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Introduction, Group Expectations, and Group Goals. Introductions will take place with the opening activity. Participants will learn group member's names and begin to interact with each other by passing the beach ball around and answering questions. Group expectations will be established to have a basic understanding of how members would like to be treated in the group.  Students will decide on the group rules and signed the contract.  If the rules are broken members will be asked to leave the group.  The group will participate in what are the group goal along with personal goals.

Salomone, K. O. (2007). Bullying in Schools: Improving Self-Concept Through Group Counseling For Adolescents WhoAre Targets of Aggressors. Retrieved from The College at Brockport: State University of New York Digital Commons @Brockport: https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1094&context=edc_theses

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Elementary School Counseling Retrieve from http://www.elementaryschoolcounseling.org/small-group-counseling-documents.html

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(Piers-Harris™ 2) Piers-Harris Children's Self-Concept Scale™, Second Edition

Used as a baseline tool to gather data regarding students self-concept pre and post group.  This can help identify areas of concern for group lessons or further referral.

https://www.wpspublish.com/store/p/2912/piers-harris-2-piers-harris-childrens-self-concept-scale-second-edition

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The updated second edition of the Piers-Harris Children's Self-Concept Scale, one of the most widely used measures of psychological health in children and adolescents, quickly identifies youngsters who need further testing or treatment.

Total Score and Six Subscale Scores

Based on the child's own perceptions rather than the observations of parents or teachers, the Piers-Harris 2 assesses self-concept in individuals ages 7 to 18. It is composed of 60 items covering six subscales:

Physical Appearance and Attributes

Freedom From Anxiety

Intellectual and School Status

Behavioral Adjustment

Happiness and Satisfaction

Popularity

In addition, two validity scales identify biased responding and the tendency to answer randomly.

Test items are simple descriptive statements, written at a second-grade reading level. Children indicate whether each item applies to them by selecting a yes or no response. This usually requires just 10 to 15 minutes. (A Spanish version is available for children who read Spanish only.)

The Piers-Harris 2 provides a Total Score that reflects overall self-concept, plus subscale scores that permit more detailed interpretation. Nationally representative norms are based on a sample of nearly 1,400 students, ages 7 to 18, recruited from school districts throughout the U.S. Because the scales remain psychometrically equivalent to those in the first edition, results from the Piers-Harris 2 can be compared, for research or clinical purposes, to those obtained using the original test.

Computer scoring and interpretation is available using the CD, which gives you a detailed interpretive report that profiles the child's strengths and weaknesses.

Classroom or Clinical Screening

The Piers-Harris 2 is widely used in both schools and clinics. It is often administered as routine classroom screening to identify children who might benefit from further evaluation. And it is commonly used in clinical settings to determine specific areas of conflict, typical coping and defense mechanisms, and appropriate intervention techniques. It is an ideal choice when you need a quick but comprehensive measure of self-concept in children or adolescents.

The Piers-Harris 3 is now available for pre-order. Click HERE to be redirected to the Piers-Harris 3 product page.

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(Piers-Harris™ 2) Piers-Harris Children's Self-Concept Scale™, Second Edition

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The updated second edition of the Piers-Harris Children's Self-Concept Scale, one of the most widely used measures of psychological health in children and adolescents, quickly identifies youngsters who need further testing or treatment. Based on the child's own perceptions rather than the observations of parents or teachers, the Piers-Harris 2 assesses self-concept in individuals ages 7 to 18.

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This is a great post to promote conversation and help name some of the feeling the group will explore.
Image retrieve from pinterest
https://www.pinterest.com/pin/291185932132073592/?lp=true

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This poster is to remind students that there is help
Image retrieve from pinterest
https://www.pinterest.com/pin/863987509740974350/

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This poster reminds students that their is not something wrong with them that bullying can happened to anyone.
Image retrieve from pinterest
https://www.pinterest.com/pin/531284087262805997/?lp=true

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Circle of Courage. This session will help the group members become comfortable with sharing and participating in the group. The goal is to have group members share and listen to different group members.  This will also teach group members to respect different opinions, show how to treat members fairly, and give each member a sense that they are being treated fairly. The ultimate goal is to create trust among group members so they can try to reach the working stage of group process.

Salomone, K. O. (2007). Bullying in Schools: Improving Self-Concept Through Group Counseling For Adolescents WhoAre Targets of Aggressors. Retrieved from The College at Brockport: State University of New York Digital Commons @Brockport: https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1094&context=edc_theses

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Adalia Rose: The Girl Who Ages Too Fast | BORN DIFFERENT

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Adalia Rose: The Girl Who Ages Too Fast | BORN DIFFERENT

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The series born different shows people with different issues that make them different. This is about a girl who age to fast. She loves to make YouTube videos and inspire others to be who they are.
https://www.youtube.com/watch?v=13lyWAY8iBc

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Adalia Rose: The Girl Who Ages Too Fast | BORN DIFFERENT

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Implementing the Circle of Courage in the Classroom

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Implementing the Circle of Courage in the Classroom

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Teaching social obligation and self-awareness. Implementation means creating a shift in perceptions and expectations rather than creating rules and strategies.  The perceptions and expectations revolve around the circle’s four principles.
http://centerstonefcs.org/wp-content/uploads/2011/02/implementing_the_circle_of_courage_in_a_classr.pdf

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A model for reaching and teaching students at high risk.
http://www.behavioradvisor.com/CircleOfCourage.html

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Defining Violence, Abuse, and Bullying.  This session focus will be on what violence is, what abuse is, and bullying is.
It will also teach the criteria for bullying.

