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Definition & Transitioning to Next Group Stage

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Definition & Transitioning to Next Group Stage

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The working stage requires less structuring and intervention by the group leader (Corey et al., 2018). It is important during this stage that members are not only aware of, but acknowledge reactions and perceptions, while working through misunderstandings and conflicts, shall they arise (Corey et al., 2018). Some common characteristics for the working stage include members and leader(s) trusting each other, clear and specific goals, open communication, focus on the here and now, willingness to disclose and put in the work in front of other group members, hopeful feelings, and respect for individual and cultural differences (Corey et al., 2018). Group members must make choices during the working stage, such as being authentic, what to disclose, and how to create and maintain unity within the group (Corey et al., 2018). Feedback is also crucial during this stage. Group members work on deepening their trust for one another. In doing so, the level of trust and cohesion is high during the working stage of the group (Corey et al., 2018). Homework can also be given during the working stage of the group. This allows members to start practicing the skills they are learning in the group to use outside of the group (Corey et al., 2018). After the work is done in this stage of the group, the group begins to prepare for the closing of the group, or the final stage.

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Some group members will experience this stage of group differently, depending on their cultural backgrounds and experiences. For example, the feeling of power can emerge during the working stage, which allows one to recognize that they have the resources necessary to direct their own life (Corey et al., 2018). However, group members from marginalized groups may have experienced a lack of power, so they feel it is unsafe to exert this newly founded power in life situations (Corey et al., 2018). Group leaders need to be understanding and assist group members by assessing the potential consequences of fully expressing themselves and their power (Corey et al., 2018).
As with other stages of the group process, some members from cultural backgrounds require personal knowledge of others before having that trust in them (Corey et al., 2018). Leaders should be aware of this and try to understand why some members may be requiring more information by asking more questions of other members (Corey et al., 2018).

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Even though trust has already been built in previous stages, it may need to be rebuilt in the working stage. This is because some members may not feel comfortable with the intensive work that needs to be done during this stage of the group (Corey et al., 2018). Another reason is because group members know the group is ending, so they may not want to become involved since they know the eventual end is near (Corey et al., 2018). It is critical for group leaders to describe what is happening in the here and now during a session when it appears trust and cohesion within the group is shifting (Corey et al., 2018). Leaders should also make it important to help members put to words what they are observing, thinking, and feeling (Corey et al., 2018).

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It is important for the leader to be strong and show directive when facilitating the group (Kozlowski, 2017). The group members will also have clear and direct communication at the working stage of the group (Corey et al., 2018). The communication skills of reflecting, clarifying, summarizing, empathizing, questioning, linking, confronting, supporting, blocking/cutting off, suggesting, and drawing out can all be used by the group leader (Sink et al., 2012). During the working stage, group members already trust each other, and they are willing to take risks (Corey et al., 2018). This activity requires group members to take on another person’s perspective. This may be difficult for some members, but since the group has already built trust, it will be easier because they have a sense of power and can feel free to disclose information while bringing themselves into the work of others (Corey et al., 2018).

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Definition & Transitioning to Next Group Stage

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Definition & Transitioning to Next Group Stage

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The transition stage of the group is difficult for both members and the leader (Corey et al., 2018). This is because the group members are getting to know each other better, and are figuring out where they fit in the group and how they can all work together. Oftentimes, leaders will see anxiety, defensiveness, guardedness, ambivalence, resistance, control issues, conflicts, challenges to the leader, and other patterns of problematic behaviors from the group members (Corey et al., 2018). During this stage, leaders must help members work through their defensiveness and possible conflicts and control issues (Corey et al., 2018). To do this, leaders can describe the behaviors they are seeing to the group members, and let them know how they are affected by these behaviors (Corey et al., 2018). Members may also be fearful of disclosing information, being rejected, or judged. Leaders should invite these members to recognize that what they are feeling may be felt by other members in the group, too (Corey et al., 2018). It is also important for leaders to deal with conflict amongst the group members as it arises, because avoiding the conflict is not beneficial. Group leaders must also recognize when members are giving advice, questioning, storytelling, showing monopolistic behavior, being silent, being too dependent on the leader, and acting superior (Corey et al., 2018). In doing so, leaders can address the behaviors in the here-and-now to help the group build cohesiveness and move into the working stage of group. A group's ability to transition to the working phase depends on the members' abilities and willingness to work with what emerges in the here and now (Corey et al., 2018). When members feel heard and acknowledged, they are more open to change (Corey et al., 2018).

