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This session will begin with the group leader welcoming everyone and reviewing the group topic (Emotional Regulation) and group goals. The group leader will then show the rules and expectations to review. The group leader will then begin the activity "That's Not My Name". Once the activity is complete, it will be about time for the session to end, the group leader will ask processing questions:

1. How did the main character feel when others mispronounced their name?

2. Have you ever felt misunderstood or mislabeled? How did it make you feel?

3. Does anyone have any questions about the group experience?

Group leader will thank students for coming and participating, and looking forward to the next group. Group leader will close on time allowing students to stay behind if they need additional time to talk or ask questions.

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Group counseling  WK8 contribution That's not my name

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This session will begin with the group leader welcoming everyone and then do mindfulness breathing. The group leader will then begin the activity "Feelings Charades". Once the activity is complete, it will be about time for the session to end, the group leader will ask processing questions:

1. What was challenging about acting out your emotions?

2. How did your body feel during the charades?

3. What strategies do you use to manage strong emotions?

4. Does anyone have any questions about the group experience?

Group leader will thank students for coming and participating, and looking forward to the next group. Group leader will close on time allowing students to stay behind if they need additional time to talk or ask questions.

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This session will begin with the group leader welcoming everyone and then do mindfulness breathing. The group leader will then begin the activity "Emotions Bag Toss". Once the activity is complete, it will be about time for the session to end, the group leader will ask processing questions:

1. What was it like to share your emotions with others?

2. What was it like to hear others share their emotions?

3. How does this help you understand other people’s emotions?

4. Does anyone have any questions about the group experience?

Group leader will thank students for coming and participating. Group leader will remind students that the next session is the last session and we will work on reflection of the group experience. Group leader will close on time allowing students to stay behind if they need additional time to talk or ask questions.

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This session will begin with the group leader welcoming everyone and then do mindfulness breathing. The group leader will then begin the activity "Mood Cards". Once the activity is complete, it will be about time for the session to end, the group leader will ask processing questions:

1. Which emotion do you find the most challenging to act out?

2. Did you learn anything new from your group members about how to handle an emotion?

3. Which emotion brings you the best feelings?

4. Which emotion do you not like to feel?

5. Does anyone have any questions about the group experience?

Group leader will thank students for coming and participating, and looking forward to the next group. Group leader will close on time allowing students to stay behind if they need additional time to talk or ask questions.

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This session will begin with the group leader welcoming everyone and then do mindfulness breathing. The group leader will then begin the activity "Listening to My Body". Once the activity is complete, it will be about time for the session to end, the group leader will ask processing questions:

1. What does your body tell you when you are experiencing that emotion?

2. Who else has that same feeling in their body when they experience that emotion?

3. What strategies do you use to manage strong emotions? 4. Does anyone have any questions about the group experience?

Group leader will thank students for coming and participating, and looking forward to the next group. Group leader will close on time allowing students to stay behind if they need additional time to talk or ask questions.

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Group Counseling Activity: "Feelings Charades"

Activity: Feelings Charades (Session 2, Working Stage)

Objective: Recognize, express, and manage emotions in a healthy way.

Instructions:

1. Write various emotions on slips of paper.

2. Each group member selects an emotion slip.

3. Members act out their emotion without speaking.

4. Peers guess the emotion.

5. Discuss emotions after each acting round.

Goals and Process Questions

Goals:

✓ Identify and label emotions.

✓ Develop empathy and understanding.

✓ Practice healthy emotional expression.

Process Questions:

1. What was challenging about acting out your emotion?

2. How did your body feel during the charades?

3. What strategies do you use to manage strong emotions?

Why I Chose This Activity

"Feelings Charades" aligns with K-1 students' developmental needs, promoting emotional awareness, social skills, and creativity. This activity fits within the Working Stage (sessions 3-4), where group members have established trust and explore emotions which aligned with best practice in group counseling (Corey et al., 2018).

