# data[].attributes.body
https://i.pinimg.com/564x/2c/35/d9/2c35d946890e4ea2f3011a5b0c9236f8.jpg

# data[].attributes.body
"Research has documented the range of problems and difficulties created by parental divorce, separation, or both" (Sprinthall, Hall & Gerler, 1992). There is also clear evidence that the time of greatest vulnerability to these problems is during early adolescence. According to one researcher's findings, well over half of young teens reacted to divorce with "psychological upset so extensive as to seem pathological" (Sprinthall, Hall & Gerler, 1992). As far as the benefit of small group counseling on the subject of parental divorce or separation, a major benefit is for these adolescents to have the "opportunity to find out that other peers were experiencing many of the same issues surrounding divorce", (Sprinthall, Hall & Gerler, 1992). This realization provides support and comfort, as well as the opportunity to begin to grow out of the concept of an "excessive egocentrism that accompanies the onset of adolescence" (Sprinthall, Hall & Gerler, 1992).
It is critical for students to begin to process and accept that a divorce or parental separation is due to many factors; one factor however, is not the child nor any particular action or event they caused in the home. Middle school children are still at a developmental level where they internalize many traumatic or stressful situations which lead them to perceive themselves at the center of the conflict.

# data[].attributes.body
-Identifying Helpful Coping Strategies
-Identifying Helpful People (at and away from school)
-"What stuck with you today?" (https://i.pinimg.com/564x/ef/9f/c7/ef9fc77f579f8b97c4b842d3de9324e8.jpg)
-Creating Positive Affirmations

# data[].attributes.body
The main task of the termination stage of group counseling is for members to "consolidate learning and develop strategies for transferring what they learned in the group to daily life" (Corey, Corey & Corey, 2017). One way for the counselor/facilitator to ensure that group members have a meaningful takeaway is to provide members with a structured group experience, such as activities and lessons that members can review and integrate. (Corey, Corey & Corey, 2017).

# data[].attributes.body
Sprinthall, N. A., Hall, J. S., & Gerler, E. R. (1992). Peer counseling for middle school students experiencing family divorce: A deliberate psychological education model. Elementary School Guidance & Counseling, 26(4), 279–294.

# data[].attributes.body
-Students from all grade levels will be considered (6th-8th)
-Ideal group size: 8-10 students
-Closed group to ensure that students can get to know each other on a more intimate level and therefore be encouraged/more likely to participate
-Proposing Fall and Spring sessions

# data[].attributes.body
Middle schoolers, in the developmental stage of early adolescence, "naturally orient toward peers for affirmation, information, and companionship. This orientation positions group counseling as particularly viable for this age group" (Akos et al., 2007).

# data[].attributes.body
-Normalize the incidence of divorce/separation
-Normalize varying feelings that accompany adolescents who are exposed to parental divorce/separation
-Normalize needing/accepting support
-Provide structure and tools that help students cope with their feelings or struggles
-Students feel supported by counselor and peers
-Students feel a comradery with their peers after learning they may have things in common
-Students feel relief and empowerment after talking about and processing their feelings surrounding divorce/separation

# data[].attributes.body
In planning and facilitating this group, it is important to consider the cultural background of each group member as well as the culture of the school/community. The different aspects that make up one’s culture are “contributing forces in what creates the “lens” that each of us looks through” (Sink, Edwards & Eppler, 2012). In the beginning stage of group counseling, members’ cultural backgrounds may contribute to initial hesitation and differing levels of apparent willingness to participate. “In some cultures, individuals are discouraged from expressing their feelings openly, talking about their personal problems with people they do not know well, or telling others how they perceive or react to them” (Corey, Corey & Corey, 2018). The counselor can respectfully address this issue by starting a discussion on how participation can take place without violating the group members’ diverse cultural norms and values (Corey, Corey & Corey, 2018).

# data[].attributes.body
This blog post was created by Sara (no last name provided), a veteran school counselor.  She discussed the mistakes that she has encountered when planning and establishing group counseling at a school.  She is an advocate for group counseling in the school environment, yet she understands that it must be planned and measured in order for it to be useful; she discussed the mistakes that she made in the past and that they have been corrected.

5 Group Counseling Mistakes in schools.  (2022, June 5).  The Responsive Counselor.  https: https://theresponsivecounselor.com/2022/06/5-group-counseling-mistakes.html

# data[].attributes.attachment_link.readable_text
I wish I could go back in time to 2012 and give myself some tips on school counseling groups because I made a lot of mistakes. But mistakes are for learning, right? So I'm sharing five of my group counseling mistakes with you - so you can learn from them, too!

1. Not Enough Group Counseling Sessions

When I first started as a school counselor, I thought every group was supposed to be six sessions long. It's what I read online and it's what I found in the books left in my office from the previous counselor. Turns out, that wasn't enough for most of my students. Just like with medicine when we talk about the "dose" someone should take, "doseage" is something to consider in social or emotional or behavioral interventions like group counseling.

