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Fun icebreaker activities are essential for group introductions (Sink, Edwards, & Eppler, 2012). It allows the counselor and students to become better acquainted and to break up the tension felt by the students. With our high school group, we will start with a game of two truths and a lie. Students will share three statements about themselves (2 are true, 1 is false). Then the rest of the group guesses which statement is a lie. The activity allows members to get to know each other on a deeper level, and members can choose any information they want to share about themselves. The icebreaker can also tie into a self-esteem discussion as students choose what aspects of themselves they find important.

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

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At the beginning of the first session is the time the counselor and the students to establish the expectations and basic ground rules. In this group the students will learn strategies that they can use to improve their self-awareness which will ultimately increase their self-esteem.

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Positive thinking is a powerful tool that can improve your health, help you manage stress, overcome challenges, and make better choices. The idea is that by cha

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Identity SHORT FILM (Award Winning Inspirational Short)

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The final session is a time for reflection (Sink, Edwards, & Eppler, 2012). Students should process their group experience through identifying things they learned, accomplishments, and future directions (Sink et al., 2012). Creative closing activities help students remember and appreciate the group experience.

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

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Our positive self-talk session will be psycho-educational. We will start by defining self-talk. Then, we will introduce the many benefits of positive self-talk. For example, positive self-talk increases self-esteem, motivation, and healthy coping. Additionally, positive self-talk can help decrease stress. As students realize the importance of positivity, they might become more engaged in the topic and subsequent activity. Next, we will introduce the S-O-S technique for stopping negative self-talk. Then, we will administer the positive affirmation worksheet and have students work on their own to fill out the information. We will show a quick Youtube video which has example affirmations to support the activity. The worksheet begins by having students release their negative feelings. Students complete open-ended phrases such as: I never... I am not... I hate... I can't... By acknowledging negative beliefs, students can actively work to change them. Students identify their wants and create positive affirmations. Again, students complete open-ended phrases such as I am... I deserve... I believe... I have.. I know... I LOVE... The worksheet emphasizes the importance of I AM affirmation statements. After students finish the worksheet, we will invite willing students to share an affirmation about themselves with the group. To close the session, we will have a discussion to process the activity. We will have students contribute their thoughts on the exercise.

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Holly Mitson: Living the Laptop Lifestyle

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Affirmations for Teens:  Learn to Live Life with Positivity

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This is so smart | cognitive restructuring | Pinterest | Therapy, Mental health and Social work

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Confidentiality is fundamental to the counseling process. School counselors must clearly and directly discuss issues of confidentiality with the group (Sink, Edwards, & Eppler, 2012). High school students must know the limits of confidentiality. For example, the counselors must share information about abuse, self-harm, threats to others, or court ordered information (Sink, et al., 2012). Additionally, students need to understand that they must uphold the confidentiality of their peers. Counselors cannot guarantee complete confidentiality, it has to be a group effort. Thus, we need to develop ground rules and expectations with students. For example, students can discuss how they would feel if personal stories are shared and counselors describe the consequences for breaching confidentiality (Sink et al., 2012).

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

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We start the session by showing a Youtube video called Identity. The video follows a girl throughout the school day. Every student in the short film is wearing a mask, and some students change the colors of their masks depending on their current situation. At the end, the girl exits the bathroom without her mask. There are countless discussion starters throughout the film. We will use the film to spark a small group discussion about identity. Some questions to ask include: Why is everyone wearing a mask? What do the yellow masks mean? Why did she take her mask off? Would you be able to do that? Is the girl a leader? Tell me what was happening when... We will facilitate an engaging discussion and we might highlight specific parts of the film by re-watching them. Next, we ask students to imagine what their mask would look like. We will provide drawing materials and paper for students to create a mask.

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The key developmental task of adolescence is forming an identity. Teens are deciding who they are and how they fit into the world (Sink, Edwards, & Eppler, 2012). In high school groups, it is important to facilitate open discussions, explore topics in-depth, and encourage critical thinking (Sink et al., 2012). The Identity film activity provides opportunities for self-evaluation and the analysis of social norms. Additionally, we can motivate students to start thinking about essential aspects of their identity. Students consider the different masks they wear throughout the school day. Then, students can determine how their masks are impacting them. Similarly, drawing masks provides a creative outlet for reflection on the important topic.

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

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Self-talk happens everyday. Positive self-talk boosts self-confidence and minimizes negative thoughts (Morris, 2016). Individuals who practice positive self-talk are more confident, motivated, and productive (Morris, 2016). On the flip side, negative self-talk decreases self-esteem. Rumination can cause depression or anxiety (Morris, 2016). Therefore, mastering the skill of positive self-talk promotes wellness in adolescents.