Salomone, K. O. (2007). Bullying in Schools: Improving Self-Concept Through Group Counseling For Adolescents WhoAre Targets of Aggressors. Retrieved from The College at Brockport: State University of New York Digital Commons @Brockport: https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1094&context=edc_theses

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The four areas are belonging, mastery, independence and generosity.
https://creativesystemsthinking.wordpress.com/2015/02/18/the-circle-of-courage-native-american-model-of-education/

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A mini survey students could take to see where they stand in their circle of courage.

Retrieved from https://www.topyouthgrants.com/youth-development.php

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The students will decorate their own hand/arm with color and words that describe them.  The students have an opportunity to take a pledge and describe what it means to them.
https://pin.it/j5v6ylzy6tr6fq

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This ties in with the activity Walking the Beat - to help students become aware of bullying that occurs in school.
Silent video retrieve from YouTube
https://www.youtube.com/watch?v=_an9aIryJb8&t=66s

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Silent - An Award Winning Short Film about the Power of Kindness

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This is show the group members the difference between conflicts, rude, mean, and bullying behaviors.  Understanding the difference will help defining what true bullying is and is not.
Image retrieve from pinterest
https://www.pinterest.com/pin/251638697910881971/?lp=true

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From Bully Busters A Teacher's Manual

Newman , D. A., Horne, A. M., & Bartolomucci, C. L. (2000). Bully Busters A Teacher's Manual for Helping Bullies, Victims, and Bystanders Grades 6-8. Champaign, IL: Research Press.

The purpose of this activity is to help define what bullying behavior is.

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Newman , D. A., Horne, A. M., & Bartolomucci, C. L. (2000). Bully Busters A Teacher's Manual for Helping Bullies, Victims, and Bystanders Grades 6-8. Champaign, IL: Research Press.

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This picture represents what it feels like to be bullied.  Social media has become a major platform for bullying between teens.
https://northeasttimes.com/cora-to-host-social-media-safety-conversation-7c518210c21e

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Recognizing Signals. Goals of this session will be to help members understand the escalation process to recognize stimuli that lead to anger.  Help students to generate a list of anger-provoking situations.   Help students to find healthy ways to express anger.

Salomone, K. O. (2007). Bullying in Schools: Improving Self-Concept Through Group Counseling For Adolescents WhoAre Targets of Aggressors. Retrieved from The College at Brockport: State University of New York Digital Commons @Brockport: https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1094&context=edc_theses

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The cycle of anger can help students recognize when they are getting angry and the process that they may go through to recover. https://www.google.com/search?q=anger+escalation+cycle&rlz=1C1GCEA_enUS812US812&tbm=isch&tbo=u&source=univ&sa=X&ved=2ahUKEwjx2p6Us6XeAhUTL30KHcrXDXoQsAR6BAgAEAE&biw=1500&bih=810&safe=active&ssui=on#imgrc=fr4BMDIgOB50sM:

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Anger Coping Strategies List and Worksheet

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Anger Coping Strategies List and Worksheet

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The worksheet helps students to identify their triggers and to track using coping skills to regain control.  Students should add coping strategies to the list discussed in group and those found outside of group that could help others and/or have been used successfully. Can use as part of the lesson and taken home for homework.
https://www.theranest.com/resources/anger-management/coping-skills/

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Resource - Kim's Counseling Corner is a great resource for everything counseling.  The site offers 50 games and activities that could be used in a group for anger.
https://kimscounselingcorner.com/2012/09/16/50-activities-and-games-dealing-with-anger/

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Over time, I have come across many anger-related activities from websites, blogs, and more. I decided to gather them all in one place and came up with a list of 50. If you have any other tools targeting anger, please share with the rest of us!
Activities: 1. Angry Paper Toss 2. Creating a Calm Down Box 3. Deep Breathing Activities 4. Angry Tornado

This anger management activity can show a client how anger can build up inside a person. It can also show the client that when they feel an angry tornado building up inside of them they can use coping skills to help defuse the anger.

5. The Tower

With this activity the play therapy client will create a "visual" of their problems being locked away in a tower and come up with solutions to solving these problems. If the play therapy client is not ready to create a solution to the problem the client can still benefit by visualizing the problem locked away in the tower. The play therapy client can become empowered by separating themselves from the problem that is locked away in the tower.

6. Anger Control Problem Solving Cards 7. The Angry Octopus Activity 8. Anger Management Flip Book 9. Calm Down Sandwiches 10. The M&M Anger Game 11. Power Cards

Anger control cards define problems experienced in a variety of settings and enable children to develop self-awareness and behavorial skills.

12. Don't Be Caught Being Angry. Be A Smart Fish. 13. Anger Map 14. How Big Is Your Anger Worksheet 15. Don't Be An Angry Bird and Cool Down Strategies 16. Balloon Anger Activity 17. When Sophie Gets Angry

The ingredients - some meat and cheese, two tomato slices and a piece of lettuce - represent the things that we've talked about trying when the worries start to overwhelm.

18. Anger Gage 19. Cooling Off a Hot Temper: Reset The Thermostat 20. Books That Help Kids Deal With Anger 21. Relaxing Rice Jars 22. Anger Control Puppets

Power Cards are highly visual and they contain short blurbs or lists of information that will help a child in various situations that he may come across.

