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Rationale: Topic and Target Population

This small group counseling program is designed to support Social and Emotional Learning for high risk third grade students at a rural, low-income, Title I elementary school. The intervention targets students who may benefit from additional guidance in emotional regulation or who are experiencing frequent negative peer interactions. This approach aligns with developmental best practices, as third grade, ages 8 to 9 years old is a critical period when social interactions become more complex, and students may begin to encounter increased academic and behavioral challenges (Hatch, Kruger, & Pablo, 2022). According to the Collaborative for Academic, Social, and Emotional Learning, SEL refers to the process through which individuals develop and apply the skills, knowledge, and attitudes necessary for establishing healthy identities, managing emotions, and building positive relationships (CASEL, 2024).

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The primary objectives for this eight-week program are aligned with the CASEL framework and SMART goals. These objectives directly correspond to the core ASCA Mindsets & Behaviors standards related to self-management: B-SMS 10 (Demonstrates the ability to manage emotions and make responsible decisions), B-SMS 7 (Demonstrates effective coping skills when addressing challenges), and B-SMS 1 (Uses a growth mindset to persist toward goals).

1. Behavioral Goal (B-SMS 10): By the end of the eight-week program, participating third-grade students will demonstrate a 50% decrease in classroom behavioral referrals associated with emotional outbursts or peer conflicts, as documented through the school's discipline records.

2. Coping Skills Objective (B-SMS 7): By the conclusion of the program, 80% of participants will accurately identify and demonstrate at least one effective calming technique during group role-play activities involving frustration scenarios, as assessed by the group facilitator.

3. Mindset Goal (B-SMS 1): By the conclusion of the program, participants will have demonstrated the ability to substitute at least three fixed mindset statement at least 75% of the time, such as, I can't do it, with corresponding growth mindset statements, such as  I can't do it yet, in a written self-reflection activity, reflecting progress in fostering perseverance.

These objectives are aligned with the Social/Emotional Development domain of the ASCA Model, emphasizing key competencies such as self-awareness, self-management, relationship skills, and responsible decision-making.

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Getting to Know You Wheel- Opening Session Group Activity

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Group Counseling Session 1 of 8

Initial Stage

During the initial stage of a several-week group, the members are working to develop rapport, learn “how the group functions, developing spoken and unspoken norms,” and identify individual goals for working in the group. (Corey et al., 2018, p. 176).

Primary Group Topic and Objectives

Session objectives: build rapport, establish norms, discuss confidentiality, and administer the Pre-Test for baseline data.

Opening the Session

Students will begin the session by finding their seat/spot amongst the circle that will be set up. Introductions will start with the counselor identifying themselves and the small group. Give information about what participation is expected to look like within the small group. The students will then introduce themselves by name and state any preferred name they would like to be called. Afterwards, the group will participate in a feelings check-in.

Pre-Test

Following introductions and the feelings check-in, students will take the Pre-test. The counselor will explain that the Pre-test is used for data purposes, that the details will be seen only by the counselor, and that the counselor will provide the necessary materials. These will be collected once everyone has finished.

“Pre- and post-test scores provide information on whether or not participants have learned from the training. In addition, a well-designed pre- and post-test can help trainers understand which concepts or competencies were well taught during the training and which ones need additional time, or need to be covered using alternative methods,” (N.d., Guidelines for pre- and post-testing.)

Establishing Norms and Guidelines

Students will create a list of group rules to be followed while participating in the group. This is a student-led process, but there will be a set of non-negotiable baseline group rules to start. Students will then identify things they should do when engaging with others in the group, for example:

Listen when someone else is talking.

We respect others and treat them with kindness.

We follow rules.

Keep what is said in the group private.

These group norms will be revisited at the beginning of future sessions as the opening ritual. The group rules will be written and posted in a visible location at all times.

Once the group norms have been established, the counselor will facilitate a discussion of the limits of confidentiality. This will include questions such as: What does confidentiality mean? How does it look within a group? What are the counselor’s standards for confidentiality?

These ethical standards as presented by the American School Counselors Association (2022), can be referenced to help explain and support the limitations of confidentiality;

ASCA Ethical Standard A.2.f., “Keep information confidential unless legal requirements demand confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student or others. Serious and foreseeable harm is different for each minor in schools and is determined by a student’s developmental and chronological age, the setting, parental/guardian rights, and the nature of the harm. School counselors consult with appropriate professionals when in doubt as to the validity of an exception.”

ASCA Ethical Standard A.6.h., “Communicate the aspiration of confidentiality as a group norm, while recognizing and working from the protective posture that confidentiality for students in small groups cannot be guaranteed.”