Reference:
Morris, S. (2016). What are the benefits of self-talk? Retrieved from https://www.healthline.com/health/mental-health/self-talk

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Teaching teens meditation techniques can help with anxiety, stress and how to deal with self-acceptance and increase self-esteem.  In an article written by Doctor Sriini Pillay he discuss the importance of practicing meditation. He believes that observing and understanding your emotions when they arise can lower your brain’s emotional response to anxiety and distress. It can also calm down the portion of your brain known as the amygdala.
Pillay, S. (2016, May 16). Greater self-acceptance improves emotional well-being. Retrieved July 31, 2018, from https://www.health.harvard.edu/blog/greater-self-acceptance-improves-emotional-well-201605169546

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Self-esteem is defined as how we place value upon ourselves, where self-acceptance is when you are able to embrace all facets of ourselves not just the good. When we can better understand and accept our faults and failures that is when we will truly know self-acceptance (Seltzer, 2008). Practicing mindfulness can help an individual to accept themselves and all that entails.

Seltzer, L. F. (2008, September 10). The Path to Unconditional Self-Acceptance. Retrieved July 31, 2018, from https://www.psychologytoday.com/us/blog/evolution-the-self/200809/the-path-unconditional-self-acceptance

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The multicultural self-activity called, “The Circle” activity engages the students in identifying what they consider the most important aspect of their identity. The students will share stories of a time they were proud to be a part of a group and one time they found it to be hurtful to be a part of a group.

The key to this activity is to have the students examine their own identity and the stereotypes associated with that identity. Then to have those stereotypes challenged through others. The counselor is to encourage students to think about the stereotypes they apply to people and to make a conscious effort to think more deeply about them and to rid their thoughts about them.
Diversities Activities Resource Guide. (n.d.). Retrieved July 31, 2018, from https://www.uh.edu/cdi/diversity_education/resources/activities/pdf/diversity activities-resource-guide.pdf

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Considerations for Leading the Small Group

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Considerations for Leading the Small Group

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It is only the second week, so we are still in the forming stage of group development. Therefore, trust is not fully developed. Students might be hesitant to share and participate in the discussion (Corey, Corey, & Corey, 2018). It will be important to include strategies to demonstrate acceptance and safety within the group. Additionally, counselors might want to provide incentives for group participation (Sink, Edwards, & Eppler, 2012). For example, counselors can create a game which motivates discussion contributions.

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

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

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We will open our termination session with a short discussion. We will have students share things they learned.Then, we will move on to an activity. In our self-esteem group, an appropriate closing activity would be "You've Got Mail" (Creative Social Worker, 2014). Each group member creates a mailbox. It can be made out of anything such as a tissue box, envelope, or other container. Each group member, including the leaders, writes a short note to every student. The note can contain strengths about the individual, a motivating message, or share a positive way the person impacted the group. These positive messages are an excellent takeaway from the group experience and can continue to promote self-esteem. When a student is having a bad day, they can take a look at the messages from their mailbox. After the students finish their mailboxes and pass out notes, we will give them five minutes to think of a personal goal. The aspiration should relate to the topic of self-esteem and boosting self-confidence beyond the group setting. Finally, students will share their goals with the group.

References:
Creative Social Worker. (2014). Ending the therapeutic relationship: Creative termination activities. Retrieved from https://www.socialworkhelper.com/2014/04/02/ending-therapeutic-relationship-creative-termination-activities/

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The Missouri Department of Elementary and Secondary Schools created the Small Group Counseling Guidelines. These guidelines are ones that can be used for this group. 1. All participants observe confidentiality. a. Counselor b. Student 2. Everyone will be an active listener. 3. Everyone has an opportunity to participate and share. 4. Use positive language. 5. All participants will treat each other with respect.

Missouri Department of Elementary and Secondary Schools on Small Group Counseling,1-53. (2015). doi:10.3897/bdj.4.e7720.figure2f

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Our group topic is self-esteem. ACE stands for the Adolescent Confidence and Self-Esteem Group. During adolescence, students are developing their identity. Self-esteem influences both physical and mental health (Myers, Willse, & Villalba, 2011). Additionally, an individual's level of self-esteem can impact academic achievement, emotional well-being, and behavioral choices (Myers et al., 2011). Therefore, building a positive self-concept is an essential task during adolescence to ensure optimal development. Our group focuses on promoting healthy levels of self-esteem.

Reference:
Myers, J. E., Willse, J. T., & Villalba, J. A. (2011). Promoting self-esteem in adolescents: The influence of wellness factors. Journal of Counseling & Development, 89(1), 28–36.

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Group members are high school students. It is a co-ed group with students ranging from 9th to 12th grade. Participation is voluntary, and students are invited following thorough screening procedures. We identified potential members through data and teacher referrals. Teachers examined academic and behavioral data and reflected on interactions in the classroom to determine which students might be struggling with self-esteem (Steen, Henfield, & Booker, 2014).

Reference:
Steen, S., Henfield, M. S., & Booker, B. (2014). The achieving success everyday group counseling model: Implications for professional school counselors. The Journal for Specialists in Group Work, 39(1), 29-46.

