# data[].attributes.body
Overview of the Program, Table of Contents, and Rationale
Group FLAIR - Forming Lasting and Inclusive Relationships

# data[].attributes.body
The Initial Stage is the first stage that groups encounter in the group therapy process. Setting the stage for the work to be done, expectations, rules, and norms are created for how the group will function throughout its time together.

# data[].attributes.body
How does Social Emotional Learning benefit students and schools? This resource provides an in depth look at how SEL can be implemented in the most effective ways.

# data[].attributes.attachment_link.readable_text
Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

Back to top

Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

Back to top Back to top Back to top

# data[].attributes.attachment_link.description
Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

# data[].attributes.body
Lesson #1 of 8
This lesson plan involves students getting to know one another, making connections, practicing basic skills for relationship building, and setting norms and rules for their time in group sessions.

# data[].attributes.attachment_link.title
Lesson 1 Relationship Skills Middle School 

# data[].attributes.body
An alternative activity to build trust and practice skills in the beginning stage of a group.

# data[].attributes.attachment_link.title
We! Connect Cards at TEDx - 800 Person Question Swap

# data[].attributes.headline
Icebreakers/Activities to Build Trust and Teamwork

# data[].attributes.subject
Icebreakers/Activities to Build Trust and Teamwork

# data[].attributes.body
Over 60 examples of icebreakers from mylemarks, a company committed to Social Emotional Learning.  These activities work well for Middle School students who need to move, socialize, and make connections with peers during this stage of their life.

# data[].attributes.attachment_link.provider_name
Mylemarks | Therapy resources for kids and teens

# data[].attributes.attachment_link.description
ICE BREAKERS AND TEAM-BUILDING ACTIVITIES TO HELP KIDS LEARN SKILLS OF COOPERATION AND TEAMWORK!

# data[].attributes.body
Students can reference this website if they are having trouble creating a move to add to the group handshake.

# data[].attributes.attachment_link.readable_text
As Moxie will surely tell you, having a secret handshake is THE BEST. We've put together some cool handshake moves along with a checklist to determine which ones to use with your partner, depending on what things you agree or disagree on. Download and/or print the directions HERE.

# data[].attributes.attachment_link.description
As Moxie will surely tell you, having a secret handshake is THE BEST. We've put together some cool handshake moves along with a checklist to determine which ones to use with your partner, depending on what things you agree or disagree on. Download and/or print the directions HERE.

# data[].attributes.body
The Transition stage focuses on strengthening the bond between group members and dealing with any conflicts that begin to arise. Group members will feel uneasy as they begin to explore deeper topics. Defensive behaviors and resistance should be dealt with by the leaders so that every member feels heard.

# data[].attributes.attachment_caption
Transition Stage: Basic Communication Skills

# data[].attributes.body
Lesson #2 of 8
Our second lesson touches on communication styles and basic communication skills. Our members are developing their relationship skills and must have basic social skill to do this. Communication is a key social skill that will allow them to express their needs and bond with others. Students will practice using and interpreting nonverbal communication, as well as direction giving an active listening. These skills will help them become closer with their peers and begin to form deeper bonds.

# data[].attributes.body
Students will delve into the importance of nonverbal communication and how others may interpret their body language.

# data[].attributes.body
Example Blind Drawing Cards for the second group activity in the communication lesson. Members are assigned a role, either speaker or artist. The speaker must describe the card to the best of their ability while the artist attempts to draw what is being described, without seeing the card.

# data[].attributes.body
Empathy is the ability to sense other people's emotions, and being able to imagine what they might be thinking or feeling.

# data[].attributes.attachment_caption
Transition Stage: Let's Practice Empathy

# data[].attributes.body
Lesson #3 of 8
Using mindfulness techniques, students lean about empathy and how they can connect to the people around them.

# data[].attributes.attachment_link.title
L. Palmer Grouplessonplan part 2 group counseling lesson plan 3-Empathy- Transistion Stage

# data[].attributes.body
Free access for educators to the Headspace library of meditation and mindfulness.  Download the Mindful Tools for the Classroom to assist you on the mindfulness journey!