Nearly all evidence-based group counseling curriculums for elementary aged children have 8+ sessions. Most have 10+. That doesn't mean every group needs that many, but it does mean we should think more critically about how many sessions our students will need in order to truly learn and grow - especially when there are multiple skills they struggle with, or if these concerns have existed for awhile.

2. Covering Too Many Skills or Ideas

A huge mistake that I made was covering way too wide of a range of skills within my groups. Just because students would benefit from practice on a wide range of skills, doesn't mean that we should try to tackle all of them.

Kids who are candidates for group counseling often have a long list of skills and attitudes that they need help with. This can make us want to tackle all of these things in our sessions, which in order to do and the little amount of time we have, means focusing on a different skill idea in each group session. The problem with this is that students who are referred to or need group counseling, are also students that need repetition. They are students who have had these struggles for a significant amount of time and or the struggles themselves are pretty significant - they're going to need more than one 30 minute session on a skill in order to master and start using it everywhere else in the building.

It's usually better to narrow in on just a handful of skills to teach, model, practice, and reinforce throughout the group - you also can reinforce and coach some of the other skills less directly throughout your time together.

3. Skipping Group Counseling Termination Sessions

I used to think that kids didn't need to intentionally process the ending of a group and that I didn't need to have a "termination session" when I was at the end of my groups. I was wrong! Without an intentional closing or termination session, the students were sometimes confused that we weren't meeting anymore - and it seemed they were less likely to recall what we learned together. I realize that it didn't have to be like the deep termination processing I learned about in grad school, it could just be making the last session different from the others (and hyping it up a little) - like with an extra fun game or craft and a tasty snack.

4. Scheduling Sessions Back to Back

This was my most recent mistake. I was running a lot of groups crammed into two days each week (as a part-timer) in addition to class lessons and a handful of individuals. I thought "I'm experienced, no break, no biggie!" Turns out, I was quite wrong.

Without 5-10 minutes between scheduled things, I didn't have the opportunity for individual check-ins (or restorative conferences) after group check-ins. Or a chance to regulate myself after a challenging class lesson or a heavy individual session. It meant I couldn't always ensure my own head space was where it needed to be to effectively lead a group.

If I could travel back even to just the start of this school year, I would make sure I had a time gap between my direct services whenever possible.

5. Not Doing Them

Groups come with a lot of challenges and limitations BUT they are still absolutely a crucial service we should provide kiddos. They are an evidence-based practice and a way to serve more students. And at the same time, a common mistake we make is not doing them. Sometimes it's because we (and/or the school) don't prioritize them so it's incredibly hard to schedule them. Or it's because we haven't seen success from previous groups and so we don't want to do more. Sometimes it's because groups can feel super overwhelming.
These are of course not the only group counseling mistakes elementary school counselors make (or the only ones I've personally made) - we occasionally include too many students, kids who aren't a great fit, use too many worksheets, etc. What else would you add to the list of mistakes we make?
Did any of these resonate with you? Are there things you plan to change with your own group counseling practices? Do you want to do a fun, simple, and powerful training to get yourself ready for running the best groups you can?

Check out:

Click here or the image above to learn more about the training!
Pin for later:

# data[].attributes.attachment_link.title
5 Group Counseling Mistakes School Counselors Make - The Responsive Counselor

# data[].attributes.attachment_link.description
I wish I could go back in time to 2012 and give myself some tips on school counseling groups because I made a lot of mistakes. But mistakes are for learning, right? So I'm sharing five of my group counseling mistakes with you - so you can learn from them, too!

# data[].attributes.body
Walden Middle School is in close proximity to one of the largest naval bases in the United States. This school district is known for students coming and going, based on their parents' military assignment.

# data[].attributes.body
With many of the students at Walden Middle School being familiar with and subject to frequent moves and other life changes as a result of their parents' military assignments, we felt the topic of Transitions/Change with an underlying theme of resilience would be appropriate. "Youth who are resilient are proactive when faced with challenges" (Alvord & Grados, 2005).

# data[].attributes.body
According to Sink, Edward, and Eppler, a Needs Assessment is conducted by the school counselor to survey the students, their families, and faculty to determine how needed and feasible is a specific group to fill in the gap. The needs assessment focuses on the results. It also sets priorities and defines the criteria for solutions so that planners and managers can make sound decisions, such as where to allocate money, people, facilities, and other resources.

An automated phone call to parents

Parents of students at Walden Middle School, we will send a survey home for you and your student to fill out and then bring back to the student’s teacher. The reason for this survey is to see if there is a need for a group to meet to cover these topics. If there is a need for this group, then we will help your student overcome these challenges.

Survey to families

Your school counselors are someone who can help you with some of the challenges listed below. Please answer “YES” to any items that you would like to learn more about. Each item begins with “I need”

·       help to adjust to the separation of someone due to jail time.                                    YES        NO

·       help to adjust to the separation of parent(s) traveling for work.                                YES        NO Circle one (mother or father)

·       to have help dealing with the separation of the divorce of my parents               YES        NO

·       to have help dealing with the deportation of a family member                                 YES        NO

·       I know of one adult that I could talk to at Walden if I have a problem                            YES        NO

·       I know of one adult outside of school that I could talk to if I have a problem             YES        NO

# data[].attributes.body
The target population would be 6th – 8th graders. With the rise in divorces and separations, we felt that children could benefit from having someone to talk to about their feelings. Then with being so close to the military base and having children moving to the area, we believed that having a group for them to connect with other students would be beneficial. The permission slips for divorced/separated students would go out to all the students, and the permission slips for the students who have recently moved to our school, and we would get those names from our database of new students.