Activity Summary

"Feelings Charades" is an engaging group activity for K-1 students, fostering emotional regulation skills. By acting out emotions, students develop empathy, self-awareness, and healthy expression. This activity supports ASCA's social-emotional learning goals (American School Counselor Association, 2022) and fits within the Working Stage of group development (Corey et al., 2018). The consideration of the group goals, member characteristic and therapeutic stage (Nitza, 2014) was in play when chosen this activity.

Incorporating "Feelings Charades" into the eight-session group counseling program will provide K-1 students with essential emotional regulation skills. By addressing emotional intelligence, we empower young learners to navigate life's challenges effectively. As school counselors, it's essential to create safe, engaging environments for students to grow and develop.

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Rationale of Group and Selection Criteria

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Rationale of Group and Selection Criteria

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Rationale of Group and Selection Criteria

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This session will begin with the group leader welcoming everyone and reminding students that this is our last session. Group leader will explain that we will still be around and this is not goodbye. The group leader will explain that today's activity is fun and allows students to show what they have learned and reflect on the group experience. Group leader will then begin mindfulness breathing. The group leader will then begin the activity "Feelings Puppet Show". Once the activity is complete, it will be about time for the session to end, the group leader will ask processing questions:

1. What emotions do you think the puppet is feeling?

2. How did you feel when the puppet expressed a complex emotion? Did the story help the puppet feel better?

3. What did you learn about emotions/feelings by using the puppets?

4. Was it hard or easy to show how your puppet was feeling? Why do you think that is?

5. How do you think your puppet’s friends helped during the story? How do you feel when someone helps you?

6. What would you do next time if your puppet feels the same way again?

Once students have answered processing questions, the group leader will explain the closing of the session and ask the termination questions:

1. What was your favorite emotion to act out today, and why?

2. What did you learn about yourself or others during this group experience?

3. What are some ways you can show or talk about your feelings instead of acting them out?

Group leader will thank students for coming and participating. Group leader will close on time allowing students to stay behind if they need additional time to talk or ask questions.

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Group Counseling Activity: "Mood Cards"

Objective: Learn and recognize emotions, and how to handle them when feeling strong emotions.

Instructions:

1. Print out and place multiple cards with different emotions on them

2. Place the cards in a paper bag. An example of a card that can be used is an image of a person with their hands clenched into fists and their lips pressed tightly together.

3. Then, a student in the group picks one card.

4. Prompt the student with the following questions about the card they pulled:

What emotion do you see?

How do you know?

Can you describe a time when you felt the same way?

How did you handle the emotion?

Could you have done anything different?

Goals and Process Questions Goals:

Identify and label emotions

Develop an understanding of other's emotions and feelings

Practice healthy ways to express emotions

Provide feedback to others on how to handle emotions

Process Questions:

1. Which emotion do you find the most challenging to act out?

2. Did you learn anything new from your group members about how to handle an emotion?

3. Which emotion brings you the best feelings?

4. Which emotion do you not like to feel?

Activity Summary:

Getting students at this young age, 6 years old, to talk about emotions and also reflect on how they reacted and what could be done next time they feel this emotion, is very crucial to emotional regulation. The other group members are also learning from their peers while this activity is going on. This activity is very beneficial to kids at a young age and will teach them how to better regulate their emotions.

Kress, V. E., Paylo, M. J., & Stargell, N. A. (2019). Counseling children and adolescents: Working in school and clinical mental health settings. Pearson.

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Group Activity: Emotions Bag Toss

Activity Summary: This activity is a game similar to Corn Hole or Bean Bag Toss, students will sit or stand in a circle around printed papers with pictures of faces with different emotions expressed. One student will start with a bean bag and toss it onto a picture, say what emotion is being expressed, why they think that emotion is being expressed, and share a story of a time they felt that emotion. Once all students have had a turn students will receive a piece of paper with five blank faces. Students will fill in these faces with some emotions they have personally had recently.

Stage of Group Process: Working Stage- This activity would be good in the working stage to learn what emotions are, how emotions can be different, and help group members learn about each other while playing a game. Group members will also hear stories from others about emotions they have had.