Activity

The students will use the Getting to Know You wheel obtained from Teachers Pay Teachers, found on the WholeHearted School Counseling article on Effective Small Group counseling tips for school counselors, written by Anita, (2025). This is a digital spinner that the counselor will have set up on the board. The purpose of the activity, besides rapport building, is to help students feel comfortable answering questions about themselves in front of others and to build connections.

Each student spins the on-screen wheel and answers the question it generates.

Each student takes turns to answer questions about themselves. Once a question is selected, it is removed from the wheel, preventing duplicate questions.

Identify Rituals

At the beginning of every group session, the students will find their spot in the circle and wait for the feelings check-in instruction. The students will then participate in a reading of the group rules that were discussed and decided upon. The group's closing ritual will consist of performing its group cheer, which will remind members of the group's confidentiality.  The group cheer will be chosen by the group members. The counselor will explain how the next session will start with the opening rituals and end with the closing ritual that the students made.

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Session 2: Initial Stage...Growing Minds!

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Session 2: Initial Stage...Growing Minds!

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The Growth Mindsets video provides an explanation of the growth mindset in comparison to the fixed mindset and communicates those differences at a third-grade level with entertaining graphics.

(Video Source: Mental Health Center Kids, 2024. Clickable link for referenced video. https://www.youtube.com/watch?v=w6LLxTcVN9k&utm_source=chatgpt.com)

Group Therapy Session 2 of 8

Initial Stage

During the initial stage of a several-week group, the members are working to develop rapport, learn “how the group functions, developing spoken and unspoken norms,” and identify individual goals for working in the group. (Corey et al., 2018, p. 176).

Primary Group Topic and Objectives

ASCA Domain: Social/Emotional Development: Social-emotional development addresses the core competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are all central to the social/emotional domain. (ASCA, 2014).

Session Objective: B-SMS-1 Use a growth mindset to persevere toward a goal. (ASCA, 2014).

SMART Goal to be Considered

By the conclusion of the program, participants will have demonstrated the ability to substitute at least three fixed mindset statements at least 75% of the time to include responses to statements such as I can't do it, with corresponding growth mindset statements such as I can, in a written self-reflection activity, reflecting progress in fostering perseverance.

Group Session:

Opening the Session

Opening Rituals

The students will engage in the rituals established in the opening session. The first step of the opening ritual will have students sit in their pre-selected spot on the circle rug. Next, the students will listen for instructions and participate in a feelings check-in. The last stage of the opening rituals will have students read the group rules established in the first group session. Engaging in the group rituals will help to create a sense of cohesion within the group. Corey et al. (2018, p 199) describe group cohesion as “a vital aspect of a group from the initial to final stage”; therefore, working towards group cohesion in each session is essential.

Group Discussion

Students will watch the YouTube video “Growth Mindset For Kids-Growth Mindset vs. Fixed Mindset-The Power Of Yet-Elementary-Middle School” (Mental Health Center Kids, 2024), and include topics covered in the video as part of the group discussion. The group leader will engage the students in discussions about different areas of their lives, how they could experience growth, and the potential growth outcomes. The group leader will encourage the students to explore the possible downsides of growth, including feeling uncomfortable and hesitant in trying new things. The group leader will enable students to consider managing emotions as one growth area.

Group Activity

The group leader will engage students in the activities taken from Teachers Pay Teachers that develop a growth mindset found at this link: Growth Mindset Curriculum Activities & Lessons Bundle Social Emotional Learning. (LoveGrowsLearning, n.d). Tomori (1995, n.p.) encourages school counselors to “make sure that the exercise is put in context relevant to members' needs and the group's purpose.”

Synopsis of Group Activity

Teachers Pay Teachers “Fixed Mindset vs. Growth Mindset” curriculum provides a relevant way for group members to connect with the group topic and goals. Using the printed Teachers Pay Teachers pages, the group leader will guide students through exploring the fixed mindset cards and asking students to provide alternative statements to encourage a growth mindset. Students can share their thoughts on the mindsets and personal experiences that demonstrate a growth mindset. The responses given on the worksheet and the closing process questions will provide the group leader with the measurable self-reflection responses to be included in the SMART goal. At the conclusion of the group discussion and activity, students will demonstrate an understanding of a growth mindset, change their thinking patterns by providing alternatives to fixed mindset statements, and increase group rapport.