# data[].attributes.body
-Parents who are Divorced/separated: 30 students
-Students who want support due to a parent's divorce/separation: 8 students

# data[].attributes.body
For students navigating transitions/change in their life, the school counselor is most likely the best equipped person to support them. What they might not realize in moments of uncertainty or despair is the power of their peers to help strengthen their resilience. "Group counseling can help reduce social isolation and negative emotions, as well as increase positive peer relations and a sense of belonging" (American School Counselor Association, 2020).

# data[].attributes.body
Middle school is commonly referred to as a transition period where children become young adolescents; they move from the more controlled environment of elementary school to a community where they begin to have some freedoms extended to them regarding their actions and activities in the school building.  It is also a period of dynamic change for the middle school student as they experience the onset of puberty with their physical bodies developing and growing; it is also a period of cognitive and emotional growth.  Science has informed us that cognitive and brain development continues until a person reaches their mid-twenties.

As a child moves into middle school, their cognitive abilities allow them to perceive and process stressful life events, especially ones where there is conflict in the family.  For some young people, they can begin to analyze life events at a higher rate than they had before, yet their emotional and cognitive abilities may not help them in not internalizing familial conflict and they may begin to blame themselves.  As well, this is a period where they understand life’s unstable moment, i.e., a parent separating from the family from divorce or work; a death of a family member or close friend, or economic pressures related to unemployment.

Group counseling is essential in helping these students process and comprehend these matters and how to find the answers or acceptance to deal with these matters.

# data[].attributes.body
For the middle school counseling groups, the theoretical theory that would be used is solution focused therapy since it is set on problem solving and practical solutions. It is also effective for school counselors because it allows them to be facilitators as the children address and hopefully use their own skills and strengths to find answers to their problems and come to acceptance to matters that they are not able to change. The therapy is set in the present moment and seeks to find understanding of the present-day issue and how self-discovery can lead to knowledge and growth.  As the nature of group counseling in the school setting is limited in its time, this therapy is conducive to a group setting (Sink et al., 2012).

# data[].attributes.body
In selecting members for the group counseling meeting, the key is to find students who fit the definition of the group’s needs; i.e., are they children dealing with parental divorce/have experienced it; students going through parent separation; students new to the district. After that parameter has been addressed, the counselor should meet with students in their office for an informal meeting to discern interest, commitment levels, and whether the student is willing to participate as an active participant and listener in the group (Sink et al., 2012).

The counselor should also keep in mind the school’s diverse community and whether the selected participants reflect the student body and those children feel welcomed and included in the meetings; representation matters.

It will be vital as well to meet with students independently to discuss the need for confidentiality and to access their maturity level. It will be important to establish that these sessions will be opportunities for student participants to be open and honest and each member should be held accountable as a member in keeping confidentiality and respecting each member's story.

The counselor facilitator should follow the ASCA ethical guidelines and affirm at the start of each meeting that they will maintain each student's privacy according to established ethical and professional guidelines in order to protect the safety and security of the group members and anyone who could be affected by their actions.

Parents should receive a handout prior to the start of the group meetings advising them of the ethical and professional standards that the counselor will uphold during the meeting's lifetime.

# data[].attributes.body
Completion of a written survey and individual interviews with each of the 15 students who shared their initial interest in being part of the group will allow the group leaders to determine who will be as beneficial to the group as a whole as the experience as part of the group will be to them. Group leaders will seek more specific details about each individual such as:
-Needs
-Expectations
-Developmental level
-Willingness to participate
-Availability

# data[].attributes.body
Once the group has been created and members have been screened and selected, it is vital to start the first session with establishing meeting expectations and/or norms.  This should be done at the first session and agreed upon by the members so all interested parties understand and can acknowledge the rules that will protect the counseling group’s integrity.  The facilitator should solicit from the group members what they think should be the rules for the sessions; after the students’ ideas are generated, the facilitator should pinpoint/should ideas that would need to be enforced during the sessions.  A student or counselor should write the rules down and then the counselor could either post the document in future meetings or write them out on an easel pad that can be displayed at every meeting.

The counselor should bring up that participation/being at every meeting is the expectation and that no new member could be added after the first session; this is to establish a bond in the group counseling and to protect confidentiality.  Confidentiality is also an expectation and key rule; trust and honesty must be established among the members if real and effective sharing of thoughts can be produced.  If a member is found to break the group’s confidentiality, it should be brought to the counselor’s attention so they can take the appropriate steps and remove the offending member from the counseling sessions.