Goals of the Activity:

Students will be able to recognize emotions based on facial features.

Students will be able to express what emotions they are feeling.

Students will be able to name different emotions.

Students will be able to share different emotions they have in certain situations.

Students will understand that emotions can be different for others even in similar situations.

Process Questions:

What was it like to share your emotions with others?

What was it like to hear others share their emotions?

How does this help you understand other people’s emotions?

Rationale for Choosing this Activity:

According to the ASCA Student Standards: Mindsets & Behaviors for Student Success, Social Skills are behaviors that help improve social interactions between students, peers, and adults (ASCA, 2021).  Category 2: Behavior Standards that correlate with this activity are “B-SS 2.

Positive, respectful, and supportive relationships with students who are similar to and different from them", "B-SS 4. Empathy", and "B-SS 9. Social maturity and behaviors appropriate to the situation and environment” (ASCA, 2021). These are all important in early elementary students to help them learn to effectively express themselves, understand how others express themselves, learn differences between themself and others, and build successful relationships with others. The Student Standards also explains standards in Social/Emotional Development as “guiding school counseling programs to help students manage emotions and learn and apply interpersonal skills” (ASCA, 2021). Social and Emotional development is important through all stages in life, learning early how to effectively express and understand emotions will positively impact their lives.

References

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

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Group Counseling Activity: Listening To My Body

Activity: Listening to My Body (Session 3, Working Stage)

Objective: To work on attention skills, mindfulness, and on-task behaviors to work on executive functioning.

Instructions:

1.    Read Listening to My Body by Gabi Garcia.

2.    Ask students to share their experiences of when they have those emotions, how their body responds, and how to practice emotional regulation.

3.    Compare similar student’s experiences of what they shared and similar experiences.

Goals and Process Questions

Goals:

·       Identify physiological feelings and emotions

·       Practice sharing emotions with others.

·       Develop a sensations vocabulary.

Process Questions:

1.    What does your body tell you when you are experiencing that emotion?

2.    Who else has that same feeling in their body when they experience that emotion?

3.    What strategies do you use to manage strong emotions?

Activity Summary

The book engages the students in identifying their emotions and describing the feelings in their bodies. The lesson encourages students to describe their physiological feelings and emotions and practice acknowledging their feelings (performing). The students share experiences of when they have those emotions, how their body responds, and how to practice emotional regulation. Share emotions and discuss similar experiences.

References

American School Counselor Association. (2022). The school counselor and peer support programsLinks to an external site.Links to an external site.. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Links to an external site.  Peer-Support-Programs

Garcia, G. (2017). Listening to my body. https://www.amazon.com/s?k=listening+to+my+body+by+gabi+garcia&crid=1Z6WRM0TUKOO4&sprefix=Listening+to+my%2Caps%2C141&ref=nb_sb_ss_pltr-mrr_2_15

Steen, S., Melfie, J., Carro, A., Zhu, L. & Genovese, E. (2022). Introduction: Group leadership considerations for effective facilitation in schools. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.), A school counselor’s guide to small groups: Coordination, leadership and assessment (2nd ed).

Su, W. & Swank, J. (2019). Attention problems and mindfulness: examining a school counseling group intervention with elementary school students. Professional School Counseling, doi/pdf/10.1177/2156759X19850559

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Group Counseling Activity: "Feelings Charades"

Activity: Feelings Charades (Session 3, Working Stage)

Objective: Recognize, express, and manage emotions in a healthy way.

Instructions:

1. Write various emotions on slips of paper.

2. Each group member selects an emotion slip.

3. Members act out their emotion without speaking.

4. Peers guess the emotion.

5. Discuss emotions after each acting round.

Goals and Process Questions

Goals:

Identify and label emotions.

Develop empathy and understanding.

Practice healthy emotional expression.