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Bullying is a major problem that calls for more awareness, comprehension, and attention, as shown by the aforementioned literature (Jan & Husain,2015). Students who have been referred for disciplinary action due to bullying need to be provided with an intervention that teaches them empathy at an age-appropriate level and helps them comprehend bullying. According to Sink et al., (2012), doing this helps children create a sense of otherness and helps them be less focused on themselves and more willing to support their peers. Research by Fredrick et al., (2020) provided support for the usefulness of teaching empathy to bullies, as it shows that such individuals are more likely to recognize bullying behavior in progress, take appropriate action, and deal effectively with the situation. The ability to empathize with others is one of the skills that contributes to prosocial behaviors. By minimizing bullying, a more positive school atmosphere may be achieved via the provision of a safe environment in which children can learn about empathy. If bullying is not addressed in an early intervention in elementary school, effects could impact an adolescent’s physical health, mental health, later personality development, and social life response (Cao et al., 2020). With that being said,  it's crucial to combat bullying by promoting positive social attitudes, like empathy.

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Akos, P. (2000). Building empathic skills in elementary school children through group. The Journal for Specialists in Group Work, 25(2), 214-223. doi: 10.1080/01933920008411462

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Aryuni, M., Degeng, N. S., Pali, M., & Hitipeuw, I. (2021). The role of care on reducing bullying; Study on elementary school student. Review of International Geographic Education, 11(7), 2567-2580. doi:10.48047/rigeo.11.07.233

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Cao, W., Zhang, X., Zhang, Q., & Li, Y. (2020). The influence factors in elementary and junior high school bullying - Based on the interpretative structural modeling. Revista de Cercetare si Inteventie Sociala 68, 83-94. doi:10.33788/rcis.68.6

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Fredrick, S. S., Jenkins, L. N., & Ray, K. (2020). Dimensions of empathy and bystander intervention in bullying in elementary school. Journal of School Psychology 79, 31-42. doi:10.1016/j.jsp.2020.03.001

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Fourth graders will find ice breakers useful as they will eventually learn to be empathetic. One icebreaker that will be appropriate for fourth graders is the blow up beach ball game. The activity works well both as a means of formal introduction and as a means of stimulating the group after a lengthy discussion. There will be a list of questions printed in permanent marker on the beach ball before it is inflated. The game is played by tossing the ball around the room. The person who catches it must introduce themselves by name and then respond to the question located under their left thumb. Here are a few examples of possible questions: What is your favorite TV show? What is your favorite food? What do you want to be when you grow up? What do you like to learn about?  What are three adjectives to describe you? Name 3 things that make you happy.

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Icebreaker: Emoji Game

To warm up and get the students in the emotion mindset, the "Emoji Game" will be our icebreaker. Using printed-out emojis that are taped to different areas of the room (walls, desks, other items) the group will go around and choose an emoji that best describes how they're feeling today or symbolizes something they want to share with the group. Multiple students can share the same emoji, but will all share their own reasoning for choosing that emoji.

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Our group will participate in a "Feelings Jenga" game to learn feeling words and to discuss feelings and what they mean to each student. Similar to the familiar game of "Jenga", each tile/block has a sticker on it with either a prompt or feeling word. When a student pulls a tile/block, they must answer the prompt or describe the feeling word before placing it on the top of the tower. The stickers say things such as "excited" or "What is a feeling you don't like having? Explain why." This activity allows the students to explore emotions and feelings as well as see how others interpret feelings and emotions.

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Definition & Transitioning to Next Group Stage

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Definition & Transitioning to Next Group Stage

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The initial stage of the group involves orientation and exploration (Corey et al., 2018). During this stage, group members express their fears and hesitations, hopes, and expectations (Corey et al., 2018). This includes group members getting to know each other and working together to establish group norms and rules. Since members do not have trust amongst each other yet, some members may be hesitant to share in the group setting (Corey et al., 2018). If and when conflict arises, it is important for the group leader to address it in this early stage to help set the rules and norms for the group (Corey et al., 2018). Aside from setting group rules and norms, an important task during this stage of group is for leaders to help members identify and clarify specific goals that can impact their participation (Corey et al., 2018). Leaders will help members develop these goals and give them direction, but it is important to remember that defining personal goals is an ongoing process (Corey et al., 2018).
Group cohesiveness is also essential during this stage of the group. It is imperative for the group leader to develop, maintain, and increase cohesiveness amongst group members (Corey et al., 2018). This can be done by leaders through encouraging members to participate, promoting member-to-member interactions, and modeling meaningful sharing (Corey et al., 2018). After the initial session, if group norms and rules are met, and group cohesiveness is developing, most groups will go into the transition stage.