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MOD/ ERN+ STYLE - US Letter by Bobbie Jo Cole

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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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Our newest Lesson Leader is Michelle Pownall, a school counselor at Gyeonggi Suwon International School, an elementary/middle school in Suwon, South Korea. I met Michelle a little over a year ago through blogging and facebook. While she is many, many miles away, she has become a great friend. Michelle is sharing with us a lesson about self-esteem. (M~ I did this activity--minus making the masks--with my 7th graders today. . . it lead to a very interesting discussion!)

In my girls group we started talking about self identity and self esteem. I started off this discussion with an amazing Youtube video called .

This lesson lasted 3-4 sessions for me, but I can only meet with my girls for a very short amount of time. Just know that this will last more than 1 or maybe 2 sessions.

The video starts out with a girl in the bathroom wearing a mask, that is broken. The film rewinds itself until this girl is sitting alone at table during lunch. The video proceeds to go through the school day in class, throughout the halls, chess club, and lunch time. As you watch the video you notice that all the students in the school wear masks. At one point in the hallway scene, you see a beauty ad that shows a model in a yellow masks with all of these girls admiring the ad with yellow masks. Another scene in the hallway shows a student walking down the hall with a lavender designed masks and walks up to a group with all maroon masks and switches her mask to maroon. Even the dialogue in the film is powerful. At the end of the film, the main character is in the bathroom, where the film started. T his is where I stop the film for discussion. The end of the film shows the main character leave her mask behind and walk the school without a mask while her peers stare at her.

When I stop the film for questioning I ask these questions and more depending on the group.

In the process of the discussion we talk about how we sometimes wear different masks to fit in around our school and what some of those masks are. At the end of our discussion, I ask students to think about what their mask would look like.

The next 3 sessions my girls wanted to complete their masks. Here are their masks at the end of the first two painting sessions. Mine is the one that has designs on both sides.

After the girls are done, we are going to talk about why we chose to paint our masks this way and watch the film in it's entirety. After the film we will discuss the ending of the film. Some of the questions I have in mind are:

Would you have been able to do what she did and why?

How do you think the other students felt seeing her without a mask?

Was she a leader in her school? notice how her mask was very different and she took hers off, but she didn't have any friends.

Why do you think she took her mask off? (I am hoping students will respond along the lines of being true to herself.)

I am hoping to then use the ending of this film as a springboard to discuss self esteem.

Thanks, Michelle, for sharing. I did use this video today and while the girls said, "It's a little creepy" they did respond that what the director was trying to tell everyone was to be yourself. We also talked about how we all wear different masks throughout the day. . .we might have one mask on at home, one at soccer practice, one at dance, one in math class and even a different one at lunch. The expectations and rules for each may dictate which mask we wear. On the soccer team for example, we might be aggressive and loud, while that behavior wouldn't be appropriate during a lecture, at the movies, or in church. More importantly, however, is not to let the mask define us as a person and allow it to change who we really are. This was a great video and complemented the one I showed them last week ( Colbie Caillat's Try) that says we "don't need to try so hard" to fit in.

If you are interested in being a Lesson Leader, please let me know. I'd love to hear and help share your lesson with others.

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Borrowed Lessons: Identity~A Lesson On Self-Esteem

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Our newest Lesson Leader is Michelle Pownall, a school counselor at Gyeonggi Suwon International School, an elementary/middle school in Suwon, South Korea. I met Michelle a little over a year ago through blogging and facebook. While she is many, many miles away, she has become a great friend.

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Termination is a highly important part of every therapeutic relationship that should be addressed throughout each stage of the process. While many adult clients have the ability to easily think back to their experience in therapy, for youth this is often more difficult. Because of this I like to provide clients with some sort of physical representation of their time in therapy that will help them reflect on their experiences, highlight their strengths, remind them of what they learned and provide them with tools they can use to help prevent regression, and even continue their progress on their own.

These activities let you both reflect on their time in therapy and transition out of services in an engaging way. I've also found that using metaphors often helps young clients to better understand termination and makes after-care instructions more salient. Below are some ideas for creative termination activities that are easily adaptable to fit your clients' needs. I am not sure of the origins of all of them, so please let me know if there is someone that I should be citing.

Session Trackers

I recently spoke to an intern who was confused when a number of her clients seemed surprised when it came time to terminate, despite her verbal reminders. It is sometimes helpful for young children to be able to have a visual representation of how many sessions are left, and it can help them better prepare for termination. One way to do this is to create a session-tracking chart. In the examples above clients color in one image, or choose a sticker, at the end of each session. The activity is quick and also provides a good opportunity for therapists to check-in with clients and help process any feelings surrounding termination that come up throughout the process.

Ready to Set Sail: Termination Activity

By Jodi Smith, LCSW, RPT-S at "Play is Powerful"

Supplies: Toy boat, paper boat, paper mache boat, box with a boat drawn on it, etc.
Directions:

I've found that the use of metaphors increases the amount of information that clients retain and internalize so I use them frequently in termination. Start by explaining to the client that because of the progress they have made they are ready to sail off on their own.

Reflect on what that feels like and process any anxiety, and transition into talking about all the things they will "take" with them to help with their journey.