Goals that should be discussed and agreed upon during the first meeting should include:

*Meetings should start on time; a group member will not be able to attend a session after five minutes from the meeting’s start time

*Meetings will end at the established time to respect the student’s time and for parents if the sessions meet after school

*Confidentiality is key; that includes respecting the privacy of all group members and even their names should not be shared to anyone outside of the group

*Members will be respect when another member is speaking, i.e., paying attention/focusing on what the person is saying and avoiding any side conversations

*No member will monopolize the session’s time with their shares or responses to others

*Meetings will end a few minutes before its stated time so the counselor can open the floor for processing or thoughts of the overall session; the counselor will also start meetings to see if anyone has any reflections on the last session

*No member should feel compelled to speak and should speak when moved to contribute or add to a conversation

*Members will avoid arguments during the session; any conflict should be addressed by the counselor with the affected members

*Food should be avoided during the sessions; drinks are acceptable

*No electronic devices should be used or displayed during the meetings; any exemptions due to circumstances should be discussed with the counselor prior to the session starting

# data[].attributes.body
This group will run twice during the school year.
-Fall Session: This session will focus on adapting to moving and how to make the most out of being somewhere new.
-Spring Session: This session will focus on family separation (divorce, deployment, etc.).

# data[].attributes.headline
Goals/Objectives                                                                                               

# data[].attributes.subject
Goals/Objectives                                                                                               

# data[].attributes.body
Goals

·       Increase protective coping skills for children who have experienced divorce or separation

·       Improve children’s appropriate expression of emotions about their family situation and resulting transition.

·       Foster positive self-esteem and resiliency in children

Objective

·       Show age-appropriate coping abilities to children that connect with recognized issues and stressors through the arrangement of a supportive group therapy cycle.

·       Encourage, teach, and normalize positive feeling expression to children that encompass themes commonly reported in the literature and by the participants, i.e., self-blame, anger, grief, anxiety, and rejection, through a supportive group therapy cycle.

·       Show age-appropriate abilities to assemble confidence, cultivate fearlessness, and advance children’s flexibility.

·       Provide each Parent with a parent resource bundle containing reference material, support assets, and instructive writing on separation and family changes.

# data[].attributes.headline
Meeting Logistics                                                        

# data[].attributes.subject
Meeting Logistics                                                        

# data[].attributes.body
We will be meeting at the school every Wednesday from 3:30-5:00pm for eight weeks. We will provide a snack and then move on to our meeting. In the first meeting, we will start our group with attendance and collect any additional permission slips for the group. Then we will go over the rules and confidentiality for the group. Once that is done, we will have the students introduce themselves and something they would like to share. Every other meeting will consist of attendance, two activities, and a discussion on one of our objectives (such as identifying various feelings).

# data[].attributes.body
As the final meeting ends, the students should be solicited on their overall experience. Surveys should be distributed to each student to complete at that time or to anonymously fill out at the counseling office; they should be given a five-day window to return their surveys so that they can be analyzed by the department. The students would have a return box or envelope to return the surveys at the meeting’s end or in the counseling office.

As well, the counselor facilitator will start a session at the midway point to assess student participant feedback on the group meeting's progress; taking that information, the counselor can work independently to reframe the remaining sessions according to insure the meeting's goals, objective(s) and participant expectations.

Some questions on the survey would solicit a simple “yes” or “no” response; however, each question should have an area/space where students can elaborate on a question if needed.

1.      Do you think and feel that the group’s topic/theme was directly and effectively addressed during the overall meeting period?

2.      Were your individual concerns and comments recognized and respected during the meetings?

3.      Did you have a clear understanding of the meeting’s format, structure, and purpose before it began?

4.      Was the environment welcoming to you and did it allow you the freedom to express your thoughts?

5.      Did the counselor clearly state expectations at the initial meeting?  Were they upheld by the counselor and your fellow group members?

6.      Did you think and feel that everyone had sufficient time to address concerns in the meetings; did it seem that any person dominated the time and prevented others from speaking?

7.      Was there time at the end of each session to reflect on what was discussed or to give time to clarify any issues?

8.      Did the counselor dominate the meetings or did he or she move the conversation along to make sure it flowed correctly and to give time to every group member?

9.      Do you think and feel that you lived up to your commitments as an active participant in the group counseling meetings; why or why not?

10.  Would you recommend the group meetings to a fellow student? What do you think could improve it for future participants?

# data[].attributes.headline
Planning Tips for Small Group Counseling

# data[].attributes.subject
Planning Tips for Small Group Counseling

# data[].attributes.body
https://youtu.be/XxfBDzgOj6w

# data[].attributes.attachment_link.title
How to Plan Your Counseling Small Groups Like a PRO

# data[].attributes.body
https://youtu.be/aIpmuKnt9Mw

# data[].attributes.attachment_link.title
Everything You Need to Consider For Small Groups

# data[].attributes.headline
Examples of Identifying Different Feelings 

# data[].attributes.subject
Examples of Identifying Different Feelings 

# data[].attributes.body
https://extension.okstate.edu/fact-sheets/print-publications/t/helping-children-of-divorce-understand-their-feelings-t-2389.pdf