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As a group leader during the final stage of the group, helping members learn how to apply meaning to what has happened within the group is imperative (Corey et al., 2018). This is also the stage where members will have time to say goodbye to each other. It is important for group leaders to raise the issue of termination at the right time for the group (Corey et al., 2018). Group members may grapple with several issues during this stage. These include dealing with feelings of separation and dealing with unfinished business (Corey et al., 2018). Members may also experience in this stage a review of the group experience, practicing behavioral changes, comparing early and later perceptions in the group, giving and receiving feedback, and dealing with setbacks (Corey et al., 2018). The group leader also has the important task of reminder members about confidentiality (Corey et al., 2018). Lastly, group leaders will need to evaluate the members in some way about their experience within the group. This could be done through a questionnaire, or even a quick interview (Corey et al., 2018).

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It is important to discuss group norms, rules, and confidentiality during the first session of the group. Group norms are defined as explicit and implicit. Explicit norms are standards of behaviors that all group members will follow (Corey et al., 2018).They are kind of like the rules of the group. This would include encouragement to attend all sessions, give feedback to other group members, and share while in the group (Corey et al., 2018). Implicit norms are things that are assumed by group members (Corey et al., 2018). Fourth graders may assume that since this is a group led by the school counselor, that everything they say in the group will remain confidential. This is why confidentiality must be addressed in the first session of the group. It is important to state that confidentiality cannot be guaranteed. Start by telling group members that while what they say in this group is confidential by the group leader, there are others in the group that you as the leader cannot guarantee will maintain that confidentiality. Also tell group members, "I am going to ask you guys to maintain confidentiality." Lastly, it is important for group members to know that if conflict arises, you as the leader will deal with it in an efficient manner. To do this, tell group members that if confidentiality is broken and it gets back to you as the leader, that you will address the group member who broke confidentiality, and they may even be asked to leave the group.

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Maximizing time allows for "children to unlearn incorrect behaviors and learn new ways of relating through instruction and feedback in a safe practice with their peers," as stated by Thompson and Rudoplh (1996, p.382, as referenced by Akos). Having positive peer relationships has far-reaching consequences for youngsters. Teachers also remark that children who are empathic are more self-reliant, and parents say that their children have a more positive disposition toward others (Strayer, 1985). School counselors can focus on aggressive conduct as they work with students on their personal and social development through empathy development groups. Through an empathy-focused group, a school counselor can help students build social interaction skills (Akos,2000).

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Check-In
When all group members have arrived, we will recap last session and students will be asked if they have any "leftovers" from last session. The students are encouraged to share any leftover questions, feelings or concerns.

Icebreaker
Students will participate in a review game, which is a fun and effective way to check their understanding and gauge their progress.Students will have the opportunity to think back on all of their progress and become aware of exactly how many new skills they have gained as a result of this. Students will be instructed to play "The Empower Empathy" Board Game to give them an opportunity to answer topic-related questions or demonstrate skills they have learned in group.

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Check-In
When all group members have arrived, we will recap last session and students will be asked if they have any "leftovers" from last session. The students are encouraged to share any leftover questions, feelings or concerns.

Icebreaker
To get the ball rolling, the group will take part in #I'm Awesome Icebreaker. The students will all be given a marker and asked to think of 2-3 hashtags that describe themselves. The students will write these hashtags on a piece of butcher paper taped to the wall or on the whiteboard. The students will then explain their hashtag to the rest of the group.

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Scoop, Melt, Sprinkles Check In and BINGO-Icebreaker

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Scoop, Melt, Sprinkles Check In and BINGO-Icebreaker

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Scoop, Melt, Sprinkles Check In
Students will check in by sharing a scoop that represents a sweet portion of their week, a melt that represents something disappointing from their week, and a sprinkle that represents something great they are looking forward to.

Icebreaker: Coping Skills BINGO

To warm up, the group will receive a coping skills bingo card for a fun twist on traditional bingo. When the group leader pulls a calling card, the group or student will share a time when they’ve used the skill before covering the space. Examples of the card include: squeeze a stress ball, dance, or control your breathing.  By the end of the icebreaker, students can practice up to 24 coping skills.

Counselor Keri. (2019).

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American School Counselor Association. (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

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*Using the last 10 minutes of session time* Students will be asked to process how today's activity made them feel as well as what they learned today. If they so choose, the students may use the "Feelings Jenga" tiles or "Emoji Game" markers to help themselves express themselves.

Students will be asked the following questions to prompt their processing
1. What "Feeling Tile" was your favorite to talk about?
2. What "Feeling Tile" was the hardest for you to use?
3. What "Feeling Tile" was the best to hear another group member share?
4. What "Feeling Tile" or "Emoji Game Marker" describes how you feel now, after what we learned today?