Have the client answer each question and write their response on the back of the cards. The boat will contain cards related to tools they will take with them (supports, coping skills, etc.), things that may get in their way and strengths (as identified by the client and therapist). Along with my pre-made cards, I also give them blank ones.

Treasure Chest Termination Activity

Supplies: Treasure box (Michaels Crafts has wooden "treasure" boxes that are cheap and easy to decorate. A link to directions on how to make a paper one can be found here; Stick-on plastic jewels (found at crafts stores, oriental trading co., etc.); Small note cards (cut to fit the box); Pen.

Directions: First, have your client decorate a treasure chest. Then stick a jewel to each card as your client writes down the "task" that is assigned to that specific color (see below). On the back of the card they include a specific example of how what they identified has helped them in the past and/or how it will help them in the future. Below are examples of possible color codes, but you should change them to meet your client's specific age and needs. In the end the chest will be full with a stack of jeweled cards.

Blue: Strengths (Identified by both the client and therapist)

Red: Coping skills

Green: Supportive people in their life

Orange: Resources from therapist (ex. hotline numbers, therapist referrals or directions for reenrolling in services.)

Purple: Self-care activities

Pink: Inspiration (future goals, motivational quotes, etc.)

Yellow: Things they have learned in therapy

Suitcase Termination Activity

At termination, your client is finally ready to continue their journey on their own. Even though they will be leaving you behind, they can pack up everything that they have learned during their time with you to take with them. This metaphor is easy for most people to identify with and it is a fun activity.

Supplies: Plastic or cardboard suitcase; Blank sticker labels; Paper luggage tag; String; Cards; Travel stickers.

Goals: Process termination; Provide transitional object; Help prevent regression; Identify accomplishments, goals, coping tools, etc.
Directions:

Have your client make and/or decorate their suitcase.

Then they write something they will "take with them" from their time in therapy on each card provided (I print cards with travel clip-art on the back). This can be things they have learned, coping skills, supports, resources etc.

You can also integrate this with the after-care kit I posted.

On the labels they write or draw goals they have accomplished. (Like the old suitcases in movies that are covered with stickers of past travels). I also provide additional travel stickers.

On the luggage tag they write where they are going next. This could be a new life stage (ex. my 8th graders usually write "high school") or a goal they would like to accomplish that the contents of the box will help them achieve on their own.

Process feelings about termination throughout the activity.

Therapeutic Goodbye Cards

This is such a simple, yet powerful termination activity. I got this idea from a client who gave me a very touching thank you note during our last session. It is something I have kept and reflect back on, and i realized that it could potentially play a similar role for a client.

The focus of the content is on the journey through therapy and what has been accomplished. I highlight strengths, review coping tools and lessons learned, and express my thoughts about termination. At the end I usually include instructions of what to do if they decide to enter therapy again. You could also have the client write a letter to their future self that they can read when they are struggling.

Summer Bucket List

I put a therapeutic twist on this summer craft. Most school therapists are unable to see clients throughout the summer but may pick up treatment again during the following school year, which is not ideal. This activity can help encourage adherence to after-care recommendations.

Directions: Have your client design a bucket that will help them to continue your work together on their own and prevent regression. On the back of the paper bucket they can write goals for the summer, self-care activities, etc. For the 3D buckets these can go on cards placed inside the bucket. On the shovel they write down "tools" that will help them to accomplish their goals (social supports, coping skills, resources, etc.)

You've Got Mail: Group Termination Activity

Directions: First, have your clients create their own paper mailbox. Then, each person, including the therapist, writes a short note to every other member of the group. You can instruct them to write something that they have gained by knowing that person, a strength they can identify in that person, a motivating message, etc. The notes are then placed in the mailboxes for the group members to take home.

Graduation

Certificates are very simple to create in programs like Word, Pages, etc. and are a good wrap-up for clients who have worked hard to meet their therapeutic goals. In my example I left space to write specifics about progress, accomplishments, reflection, etc. One the last group session we have a "graduation party" where we have fun, reflect on our time together/progress made and process termination. They are then presented with their certificate.[/emaillocker]

Are you a fan of "Bachelor in Paradise?" Whether you realize it or not, this season of the "Bachelor" franchise spinoff took on the topic of disability empowerment. Which is not exactly an expected topic for mainstream television. For years, the "Bachelor" series has been criticized for featuring primarily White contestants, and has worked to diversify the races and ethnicities of the people they draw on the show. But what about people from the disability community or people who identify as Deaf or hard-of-hearing?

Being disabled or Deaf or hard of hearing are also social identities in American culture - identities that should not be overlooked in the show's representation. These communities represent what some refer to as the largest minority community in the United States at 26 percent of the U.S. population according to the Centers for Disease Control and Prevention. In the following, we'll discuss more about why this year's "Bachelor in Paradise" was so significant and what that may mean for social workers.