Closing the Session

Process Questions:

1. Is saying “I can’t do something” showing a growth mindset?

2. Is making mistakes a part of learning?

3. Will having a growth mindset help you to accomplish hard things?

4. If I say, “I’m not good at that, so I can’t do it,” can someone give me a growth mindset statement that changes how I could respond to trying something?

Closing Rituals

Students will engage in closing rituals, including a group cheer that the group members developed. The group cheer includes details that remind group members of privacy within the group to avoid sharing details of the group outside of sessions, and encourages social acceptance with members in settings outside of sessions, etc.

Additional Considerations for the Group

Some students may lack confidence in sharing times when they had a fixed mindset about their abilities, and may worry about feeling judged if they admit to being challenged with their abilities. To work through this as a group, it is important to encourage the students to be sensitive to others and openly acknowledge that vulnerability can be hard.

There may also be some cultural considerations in how some students may have a great deal of independence outside of school (and a lack of adult supervision). In contrast, others may have limited need for skills that could be brought up in the group, such as preparing food or caring for younger siblings. These topics could make some students feel less capable compared to their peers.

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Growth Mindset For Kids-Growth Mindset vs. Fixed Mindset-The Power Of Yet-Elementary-Middle School

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Managing Emotions Wheel - SEL Self-Regulation Craft & Coping Skills Lesson. The picutre shown allows the viewer a glimpse of the tools that will be used in the group activity. 

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Session 3: Transition Stage; Managing Emotions

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Session 3: Transition Stage; Managing Emotions

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Group Therapy Session 3 of 8

Transition Stage

The transition stage of counseling is often characterized as a time when members are working through their feelings as they relate to the other group members and their own feelings of vulnerability as they progress through the group's work. (Corey et al., 2018, p. 324). In his video about the “Transition/Working Stage” of a group, Dr. Stockton encourages group leaders to help members “resolve the issues related to this phase in order for the group” to move forward. (Transition, 1991, 2:45)

Primary Group Topic

ASCA Domain: Social/Emotional Development: This addresses the core competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are all central to the social/emotional domain. (ASCA, 2014).

Session Topic: B-SMS-10 Demonstrate ability to manage emotions and make responsible choices. (ASCA, 2014).

SMART Goal and Objective

By the end of the session, students can label at least five emotions and offer a corresponding appropriate response to those emotions. For instance, if feeling confused, students can use the emotions wheel to select confused as the emotion and locate a response in the “I need” category, “to talk to an adult” as the response.

Group Session:

Group Title: I Can Manage My Emotions!

Opening the Session

Opening Rituals

The students will continue to engage in the rituals established in the opening session, including having students sit in their pre-selected spot on the circle rug. Next, the students will listen for instructions and participate in a feelings check-in. Again, the last stage of the opening rituals will have students read the group rules established in the first group session. Continuing the opening rituals will help to strengthen the group bond.

Group Discussion

The group leader will engage students in a discussion about managing emotions. Group discussion will help the group leader assess students' initial abilities to label emotions. The group discussion will progress into a conversation about managing emotions and what that looks like for different emotions. Group leaders will encourage discussion about challenges to managing emotions and outcomes of a lack of control.

Group Activity

The “Managing My Emotions Wheel” offers a self-regulation craft that teaches and encourages students to utilize coping skills. The craft and lesson are taken from Teachers Pay Teachers at this link: Managing Emotions Wheel - SEL Self-Regulation Craft & Coping Skills Lesson.

Synopsis of the Group Activity

The group leader must have prepared the supplies and printed sheets for making the emotions wheel. Students will each need the printed pages, scissors, tools for coloring, and a brad for the center of the wheel. While students are engaged in cutting the parts of the wheels, group conversation can continue to center on sharing personal experiences of struggling with emotions. If students are reluctant to share personal experiences, the group leader should be prepared to offer role-playing scenarios with group members to allow exploration of inappropriate and appropriate responses to big feelings. The group should be allowed to reflect on the feelings labeled within their wheels and to use the wheel to find the responses that would help them work through those feelings.

Closing the Session

Process Questions

1. Identify five emotions.

2. Demonstrate using the emotions wheel to locate a response to that emotion.

3. Are there things you can do to help yourself if you are feeling angry?

Closing Rituals

The group will engage in the closing ritual, which includes the cheer that continues to remind the participants of confidentiality. This regular reminder of privacy will help to establish trust between group members.

Additional Considerations for the Group

Some of the students may need assistance with cutting their wheel. Some of the students may struggle with time management when doing the craft. If any students cannot complete the project during the group session, those students should be provided with another time to complete the project. Unfinished projects should not be sent home to avoid students becoming frustrated with wanting to complete the project, but lacking the necessary supplies at home.