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The last five to 10 minutes will be used for the checkout process. This will give students the opportunity to reflect on what the liked or did not like about the session, to mention what they hope to do outside of group before meeting again, and to see how the members experienced the group (Corey et al., 2018). It will include these process questions:

1. How did working together to come up with group norms make you feel?

2. How did it feel to hear about confidentiality within the group?

3. What else do you want the group to accomplish that was not mentioned already?

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Empower Empathy Board Game by TinySprouts LLC

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"What is Empathy?" Worksheet
Students will complete the worksheet to help them learn what empathy is, how to spot empathy, how to practice empathy, and why it is important. The first page of the worksheet describes empathy, the counselor will read this aloud, or call on students to read parts of the page aloud for the group.  The second page then provides space for the students to answer prompts that will get them to think about empathy. The prompts include:

Write about a time when you felt happy or sad because you felt  what someone else was feeling

Do you think empathy is a good thing?

Write some ways you might strengthen your empathy by caring for others.

*These prompts will work to encourage students to think of themselves as capable of empathy and why it is important.

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Goals of Group with ASCA Mindsets & Behaviors

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Goals of Group with ASCA Mindsets & Behaviors

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The broad goal meant to be accomplished through this group experience is learning prosocial behaviors to aid students in making friends. “Social skill education is the best strategy for reducing … bullying behavior and can foster the relationships that … peers want,” (Aryuni et al., 2021, p. 2575). This will lead to more prosocial behaviors throughout the school to break the cycle of bullying. Students will be more inclusive and will make friends. Bullying interferes with a student’s ability to concentrate in school, as well as their self-esteem (Mandira & Stoltz, 2021). Therefore, the number of behavioral referrals will decrease. Bullies tend to have poor quality relationships with their peers, so interventions that target social skills can create more positive relationships with bullies and their peers, and therefore with the school environment as a whole (Aryuni et al., 2021).

This group will target social/emotional learning for the 4th grade students.

American School Counselor Association Mindsets & Behaviors (2021)

Category 1: Mindset Standards
M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

Category 2: Behavior Standards
B-SMS 2. Self-discipline and self-control
B-SMS 7. Effective coping skills
B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them
B-SS 4. Empathy

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Empower Empathy Board Game by TinySprouts LLC

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Some group members may find it difficult to fully participate in the group. This is due to some individuals in cultures where expressing feelings openly is not done, and is often discouraged (Corey et al., 2018). Individuals may also be discouraged from talking about their personal problems with people they do not know (Corey et al., 2018). These cultural considerations may lead to members being hesitant to participate in the group (Corey et al., 2018). Members of certain backgrounds may be paranoid about self-disclosing too quickly in a group with members who are from a dominant population (Corey et al., 2018). It is important for group leaders to be aware of heritage, values, and background of members of the group so they can incorporate them into group work (Corey et al., 2018). It is also important for group leaders to invite discussion around how certain members could feel more comfortable participating in group while making sure their cultural norms and values are not disrespected (Corey et al., 2018).

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Many behaviors will come to the surface during this stage of the group process. In order to understand the behaviors and not be judgmental of them, leaders should shift their attitudes about the behaviors (Corey et al., 2018). To do this, change how you label behaviors. Since some members from cultural and ethnic backgrounds will have a harder time developing trust, it is essential not to label these behaviors as being defiant or resistant. It is also important to remember the fears that members have during this stage. The fear of being exposed and vulnerable, or being misunderstood or judged may be common amongst members from differing cultural and ethnic backgrounds. This is because they have experiences of this already, and they have the feeling of needing to defend themselves (Corey et al., 2018). Leaders must help members learn to express their previous pain around these experiences (Corey et al., 2018). Leaders must also acknowledge, understand, and respect the member's experiences, but also not move too quickly to reassure them that this group will be different (Corey et al., 2018).

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During this stage of the group, it is important for leaders to remember that in some cultures, gift giving is common to mentors and teachers, even if there is a policy against it (Corey et al., 2018). During the final stage of group, leaders explore cultural influences on members' perceptions and understanding of endings (Corey et al., 2018). Some cultures may view an ending as an interruption, while other cultures may view an ending as permanent (Corey et al., 2018). Leaders must help members process these different understandings within the group (Corey et al., 2018).

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As with all counseling, trust is the cornerstone. Students need to trust the group leader in order to feel comfortable self-disclosing during the group (Sink et al.,2012).You build trust by connecting with your clients and actively listening to their concerns and challenges. It not only allows you to gather the information that is helpful for therapy, but shows that you genuinely desire to understand your client's views (Harish,2020). Naturally, when a client feels heard and understood, trust begins to develop. Evaluation of the trust level depends on the attendance of group members and the leadership skills of group leaders. The leader must create a safe atmosphere to facilitate trust building. As a person and as a professional, the group leader must have some leadership skills such as genuineness, caring, openness, self-awareness, active listening, confronting, supporting, and modeling to be able to lead the group effectively (Corey & Corey, 2006; Furr & Barret, 2000).