Introducing Abigail

A few years ago, we did have Sarah Herron on the show, a woman with a physical disability, although her presence was short-lived. But this season, the very first person down the stairs to the Mexican beachfront hacienda was Abigail Heringer, a 26 year-old woman who identifies as Deaf due to congenital hearing loss from birth. She received cochlear implants at the age of two but does consider herself disabled due to her hearing impairment and loss. Abigail was a central figure in this summer's Bachelor in Paradise due to her romance with Noah Erb.

It was refreshing to see a disabled person in a romantic relationship given the history our culture has of thinking that disabled folks are asexual, incapable of having sex or in need of being protected from any kind of sexual contact. Abigail and Noah's relationship has played out on television screens across Bachelor Nation - from their devastating breakup at the show's conclusion to their rekindled romance announced subtly on social media later. This demonstrates that members of the disability community have relationships too, and that this is 100% normative behavior, with breakups, glitches, awkwardness, kissing and all!

The Dignity of Risk

So how does this relate to social work practice? One of the central tenets of good disability social work is how we need to honor the concept of the dignity of risk. This is the idea that everyone can learn from everyday risks. Central to honoring the dignity of risk is respecting an individual's autonomy and self-determination to make choices. Also important, is the right for our clients to make choices even if social workers or other professionals in the person's life feel that they could endanger the decision-maker in question. In order to respect a person's dignity of risk, one should provide intermittent support even if others do not approve of the choice.

As there is inherent dignity in the experience of everyday risk, this concept suggests that limiting a disabled person's ability to make even a risky choice, or limiting their access to the learning that comes along with a potentially emotionally painful risk, such as dating, does not foster overall wellness in the long run. Abigail, from this year's "Bachelor in Paradise" is a wonderful example of the kind of empowerment needed, rather than sheltering one from risks in life.

Robert Perske famously wrote:
"Overprotection may appear on the surface to be kind, but it can be really evil. An oversupply can smother people emotionally, squeeze the life out of their hopes and expectations, and strip them of their dignity. Overprotection can keep people from becoming all they could become..."
Arguably, the dignity of risk may be among the most challenging tenets for social workers to embrace in their practice, but it is vital to accept given its intersection with self-determination. The dignity of risk also involves learning about the part of life that involves sexual and romantic relationships. Social workers need to remember to talk to their clients about sexuality in a developmentally appropriate manner. It is important not to cut off conversations about this topic, or to skirt the subject when it comes up. We must also support our clients in exploring how to engage in healthy relationships when they have the opportunities to be in them.

It's wonderful that Abigail Heringer can be a model in reminding us of this important lesson for empowerment-oriented disability social work. One that embraces the dignity of risk for those who wish to date! With that being said, here's to Noah and Abigail's relationship!

A key part of anti-racist social work practice is engaging in the art of reflection as we consider the person in the environment. This also involves being aware of the larger social context in which we live and practice. The social context can, for some people, include experiences of racism and ableism. Recently, I wrote about the symbiotic relationship between racism and ableism and why social workers should care about it. Now, I want to take a step back and look at the historical context that leads us to where we are today with the relationship for disabled people of color. Through the consideration of history, we can understand how to better move forward with integrity as anti-racist social work practitioners.

As the poet Maya Angelou said "History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again." So what are the historical roots of this relationship between racism and ableism? Let's explore.

Historical Roots of Ableism and Racism

We began to see the interaction between ableism and racism way back in our nation's history. Let's look at four examples to make this relationship clear. During slavery times, slaveowners conjured up the idea of drapetomania, the alleged psychosis that was experienced by runaway slaves which in retrospect was emblematic of the interaction of ableism and racism. This is an example of how race is pathologized to create racism. In other words, people of color were treated in specific oppressive ways in order to create barriers and conditions that resulted in the origination of disability categories. In reflecting on drapetomania, Isabella Kres-Nash points out that "the concept of disability has been used to justify discrimination against other groups by attributing disability to them." Of drapetomania specifically, Kres-Nash says this is an example of a "disability being created by people in power in order to preserve social order" all of which occurred in a racialized context during slavery.

Moving into the 19 th century, we can point to the popularity of phrenology, a pseudoscientific technique originally developed in the late 1700s which purports to determine an individual's character and abilities (and therefore, alleged superiority). This could be deduced from the size and shape of various bumps on a person's head. Phrenology, among other things, was used to justify the practice of slavery, as was depicted in the film Django, Unchained. Although this pseudoscience has long been discredited, this technique is considered a precursor to modern neuropsychology and rears its ugly head once in a while in current-day conversations about the use of technology and facial recognition (which is known to be much less accurate for people of color).

Scientific Racism

If we look to more recent times, such as the turn of the 20th century, we can see connections between racism and the ableist Eugenics movement which sought to breed a perfect human race through a form of " scientific racism." This movement often targeted what were known as "feebleminded" people (now known as intellectually and developmentally disabled people), among others, for sterilization, many of whom were people of color. In his discussion on the treatment of African American and Black "feebleminded" people, historian Gregory Dorr says "African Americans had become the targets of extra-institutional and extra-legal sterilizations, reflective of a more general southern racist view that it was necessary to further protect the white race itself from black folks." Thus, scientific racism is a prime example of the relationship between racism and ableism.