# data[].attributes.headline
Behavior Standards                                                            

# data[].attributes.subject
Behavior Standards                                                            

# data[].attributes.body
Learning Skills
B-LS1 Critical thinking skills to make informed decisions
B-LS7 Long- and short-term academic, career,  and social/emotional goals
B-LS9 Decision-making is informed by gathering evidence, getting others' perspectives, and recognizing personal bias                            Self-Management Skills
B-SMS1 Responsibility for self and actions
B-SMS2 Self-discipline and Self-control
B-SMS5 Perseverance in achieving long- and short-term goals
B-SMS6 Ability to identify and overcome barriers
B-SMS7 Effective coping skills
B-SMS9 Personal Safety skills
B-SMS10 Ability to manage transitions and adapt to change                                              Social Skills
B-SS1 Effective oral and written communication skills and listening skills
B-SS2 Positive, respectful and supportive relationships with students who are similar to and different from them
B-SS4 Empathy
B-SS8 Advocacy skills for self and others and Ability to assert self, when necessary
B-SS9 Social maturity and behaviors appropriate to the situation and environment  (ASCA, 2021)

# data[].attributes.headline
ASCA Mindsets and behaviors Targeted   achieve high-quality results and outcomes             

# data[].attributes.subject
ASCA Mindsets and behaviors Targeted   achieve high-quality results and outcomes             

# data[].attributes.body
Mindset
M.1. Belief in the development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being
M.2. Sense of acceptance, respect, support, and inclusion for self and others in the school environment                             M.3. positive attitudes toward work and learning
M.4. Self-confidence in the Ability to succeed
M.5. Belief in using abilities to their fullest

# data[].attributes.headline
ASCA Domains impact group experiences                                            

# data[].attributes.subject
ASCA Domains impact group experiences                                            

# data[].attributes.body
A.1. Supporting student development
A.2. Confidentiality
A.3. Comprehensive Data-informed Program
A.4. Academic Career and social/emotional plans
A.6. Appropriate referrals and advocacy
A.7. Group work
A.9. Serious and Foreseeable harm to self and others              A.13. Evaluation, Assessment, and interpretation
B.1. Responsibilities to parents/caregivers
B.2 Responsibilities to the school
B.3. Responsibilities to self
E. Maintenance of standards
F. Ethical decision making  (ASCA, 2016).

# data[].attributes.attachment_link.title
46: Everything You Need to Know About Establishing Small Groups

# data[].attributes.attachment_link.description
Listen to this episode from School Counseling Simplified Podcast on Spotify. As you begin to think about going back to school, it's the perfect time to think about how to best establish small groups. Over the next few weeks, I'll be doing a new deep dive series on small groups so that you can feel prepared to dive right into forming effective small groups!

# data[].attributes.attachment_link.title
Comprehensive School Counseling Overview for School Counselors

# data[].attributes.headline
Peer Reviewed Scholarly Article Summaries

# data[].attributes.subject
Peer Reviewed Scholarly Article Summaries

# data[].attributes.body
1.  Rose, J. & Steen, S.  (2014).  The achieving success everyday group counseling model: Fostering Resiliency in Middle School Students.  School Counseling. Vol 18(1), pp 28-37.

This article discusses how group counseling was used to assist middle school students learn to use the skill of resiliency to tackle distressing situations in their lives. The counselor-facilitators used the Achieving Success Everyday (ASE) group model to help students navigate their emotions and feelings and learn to cope with challenges. The journal explored the different stages or phases of the counseling sessions from its inception to its termination.

This article relates to our group as we work with middle school students to learn coping skills and to understand and acknowledge their own strengths and power to process and accept/acknowledge difficult transition moments in their lives.

2.  Crespi, T.D.; Gustafon, A.L.; Borges, S.M.  (2005).  Group Counseling in the Schools: Considerations for Child and Family Issues.  Journal of Applied School Psychology.  Vol. 22 Issue 1, pp 67-85.

This article reports on the structures and processes that are needed to create and establish a successful and productive group counseling session in a school.  It reviews that stages that are needed to move the sessions along with growth and the group's objectives being completed.  The article also discusses the importance of planning at all stages and to be proactive in looking forward to potential stumbling blocks/elements that can prevent the group from being effective.

This article relates to our fictional middle school group counseling meetings by emphasizing the crucial points of planning, creating and maintaining the group's overall objective(s), and to remember the importance of accessing the group's performance for review and correction during its lifetime.

# data[].attributes.body
Counselor Chelsea. (2019). What you need to know about small group counseling. [Blog] A Hughes Desgin

# data[].attributes.body
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

# data[].attributes.body
Brosi, M., Montoya, B., Masri, K. (2019). Helping children of divorce understand their feelings. Oklahoma Cooperative Extension Service.

# data[].attributes.body
American School Counselor Association (2021) ASCA student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author

# data[].attributes.body
American School Counseling Association (ASCA) (2016). ASCA Ethical Standards for School Counselors. Alexandria, VA: Author

# data[].attributes.body
Lane, J. A. (2013). Group Counseling for students transiting out of postsecondary education. Counselor Education Faculty Publications and presentations.