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1. Initial Stage: group members getting to know each other; developing trust; creating group norms; addressing confidentiality
2. Transition Stage: group members display more behaviors that can be difficult; leaders must provide a safe and trusting environment for members to work through their behaviors
3. Working Stage; less intervention and guidance needed by the group leader; create and maintain unity in the group; homework may also be given during this stage
4. Final Stage: members have a chance to say goodbye; leaders help assist members in dealing with the group coming to a close; leaders also assist members with how to apply meaning to what they have learned in group, and then use that outside of the group

(Corey et al., 2018)

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Diversity Impact on Planning and Preparation for The Group

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Diversity Impact on Planning and Preparation for The Group

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The concept of diversity includes students of color, language, ethnicity and other differentiating background variables as well as special learning needs (Sink, et al., 2012). As a counselor and group leader, we must be aware of the diversity of the group and take into consideration how the students differ and how their individual identities affect them both in their behaviors and in group. According to Sink et al., (2012) blending students of varied histories, skills, and abilities into a single group provides opportunities for peers to learn from each other, while, at the same time, increasing their awareness and appreciation of individual and subgroup differences.

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Category 1: Mindset Standards
M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment.

Category 2: Behavior Standards
B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

*Both of these goals will be accomplished through the icebreaker while students are getting to know each other, and through working together to establish group norms.

(American School Counselor Association, 2021)

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Category 2: Behavior Standards
B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them
B-SS 4. Empathy
*Both are accomplished through both the ice-breaker Emoji Game and Feeling Tile activity that begin to introduce students to feelings  and the prompt the realization that other students have feelings/emotions as well

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Group members are still questioning whether the group is a safe space for them during this stage of the group (Corey et al., 2018). Leaders must work to create a safe and trusting environment that allows the members to take risks (Corey et al., 2018). It is essential for leaders to acknowledge that there are different ways to build trust (Corey et al., 2018). If leaders do this, they are showing genuineness. Being genuine can help build trust relationships and a supportive environment. Some signs that trust is lacking is that members show up late or leave early, are excessively quiet, or have split into subgroups, to name a few (Corey et al., 2018). Sometimes, specific exercises can be used to help build trust. To do this, break members into smaller groups, and give them prompts to answer (Corey et al., 2018). An example of a prompt for fourth graders would be, "Something that I really do not like that my friends do is..." Exercises like this can lead to conversations where trust is being developed (Corey et al., 2018).

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Sometimes, we feel stressed out, angry, or anxious inside. Things start to “heat up” - just like a pot on the cooker. Students will continue to learn about coping strategies. At the commencement of the group session, a "Bubbling Over" worksheet will be distributed to each student. In order to help a group of fourth graders better understand how to deal with stressful situations, the creator of this worksheet employs the metaphor of a boiling pot to illustrate the ideas of stress, rage, and anxiety management (Celestine, 2021). Students will learn that there are many ways to keep a positive outlook and positive emotions even when life seems to be falling apart around them. The lesson's main goal is to assist students in understanding  that using coping mechanisms might prevent a potentially disastrous "bubble over" in stressful situations.

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At the completion of the instruction, the students will have the opportunity to think back on the lesson and explore how they will use the material they have learned outside of the group environment. It will include the following process questions:

1. What bugs you or causes your pot to boil?

2. How can you stay at a safe simmer?

3. If you reach the bubbling over stage, how will you get back to a safe simmer? *refer to bingo card if needed*

4. What can you do to help yourself feel less rage during class?

5. Who is someone who always knows how to cheer you up?

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Category 1: Mindset Behaviors

M 2: Sense of acceptance, respect, support and inclusion for self and others in the school environment
*Through bingo icebreaker*

Category 2: Behavior Standards

B-SMS 2: Self Discipline and Self Control
*Through Bubbling Over Activity*

B-SMS 7: Effective Coping Strategies
*Through icebreaker and activity*

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After the worksheet is completed, the students will be read the story "You, Me, And Empathy" by Jayneen Sanders. This story models the meaning of empathy using the character "Quinn". Throughout the story, Quinn shows an abundance of understanding, compassion, and kindness towards others. Showing empathy towards others is a learned trait and one to nurture and cherish with the children in our care. The end of the story includes questions that will prompt the processing of today's lesson for the students by using the story as a guide.