An Unusual Island in Maine

In the early 1900s, what transpired with the inhabitants of Malaga Island in Maine is also emblematic of the relationship between racism and ableism. This small coastal island was a multiracial fishing community originally founded by an ex-slave. While inter-racial marriage was illegal, the community apparently allowed people to live and let live in this regard. It is said that many of the inhabitants of the island were "feebleminded" or intellectually and developmentally disabled, as we would now say. Whether this is accurate is unknown. As the Eugenics movement gained popularity and as the value of Maine's coastal islands became more clear as potential tourist destinations, state government officials issued an eviction order to all of the Malaga residents - of all races and ethnicities. All residents who had no place to go were to be placed in the Maine School for the Feebleminded, where some were eventually sterilized and lived out the rest of their lives. The price of miscegenation was banishment from a happy community due in large part to ableism and racism.

An Inextricable Link

These four historical lessons give us some important context for what we may see in social work practice today. So, to put it all together, when we look at how structural racism works, we see the ways in which it has pathologized Black and Brown bodies for the purpose of keeping the White status quo in place. We can see how a society that benefits from structural racism is simultaneously responsible for facilitating environments that promote the development or highlighting of disability. These historical situations set the foundations for present day scenarios in which racism and ableism interact regularly - in our criminal justice system, in our education system, in our health care system, in our child welfare system and beyond.

Action Steps

How can you learn from this history and move on in a positive direction? Your job is to reflect on the ways in which the past plays out in the present day, and to identify the ways in which you can disrupt the powerful relationship between ableism and racism in your social work practice. Here are five steps you can consider taking today as an equity-minded social work practitioner:

1. Become aware of all of your client's social identities, think about disability as an identity, not just race.

2. Use data to identify inequitable processes and outcomes based on both race and disability.

3. Reflect on the differential consequences of social work practices on people and communities based on race and disability.

4. Exercise agency to produce equity across racial and disability groups.

5. View the practice context as a potentially oppressive and marginalizing space and self-monitor interactions with clients/patients/constituents of different racial and disability social identities.

What do you get when you mix the taboo nature of discussing sexual intimacy with the social stigma surrounding intellectual and developmental disabilities? The answer: a heck of a lot more problems than you might think. Sexual education in the school setting is already a hot-button issue for non-disabled students. But when students with intellectual and developmental disabilities are introduced into the mix, so too are the ableist stigmas we all hold.

Taboo-Nature

I would like to start this piece with a brief exercise one of the health teachers at my high school conducted at the beginning of sex ed. Repeat after me: Penis. Vagina. Penis. Vagina. Why do you think she would make a room of teenagers yell these words in school? Isn't that inappropriate? If you think it is, you proved my point from earlier. Sexual intimacy and anything loosely related to sex are currently incredibly taboo topics. To help break down the air of discomfort surrounding such topics, that health teacher did something many are afraid to do: she spoke openly and encouraged others to follow suit.

One could argue these topics are not to be spoken about simply because we are taught to not speak about them. A child can ask why their anatomy is different from their siblings, but they will often be met with shushes or roundabout answers. In many cases, there is no reason for this reaction other than traditional values. Those same values are often times what causes conflict in regard to sexual education in public schools.

My sex ed experience at a public school was mediocre at best. Genitalia, STIs, and contraceptive methods were discussed. Consent was not taught nor were the proper ways to actually engage in sex, just that if we did it we should do it safely. This was not the most educational experience. And if this is what I received, what is the experience of children and adolescents with intellectual and developmental disabilities?

The Institutional Deficit

Working in a behavioral school for boys with emotional, developmental, and intellectual disabilities yields an interesting perspective. These students are taught the same subjects most other students in the country are taught just with more academic and therapeutic support. However, they are not always provided with a health class.

I worry greatly about this institutional deficit, partly due to my own ableism. These students are receiving very little, if any, sexual education during the school year from our faculty and who knows what they see on the Internet and what their families and friends are telling them. As they get older and begin to develop their curiosity, I am worried that they might not always have a reliable source of sexual education. With that, the concept of consent is often discussed but not in the context of intimacy. I don't know if the connection between consent and sexual activities has been made or if it ever will be in this school setting. I don't know if some of these students would understand the magnitude of these topics. I'd like to think these kids can do anything, but from what I've seen I don't know if I would feel confident in their understanding. I wish I could feel otherwise.

Deeper Issues

Individuals with an intellectual or developmental disability are seven times more likely to experience sexual assault than non-disabled people. In many cases, the perpetrator is another individual with an intellectual or developmental disability. Ableism likely prevents people from thinking this to be possible. Common stereotypes around this population convince the non-disabled community that these individuals can do no wrong and are by default sweet and innocent. Of course, this is not realistic. Another ableist stereotype, as seen above, is the incapability of this population to understand topics related to sexual education and sexual intimacy. Like the non-disabled community, however, individuals with an intellectual or developmental disability prove that idea wrong.

