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The group leader can start the session by explaining how good decisions can help stop bullying. It is important for the leader to emphasize how poor decisions can make the situation worse, such as not telling anyone or asking for help. This can give the bully a sense of empowerment and control over the victim. A good decision would be to tell someone they trust such as a parent, teacher or trustworthy friend. Additionally, the leader can explain that asking for help can instill a sense of support and hope (Gilat & Shahar, 2009).
Each group member can then draw a picture of someone they could go to for help and share the drawing with the other group members.
Reference:
Gilat, I., & Shahar, G. (2009). Suicide prevention by online support groups: An action theory-based model of emotional first aid. Archives Of Suicide Research, 13(1), 52–63.
Retrieved from the Walden Library databases.

The picture below shows a school counselor using play therapy. Drawings, music, singing and puppets are some prompts that can be very effective with helping younger students express how they feel.
Picture reference:
ed.psu.edu

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Prior to the end of the previous session, the group leader can give a small homework assignment where each member could interview a parent, grandparent  or trustworthy neighbor on how they have overcome hardships in the past and have have met long term goals. Some of the questions could include...
1. What is the biggest goal you were able to achieve?
2. What did you do to accomplish the goal or overcome the hardship?
3. Did you ever think about giving up?
4. How did you feel when you met your goal?
Each member can then draw a picture of the person they interviewed and share with the other group members (biglifejournal.com). This activity can give members a sense of resiliency and will give them the confidence to stop being a victim.
Reference:
https://biglifejournal.com/blogs/blog/activities-grit-resilience-children

The video below explains how bystanders to bullying can help. As the group members gain more self esteem and resiliency, they can take what they have learned and use it to help others in the future who are also being bullied.
Video Reference:
https://www.stopbullying.gov/blog/2018/10/24/becoming-an-upstander-to-bullying-just-got-easier.html

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Bystander Video - English (Open Captions)

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The first group session should focus on building group cohesion (Perepiczka, 2009). The group leader needs to keep in mind that group members will be apprehensive, so it is important to create a fun activity that will help members get to know each other and also promotes a fun and safe environment for all (Laureate Education(Producer), 2017d). The group leader can first introduce themselves and prompt group members to follow and introduce themselves. Each member can select a word that describes how they feel and act out the feeling they have chosen. The group leader could vary this activity as well by having members first act out how they feel and have group members guess the feeling. The leader can then share their word and act it out for the group. The session can conclude with the group leader explaining in simple terms the reason for the group sessions, in this particular case how and where to ask for help from bullying, and how to use coping skills to build resiliency.
References:
Laureate Education (Producer). (2017d). Module 3 overview: Planning an eight-week group [Video file]. Baltimore, MD: Author.

Perepiczka, M. (2009). Wellness-Based Group Counseling with Elementary Students in Disciplinary Alternative Education Programs. Journal of School Counseling, 7(10). Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eric&AN=EJ886121&site=eds-live&scope=site

The picture below shows how it is important to give each group member a chance to express themselves in a caring and safe environment.
Picture reference:
effectivechildtherapy.org

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Coping skills are an important topic to discuss with any age group. When children use coping skills, especially when face with a difficult situation, like being bullied, they can deal with their emotions effectively and handle the situation more maturely and appropriately than without. The ability of what the students in this age group can comprehend, may be limited so the leader must adapt as needed (Sink, Edwards & Eppler, 2012). Here is an example of 100 different coping skills. This is not a complete list, but a place to start for students who are not familiar with the term coping skills and what they mean.

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Human Knot Activity

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There are so many helpful apps, websites and other resources available today for kids to learn and practice what healthy mindfulness techniques look like. This is an example of one. It can be used at the beginning of the session to set the tone, in the middle of session to refocus everyone or at the end of the session to calm the group member's minds before transitioning to their next class/scheduled activity.

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New Horizon - Meditation & Sleep Stories

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Mindfulness Meditation for Kids | BREATHING EXERCISE | Guided Meditation for Children

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Encouragement Notecards
Have the students sit in a circle, in chairs or on the ground is fine. Give each one a notecard (or something a bit larger as children this age may have difficulty writing small) and a marker. Instruct them to write their name on the top right hand corner. Than have them hand their notecard to the person to their right and have them write down something on the notecard that they like, admire or see as one of their strengths. Some examples could be, "I like your smile" or "I liked getting to know you" or "You're nice". Once the cards go all the way around the circle, allow the students time to read what others wrote about them. The leaders should include themselves in this activity.

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Activities are a great source of positive experiences. With todays topic of coping skills, the goal is to subtly teach the students that they can have fun while eliminating difficult emotions. Movement is an crucial part of an elementary school age student and a lot of times they carry tension around in their body that can be released with physical exercise. If there is time, musical chairs is another fun activity that includes movement. In these types of activities, the student can let their guard down, laugh and engage in the overall message. It's key to get the student to participate in the activities because it gets them to "buy-in" to the group session as whole by building rapport, establishing a safe environment, encourages honesty and teaches them strategy (Sink, Edwards & Eppler, 2012).

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Apps, deep breathing, square breathing, 5 second delay. 

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Apps, deep breathing, square breathing, 5 second delay. 