23. Hidden Heart Group Activity

After reading When Sophie Gets Angry-Really, Really Angry..., we played a game with the tree pictured. I gave students examples of things that made them or Sophie angry and had students put a leaf on the tree for their response.

24. Anger Management Cards

The Anger Management Puppet Set includes 3 Puppets, a CD of recorded script and catchy original music, and a separate guide. The two scripts and one CD that are designed to help counselors, teachers, or parents teach children about how to be a good sport and how to deal with anger. These puppets are suitable for small and large hands are quite durable. They are made for long term use.

25. Turtle Time Relaxation Technique 26. Humortunities: Using Laughter Meditation to Let Go and Relax 27. Fun and Easy To Make Relaxation Flip Books 28. Mind Movie: The Relaxed You

For people to recognize and understand that the anger they keep on the inside affects how they live their lives. To help people recognize the good things that they have in their hearts and to encourage them to share this part of themselves with others.

Give these cards to students to use throughout their day. Have them place their thumb behind the card and watch for the color change to reveal how calm they can make themselves. Four useful steps to anger control are provided on the back of each card.

Games: 1. Escape From Anger Island

Kids had fun practicing these, and it was inexpensive to reproduce laminated flip books to send home with clients.

2. Anger Blob Cards
29. Sailing Through the Icy Fields of Anger (online interactive tool)
3. Anger Control Dominos
30. Squeeze Your Angries Out (online interactive tool)
4. Berenstain Bears Keep Your Cool Card Game

Escape form Anger Island™ is designed with the busy counselor in mind, and it can be played in just 15 minutes. There are six skills in total, and one skill is the focus of each 15 minute session. Kids can play multiple times to learn all six skills.

5. Keep Your Cool Game

These cards depict different elements of the anger cycle. Using appropriate cards in a variety of activities discussed in the accompanying booklet will facilitate awareness of the causes of anger and help to work out ways to overcome those triggers. For use one-to-one or with small or large groups.

6. Stop That Angry Thought Card Game

In this new game, players have fun playing dominoes while learning to manage their anger and problem-solve in a thoughtful, assertive, and respectful way.

7. Angry Animals

This game is intended to introduce the concept of anger management to children, while encouraging them to talk about things that bother them. The game is played like the familiar children's card game of War, but with a peaceful twist!

8. Smart and Angry

The game can be introduced with two included short stories about "Self-Control Seth" and "Bad Attitude Brittany." Also included are ideas for reinforcing the concepts presented in the game.

9. Peacetown: A Conflict Resolution Game 10. The Anger Solution Game 11. Remote Control Anger Control 12. Positive Ways To Handle Anger Card Game

Here's a deck of cards that teaches children how to manage their anger. Using two internal dialog techniques- Thought Stopping and Self-Talk -kids can stop anger in its tracks. By simply playing cards, they learn to envision a stop sign whenever their anger is triggered and to replace their angry thoughts with more positive responses.

13. The Berenstain Bears Keep Your Cool Bingo 14. The Berenstain Bears Keep Your Cool Card Game 15. Stop That Angry Thought Card Game 16. Exploring My Anger Board Game 17. Anger IQ (Adolescence through Adult) 18. "I Was So Mad" Anger Game

Angry Aardvark, Cranky Crab, Furious Frog, Mad Meerkat, Peeved Pig, and Raging Racoon teach children how to respond to anger in healthy ways. As they move from the Anger Volcano to Tranquility Beach-with occasional visits to the Time-Out Tent-kids answer game card questions about behavior, responsibility, sibling rivalry, conflict, and relationships. Along the way, they learn that anger is a natural feeling, neither good nor bad. It's the way one expresses anger that matters.

19. Anger Bingo for Teens 20. Mad Dragon: An Anger Control Card Game

Smart and Angry is a therapeutic and educational board game designed to teach young people specific skills that will help them look objectively at anger-provoking situations and react in a thoughtful, assertive, and respectful way. It is not the anger that gets kids in trouble, but rather the actions they take when they are angry, that determine whether they can solve the problem or make things worse. In addition, many people misread situations and become angry when it is inappropriate.

You May Also Like: Recognizing Depression in Men No Longer a Super Mom Wannabe For more information on my clinical practice, please visit www.kimscounseling.com. 🙂

The Positive Ways to Handle Anger Card Game is played like the classic Old Maid card game. There are 20 sets of matching cards that show positive, safe ways to handle angry feelings. Each game includes playing instructions, information about anger and how to use the game as an educational tool.

The Anger IQ game educates players about the hazards of irrational thinking associated with anger, and gives them practice avoiding them by using a set of principles for dealing with anger. Players will translate this rehearsal of responsible decisions made under conditions of anger to the real world. This combined use of CBT (Cognitive Behavioral Therapy) and Social Learning Theory is particularly effective.

This game helps children learn how to stay cool and not blow up when they are angry. The object of the "I Was So Mad" Anger Game is to help children learn positive ways to control and regulate themselves when they are angry.

This fast-paced therapeutic card game helps children control their anger in the moment, practice effective anger management techniques, and understand what anger looks and feels like. Mad Dragon plays like the popular card game Uno.

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View all posts by Kim Peterson, MA, LPC-S, RPT

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50 Activities and Games Dealing With Anger - Kim's Counseling Corner

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Over time, I have come across many anger-related activities from websites, blogs, and more. I decided to gather them all in one place and came up with a list of 50. If you have any other tools targeting anger, please share with the rest of us! Activities: 1. Angry Paper Toss 2.