Why This Matters to Social Workers

So, if people with intellectual and developmental disabilities are able to learn about sexual education, and learning about sexual education dramatically decreases instances of sexual assault, then what is the reason for this population to not receive sexual education? The signs point towards ableism held by those in helping professions, with social workers being a perfect example. While the social work community prides itself on how educated and accepting they are of different identities, very rarely do social workers take the time to reflect upon identities they may not be as familiar with. Race and sexual orientation are examples of identities social workers study extensively, but disability as an identity and the depths of disability culture are rarely examined. To combat this, social workers need to begin the process of confronting personal ableism.

Confronting personal ableism is difficult, but doing so will only benefit social workers and others who choose to do so. It is important and necessary to challenge internal biases. Critically examining personal ableist ideas pushes social workers to gain a different perspective. Through this difficult process, one gains clarity in the issues they may not even know they wrestle with. Understanding how ableism impacts perceptions allows social workers to get a firm grasp on the disability community. They may begin to feel empowered to advocate for a change they never once considered, such as a stronger sexual education program for people with an intellectual or developmental disability. The importance of critically examining personal biases should be emphasized throughout the entirety of the social work community and by every social worker.

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Ending the Therapeutic Relationship: Creative Termination Activities

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Termination is a highly important part of every therapeutic relationship that should be addressed throughout each stage of the process. While many adult clients have the ability to easily think back to their experience in therapy, for youth this is often more difficult.

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In this activity entitled ‘valuing yourself’, we ask students to look at self objectively.  We will ask student’s questions about strengths while also setting goals to strengthen areas that the student may view as a limitation.  In this activity, the students see his or her strengths in an effort to raise self-confidence and to visualize the long lists of strengths and accomplishments they have already achieved.
In part two of the activity, we use art to show how the words we use toward others can impact his or her self confidence. "Things said about us' allows the students to show the power of words on others.

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Self-confidence comes from knowing who you are and living your own truth about self.  Knowing who you are and not relying on other's opinions of you is the epitome of having confidence and a positive self-image.  Having positive self-confidence generally enhances motivation to achieve goals (Benabou, 2002). In this activity, students are able to think about how they view themselves without the views of others being concerned.  We are also able to discuss our treatment of others and how impactful our actions and words towards others actually are.  This helps to build an environment within the school of trust, safety, and warmth.

Reference
Benabou, R. & Tirole, J. (2002). Self Confidence and Personal Motivation. Quarterly Journal of Economics. 117(3):871-915. DOI: 10.1162/003355302760193913

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Activity Worksheet

https://pin.it/vn2cxttelrfax5

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Characteristics to consider when leading a small group

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Characteristics to consider when leading a small group

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One characteristic to consider when leading a small group counseling session is fear (Corey, Corey, & Corey, 2018).  A student may feel fear when discussing his or her own views of self.  This hesitation to express self can be due to the student holding others views of him or her higher than his or her own view of self.

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

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We have combined two activities for this important week.  The students will be provided a worksheet to list specific short and long term goals as well as strategies and plans to achieving these goals.  The goals should be specific, measurable, attainable, relevant, and time-bound.  Once the goals are in place, it will be important to stress the perseverance needed to achieve these goals.  The students will watch the video and answer questions about the llama and the obstacles that he overcame.  This will allow the leader to talk about strategies that they can use when, inevitably, they face challenges along the way.

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This activity was selected to allow students to take control of his or her future.  It also promotes perseverance, which is essential for achieving goals.  Perseverance and Goal setting fills the students with motivation, optimism, and excitement about his or her future.

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This worksheet allows the students to list his or her goals and a plan to achieving these goals.

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After initial goals and plans are set, it will be important to concentrate on the students perseverance and confidence in self to achieve their goals. While the video is a cartoon and may seem to target young children more than adolescents, I feel that it is one that is relatable for all.

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Usually around the end of February or beginning of March, I like to do a perseverance activity in classroom guidance. I find that this is the time of year when everyone is feeling a little burned out. Students (and teachers!) need time to refocus on goals and remind themselves of the skills they have that will help them make it to the finish line. Below you'll find a short hook video and a fun activity to re-energize students and open a discussion about how they can refocus on their goals and finish the year strong!

This adorable Caminandes video is a perfect lesson hook to set up your perseverance activity and discussion. This llama does everything he can to reach his goal and doesn't let the obstacles keep him down!

What challenges did the llama face?

How did the llama persevere toward his goal?

What feelings do you think he experienced while chasing the fruit?

How does it feel when you face challenges when you're working toward a goal?

What kind of things can you say to yourself to help you persevere toward a goal?

Review things that students can say to themselves to build themselves up while working toward a goal:

"I can do this! It might be hard, but if I keep trying, I'll get there."

"I have the skills to succeed!"

"I can find strategies that work for me!"