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There are so many great apps available for free or a small fee. Some of my favorites are Calm, Headspace and Epic. Of course YouTube, Instagram and Pinterest have videos, pictures and articles with wonderful information as well. Some of these articles include information on deep breathing, relaxation scripts, square breathing and 5 second delay. The benefits of using mindfulness and relaxation practices should be discussed. In group these should be practiced (more than just on this day) and even encouraged to be practiced in and out of group without the leaders instruction.

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Recap what was taught and what the group members absorbed. 

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Recap what was taught and what the group members absorbed. 

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After the activity, discuss what the members of the group learned from their group experience. The leader could decide to bring candy as a special treat for the last day as well. The leaders could supply an anonymous questions/comments box for the students if they are having trouble talking out loud. The box could also be used to have the students leave suggestions to make the group different/better in the future. Depending on time and their behavior, the students may be able to have some structured free time at the end. They could choose to talk, color, listen to music or something else that in readily available and the leaders are in favor of it.

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https://www.google.com/search?safe=active&biw=1536&bih=715&tbm=isch&sa=1&ei=YZ_HXK_UOejm5gLgka6IAw&q=example+of+an+encouragement+notecard&oq=example+of+an+encouragement+notecard&gs_l=img.3...190708.199113..199373...4.0..0.167.4856.1j39......1....1..gws-wiz-img.......35i39j0j0i67j0i24.pvjBQvUNkbQ#imgrc=cbOjttpy_L_1yM:

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Your 5 Senses
Trace your hand and in each finger write in one of the 5 senses and in the palm draw a place where you feel completely relaxed. It can be a real or imaginary place.
What I love about this activity is it can be used anywhere, anytime because you always have your hands with you.

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--https://www.youtube.com/watch?v=Bk_qU7l-fcU
--https://www.google.com/search?safe=active&biw=1536&bih=715&tbm=isch&sa=1&ei=S5_HXM7sFM7W5gKj562oBw&q=5+senses+on+your+hand&oq=5+senses+on+your+hand&gs_l=img.3...19104.20804..21037...0.0..0.176.1444.0j12......1....1..gws-wiz-img.......0j0i8i30j0i24.mdz5ybciBfc#imgrc=ibWLePefhydzdM:

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---Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.
---https://www.google.com/search?safe=active&biw=1536&bih=715&tbm=isch&sa=1&ei=YZ_HXK_UOejm5gLgka6IAw&q=human+knot+activity&oq=human+&gs_l=img.1.0.35i39j0i67l4j0l2j0i67j0j0i67.27913.28642..30143...0.0..0.159.721.0j6......1....1..gws-wiz-img.VVCpIzRoofM#imgrc=4iIfX8oNdFhCKM:

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Module one

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Permission slip

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Grief is a group topic that is important for elementary age students to learn about is dealing with grief. Scholastic (2019) has a group activity that can be used with students either in a small group setting, or as a class activity. This activity involves reflecting on important memories shared among family members to remind students to appreciate the little moments and to remember the good memories instead of focusing solely on feeling the grief. Every student, no matter the age, can lose someone they know, or love. Being able to understand and process the grief that we all experience when we lose someone can help us become more resilient and have better support systems intact.

Scholastic. (2019). Children and Grief guidance and support resources. Retrieved from

http://www.scholastic.com/browse/article.jsp?id=3758055

Another good resource for a grief counseling group is Gloumakoff’s (2007) curriculum for a 6 week program that uses each week to focus on the different elements involved in grieving: feelings, loss, the life cycle, remembering, helping others and celebrating life. This resource breaks down different activities that elementary aged students can access while also enhancing the conversations around processing the emotions that come with losing someone

Gloumakoff K. (2007). Students Sharing feelings of Grief: An Elementary curriculum on Loss. Retrieved from https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1048&context=srhonorsprog

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Mental health awareness is a topic that is important for elementary school students to focus on. Springer (2014) discusses how important mental health wellness is when working in fitness. Exercising has been known to improve a person's overall well being, and including mental health at an early age can work as an effective preventative measure for later mental health concerns.

A specific activity for this focus lesson would be for students to make collages for self identity and positive self images. This activity can help students identify with positive aspects of themselves while finding attributes in common with each other.
https://dmh.mo.gov/childsoffice/docs/cmhw-classroomactivities.pdf

Springer, S. I. (2014). Get Fit for Life: Elementary School Group Counseling with a Twist. Journal of School Counseling, ₁₂(17). Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eric&AN=EJ1034775&site=eds-live&scope=site

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While in a group setting, it can be hard for some students to solely focus on the task that is being asked of them. Object focus is a tool that can be useful for school counselors to utilize. Object focus allows for a student to have a fidget item to help them work through their nervousness while being vulnerable with the group members. Fidget cubes and spinners have become increasingly popular in school settings and allow the students to have a sensory need met while talking.

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

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This photo demonstrates elementary aged students working together in a group setting following the directions of their group leader.

https://www.google.com/search?safe=strict&rlz=1CAASUJ_enUS812&biw=1366&bih=697&tbm=isch&sa=1&ei=0M7AXOzGKo3B0wLKp6eADg&q=elementary+school+students+working+together&oq=elementary+school+students+working+together&gs_l=img.3...21383.24930..25071...0.0..0.75.1029.21......1....1..gws-wiz-img.......35i39j0i30.hj0JaiBNG1Q#imgrc=u-knnE42-dYqlM: