioral and
cognitive tools (note conflict resolution option is
housed within cognitive tools).

Request: “What’s To prepare for Module 8, watch the video on this slide
next?” (7:14) to learn about the support a Veteran Mentor received
after completing an anger management program.

www.VeteranTraining.va.gov/AIMS 48 AIMS ONLINE PROGRAM

MODULE 8:
MAKING IT WORK
Module 8 features the Veteran Mentors talking about how they currently use AIMS tools. This final
module encourages Veterans to continue improving their skills, plan for challenges, and identify
additional resources.

VIDEOS
Matt Jensen—Inner Peace
Robert Adair—Huge Strides
Ray Manzano—Get Help
Mary “Katie” Weber—Support
Laquita Holloway—A Person Like Me
Dennis Keefe—It Works
David Hawley—You have to want it
Steve Wiegert—Short term pain for long term gain
Jim O’Neil—Give it a Shot
Robert shares the benefits of anger management for
Dr. Patrick Reilly—Farewell Message
his relationships.
INTERACTIVITIES
How Do You Feel
MODULE 8 LEARNING OBJECTIVES
Making It Work
• Encourage ongoing work to maintain and improve
anger management skills Time and Practice
• Explain the need to plan for challenges and setbacks
• Identify additional resources or support

“ The indispensable first step to getting

the things you want out of life is this:
Decide what you want.
—Ben Stein, American Actor, Lawyer, and Writer
”

www.VeteranTraining.va.gov/AIMS 49 AIMS ONLINE PROGRAM

MODULE 8: FACILITATE
Engage
Introduce Module 8 by watching some or all Veteran Mentor videos on Slide 2 together (total of
6 minutes). Discuss how AIMS skills have helped each of the Veteran Mentors improve their lives.
Note how several Veterans describe a long-term, ongoing commitment to working on their AIMS
skills. Point out that many report going through the program more than once.

Educate
Preview this key point that the Veteran will learn in Module 8.

• Making it work—Module 8 is the final module in the AIMS course. It offers tips for keeping your
skills sharp, staying motivated, visualizing success, planning for challenges, and dealing with
relapses when they happen.

Request
Ask the Veteran to select the response on Slide 4 that best fits how they feel about their anger
now that they’ve completed the course. The response selection determines the information that
is presented on Slide 5 through the end of Module 8. Request that they also review the slides that
follow their response and be prepared to discuss next steps.

MODULE 8: FOLLOW UP
Discuss
The next time you see the Veteran, consider these suggestions for Module 8 follow up:

• Slide 4 Response—Ask the Veteran how they responded.

• Noticed a Difference—Offer congratulations and review the information on Slide 5 and Slide 6
for maintaining progress and preventing relapse. Discuss how the Veteran plans to:
• Keep skills sharp
• Stay motivated
• Visualize success
• Build a support network
• Prevent relapses
• Deal with relapses
• Not Any Better—Offer encouragement, explain that managing anger takes practice, and
note how many of the Veteran Mentors describe working on their skills for years or taking the
course more than once.

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 • Slide 5: Go through the assessment questions about time and practice. Evaluate and revise the
components of the Veteran’s Anger Control Plan together. Reflect with the Veteran on their
progress and consider whether a referral or other follow-up options are needed.

Additional Module 8 support suggestions are available in the chart below.

AIMS MODULE 8: SLIDE-BY-SLIDE GUIDANCE

Module 8: Making It Work
Slide Components
Discussion and Support Suggestions Additional Considerations
(module #/slide #)

Engage: Quote (8:1) Bring the Veteran into the present by having them
take a few deep breaths.
If it seems appropriate, ask them to share their
thoughts about the quote.

Engage: Veteran stories Have the Veteran watch each story and discuss how
and preview of Module 8 Veteran Mentors use tools in their toolbox. Ask the
objectives (8:2, 8:3) Veteran to note strategies that appeal to them.
Review the purpose of Module 8.

Request: Anger Have the Veteran select the statement that best The response selection determines
assessment (8:4) describes how they currently feel about their anger. the information that is presented on
Slide 5 through the end of Module 8.

Educate: Considerations If the Veteran noticed a difference on Slide 4:

for success (8:5, 8:6, 8:7) Review the information on 8:5 and 8:6 and discuss
how to keep skills sharp, stay motivated, visualize
success, and prevent or deal with relapses.
Discuss the Veteran’s support system
moving forward.

Engage: Congratulations Watch Dr. Reilly’s farewell video together and If possible, create certificate of
and video of Dr. Reilly (8:8) encourage completion of the survey. completion to reinforce participation
and progress.

Educate: Considerations If the Veteran did not notice a difference on Slide 4:

for non-success Review the components of the Veteran’s Anger
(8:5, 8:6, 8:7) Control Plan together (8:5).
Reflect with the Veteran and consider whether to
request a repeat of AIMS course content or make a
referral. A link to the VA Locator tool is provided on
the final slide (8:7).

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 AIMS
Anger & Irritability
Management Skills
ONLINE PROGRAM

www.VeteranTraining.va.gov/AIMS
October 2021