Talk about strategies students can use when they face challenges:

Take a break to regroup

Analyze strategies and pay attention to what is working and what's not to refocus efforts

Celebrate small successes

Partner students in your preferred way. I like to have 2-piece picture puzzles and give each student one piece and let them find their partner to mix things up. Give each partner group a plastic cup and 10 of some small item (e.g. mini marshmallows, mini erasers). Have students stand across from one another. One student will hold the plastic cup and one student will hold the 10 mini items. The student with the mini item will underhand toss the items one at a time to the partner with the cup. The goal is for students to catch all 10 of the items in the cup without dropping any. If you have a larger space and want more of a challenge, have students take one step backwards after catching a marshmallow/eraser.

On a scale of 1 to 10, with 1 being not at all challenging and 10 being extremely challenging, how challenging was this activity for you and your partner?

What challenges did you face during the activity?

What strategies did you use to overcome the challenges?

How did you talk to yourself and your partner to help you persevere toward the goal?

What goal are you persevering toward now?

How will the things we talked about and tried today help you to persevere in the face of challenges?

Do your students need a boost to finish the year strong and persevere towards their goals? Even with spring break on the horizon, I find February and March to be a tough time of year! How do you help your students persevere toward their goals? Let me know in the comments! Your students might also enjoy this perseverance escape room activity.

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Perseverance Activity for Classroom Guidance Lessons or Small Group Counseling Activities

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Usually around the end of February or beginning of March, I like to do a perseverance activity in classroom guidance. I find that this is the time of year when everyone is feeling a little burned out. Students (and teachers!)

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https://youtu.be/SkVqJ1SGeL0

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Inside: In this art lesson, students analyze an artwork by Molly Crabapple and discuss how it relates to self-confidence and contemporary culture. Paired with art-inspired self esteem activities for kids where students compliment one another, they'll discover the power of words.
Our students' self-worth is under attack. Social media allows bullying and harassment to take place out of the sight of parents and teachers. Taunts and insults can be hurled with the press of a button, leaving little room to consider the consequences or the humanity of the person receiving the abuse. There is no escape because the places and times that were once safe spaces are now invaded by gadgets that we never turn off.

In this cultural climate, it's easy for educators to feel powerless to help. But we can help with art-inspired self esteem activities for kids. Looking at art can be a healing, empathy-inducing experience for an entire class. Molly Crabapple's Portraits of myself and Lola Montes with things said about us by our contemporaries is a powerful, transfixing two-sided sculpture that confronts these issues directly.

One side features a self-portrait of Molly Crabapple annotated with things written about her on the internet and the other side is a portrait of Lola Montez covered by the words of her critics.

The mingled themes of dehumanization, self-confidence, intimidation, and the power of words that pervade this sculpture will resonate with your students, which makes it a perfect piece with which to create self esteem activities for kids. Below are some discussion questions that will help your students explore this piece and their reactions to it.

Art Discussion Questions

What's going on in this picture?

How does this make you feel?

How does the artist's choices in media and style impact the overall feeling of this work?

Why do you think the artist chose to depict herself in this way?

What does this artwork remind you of?

How does this artwork relate to our contemporary culture?

Self Esteem Activities for Kids

After discussing the artwork, complete one or more self esteem activities for kids based on The Compliments Project that will uplift your students and remind them of the power they have to do good. You can have students:

Anonymously write compliments about each other on paper.

Have students draw a self-portrait with their name under it. Then let students walk around the room and write compliments on each other's self-portraits. (For a faster version, use photos of your students or use this free printable of face outlines. They can pick a face that is similar to their own.)

To extend the lesson, students can create an artwork inspired by the compliments they wrote. Or, they can create an artwork that merges their compliments and the negative comments inspired by Crabapple's work.

Watching this video of people reacting to being called beautiful is a touching way to wrap up the lesson, but be warned that there is some strong language.
If you liked these self esteem activities for kids, you may also like:

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Things Said About Us: Art-Inspired Self Esteem Activities for Kids

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In this art lesson, students analyze an artwork by Molly Crabapple and discuss how it relates to self-confidence and contemporary culture. Paired with art-inspired self esteem activities for kids where students compliment one another, they'll discover the power of words.

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How People React to being Called Beautiful

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How People React to being Called Beautiful

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Considerations for Leading the Small Group

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Considerations for Leading the Small Group

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High school students will not be interested in group participation if the topics are not relevant to them (Sink, Edwards, & Eppler, 2012). Therefore, providing background about the benefits of positive self-talk can help build student interest (Sink et al., 2012). Another strategy for increasing student interest is inviting feedback. At the end of sessions, the counselors can ask students to share what aspects of group did and did not work for them (Sink et al., 2012). Then, counselors can make changes as they see fit.

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

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Electricity is a fun game that offers fun, bonding and team building. First you pick a partner, then you and the partner pick team 1 or team 2 to be on. Once a team is established, you and your partner stand on opposite sides so that you are facing each other. At the end of the line there will be an object to grab.Each team will hold hands while the counselor will squeeze the hand of the first person in each line. Once the counselor squeezes the hand the first team to pass on the squeeze and grab the object at the end of the line wins. This activity moves quickly, so having a few rounds of the game is necessary. The more rounds you have, the more the students become comfortable with the game and each other.