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The students write down what makes them angry on a piece of napkin in marker.  The napkin is then soaked and the students can see their anger fading away.
https://kimscounselingcorner.com/2012/03/28/angry-paper-toss/

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I have to share an activity I recently found online by Dr. Amy Wickstrom that has been a wonderful tool in therapy. I began using this just last week since the weather has been so beautiful. I have to admit that I figured some of the kids I brought out for this activity would only half way participate. However, to my surprise, all the kids have enjoyed this exercise! Many people have a difficult time saying what makes them angry and are more comfortable writing it down or drawing a picture. Plus, the physical activity and fresh air also got them to open up even more. This activity can be used for most any age, even adults! It can also be done with one person writing or in a group. I also encourage families to do this activity together!

Here is how it works:

1. Gather together some large white paper, markers, napkins or toilet paper, tape, and a container of water.

2. Tape up the paper somewhere, like the side of a building, or even on a driveway.

3. Have each participant write down situations or people that make them angry. I also allowed them to include things that annoy them. Also, some kids chose to draw pictures rather than write in words.

4. Dip the napkins in water. The more soaked the paper is, the better it sticks. The marker actually drips down and the words or drawing fade. Visually seeing their words or drawing drip and fade away was a lot of fun for the kids, and me!

5. Right after the activity, process how it felt to write down their anger. Ask how it felt to toss the paper at the drawings. And finally, talk about how you feel after. If you are doing this as part of therapy, processing the activity is key to really dealing with the issues. As a family, just completing the activity can get people to open up with one another and promote bonding.

Please view the Angry Toilet Paper Toss video by Dr. Wickstrom and let me know how it works for you! I'm sure she would love to hear about your thoughts as well (www.morethanatoy.com)!

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View all posts by Kim Peterson, MA, LPC-S, RPT

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Angry Paper Toss - Kim's Counseling Corner

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I have to share an activity I recently found online by Dr. Amy Wickstrom that has been a wonderful tool in therapy. I began using this just last week since the weather has been so beautiful. I have to admit that I figured some of the kids I brought out for this activity would only half...

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A photo representing to breathe.  Learning what makes someone anger, and learning how to cope with it.

https://www.pinterest.com/pin/ASoyHFISK_WdIC7TqLZ6BRZ_FitF1i76nXrA2zyIyfYhzgIMiBTlHKg/

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4-7-8 breathing exercise is an excellent way to help reduce stress or anger.  Teaching students this technique is something they can put in their toolbox to help self-regulate emotions.
Video Retrieve from: Youtube https://www.youtube.com/watch?v=grTLl6vjShY

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Escape Your Fight or Flight Response with  4 7 8 Breathing Technique | Guided Meditation Tutorial

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What I Know About Myself. This session will focus on group members exploring and understanding what respectful behavior is.

Salomone, K. O. (2007). Bullying in Schools: Improving Self-Concept Through Group Counseling For Adolescents WhoAre Targets of Aggressors. Retrieved from The College at Brockport: State University of New York Digital Commons @Brockport: https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1094&context=edc_theses

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Newman , D. A., Horne, A. M., & Bartolomucci, C. L. (2000). Bully Busters A Teacher's Manual for Helping Bullies, Victims, and Bystanders Grades 6-8. Champaign, IL: Research Press.

This activity helps students learn how they are different and appreciate individuality

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Retrieve from Newman , D. A., Horne, A. M., & Bartolomucci, C. L. (2000). Bully Busters A Teacher's Manual for Helping Bullies, Victims, and Bystanders Grades 6-8. Champaign, IL: Research Press.

Helps students understand that it okay to be different and that should be respected and celebrated.

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This can be given to parents to help them with ideas to help this student grow and build higher self esteem.
http://inspiredbyfamilymag.com/2013/01/03/self-esteem-activities-for-building-your-tweens-self-esteem/

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A short activity for students to work together discussing what respect is to them.

Retrieved from http://youngteacherlove.com/building-community-through-respect/

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Being Assertive. Goals include group members learning what assertiveness is and work on communication skills.   Teach members how to feel empowered in challenging situations.

Salomone, K. O. (2007). Bullying in Schools: Improving Self-Concept Through Group Counseling For Adolescents WhoAre Targets of Aggressors. Retrieved from The College at Brockport: State University of New York Digital Commons @Brockport: https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1094&context=edc_theses

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Students are taught the types of communication to better read their own and others communications. Knowing how to communicate is important in learning how to deal with conflict to get our needs met without causing more problems.
https://pin.it/faxxwd7w55n4on

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Video showing examples of the four types of communication skills.  This video can help determine which student can best relate to which communication skill.

Retrieved from: https://www.youtube.com/watch?v=yjOWXsDt87Y

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A humorous approach to identify passive aggressive communication. This type of communication can be difficult to spot for middle school students but it is widely used in middle school relationships.
https://youtu.be/1Cr1ztMqdro

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10 ways passive aggressive people destroy our relationships

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10 ways passive aggressive people destroy our relationships

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This goes with the video regarding passive aggressive relationships and outlines 10 different ways that passive aggressive people make relationships difficult
https://www.yourtango.com/2018316635/10-examples-passive-aggressive-behavior-sabotages-relationships

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Each person has an unreasonable and harmful psychological side to their character. And, this dark side and passive-aggressive behavior can undermine a relationship in a dangerous way. If you want to experience a happy, healthy relationship, then quit sabotaging your relationship, and start rectifying it.
RELATED: The Dark Side Of Each Personality Type
Below are the most typical features of exactly what I like to call "relationship downers" and how they can sabotage your relationship.