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"You, Me, and Empathy" Book and Link to Reading

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"You, Me, and Empathy" Book and Link to Reading

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Link to reading of story: https://www.youtube.com/watch?v=dG4Mq-81qdI

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Category 2: Behavior Standards
B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them
B-SS 4. Empathy
*Both are accomplished through the completion of the worksheet which introduces empathy and the story, which deepens the understanding of empathy and gives the students an example/guide to empathetic thinking

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Sun, Cloud, Rainbow Check In and I AM- Icebreaker

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Sun, Cloud, Rainbow Check In and I AM- Icebreaker

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Sun, Cloud, Rainbow Check In

Students will check in by sharing a sun that represents a bright point  of their week, a cloud that represents the dark point from their week, and a rainbow that represents something great they are looking forward to.

Icebreaker: The “I AM” Wave
Have the students stand at their seats. At random, have the students begin a sentence expressing something about their identity. The form, “I am” or “I have” works well. Ex: I have a dog. I am under 12. When someone in the group also identifies with that property, they stand near the person who said it first. As people say things in class and students move around, they will learn that some other students are very similar to them about different things. This process can generate empathy because the process allows people to connect very efficiently.
Achilles Atlas Justice. (2018).

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The group will participate in an activity that requires them to walk in someone else's shoes in order to develop Empathy. This activity uses a sheet with a series of questions that will help students understand how their words or behaviors impact others. The sheet has a shoe underneath the questions to help the student put themselves in someone else’s shoes and allows them to think about and eventually understand that other people have feelings too, just like them (Swezea, 2022).  Students will be able to color their empathy shoe on the activity sheet, and towards the end of the lesson, students will be given the chance to reflect on the lesson and how they will use it outside of the group setting.

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The students will have the opportunity to reflect on the lesson and consider how they will use the information that they have learned outside of the context of the group setting towards the conclusion of the instruction.It will include these process questions:

1. Empathy is important because:

2. A time that someone showed empathy to me was when:

3. A way that I could show empathy to my teacher is by:

4. A way that I could show empathy to a friend is by:

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Swezea, S. (2022).3 types of counseling activities for teaching children empathy. The Counseling Fanny Pack. Retrieved December 2022, from https://counselingfan

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Category 1: Mindset Behaviors
M 2: Sense of acceptance, respect, support and inclusion for self and others in the school environment.
*Through I AM Icebreaker*

Category 2: Behavior Standards

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them.
*Through Empathy Shoe Activity*

B-SS 4. Empathy.

*Through Process Questions*

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Check In
Ask group members if they have any leftover feelings from the previous session (5).
Icebreaker
Label four corners of the room with signs that read "Strongly Agree," "Agree," "Disagree," and "Strongly Disagree." Students start in the middle of the room. As the group leader, you call out statements (i.e. "Math is my favorite subject in school."; "Dogs are better than cats."; "Pizza is my favorite food."). Students then need to go to the corner that best represents their opinion on that topic. This can help students get to know each other better, as well as see which students share and do not share the same opinions as them.

Mulvahill, E. (2022, August 16)

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1. Start by telling the students that today we will be talking about empathy. Explain that empathy is taking on another person’s perspective, or in other words, standing in their shoes. Tell students that we will start by watching a book read aloud called Those Shoes.
2. Explain the objectives of the lesson. (Have objectives written out on whiteboard or poster board for students to see.)
*I can tell the difference between my wants and my needs.

*I know what an everyday hero is and how I can be one.

*I can describe a characteristic of a good friend

3. Watch the read aloud.
4. Ask students to discuss what they saw and heard during the read aloud.
5. Explain the difference between a need and a want. Ask students to give examples from the story.
6. Hand out both Needs vs. Wants worksheets. Explain and have students complete activity.
7. Talk about what a hero is, and then what an everyday hero is. Ask students to differentiate between the two. Ask students to give examples from the story.
8. Hand out Everyday Heroes worksheet. Explain and have students complete activity.
9. Discuss with students what characteristics make up a good friend. Discuss why being a good friend is important and how it can help the school.
10. Hand out Good Friends worksheet. Explain and have students complete activity.

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*Use the last five to 10 minutes of the session to have students process what they just did. Use the process questions to help students understand the importance of the topics discussed in group today.

1. How did it feel to describe what a friend is?

2. How did it feel to hear what your group members described as a friend?

3. How did it feel to describe yourself as a good friend?

4. How did it feel to talk about heroes?

5. How did it feel to talk about the differences between your wants and your needs?

Homework: Before the session ends, assign homework for the students to complete between this session and their next session. Have students intentionally do one positive thing for a friend.

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Category 1: Mindset Standards
M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment
*Through Everyday Heroes and Good Friends activities

Category 2: Behavior Standards
B-SMS 2. Self-discipline and self-control
*Through Needs vs. Wants activity
B-SS 4. Empathy
*Through discussion of story and through check-out process.

(American School Counselor Association, 2021)

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Check In
Ask students if they have any leftover feelings or thoughts from the last session (6).
Icebreaker
Pass out an index card to each of your students and ask them to write three unique facts about themselves. Make the first fact fairly common ("I have brown hair."). Make the second fact a little trickier ("I am left handed."). And then make the third fact something that you do not think anyone else will have in common ("My grandma is from Italy."). Gather all the cards, and then pull one out and read it aloud to the group. Call on students to guess whose card you just read.

Mulvahill, E. (2022, August 16)

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1. Homework share. Have each student share the one positive thing that they did for a friend in the last week.
2. Explain the objectives of the lesson. Explain to students that the session today is to help students make new friends, expand their friendships, and positively contribute to their school and community. Write the objectives on a whiteboard or poster board for students to see.
*I can identify what a friend is and is not.
*I know how to make new friends.
*I can help my school be a place for everyone.
*I can do good in my community.
3. Review. Reflect and review on previous sessions about what makes someone a friend. Also review with students how to appropriately express their feelings and use coping strategies they have previously talked about in group. Lastly, review what empathy sounds like and looks like.
4. Play the Roll and Respond Game. Hand out the Roll and Respond Game Friendship Experiments Worksheet. Explain to students that they will take turns rolling the dice. Whichever number the student rolls, there will be a corresponding activity.
1: What is one characteristic you look for in a friend?
2: Practice "I" Statements (See Attached Card)
3: Practice Apologizing (See Attached Card)
4: What does it mean to take someone else's perspective?
5: Compliment someone in the group. Use a positive tone, facial expression, and posture. (BONUS: Experiment! Can you change the meaning of words by using a different tone? A different facial expression? Different posture?)
6: What is something you can do to make your school or community a place everyone wants to be?
5. Play Games. Set up four different games for the students to play in pairs. (Connect Four, Guess Who?, Checkers, Chutes and Ladders, Battleship, etc.). Every few minutes, have students rotate so they are at a new game with a new partner. The students will need to observe what the last person in that position was doing, and then continue playing the game until time is up and they must rotate again.

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*Use the last five to 10 minutes of the session to allow students time to process what they just experienced.

1. How did it feel to practice apologizing?

2. How did it feel to practice “I” statements?

3. How did it feel to define yourself as a friend and others a friend?

4. How did it feel to think about others and their needs?

5. How did it feel taking on a new perspective during the game rotations?

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Category 1: Mindset Standards
M 2. Sense of acceptance, respect, support and inclusion for self and others in the school and environment
*Accomplished during Roll and Respond Game

Category 2: Behavior Standards
B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them
*Accomplished during Roll and Respond Game
B-SS 4. Empathy
*Accomplished during Roll and Respond Game and Play Games activities

(American School Counselor Association, 2021)

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The students will be given a reflection activity to complete while together, the group will discuss the following:

How do they feel about finishing group?

What did they learn?

What was their favorite part? (*for feedback)

What was their least favorite part? (*for feedback)

Counselor shares what they learned too/their favorite part

Ensure the students understand they can still talk with the counselor at any time

Remind students about confidentiality

Reflection Activity: Growth Sandwich
The students are given a "Growth Sandwich" to color and fill out during the discussion. The pieces of the sandwich coincide with the discussion and allow the students to take the discussion home with them.

(Corey et al., 2018).

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Before the students leave, we will spend the last 5-10 minutes "wrapping up our sandwiches" and allowing students to process the session as well as allow closure to the group.

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Category 1: Mindset Standards
M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

Category 2: Behavior Standards
B-SMS 2. Self-discipline and self-control
B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them
B-SS 4. Empathy
B-SMS 7. Effective coping skills

(American School Counselor Association, 2021)

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During the final stage of the group, leaders will reinforce some teaching points to help members remember what they have learned throughout the group (Corey et al., 2018). The members will then be able to apply their learning to their life outside of the group. Members should reflect on what they have learned, how they have learned it, and what they plan to do with their insights (Corey et al., 2018). Leaders should remind members that the process of change outside of the group may be slow and subtle (Corey et al., 2018). Members should also be reminded that this group alone may not permanently change their lives, and that work is needed on behalf of the members (Corey et al., 2018).