# data[].attributes.attachment_link.description
Improving the health and happiness of the world, one educator at a time.

# data[].attributes.body
The Working Stage focuses on action! Students are now trusting and comfortable in the group so deeper topics can be explored. There should be a strong sense of belonging in the group, helping communication and conflict resolution. The group is no longer interpreted as a threat so members are more willing to put in the work, and they are hopeful and ready for change.

# data[].attributes.headline
Lesson 4 - Social Media and Social Pressure

# data[].attributes.subject
Lesson 4 - Social Media and Social Pressure

# data[].attributes.body
Lesson #4 of 8
Social Media is a source of connection with others, both positive and negative. This lesson aims to teach students how to use social media to create positive relationships and to recognize when it is doing more harm than good in their lives.

# data[].attributes.body
Lesson #5 of 8
In the working stage, students dive deeper into the goals of the group. In this lesson students learn about how conflicts can arise in relationships, steps to resolve conflicts when they happen, and how they can contribute to a positive outcome.

# data[].attributes.attachment_link.title
Lesson 5 Relationship Skills Middle School Group 

# data[].attributes.body
Conflicts with one another can seem complex, but the idea is really quite simple. How do conflicts in the stories we read in English class apply to everyday situations?

# data[].attributes.attachment_caption
Working Stage: Bullying Awareness and Prevention

# data[].attributes.headline
Lesson 6 - Bullying Awareness and Prevention

# data[].attributes.subject
Lesson 6 - Bullying Awareness and Prevention

# data[].attributes.body
Lesson #6 of 8
This lesson focuses on recognizing bullying, reporting it, and standing up to perpetrators of bullying. Students will identify how they would feel if they were bullied and discuss why bullies may do what they do. They will watch videos of some bullying scenarios and then act out those scenes as if they were to happen in our middle school. Students will practice each role, bully, victim, and bystander, in order to experience what each role feels like. This will help them develop some empathy and confidence when interacting with bullies and victims.

# data[].attributes.body
Example collage that students would make as their first activity in lesson 6 about bullying awareness. Members are to summarize their experiences and what they know about bullying uses magazine images, printed clip art or photographs, drawings, etc.

# data[].attributes.body
A collection of educational videos showing examples of bullying and how to combat it.

Stopbullying.gov is an amazing resource full of helpful information for schools, teachers, parents, and students, about bullying.  It explains why it happens, how we can prevent it, and gives many tips on how to recognize bullying and be confident enough to stand up to bullies. Videos and short lessons are included in the kid's section that can be utilized by parents or teachers!

# data[].attributes.attachment_link.description
Watch these videos to learn how KB, Josh, Milton, and their friends deal with kids who bully. After watching each video, take a quiz to see how much you know about bullying.

# data[].attributes.body
Lesson #7 of 8
Students will work together and learn how to appropriately ask for help.  They will discuss the many reasons why people need and ask for help, as well as explore their past thinking of reasons why they have needed help before.  Students will then attempt to build a puzzle that is missing one piece. Once they realize the piece is missing they must confidently and appropriately communicate their need for help in order to finish the puzzle.

# data[].attributes.body
A video included in Lesson #7 to help students learn how to effectively communicate their needs, especially when they need help.

# data[].attributes.attachment_link.title
SEL Video Lesson of the Week (Week 35) - Asking for Help

# data[].attributes.body
Working together in group counseling is always beneficial for students! They learn from each other and can depend on one another to make progress. Teamwork makes up a large portion of lesson #7 even though they are learning how to appropriately communicate their needs. They must decide as a group when they are ready for help from someone older and wiser.

# data[].attributes.body
All good things must come to an end. The Termination Stage of group counseling guides students on how to take what they have learned in the sessions and apply it moving forward. Students have an opportunity for closure to generate a sense of accomplishment during this time.

# data[].attributes.body
Lesson #8 of 8
In this closing lesson, students will reflect on what they have learned throughout the weeks. Members will discuss how they have been impacted by other group members and the "gifts" they have been given during their time together.

# data[].attributes.body
Students have worked hard to develop connections with one another during their time in group. It is essential to remind them that they can make these connections with others using the skills they learned in the group setting (Corey et al., 2018). They are now equipped with more tools than they had before and have practiced how to use them. It is now time for them to shine!