1. You're a Scorekeeper

Contending can swiftly turn a relationship into an unsightly fight of one-upmanship. How can you potentially be a winner if it is at the expenditure of making the individual you allegedly love a loser? Strong relationships are about sacrifice and caring, not power and control. Competitiveness can drain the delight, self-confidence, and efficiency from any relationship.

2. You're a Fault-Seeker

There is absolutely nothing wrong with positive criticism if it is created to enhance the relationship. However, if done too often, it can lead to consistent faultfinding - in which you spend more time focusing over the defects and blemishes rather than the value in your partner. When you appreciate the good things your partner has to offer, you will get more of the good things your partner has to offer.

3. Your Way Is the Only Way

"If you have actually constantly got to be right, then you prepare to eliminate till completion. No truer words were ever spoken," states Dr. Phil; "you will certainly battle to the end - completion of your relationship. You cannot be self-righteous or consumed with control and do exactly what's finest for the relationship at the exact same time."

4. You Become a Guard dog

When you enter an argument, do you have a killer look, a severe tone and upsetting words? Guard dog might experience short-term gain, however, the target of the abuse ends up being full of bitterness. While it's simple to fall under viciousness, it's much more difficult to fix the resulting effects.

5. You are a Character Assassinator
RELATED: 12 Things Passive-Aggressive People ALWAYS Do - But Don't Realize
Instead of fault-finding or appealing in character assassination, these hazardous partners attempt to prevent their partner by continuously doing that which they reject they are doing - in such an indirect method about leave responsibility if they are faced. A passive aggressive individual is as much of a self-important controller as the most aggressive, in-your-face individual you might think of - just they do it insidiously and underhandedly.

6. You Turn to Smoke and Mirrors

Since you do not have the guts to obtain genuine answers about exactly what is driving the discomfort and issues in your relationship, you slam your partner about something when you're actually upset about another. Exactly what is genuine never ever gets voiced, and exactly what gets voiced is never ever genuine. The genuine problems will ultimately break forth in a torrid method.

7. You Will Not Forgive

When you decide to bear anger at your partner, you trap yourself in discomfort and misery - and the unfavorable energy can crowd every other feeling out of your heart. If you indulge animosity and decline to forgive and proceed, you will certainly destroy your very own life and your relationship. You cannot alter the past however you can handle the resulting sensations and harm by genuinely flexible.

8. You Are the Bottomless Pit

Are you so needy that you continuously weaken your possibilities of success? Can you never ever get enough fulfillment, love, interest or gratitude? Your partner will certainly be annoyed by never ever appearing able to "fill you up." All of us desire peace of mind, however a pressing craving for it never ever provides your partner any rest. Free yourself from the internalized sense of insufficiency, and discover other methods to feel your self-respect and value.

9. You're Too Comfy

If you're in a convenience zone, you are failing to satisfy your duties in the relationship. You aren't contributing, you aren't promoting, and you aren't stimulating. If you do not make a step, it ends up being much easier and simpler to be complacent.

10. You Quit Too Soon
RELATED: 20 Signs There's Too Much Negativity In Your Relationship (& 4 Ways To Fix It)
When numerous bad practices crowd your life, you cannot envision there being any method out. You end up being so miserable, lonesome, separated, unfavorable, negative and far from your core of awareness that you think you have to quit. Be strong enough to face your issues instead of quitting.

This article was originally published at Good Men Project. Reprinted with permission from the author.

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10 Passive-Aggressive Ways We End Up Destroying Our Relationships

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Each person has an unreasonable and harmful psychological side to their character. And, this dark side and passive-aggressive behavior can undermine a relationship in a dangerous way. If you want to experience a happy, healthy relationship, then quit sabotaging your relationship, and start rectifying it.

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Students role play scenarios and turn the responses into I statements to state how they feel and what they need in an assertive manner.
http://internet.savannah.chatham.k12.ga.us/district/AcademicAffairs/PBIS/Documents/Lessons/Middle%20school/School-Wide/Be%20Accountable/Using%20I%20Statements.pdf

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Students copy I statements on index cards to take home. They need to share how I statements work and practice at home before the next session. Students will write down what they said and parents will right down the situation and how the I message worked. The parent signs the card and the student brings it back to group and shares. This is an activity that I do with my students currently. The parents respond that it help their communication.

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Healthy Choices and A Safe Place. This session focuses on group members understanding the idea of making choices and allows members to explore, identify, and discuss a place at school or another institution where they feel safe.   This sign could be hung in places that are determined to be safe for students of the group.
https://en.wikipedia.org/wiki/National_Safe_Place

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A poster indicating to students that everyone belongs here creating and establishing a safe zone.
https://www.k12schoolsupplies.net/Everyone-Is-Welcome-Here-Everyone-Belongs-Argus-La-p/t-a67341.htm

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A lesson that reflects back to communication and helps students to make healthy choices and create safety by not participating in gossip and hurtful language.
https://blog.schoolspecialty.com/wp-content/uploads/2015/09/Responding-to-Gossip.pdf

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Homework - In an effort to create a safe haven for our students we start with the school. With this activity, students can observe where they hear the most name-calling in their school and other disrespectful behavior. Students are given a log to record where, when, what they heard, who said it, and who it was said to. They also have to record the tone and the targeted response.