# data[].attributes.body
Steen, S.; Henfield, M.; & Booker, B.  The Achieving Success Everyday Group Counseling Model: Implications for Professional School Counselors.  Journal for Specialists in Group Work, V 39 n1, 29-46.

# data[].attributes.body
American School Counselor Association. (2020). The school counselor and group counseling. Retrieved from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

# data[].attributes.body
Akos, P., Hamm, J. V., Mack, S. G., & Dunaway, M. (2007). Utilizing the Developmental Influence of Peers in Middle School Groups. Journal for Specialists in Group Work, 32(1), 51–60.

# data[].attributes.body
Alvord, M. K., & Grados, J. J. (2005). Enhancing Resilience in Children: A Proactive Approach. Professional Psychology: Research and Practice, 36(3), 238–245. https://doi.org/10.1037/0735-7028.36.3.238

# data[].attributes.body
Divide students into groups of 5-6 or have them choose their own groups of students they don’t know very well. If your class is very small (less than 10 students) you could try this with the whole class.

Put them in groups and then give these instructions:

“You will each get 3 cards. (It’s totally fine to just use blank paper). Write 1 thing on each card that you don’t mind the class knowing. It can be something you did this summer, one of your favorite things, a great accomplishment, something about your family, one of your hobbies, etc. Don’t tell anyone what you’re writing! You have 1 minute – please don’t talk when you finish.”

After the minute, give these instructions:

“Fold each card in half – please don’t fold it crazy – we want all the cards to look the same. Then put them in the middle of the group and mix them up well. Then one person draws one card and reads it. The group then guesses whose card it was. Try to keep a poker face! If you draw your own card, read it anyways and see if people can guess that it’s yours.” After the group, all guesses who they think it is, then whoever’s card it is should tell the group it is theirs and give them more information. Ex. If your card said, “I went to Colorado this summer” then you could follow up by saying I went with my family – I have a brother – and we went to the mountains and the hot springs.” If anyone in the group happened to have lived in Colorado, they might say “Oh, I used to live in Denver, did you go there?” etc. Stay on topic, but still get to know each other. Don’t race through!”

Walk around as students are playing and be sure everyone is being included, asking questions, and getting to talk. If needed, pause the game, and point out some of the good things you are seeing in order to get all groups back on track with engaging and not just going through the questions quickly. You can also stop in with a group and model how to engage by asking questions after it is discovered whose card was selected.

When you have about 2 minutes left, as the groups if there is anyone who didn’t get a turn to be sure they get to share something. (If you are worried about not having enough time for everyone, just have them do 1 thing instead of 2)

# data[].attributes.body
Divide students into groups of 3-4 or have them choose their own groups of students they don’t know very well. Try to keep the groups to 4 or less to allow for more interaction. Give each student a bag full of “Would you rather” questions.

Give these instructions: “You will each get a bag of questions. Take turns pulling out ONLY one question at a time. Each person in your group should answer the question and give a little bit of an explanation as to why they chose that answer. Discuss each question for about 1 minute. Don’t race through them! Talk to each other, get to know each other. It’s fine if you don’t get to all the questions as long as you are talking and asking each other questions. That’s what we want!”

Have students start the game. Give students a 1-minute warning when you are about to stop.

Walk around as students are playing and be sure everyone is being included, asking questions, and getting to talk. If needed, pause the game, and point out some of the good things you are seeing in order to get all groups back on track with engaging and not just going through the questions quickly. You can also stop in with a group and model how to engage by asking questions as someone gives their reason.

# data[].attributes.body
Have the children stand in a circle. Place a hula-hoop over the arm of one child, and then ask everyone to join hands. Without letting go, the team must work together to find a way to maneuver the hoop all the way around the circle.

https://www.youtube.com/watch?v=8cdCULEQfcQ

# data[].attributes.body
Divide the group into two teams, with a leader for each. Have the teams line up behind their leaders, one hand on the shoulder of the teammate in front of them. Set up cones for each team.

Leaders must take their teams from one side of the room to the other, navigating the cones. This means the leader must pay close attention to the team, and offer directions to people at the right time to avoid hitting a cone. Make it a race to see which team can finish first. Then switch leaders and repeat. Try to make everyone a leader one time.

# data[].attributes.body
Have the group stand in a circle. Instruct everyone to close their eyes and reach their hands forward to the middle of the circle. Everyone needs to find another hand to hold. Once everyone is holding hands, ask them to open their eyes. Without letting go, the group needs to untangle themselves from this human knot to form a circle again.

https://www.youtube.com/watch?v=gbCPau5YL0g

# data[].attributes.body
Divide the group into pairs and designate one teammate as the walker. Set up an obstacle course. You can use things like tables, chairs, toys, cones, or anything else you have on hand.

Without stepping on or bumping into anything or anyone, the walker must move backward through the course. This is only possible with the help of the partner. The walkers must trust that their partner will guide them safely throughout the course. If a walker turns around while on the course, steps on something, or bumps into anything, the pair has to start over. When a team makes it through the obstacle course successfully, they can switch places and navigate the course again.