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Managing Emotions Wheel - SEL Self-Regulation Craft & Coping Skills Lesson

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Social Skills Role Play Scenario Task Cards - Social Emotional SEL Group Lessons. The picture shown provides a glimpse of the cards that will be used in the activity.

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Session 4: Transition Stage Demonstrating Skills

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Session 4: Transition Stage Demonstrating Skills

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Group Therapy Session 4 of 8

Continuing Transition Stage

The transition stage of counseling is often characterized as a time when members are working through their feelings as they relate to the other group members and their own feelings of vulnerability as they progress through the group's work. (Corey et al., 2018, p. 324).

Primary Group Topic

ASCA Domain: Social/Emotional Development: This addresses the core competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are all central to the social/emotional domain. (ASCA, 2014).

Session Topic: B-SMS-10 Demonstrate ability to manage emotions and make responsible choices. (ASCA, 2014).

SMART Goal and Objective

By the end of the session, students will confidently label at least five emotions and identify an appropriate regulation tool for responding to role-playing experiences. White and Walker (2018, p. 10) highlight the benefits of students having access to social-emotional development learning opportunities and finding an increase in “emotional awareness, emotional self-regulation and behavioral self-regulation” that they identify as the outcome of those learning opportunities.

Group Session

Group Title: I Can Manage My Emotions Part 2!

Opening the Session

Opening Rituals

The students will continue to engage in the rituals established in the opening session, including having students sit in their pre-selected spot on the circle rug. Next, the students will listen for instructions and participate in a feelings check-in. Again, the last stage of the opening rituals will have students read the group rules established in the first group session. Continuing the opening rituals will help to strengthen the group bond.

Group Discussion

The group leader will engage students in a discussion about managing emotions and remind them of the labels identified in the previous group session. Group discussion will help the leader gauge the members' recall of previously covered information. The group discussion will progress into a conversation about managing emotions with an explanation of the group activity that will include opportunities for members to role-play scenarios where emotions need to be regulated. Similar to the previous group sessions, group leaders will encourage discussion about challenges to managing emotions and outcomes of a lack of control.

Group Activity

The “Social Skills Role Play Scenario Task Cards - Social Emotional SEL Group Lessons” from Teachers Pay Teachers provides a fun way for students to engage with one another while developing their abilities to appropriately respond to emotions. The role-playing activity is a great resource for group leaders due to the limited need for additional supplies or preparation for the group activity.

Synopsis of the Group Activity

Group members will watch and listen to the group leader and the co-group leader demonstrate the role-playing activity. After the leaders have demonstrated the activity, the group members will volunteer to participate in the activity. If there are no volunteers, group members will be selected one at a time to act out the challenging situation. After the situation has been acted out, group members will have an opportunity to reflect on how they might have negatively responded to the given scenario. After some discussion about those reflections, group members will be asked how they might appropriately respond to the given scenario and how a better response will help them in the future.

Closing the Session

Process Questions

1. Identify five emotions.

2. Identify three emotional regulation tools that can be used for specific emotions.

3. Demonstrate using the emotional regulation tools in response to role-played scenarios.

Closing Rituals

The group will engage in the closing ritual, which includes the cheer that continues to remind the participants of confidentiality. This regular reminder of privacy will help to establish trust between group members.

Additional Considerations for the Group

Group members may be reluctant to engage in role-playing. To assist students through the experience, group leaders should be prepared to demonstrate the activity with a co-leader. Some other cultural considerations include recognizing differences in cultural norms regarding responding to emotions. Because of those differences, the group leader would need to assess, during the group discussion, if there are any specific sensitivities to pay attention to and possibly acknowledge.

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Social Skills Role Play Scenario Task Cards - Social Emotional SEL Group Lessons

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Group Counseling Session 5 of 8

Working Stage

Corey et. al. define the working stage as, “The working stage is characterized by the commitment of members to explore significant problems they bring to the sessions and by their attention to the dynamics within the group. At this time in a group’s evolution, we find that less structuring and intervention are required than during the initial and transition stages. By the working stage, participants have learned how to involve themselves in group interactions without waiting to be invited into an interaction” (2018).

Title

Understanding the Size of the Problem

Primary Group Topic

ASCA Domain: Social/Emotional Development: This addresses the core competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are all central to the social/emotional domain. (ASCA, 2014).

Session Topic

B-SMS 7: Demonstrate effective coping skills when faced with a problem.

SMART Goals and Objectives

Coping Skills Objective (B-SMS 7): By the conclusion of the program, 80% of participants will accurately identify and demonstrate at least one effective calming technique during group role-play activities involving frustration scenarios, as assessed by the group facilitator.

Opening the Session

Opening Rituals

Students will participate in the opening rituals, sitting in their pre-selected spot on the circle rug. Next, the students will listen for instructions and participate in a feelings

check-in. Lastly, students will read the established group rules.

Group Discussion

Start off by discussing any unresolved items from the previous session. After that, start with some questions about the differences in problem sizes. Ask them to define a small, medium, and large problem. The group can then make examples of some problems from each category. Then we discuss how someone might react to that kind of problem. Is that an appropriate reaction to the problem, or is there a better way that we can react to the size of the problem?

Group Activity

The group activity for this session is playing BINGO. Each student will have their own game board and markers. The game board can be found on Teachers Pay Teachers, FREE BINGO Game card for SIZE of Problems Game; Emotional Regulation Activity. There is a YouTube video that explains the differences between small, medium, and big problems. It also talks about how we may react to the different levels of problems that can occur. Then we play BINGO with different problem scenarios.

The Size of Problems BINGO Game for Emotional Regulation Counseling & Class SEL Activity!

Synopsis

The students will watch a video to learn how to play the game, then participate in the BINGO game. Each student will have a BINGO card, previously filled out by the counselor, with an S, M, or B and a free space in the middle. A problem will be shown on the board; the students then have to identify whether they believe it is small, medium, or big. After we decide what the size of the problem is, the next slide will appear, and if they have a correlating BINGO letter with the problem-solving, they can mark it. The counselor and the students can also discuss possible solutions to the problem. This continues on until someone marks a line and gets BINGO.

Closing the Session

Process Questions

1. How can you tell if a problem is small, medium, or big?

2. Can you think of a time you had a small problem, and how you reacted to it?

3. What do you feel when you have had a medium problem?

4. What tools can you use to help you when you are having a problem?

Closing Rituals

To end the session, students will participate in a group cheer chosen by the group members to reinforce confidentiality and unity within the group.

Additional Considerations for the Group

A consideration for this lesson is not to label a student's emotions or feelings as wrong in a situation, but to frame it as a way to understand the feeling and handle the situation at hand. Some cultures or family dynamics may deem certain scenarios as a different size of problem; this can be taken into consideration, and then we determine the appropriate response to the problem. Another consideration is to take a student's lived experience into account, so we do not minimize anyone's circumstances and validate those experiences.

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The Size of Problems BINGO Game for Emotional Regulation Counseling & Class SEL Activity!

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Session 6: Relaxation & Breathing Techniques

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Session 6: Relaxation & Breathing Techniques

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Group Stage: Working Stage

Title: Take 5

ASCA Domain: Social/Emotional Development

Social-emotional development addresses the core competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are all central to the social/emotional domain. (ASCA, 2014).

Rubric Alignment

ASCA Mindsets & Behaviors (B-SMS 7):

Demonstrates effective coping skills when addressing challenges.

Goals & Objectives

SMART Goal: By the conclusion of the program, 80% of participants will accurately identify and demonstrate at least one effective calming technique during group role-play activities involving frustration scenarios, as assessed by the group facilitator.

Session Objective:

By the end of this session, students will be able to understand and perform the Take 5 Breathing Technique and explain how controlled breathing helps the body and emotions.

Activities / Rituals

Opening Ritual:

At the beginning of the session, students will find their spot in the circle and participate in a “feelings check-in”. The group will then read aloud the group rules that were previously discussed and agreed upon, reinforcing group safety and structure.

Closing Ritual:

To end the session, students will participate in the group cheer—chosen by the group members—to remind everyone of confidentiality and unity within the group.

Take 5 Breathing Technique:

The Take 5 Breathing activity teaches students a simple, visual, and physical way to calm themselves when feeling frustrated or overwhelmed. Students hold up one hand like a star and use the index finger of the other hand to slowly trace each finger.

·  Trace up: breathe in slowly through the nose.

·  Trace down: breathe out slowly through the mouth.

When they finish tracing all five fingers, they will have taken five deep breaths, helping their heart slow down, their muscles relax, and their minds feel calm and focused. This technique can be used at school or at home whenever students need to pause and regain control.

Processing Plan

Purpose:

To help students reflect on how deep breathing affects their emotions, understand when to use it, and connect it to positive coping and self-regulation.

Reflective Discussion Prompts:

1. How did your body feel before and after doing the Take 5 Breathing?

2. What did you notice happening as you took your slow breaths?

3. When could you use Take 5 Breathing — at school or at home?

4. How can this breathing help you when you feel mad, sad, or worried?

5. Would you like to teach this breathing to someone else? Who would you show?

Why This Session Fits the Working Stage

This session occurs during the working stage of group development, a phase defined by increased trust, cohesion, and openness among members (Corey, Corey, & Corey, 2018). By this point, students are comfortable sharing personal experiences and trying self-regulation strategies in front of peers. The Take 5 activity requires self-reflection, emotional awareness, and group discussion—all hallmark characteristics of the working stage.

Students begin applying coping skills collaboratively and giving feedback to peers, deepening their understanding of emotional control and supporting one another’s growth in a safe and structured environment.

Cultural & Ethical Considerations

During this session, it is important to maintain confidentiality by reminding students that what is shared in the group stays within the group to create a safe and trusting environment. The counselor should also be mindful of cultural differences in how emotions and relaxation are expressed or understood. Using inclusive, nonjudgmental language and allowing students to participate in ways that feel comfortable to them—whether through talking, drawing, or simply listening—helps ensure that every child feels respected and valued. The Take 5 Breathing activity should be framed as a simple strategy for calming the body and mind rather than a spiritual or meditative practice to remain culturally sensitive and appropriate for all families. Additionally, students with sensory sensitivities or attention challenges may require minor adjustments, such as slower pacing or optional participation. Ethical practice also involves explaining the purpose of the activity, obtaining student assent, and allowing anyone to opt out if they feel uncomfortable, ensuring the group environment remains supportive, inclusive, and developmentally appropriate.

References

American School Counselor Association. (2014). Mindsets & behaviors for student success: K–12 college- and career-readiness standards for every student. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdf

Summary of Source: This framework guides the session’s focus on developing coping skills and emotional regulation consistent with ASCA’s social/emotional competencies.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Brooks/Cole.

Summary of Source: This source supports the session by explaining how experiential and interactive methods foster cohesion and emotional growth during the working stage of group counseling.

UAMS Health. (2025, March 27). Take-Five breathing [Video]. YouTube. https://www.youtube.com/watch?v=aXSOXrcM584

Summary of Source: This resource demonstrates a visual model of the Take 5 technique, offering an age-appropriate example of mindfulness for elementary students.

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Session 7: Problem-Solving & Decision Making

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Session 7: Problem-Solving & Decision Making

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Group Stage: Working Stage

Title: What Can I Do?

ASCA Domain: Social/Emotional Development

Social-emotional development addresses the core competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are all central to the social/emotional domain. (ASCA, 2014).

Rubric Alignment

ASCA Mindsets & Behaviors (B-SMS 7):

Demonstrates effective coping skills when addressing challenges.

Goals & Objectives

SMART Goal: By the conclusion of the program, 80% of participants will accurately identify and demonstrate at least one effective calming technique during group role-play activities involving frustration scenarios, as assessed by the group facilitator.

Session Objective:

By the end of this session, students will be able to apply a simple four-step problem-solving model to classroom or peer conflict situations and explain how their decisions can impact themselves and others.

Activities / Rituals

Opening Ritual:

At the beginning of the session, students will find their spot in the circle and participate in a “feelings check-in”. The group will then read aloud the group rules that were previously discussed and agreed upon, reinforcing group safety and structure.

Closing Ritual:

To end the session, students will participate in the group cheer—chosen by the group members—to remind everyone of confidentiality and unity within the group.

Activity: The Four-Step Problem-Solving Model (What Can I Do?)

This activity teaches students a simple, structured way to solve problems when they face challenges with peers, schoolwork, or emotions. The counselor introduces the 4-step problem-solving model using visual aids and examples that are age-appropriate for 3rd graders:

1. What is the problem? – “What happened? What’s making me feel upset or stuck?”

2. What are my choices? – “What are two or three things I could do about it?”

3. What might happen? – “If I make this choice, what might happen next?”

4. Which is best? – “Which choice will help me and others the most?”

Students practice the model using short, realistic scenarios (e.g., “Your classmate won’t share the crayons,” “You got tagged out in a game and feel mad,” or “You forgot your homework”). In small groups or pairs, students discuss possible solutions and then share one choice they think would be the most helpful.

This interactive and discussion-based activity helps students learn to pause, think through consequences, and make thoughtful, responsible decisions rather than reacting impulsively.

Processing Plan

Purpose:

To help students reflect on how thinking through choices can lead to better problem-solving, emotional control, and positive peer relationships.