GLSEN. (2018). No Name-Calling  Week. Retrieved from https://www.glsen.org/no-name-calling-week

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What I Learned. The final session gives members an opportunity to name what they have learned, take a survey of the group experience from survey monkey, and participate in a closing activity.

Salomone, K. O. (2007). Bullying in Schools: Improving Self-Concept Through Group Counseling For Adolescents WhoAre Targets of Aggressors. Retrieved from The College at Brockport: State University of New York Digital Commons @Brockport: https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1094&context=edc_theses

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"What is your word?"  students can make charms using by hand stamping medal washers and create a necklace or a bracelet.  Student can pick their own words or they can pick a group word like courage to stand for their circle of courage committment
https://www.myintent.org/pages/maker-kit?pp=0
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https://padlet.com/jacquewalker85/4cikb8qn1fk

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Newman , D. A., Horne, A. M., & Bartolomucci, C. L. (2000). Bully Busters A Teacher's Manual for Helping Bullies, Victims, and Bystanders Grades 6-8. Champaign, IL: Research Press.

A great resource to help with some of the activities for group lesson.

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Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.

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Bullying Group -Special Pop. Jacque Walker, Tara Ciccione, Sara Lamanna...

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Bullying Group -Special Pop. Jacque Walker, Tara Ciccione, Sara Lamanna, This is to help remind students that there is a zero tolerance policy, How does a child feel who is bullyied, A poster promoting that words, no matter what they are can hurt other individuals., The dangers of social media.

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https://www.cfchildren.org/
Second Step offers curriculum focusing of social-emotional learning. The curriculum is available K-8. The programs goal is to empower children with skills to help them reach their goals in the classroom and throughout life.

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Social-Emotional Learning Programs | Second Step

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Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students’ emotional intelligence, empathy, and problem-solving skills.

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Bullying Prevention and Intervention:  Realistic Strategies for Schools - Peer Reference Journal

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Bullying Prevention and Intervention:  Realistic Strategies for Schools - Peer Reference Journal

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Khoury, L. (2014). Bullying Prevention and Intervention: Realistic Strategies for Schools. Journal Of LGBT Youth, 11(2), 176-181. doi:10.1080/19361653.2013.878859
https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=qth&AN=95430637&site=eds-live&scope=site

Studies show negative psychological, physical, academic, and societal consequences, especially against those who are part of the LGBT community.  Article reveals that there is evidence lacking on how to use realistic solutions and strategies in a school setting.

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Stategies to Prevent and Heal the Mental Anguish Caused by Cyberbullying - Peer Referenced Journal

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Stategies to Prevent and Heal the Mental Anguish Caused by Cyberbullying - Peer Referenced Journal

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Froechle, J. G., Mayorga, M., Castillo, Y., Hargrave, T, (2008).  Strategies to Prevent and Heal the Mental Anguish Caused by Cyberbullying.  Middle School Journal, 39(4), 30-35.  Retrieved from the Walden Library databases https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=31208753&site=eds-live&scope=site.

This article concentrates on prevention and the effects of cyberbullying in young people. The authors indicate that students who are cyberbullied through the internet or by cell phone suffer more mental health issues and decreased success at school.  Carrying out researched based programs, plus empathy training and group counseling students can improve self-concept and increased academic success. This article will be helpful to our group when designing activities for our students to increase their self-concept and increase the ability to learn at a higher academic level.  There are practical tips for student mentoring that will be useful as well.

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A class resource to help with the understanding of group development.  Full of strategies and ideas for group leaders
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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This power point presentation goes through the stages of group.  It is a condense version of  the class resource.
Corey, M. S., Corey, G., & Corey, C . (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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The go to for  those who lead  group work.  There are resources, most recent news and tips, and information for best practice.
https://www.asgw.org/

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Semi-structured termination exercises:  A compilation from the groups in College Counseling Centers Listserv

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Semi-structured termination exercises:  A compilation from the groups in College Counseling Centers Listserv

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This is a Group Psychology column that gives ideas for terminating groups.  Reflections, 5 Questions, symbolic gifts, and more exercises and activities to help students feel success and closure in a counseling group.

Terry, L. April 2011. Semi-structured termination exercises:  A compilation from the groups in College Counseling Centers Listserv, Society of Group Psychology and Group Psychotherapy. Retrieved from
https://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/termination-exercises.aspx

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Last year a question was posed to the Groups in College Counseling Centers Listserv asking for exercises to do at termination with groups. Below are the compiled responses. Following the responses is further information about this listserv and ways to subscribe.

Reflection Questions

Personal Reactions/Experiences of the Group

What has it been like being a member of this group?

What has been the most helpful (and least helpful) about being in this group?

What have you learned about yourself or what have you learned about how others view you?

As you take a moment and reflect on all the group sessions, what were some of the most significant/memorable moments for your? What are some of the moments that had the most meaning for you?

Is there anything you have not said that you might regret leaving unsaid?

Feelings Regarding Termination

What are some of the different feelings people are having about this group ending?

What kind of feelings are you having about the members leaving the group?

What are some of the reactions people have to have new group members next term?

Member Feedback

My fear for you is that ________?

My hope for you is that ________?

What I'd like for you to remember most is _______?