This activity becomes age-appropriate for younger children if you create an area that requires walking forward to step over, climb under, move around, and go through obstacles. Have the walker close their eyes, or use blindfolds, so that the buddy can guide them through the course.

# data[].attributes.headline
Transitioning from one stage to the next

# data[].attributes.subject
Transitioning from one stage to the next

# data[].attributes.body
Gaining trust and setting the roles and goals is part of the initial stage. If there are any cultural concerns should be dealt with right away. If there is any conflict or breach of confidentiality, it should be dealt with immediately. By dealing with conflict and breach of confidentiality directly, the members will see those are severe situations and start gaining some trust in the leader. Once these situations have been addressed, you can move on to the next stage.

The next stage is the transition stage. This stage can be difficult when most members feel anxious about sharing their feelings with strangers. Some members become defensive and resistant, while others may be shy and fearful. This stage can also be difficult for the counselor. However, if the counselor does an excellent job of keeping the session on track and as pleasant as possible, the group will learn to trust and respect the counselor. Once all the kinks are worked out, you can move on to the next stage, the Working stage.

The working stage is when the group becomes comfortable with getting into deeper issues and starts exploring their thoughts and emotions that someone else’s words may trigger. The counselor guides the group through this process using techniques and challenges that bring out emotions. At this point, the group can move on to the final stage.

In the final stage, the group understands they will no longer be together. Members reflect on their future occurrences. There may be feelings of sadness, and feedback is critical. The members will also be educated on what each member should expect from the experience, including confidentiality and changes in behavior, even if they are not noticed immediately.

# data[].attributes.body
•Attendance

•Ice breaker game -WOULD YOU RATHER (10-20 minutes)

•Group Rules and feelings assessment

•Defining and emphasizing confidentiality

•Sign a Confidentiality agreement

•Long-term goal worksheet

# data[].attributes.body
Group Confidentiality Agreement

Part of being a member of this group is to make sure everyone feels comfortable. We want everyone to feel they can trust one another and feel comfortable in sharing their thoughts and feelings with one another.

This means anything that is said while we are in this group CAN NOT be repeated to another student outside of our group.

This is called maintaining Confidentiality; consequences of breaking this confidentiality agreement may result in being unable to participate in this group and/or future groups.

The only time it would be Okay to break this confidentiality agreement is if someone says they want to:

-hurt someone

-hurt someone else

-destroy someone’s stuff

You would go to a trusted school adult (teacher/principal/counselor) know, so that my classmates and I can stay safe.

By signing this document, you promise to be respectful trustworthy, and caring students to both your peers and your school counselor.

Name:___________________________________________________________________

Date:_______________________

# data[].attributes.headline
Session Two - talking about Divorce and family situations 

# data[].attributes.subject
Session Two - talking about Divorce and family situations 

# data[].attributes.body
•Attendance
· Recap last session, ask students to recall what we talked about and how they were able to apply what was taught.

· Introduce the topic discussed in this session and ask a few questions to help students understand what the topic means and why it is essential.
•Activity 1 – Divorce dice game – changes in family dynamics

• Activity 2 – Divorce card game - Talking about divorce
After the activity, ask a few follow-up questions and quickly assess what the students have learned.

•Objectives

•Normalize incidence of divorce

•Demystify ideas about divorce

•Explore member’s perspectives of family after divorce

•Talk about what we have learned during the games

# data[].attributes.body
Dice Game that encourages expression of feelings and thoughts related to a parent's divorce.

The game includes over 100 difficult-to-ask questions on six different bingo-style game boards related to the divorce, including reactions from the divorce, frustrations, and changes since the divorce.

# data[].attributes.body
•Attendance
· Recap last session, ask students to recall what we talked about and how they were able to apply what was taught.

· Introduce the topic discussed in this session and ask a few questions to help students understand what the topic means and why it is essential.

•Activity 1 – What do these words mean?

•Activity 2 -  changes in my life – self-reflection

•ask students to recite information we have talked about, or sometimes ask the students to share how they will implement what we learned.

•Objectives

•Clarify terms of divorce

•Normalize changes resulting from divorce

•Talk about what we have learned during the games.

# data[].attributes.body
Words and terms about divorce and separation are defined.

# data[].attributes.body
•Attendance
· Recap last session, ask students to recall what we talked about and how they were able to apply what was taught.

· Introduce the topic discussed in this session and ask a few questions to help students understand what the topic means and why it is essential.

•Different feeling words handout

•Activity 1 – Emoji Feelings Pack – Identifying Emotions Game

•Activity 2 – I feel BINGO game
After the activity, ask a few follow-up questions and quickly assess what the students have learned.

•Objective

•Identification of various feelings

•Address and normalize feelings related to divorce

•Talk about what we have learned during the games

# data[].attributes.headline
Emoji Feelings – Identifying Emotions Game

# data[].attributes.subject
Emoji Feelings – Identifying Emotions Game

# data[].attributes.body
May be placed on a ring for students to flip through or make two sets and turn them into a matching game. If using in a lesson or in counseling, let students pick a card and then explain how the emotion makes them feel.