Reflective Discussion Prompts:

1. What did you notice about the different choices we came up with?

2. How did it feel to think about more than one solution?

3. What do you think might happen if you chose this solution in real life?

4. Which option feels like the best fit for you, and why?

5. How might this strategy help you the next time you face a problem?

Why This Session Fits the Working Stage

This session fits within the working stage of group development because students have built trust and comfort with each other, allowing for more open discussion and collaboration. According to Corey, Corey, and Corey (2018), the working stage focuses on practicing new skills, providing feedback, and deepening insight. In this session, students apply previously learned emotional regulation strategies—such as Take 5 Breathing—while practicing problem-solving in realistic scenarios. Through role play and group dialogue, members begin to integrate coping and decision-making skills, reinforcing personal responsibility and cooperative learning.

Cultural and Ethical Considerations

Confidentiality remains an essential component of ethical group work; students should be reminded that group discussions are private and that respect for others’ experiences is required. Cultural sensitivity is important, as students may come from families or communities that approach conflict, emotions, and problem-solving in different ways. The counselor should use inclusive, neutral language and examples that reflect diverse backgrounds and experiences. Additionally, providing multiple ways to engage—such as drawing, acting out, or verbally sharing—ensures accessibility for all learners. Ethical practice also involves affirming that all ideas and feelings are valid, helping each student feel heard and respected regardless of background or communication style. The activity should emphasize cooperation, empathy, and fairness to promote inclusivity and social awareness.

References

American School Counselor Association. (2014). Mindsets & behaviors for student success: K–12 college- and career-readiness standards for every student. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdf

Summary of Source: This document outlines the standards that shape the group’s goal of teaching responsible decision-making and social problem-solving skills.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Brooks/Cole.

Summary of Source: This text provides foundational guidance on the working stage of groups, where members engage in collaborative problem-solving and peer feedback to build social competence.

Early Childhood Mental Health Consultation Center. (n.d.). Problem-solving and decision-making activities for children. Retrieved from https://www.ecmhc.org/tutorials/social-emotional/mod4_3.html

Summary of Source: This resource informs the step-by-step structure of the activity, offering a developmentally appropriate framework for teaching young students how to manage social conflicts.

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Group Counseling Session 8 of 8

Final Stage

In Groups: Process and practice, Corey, et. al. (2018) states on page 316, “The final stages of the evolution of a group are equally vital—members have an opportunity to clarify and integrate the meaning of their experiences in the group, consolidate the gains they have made, and decide what newly acquired behaviors and changes they are committed to bringing to their everyday lives.”

Primary Group Topic and Objectives

The objective of this session is to wrap up any unresolved topics from the previous session, review and evaluate what the students have learned over the previous weeks, administer the Post-Test and student survey, and, lastly, celebrate the end of the group.

ASCA Domain: Social/Emotional Development: Social-emotional development addresses the core competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are all central to the social/emotional domain. (ASCA, 2014).

SMART Goals to be considered:

All 3 SMART Goals identified are to be considered in this week’s session, as we are providing an overview of the information learned from each session and evaluating based on students’ feedback, behavioral statistics, and results from the Pre-Test and Post-Test.

1. Behavioral Goal (B-SMS 10): By the end of the eight-week program, participating third-grade students will demonstrate a 50% decrease in classroom behavioral referrals associated with emotional outbursts or peer conflicts, as documented through the school's discipline records.

2. Coping Skills Objective (B-SMS 7): By the conclusion of the program, 80% of participants will accurately identify and demonstrate at least one effective calming technique during group role-play activities involving frustration scenarios, as assessed by the group facilitator.

3. Mindset Goal (B-SMS 1): By the conclusion of the program, participants will have demonstrated the ability to substitute at least three fixed mindset statement at least 75% of the time, such as, I can't do it, with corresponding growth mindset statements, such as  I can't do it yet, in a written self-reflection activity, reflecting progress in fostering perseverance.

Opening the Session

Opening Rituals

The students will participate in the opening rituals, sitting in their pre-selected spot on the circle rug. Next, the students will listen for instructions and participate in a feelings check-in. Lastly, students will read the established group rules.

Group Discussion

The group leader will start a discussion about the student’s experiences over the past weeks of counseling sessions. This is where we will review what was learned each week. The students can review and evaluate their experiences. We will also discuss that this session is not meant to focus on new topics they may want to discuss, but rather to recap what they have already learned or anything that may be unfinished from the previous week. We will discuss our feelings about the group ending and what it means.