The Five Questions

What I like to do is usually a repeat of what I have done for a structured activity at the initial session. I call them "The Five Questions." They are not as scary as the title but they create here and now emotional relating. We do this for the first session as they introduce themselves and then again at termination. Here they are:

1. How do you feel about being here, now?

2. How do you feel about yourself now?

3. What brought you here?

4. What do you want to get out of being here?

5. How do you feel about another person here?

The last question I make them pick one person. They are not allowed to say, "I think everyone is great." Every person will individually go through the five questions. During this time the co-leader and I will make bridging comments to connect to others emotionally in session. We do this at the first session and at termination to talk about progress or areas of growth that might still remain. With a group of 7 members and two co-leaders it takes about 45-60 minutes to go through. We completed the questions too. This helps model participation and how to answer the questions.

The Gift Exercise

Think of a gift that you have received from each member (including the leader[s]). These can be things like hope, courage, laughter, an understanding of another's particular perspective etc. Then, think of a gift you would like to give each member. These are usually metaphoric or symbolic-a magic mirror to see yourself as you really are, a trip to Disney Land to play with your inner child, a dog, a funny movie and so on. We explain this the week before and ask group members to think about this over the week and come in with a list but it has worked all right when it has been done "cold." We go around the room. Each person gives their gift to the individual member who has volunteered to receive feedback. And, then each member talks about the gift they received from the member receiving the feedback. The person receiving the feedback responds and then you move on to another member.... in my group, I always include the leaders in the exercise.

Hope & Appreciation List

We do a hope and appreciate list. Send around a sheet with the words hope on one side and appreciation on the other. We have the sheets circulate through the group and have each member write something there. We remind them that this will be the last experience with that person so real feedback would continue to be helpful to that person in the future. After it goes around, we have the members read what was written and then have them add one hope and one appreciation for themselves. Members usually like it as they have something to take with them.

Rocks & Shells Activity

I get a number of rocks and shells prior to last session. When the clients enter the room, the items are all spread across a table. I also have short little glasses (we called them juice glasses in my family) and sand on the table. Each member gets a glass and fills it partway with sand. Then members are instructed to select a rock or a shell for each of the other members in the group. Once this is done, one member volunteers to pass her/his glass along the circle and all other members say something about her/him as they put the rock or shell in the glass. Members can voice positive attributes they noticed, recall things from group about the person they will remember, or voice hopes/wishes for the group member. The Group leader also participates, but does not select an item for the glass (optional). After all members and the leader have spoken about the person, the member speaks about what participating in the group has meant to her/him and what she/he got out of participating. At this time, the member is instructed to select a rock or shell for her/himself. This process can take some time, so you may need to set time limits to get it completed within your time-limits. You may want to bring "press and Seal" or zip-loc baggies for the students to get their sand/ rocks/shells home without spilling. Many members shed tears as the other member speaks about them and as they speak about their own growth over the semester. I have done this for two years and it is a touching ending to a group, marks personal growth, and a way to say goodbye.

The Web Activity

I like to do the "web" activity in which I bring a skein of yarn and one person starts by holding one end and then passing it to another group member, telling them how they have impacted them positively throughout group. That member then loops the yarn around their finger and passes the skein of yarn to someone else and so on until each person has both given and received feedback from every person (including group leader [s]). At the end, each person in turn uses a pair of scissors to cut the area of the web around them, so that they can have a tangible reminder of all the positive ways in which they impacted others and were impacted.

Symbolic Gifts I

This activity is done by having each group member bring a symbolic gift for every other member of the group, including one for themselves. (Usually they have a paper with the gifts written down which they share orally withthe whole group). The leaders also bring symbolic gifts for each group member. The symbolic gifts are something they think the group member could use or something to symbolize their work. We emphasize that no money should be spent and that it is helpful to use one's imagination as much as possible. Gifts given today included: a badge of courage like the cowardly lion received, a magic mirror to help one see inside and get in touch with their feelings, a megaphone to speak into so others can clearly hear and know them better, and also a letter read aloud that they should have received from their mom expressing love and appreciation. We take turns giving each group member a gift from each group member consecutively so they can hear a theme emerge as the gifts are given. The group member then responds to the gifts and feedback given. This takes our entire last group session. The members are told about this at least the week before so they come to group ready to share their gifts. It is a powerful exercise and shows how well group members are heard, understood and cared about.

Symbolic Gifts II

I have been in groups where participants are asked to bring a "gift" to each member, explaining that we mean feedback or a wish. Several times, a group member has chosen instead to make a CD of music that is personally meaningful to her for every other group member. It has been touching. A friend showed me a beautiful journal book that an artist member made for every group member when she was terminating.

Reviewing Goals

In many of my groups in an early session we write a summary of each member's stated goals, and how they might get in their own way of meeting these goals, on a piece of large newsprint. We frequently refer to the posted goals during sessions. When members are formulating their goals, the cofacilitators ask, "Would you like feedback if group members see you doing this?" or "What feedback from group members would be helpful to you?" (Facilitators take down the list of goals after each session and put them up at the next session.) At the last session we invite group members to think about how they have changed, either in terms of their stated goals or other ways. Other group members are invited to share the changes they have seen. Cofacilitatorsjoin in on sharing perceived changes. Sometimes we have done this in conjunction with the notecards exercise below. That takes up the entire session.