# data[].attributes.body
•Attendance
· Recap last session, ask students to recall what we talked about and how they were able to apply what was taught.

· Introduce the topic discussed in this session and ask a few questions to help students understand what the topic means and why it is essential.

•Coping statements handout

•Activity 1 -  Coping Skills Bingo

•Activity 2 -  Coping skills card game
ask students to recite information we have talked about, or sometimes ask the students to share how they will implement what we learned.

•Objectivity

•Teach appropriate expression of feeling

•Teach positive coping skills

•Teach and reinforce “I” statements

•Talk about what we have learned during the games

# data[].attributes.body
The Coping Skills Card Game is fun card game that your students will love playing! As students play, they are asked to answer questions that will test their coping skills and will help you to facilitate discussion regarding how to handle different situations and emotional regulation.

# data[].attributes.body
•Attendance
· Recap last session, ask students to recall what we talked about and how they were able to apply what was taught.

· Introduce the topic discussed in this session and ask a few questions to help students understand what the topic means and why it is essential.

•20 ways to increase self-esteem handout

•Activity 1 – Positive Affirmations

•Activity 2 – Self-esteem card game
After the activity, ask a few follow-up questions and quickly assess what the students have learned.

•Objective

•Increase sense of self-worth

•Encourage maintenance of high self-esteem

•Teach positive affirmations

•Talk about what we have learned during the games

•

# data[].attributes.body
This papercraft game will not only have your students asking to play more but will also help them to cultivate positive self-talk and self-compassion.

# data[].attributes.body
•Attendance
·Recap last session, ask students to recall what we talked about and how they were able to apply what was taught.

·Introduce the topic discussed in this session and ask a few questions to help students understand what the topic means and why it is essential.

•Activity 1 – Building a support system

•Activity 2 - support system worksheet
ask students to recite information we have talked about, or sometimes ask the students to share how they will implement what we learned.

•Objective

•Helping to identify your allies and saboteurs

•Telling the difference between negative and positive influences

•Talk about what we have learned during the games

# data[].attributes.body
Understanding who you can count on is a key social and emotional skill we can teach early and reinforce throughout the school years.

Students benefit from knowing who is in their support system, when to access them, and how to access them. It is so powerful for a child to know that when they are upset or in trouble there is a support system they know how to access all on their own.

# data[].attributes.body
•Attendance
·Recap last session, ask students to recall what we talked about and how they were able to apply what was taught.
Closing Activity
Snowball
Write three things you have learned from the group on a piece of paper. Wad it up and throw it into the center of the room. Everyone takes a turn opening and reading each other’s ideas.

•Certificates of completion

•Party – snacks and games

•Feelings post-assessment

•Process feelings of termination of the group
Ways to process

Consolidate their learning and develop strategies for transferring what they learned in the group to daily life.

Express what the group experience has meant to them and state where they intend to go from here.

Process their feelings and thoughts about their experience in the group

Learn how to say goodbye

Give feedback

# data[].attributes.body
Middle school counseling at this age has the ability to assist students as they begin to emerge from external dependence to a period of semi-independence. This period of life is well known as the starting point of a young person's quest to discover who they are; more emphasis is placed on peer relationships than familial bonds or older relationships with other family members or adults.

Group counseling presents a forum for middle schoolers to be open about their thoughts on changes in their lives without being edited by a parent/guardian. It is led by an adult; however, it is a forum designed for and made up with their peers and their unique worldviews as young adolescents.

These meetings can be a time for peers to support each other through transitions and difficulties in life and to share coping skills that can be used throughout the life cycle.

# data[].attributes.body
A group meeting's objective(s) should always be paramount from the first meeting to its termination. A group counseling forum could be seen as not being successful if the stated objectives are not met and/or there is no discussion why the objectives were met during the end of the sessions.

The ultimate lesson(s) learned or processed during the group sessions should be able to carry their learning into the world that they live in; if a student has acknowledged that they accepted the transitions in their life by finding inner strength or discovering it during the meetings, how would that look and be applied outside of the sessions? How would the coping skills or acceptance be applied to new transitions or stressful moments?

Group should allow space and time towards its termination to allow students to play out their changes with a peer or with the counselor-facilitator; concerns or questions about future applications/situations should be discussed and addressed.

The student should be able to not only affirm their new capabilities while in group, but embrace their new mindsets in their daily lives through actions as well (Corey & Corey, 2018).

# data[].attributes.body
It is a stated goal that the group counseling sessions should reflect the school community's diversity and that all students should feel comfortable within the meeting environment and feel that their cultural considerations should be represented and acknowledged.

As the group heads to its end, it is important that the counselor-facilitator recognize culture's role in how endings are understood and processed; thus, the forum should be open for students to discuss and explore how their families and support community understand the concept on termination or saying good-bye. For some cultures, it is a time of bereavement and sorrow; for others it could be a seen as a sign of natural impermanence, that all things and people will depart from our lives at some point (Corey & Corey, 2018).