Activity

This activity was found on the webpage Mindful Child Wellness in an article about children’s closing activities (Tracy, 2025). The activity chosen is to create a group gratitude jar. The purpose of this activity is to encourage reflection on their experiences and the skills they have learned. This activity would promote empathy, emotional awareness, and connection with others. Specific to the group, the counselor would have them write about their experiences in the group and what they have taken from it into their lives.

"GROUP GRATITUDE JAR

CRAFTING AND FILLING THE JAR

1. Materials Needed: Gather a jar (any size), colorful paper, pens, and decorative items like ribbons or stickers to personalize the jar.

2. Instructions:

1. Personalization: Encourage participants to decorate the jar with their names or positive affirmations to make it feel special.

2. Writing Gratitude Notes: Ask each participant to write down things they are grateful for, whether related to their therapy experience or personal life. They can use different colors of paper for variety.

3. Filling the Jar: Once everyone has written their notes, have them fold the papers and place them in the jar. This can be done in a circle, allowing participants to share their notes if they feel comfortable.

3. Reflection: At the end of the session, participants can take turns reading a few notes from the jar, to develop a sense of community and shared positivity.

This activity not only encourages gratitude but also reinforces connections among group members, making it a meaningful closing exercise" (Tracy, 2025).

Post-Test & Survey

After the activity, the students would take the Post-Test and Survey. The counselor would reiterate that the contents of their answers would be used for data collection.

Achievement Celebration

Each student will receive a certificate of completion individually. The counselor will say one to two personalized comments about each student. The student is then encouraged to say one thing about the group. The counselor will encourage the rest of the group to offer support and applause after positive statements are made.

Closing Ritual

The group will participate in the closing ritual and the cheer to remind participants of confidentiality. Even in the last session of the group, a reminder about privacy is important to implement, as we approach the end.

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Theoretical Framework:

The theory chosen for this eight-week Social and Emotional Learning group is Cognitive Behavioral Therapy (CBT). Cognitive Behavioral approaches focus on collaboration, planning, and accountability- all tools that will enable students to better regulate their emotions, build relations with others, and provide students with the Social and Emotional Learning skills (Corey, Corey, & Corey, 2018). CBT fits our topic of Social and Emotional Learning by providing students the opportunity to develop enhanced SEL skills through psychoeducation. Our target demographic focuses on lower-income 3rd grade students attending a Title 1 school in a rural community. Literature from Sage Journals identifies that children who are raised in poverty have an increased risk of developing behavioral, mental health, academic, and developmental decline (Weems, 2024). Furthermore, Weems goes on to discuss the social and emotional skill discrepancies that were identified among 4th-grade students significantly tapered by the time those same students reached high school. This provides confirmation that addressing social and emotional discrepancies early on is proven to be beneficial to the overall wellness and success of students.

Application for Groups:

Facilitators utilize a variety of tools such as play theory, stories, and discussion, and targeted activities to help students reach the designated SMART behavioral and mindset goals and coping skills objectives identified under rationale. Highlighting some of the benefits of CBT for elementary aged students include empowering them to develop strategies to control and manage their thoughts and behaviors (Corey, Corey, & Corey, 2018).

Diversity:

Some diversity and cultural considerations facilitators must maintain pertaining to this group’s population include economic status of students, limited resources and home life, diverse family values, and various lived experiences. Additionally, some developmental areas of concern to keep in mind for this group’s population include barriers related to student’s disproportionate experiences with poverty and geographical distance from public resources outside of school (Smith, Dougherty, & Kelly,  2025).

Finally, facilitators must maintain awareness of both personal and systematic bias while conducting group counseling (Frameworks Brief, 2018).

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Evals & Outcomes:

Facilitators will give students a pre and post survey to complete which will be a self-reflection on the skills of which the group is focusing on. The purpose of the pre and post survey is to provide insight to the self identified progression students make throughout the eight week group.

To document group participation, facilitators will utilize the Data Collection Example shown above.

To determine the success of the group, facilitators will obtain feedback from the group members and feedback from the teachers who initially completed a referral during the group selection process. Success will be determined by the SMART goals previously identified. Facilitators are looking for a 50% decrease in classroom behavioral referrals linked to emotional outbursts or peer conflicts, 80% of participants will accurately identify and demonstrate at least one effective calming technique during group role-play activities involving frustration scenarios, as assessed by the group facilitator, and 75% of participants will have demonstrated the ability to substitute at least three fixed mindset statement, I can't do it, with corresponding growth mindset statements, I can't do it yet, in a written self-reflection activity, reflecting progress in fostering perseverance.