Note Cards With Wishes, Memories, or Feedback

We often distribute 4 x 5 note cards the week before termination and ask group members to write for every other group member either a memory from group, a piece of positive feedback, or a wish for that group member. (You can offer them the alternative on writing on notecards of their choosing.) Towards the end of the last session, participants distribute their cards to each other, so that each person ends up with 5-7 note cards with something positive to take with them. I like to give them a week to work on this, because it is harder to think of things for some group members than for others. Cofacilitators haven't participated in this exercise. I hesitate to have people read these aloud because some group members may compare feedback and experience a repetition of a painful experience of being less "popular" than peers. However, I could see doing this aloud in the next to the last session and asking group members to talk about their experience during the exercise. You'd have one more session to bring closure to the group.
Groupsinscc is a list server based discussion group for professionals and graduate students interested in developing group interventions in the college counseling center setting. This group is co-facilitated by Anne M. Slocum McEneaney, PhD, Clinical Psychologist and Eating Disorders Specialist, New York University Health Services and Joshua M. Gross, PhD, CGP, ABPP, FAGPA, Psychologist and Group Coordinator, Florida State University Student Counseling Center, and is administered through the Florida State University. Subscription to Groupsinscc is available by writing to Josh at the email above or by logging on to the list server's dedicated webpage where you can self-subscribe. We are requesting that self-subscription be limited to professionals and graduate students working in the college counseling center environment. This website allows access to the list's archives, subscription and un-subscription, as well as other list options.

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groups in college counseling centers listserv

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Last year a question was posed to the Groups in College Counseling Centers Listserv asking for exercises to do at termination with groups. Below are the compiled responses. Following the responses is further information about this listserv and ways to subscribe. Personal Reactions/Experiences of the Group What has it been like being a member of this group?

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A culture of kindness: promote tolerance and address bullying with these books and activities that support the transformative power of kindness.

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A culture of kindness: promote tolerance and address bullying with these books and activities that support the transformative power of kindness.

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Chaudhri, A. (2014). A culture of kindness: promote tolerance and address bullying with these books and activities that support the transformative power of kindness. Booklist, (1), 34. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.382808655&site=eds-live&scope=site

A list of books students could relate to. These books could be used for activities or independent reading. They can also be used as guides throughout the sessions. They can be used for pre-school to grade 10.

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Bullying Awareness Lessons, Activities and Resources.

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Bullying Awareness Lessons, Activities and Resources.

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Activities, lessons, and resources that could be used for additional tips and help for counselors and teachers.

Crume, W., Lemaster, L., Stark, J., Wilkerson, A., & Mains, M. (n.d.). Bullying Awareness Lessons, Activities and Resources. Retrieved from https://4-h.ca.uky.edu/files/stc11_bullying_program.doc_1.pdf

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Students can decorate their rocks with whatever words they want.  An activity to boost their confidence and the way they view themselves.  They can carry these rocks with them or keep them in their lockers.
https://www.pinterest.com/pin/136515432429690236/

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(Piers-Harris™ 2) Piers-Harris Children's Self-Concept Scale™, Second Edition

Used at the termination of group to gather data on self -concept growth and areas of concerns that may need additional support for students.

https://www.wpspublish.com/store/p/2912/piers-harris-2-piers-harris-childrens-self-concept-scale-second-edition

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The updated second edition of the Piers-Harris Children's Self-Concept Scale, one of the most widely used measures of psychological health in children and adolescents, quickly identifies youngsters who need further testing or treatment.

Total Score and Six Subscale Scores

Based on the child's own perceptions rather than the observations of parents or teachers, the Piers-Harris 2 assesses self-concept in individuals ages 7 to 18. It is composed of 60 items covering six subscales:

Physical Appearance and Attributes

Freedom From Anxiety

Intellectual and School Status

Behavioral Adjustment

Happiness and Satisfaction

Popularity

In addition, two validity scales identify biased responding and the tendency to answer randomly.

Test items are simple descriptive statements, written at a second-grade reading level. Children indicate whether each item applies to them by selecting a yes or no response. This usually requires just 10 to 15 minutes. (A Spanish version is available for children who read Spanish only.)

The Piers-Harris 2 provides a Total Score that reflects overall self-concept, plus subscale scores that permit more detailed interpretation. Nationally representative norms are based on a sample of nearly 1,400 students, ages 7 to 18, recruited from school districts throughout the U.S. Because the scales remain psychometrically equivalent to those in the first edition, results from the Piers-Harris 2 can be compared, for research or clinical purposes, to those obtained using the original test.

Computer scoring and interpretation is available using the CD, which gives you a detailed interpretive report that profiles the child's strengths and weaknesses.

Classroom or Clinical Screening

The Piers-Harris 2 is widely used in both schools and clinics. It is often administered as routine classroom screening to identify children who might benefit from further evaluation. And it is commonly used in clinical settings to determine specific areas of conflict, typical coping and defense mechanisms, and appropriate intervention techniques. It is an ideal choice when you need a quick but comprehensive measure of self-concept in children or adolescents.

The Piers-Harris 3 is now available for pre-order. Click HERE to be redirected to the Piers-Harris 3 product page.

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(Piers-Harris™ 2) Piers-Harris Children's Self-Concept Scale™, Second Edition

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The updated second edition of the Piers-Harris Children's Self-Concept Scale, one of the most widely used measures of psychological health in children and adolescents, quickly identifies youngsters who need further testing or treatment. Based on the child's own perceptions rather than the observations of parents or teachers, the Piers-Harris 2 assesses self-concept in individuals ages 7 to 18.