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Achilles Atlas Justice. (2018). Basic lesson plan: Empathy. achillesjustice. Retrieved January 23, 2023, from https://www.achillesjustice.com/basic-lesson-plan-empathy

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Corey, M. S., Corey, G., & Corey, C. (2018). Groups process and practice. Boston, MA: Cengage.

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Celestine, N. (2021). 25 counseling activities to better help your therapy clients. PositivePsychology.com. Retrieved December 2022, from https://positivepsychology.com/counseling-activities/#kids

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Kozlowski, K. (2017). Stages of group development. Retrieved from https://padlet.com/iamkellyanne/1gkt7ez8whg

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Counselor Keri. (2019, October 28). 10 fun ways to talk to kids about coping skills. Counselor Keri. Retrieved January 23, 2023, from https://www.counselorkeri.com/2019/01/21/teach-kids-coping-skills/

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

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Magical Little Minds - Read Along Storytime

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👟 Those Shoes 📚 Kids Book Read Aloud Story

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Mandira, M. R. & Stoltz, T. (2021). Bullying risk and protective factors among elementary school students over time: A systemic review. International Journal of Education Research 109, 1-20. doi:10.1016/j.ijer.2021.101838

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Jan, A., & Husain, S. (2015). Bullying in elementary schools: Its causes and effects on students - ed. Bullying in Elementary Schools: Its Causes and Effects on Students. Retrieved 2022, from https://files.eric.ed.gov/fulltext/EJ1079521.pdf

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Miller, C. (n.d.). Those shoes empathy lesson: Friendship activities. Teachers Pay Teachers. Retrieved on January 4, 2023, from https://www.teacherspayteachers.com/Product/Those-Shoes-Empathy-Lesson-Friendship-Activities-4521937?st=12a711f7331008eb7fe43d55ddac810a

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Mulvahill, E. (2022, August 16). 25 elementary icebreakers to start the school year off right. We Are Teachers. Retrieved from https://www.weareteachers.com/elementary-icebreakers/

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Swezea, S. (2022, March). 3 types of counseling activities for teaching children empathy. The Counseling Fanny Pack. Retrieved December 2022, from https://counselingfannypack.com/3-types-of-counseling-activities-for-teaching-children-empathy/

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Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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Harish, P. (2020). How to build trust with a client in therapy. Butlr Health. Retrieved January 23, 2023, from https://www.butlrhealth.com/blog/how-to-build-trust-with-a-client-in-therapy

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Magical Little Minds – Read Aloud Story Time. (2021, September 17). Kids Book Read Aloud Story – Those Shoes by Maribeth Boelts. https://www.youtube.com/watch?v=bGKYmjaYqhY

# data[].attributes.attachment_link.authors[].name
Magical Little Minds - Read Along Storytime

# data[].attributes.attachment_link.title
👟 Those Shoes 📚 Kids Book Read Aloud Story

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https://youtu.be/cObsOhaegfk

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https://youtu.be/t7dWCFpgkO8

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https://youtu.be/ptkphAHDuIo?list=PLKF3K7kKTw110M6mhL8ij4zYZSXQm6e94

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Teach KIDS to build EMPATHY in SCHOOL with this Counseling Game, "The EMPATHY PIZZA GAME!"

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(Swenza, 2022)

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(Swenza, 2022)

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Empower Empathy Board Game by TinySprouts LLC

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Empower Empathy Board Game by TinySprouts LLC

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"You, Me and Empathy" Reading
https://www.youtube.com/watch?v=dG4Mq-81qdI

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"What is Empathy" Worksheet
Ackerman, C. E. (2017). 40 Empathy Activities & Worksheets for Students & Adults. Positive Psychology. Retrieved from https://positivepsychology.com/kindness-activities-empathy-worksheets/

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Strayer, J. (1985). Current research in affective development. Journal of Children in a Contemporary Society, 17(4), 27-55.

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Counselor Keri. (2019, October 28). 10 fun ways to talk to kids about coping skills. Counselor Keri. Retrieved January 23, 2023, from https://www.counselorkeri.

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Celestine, N. (2021). 25 counseling activities to better help your therapy clients. PositivePsychology.com. Retrieved December 2022, from https://positivepsycho

# data[].attributes.attachment_caption
Celestine, N. (2021). 25 counseling activities to better help your therapy clients. PositivePsychology.com. Retrieved December 2022, from https://positivepsycho

# data[].attributes.attachment_caption
Counselor Keri. (2019, October 28). 10 fun ways to talk to kids about coping skills. Counselor Keri. Retrieved January 23, 2023, from https://www.counselorkeri.

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Counselor Keri. (2018, September). End of the Year Activity Reflections and Transitions Classroom Guidance Lesson. Counselor Keri. Retrieved January 28, 2023, from https://www.counselorkeri.