About Anger Education.com

Spearheaded by Civicus Learning in collaboration with Telstate International Corporation, AngerEducation.com provides a comprehensive set of standardized, interactive classes to meet basic social and academic needs in the area of communication and anger management.

Each AngerEducation.com class includes text in both Spanish and English, and is part of the highest quality curriculum available on the web today.

By bringing anger management classes to you through the most advanced webcentric learning technologies, AngerEducation.com eliminates distance, language, and cultural barriers, simplifies time management and makes your learning experience more effective, personalized and convenient than ever before.

About Denise Zuckerman

Denise Zuckerman is a California based educational consultant, school psychologist, teacher, and author. Her Professional focus is on quality individual learning, family and societal systems function, children and adolescents, especially those who are negatively impacted by emotional disturbance. Denise holds MA's in Psychology, School Psychology, and Educational Administration.

About Telstate International Corporation

TelState International Corporation has been a leader in the development of webcentric technologies since 1995. TSI's wealth of experience comes from a team of expert programmers, designers, consultants, and educators whose experience spans several decades and industries.

Click Here to learn more about Telstate International Corporation...

AngerEducation.com's Guidelines

The class materials and content development uses and maintains the following guidelines:

• Computer Based Training Program designed to support the individualized interactive component of learning
• Research Based Curriculum Content
• Customized Thematic Approach to Content Development
• Class Structured based on Standards and Educational Theories of Learning
• English and Spanish Version
• Built-in, Thorough, Assessment Component to Promote Accountability

Computer Based Training Program
This intranet/internet Psycho-Educational Computer-Based Training (CBT) Program provides individualized quality service. Some educational situations may be best served with a hard-copy of a class. This is available on request. However, the CBT Program is an opportunity for increased accessibility, provides a new and heretofore unattainable, level of individualized class content to students.

Standardized, Customized, Individualized
The classes, by design, are standardized. All those attending to the classes will have worked through basic reading, writing, and comprehension skills. All those finishing the class work will have a baseline understanding of the concepts presented.

Research Based Curriculum Content
Curriculum content is based on research data and strives to be linguistically and culturally sensitive. The fundamental theories of Cognitive Behavioral Theory, Maslow's Hierarchy of Needs Theory, and Blooms Taxonomy Theory of Learning are used as the basis for class development. The main theory used is Cognitive behavioral theory. One goal is to extinguish undesirable thoughts, ideas, and behaviors while supporting a student through intermittent positive reinforcement. Further, another goal is to pair positive learning experiences with class content so that students learn to respond favorably when exposed to the curriculum. Maslow's Hierarchy of Needs is taken into consideration when developing materials. Recognition of basic human needs such as physiological, safety, belongingness, esteem, cognitive, aesthetic, and self-actualizing needs are considered.

Customized Thematic Approach to Content Development
The class content consists of basic communication and anger management skills. Each class is related to the next, yet each has a separate and distinct theme that runs through each concept connecting the class content. There are layers of themes within the class such as conceptual themes and core academic themes. Transitional themes assist students with the supporting steps required to change thoughts and ideas about the class topic.

Class Structured based on Educational Theories of Learning and Standards
The educational approach to the classes is based on Blooms Taxonomy Theory. Concepts are presented sequentially starting with exposure to the knowledge first. The next step is designed for the student to master comprehension. The assessment component is designed to assess for application and synthesis of the class content.

Class content and literacy is designed to address the educational needs of those 13 year to adulthood. The California Department Education has developed academic strands of competencies in all curricular areas that are presented in the form of standards. Appropriate grade level standards in the areas of reading and written language are used for class development. Some of the areas covered fall within the categories of Word Analysis, Fluency, and Systematic Vocabulary Development, Reading Comprehension, Literary Response and Analysis, Writing Strategies, Writing Applications, Written and Oral English Language Conventions, Listening and Speaking, Strategies, and Speaking Applications. Depending on the student, the design of the curriculum assists to establish, or reinforce, basic reading and writing sskills while working on the basic skills offered throughout the class.

English and Spanish Version
All class work, and future audio/video clips, is offered in both English and Spanish. Functional analysis data may reflect the need to have the classes translated into a third language.

Built-in, Thorough, Assessment Component to Promote Accountability
The accountability features offered throughout the classes are formative and seek to move students to mastery of a concept. This is achieved by sectioning the text into small bites of information. Each section or bite has at least three reinforcements in the form of questions. The vocabulary review, true and false questions, or fill in the blank questions within the class are designed as reinforcement to learning not as a global assessment of mastery. Therefore, for students to work independently and look up the answers by selecting the "help" button when taking the class is acceptable.

The class delivery model is designed for maximum flexibility. The classes are designed to be done independently, in small groups, or in a classroom setting. A student can take the final exam in the comfort of their own home, at a community facility, or at a proctored site

There is a Student Accountability feature for invested third parties and is available on request. This features allows a third party to track classes completed, the number of attempts on each question before the correct answer was entered, and the amount of time spend on each section. At the end of each class, information is provided for analysis. This data is accessible to the invested third party with a valid password from any computer connected to the internet/intranet.