Process Questions:

1. What was challenging about acting out your emotion?

2. How did your body feel during the charades?

3. What strategies do you use to manage strong emotions?

Activity Summary

"Feelings Charades" is an engaging group activity for K-1 students, fostering emotional regulation skills. By acting out emotions, students develop empathy, self-awareness, and healthy expression. This activity supports ASCA's social-emotional learning goals (American School Counselor Association, 2022) and fits within the Working Stage of group development (Corey et al., 2018). The consideration of the group goals, member characteristic and therapeutic stage (Nitza, 2014) was in play when chosen this activity.

Incorporating "Feelings Charades" into the eight-session group counseling program will provide K-1 students with essential emotional regulation skills. By addressing emotional intelligence, we empower young learners to navigate life's challenges effectively. As school counselors, it's essential to create safe, engaging environments for students to grow and develop.

References

American School Counselor Association. (2022). ASCA ethical standards for school counselors. Retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Links to an external site.

Association for Specialists in Group Work. (2021). ASGW guiding principles for group work. https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles-May-2021.pdf

Links to an external site.

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

Nitza, A. (2014). Selecting and using activities in groups. In J. L. DeLucia-Waack, C. R. Kalodner, & M. T. Riva (Eds.), Handbook of group counseling and psychotherapy (2nd ed., pp. 95-106). Sage Publications, Inc. https://doi.org/10.4135/9781544308555.n8

Links to an external site.

The American School Counseling Association cites group counseling as an effective and efficient way to provide positive direct services to students with academic, career, and social-emotional developmental issues and situational concerns (ASCA, 2022). Research has shown that mindfulness interventions improve students' executive functions (Su & Swank, 2019). Focusing on being in the present moment helps with attention, self-ownership, and being in charge of one's thoughts (Su & Swank, 2019).

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This session will begin with the group leader welcoming everyone and then do mindfulness breathing. The group leader will then begin the activity "Calm-Down Jar". Once the activity is complete, it will be about time for the session to end, the group leader will ask processing questions:

1. How did you feel before shaking the jar?

2. What happened to the glitter when you shook the jar?

3. How did you feel while watching the glitter settle?

4. What can you do in real life to stay calm?

5. Does anyone have any questions about the group experience?

Group leader will thank students for coming and participating, and looking forward to the next group. Group leader will close on time allowing students to stay behind if they need additional time to talk or ask questions.

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Emily Broussard  Pre-Group Planning Project Group Leader

Lori Brunick  Final Project Group Leader

Carlene Cush-Ouseley

Isabel Frigerio

Kelse Hoffman

Shannon Jackson

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Group Counseling Activity

Interpersonal Interaction Activity:  Feelings Puppet Show

Summary: This will encourage students to project and explore emotions excitingly and creatively while working together. This would help children understand their feelings, which is essential (Erten &n Güneş, 2024). As we aim to have the students regulate their emotions, their feelings should be heard and seen.

Activity Instructions: Give children puppets to act out different emotions. This form of intrapersonal interaction activity allows students to problem-solve and learn how to express their emotions (Corey et al., 2018). Overall, this form of play allows students to create short stories in which the puppets express feelings and how to resolve those feelings.

Goals:

1. Emotional expression- Encourage children to express many forms of emotion through puppets in a safe and fun way.

2. Problem-solving- helps children learn how to solve problems by reenacting scenarios for the pupils to resolve their feelings.

3. Teamwork/collaborating- Create stories to encourage cooperation and communication.

4. Self-regulation- Children will practice identifying and managing emotions in a controlled and playful environment.

5. Imagination will stimulate creativity as children create their scenarios and stories.

Process Questions:

1. What emotions do you think the puppet is feeling?

2. How did you feel when the puppet expressed a complex emotion? Did the story help the puppet feel better?

3. What did you learn about emotions/feelings by using the puppets?

4. Was it hard or easy to show how your puppet was feeling? Why do you think that is?

5. How do you think your puppet’s friends helped during the story? How do you feel when someone helps you?

6. What would you do next time if your puppet feels the same way again?

Termination Questions:

1. What was your favorite emotion to act out today, and why?

2. What did you learn about yourself or others during this activity?

3. What are some ways you can show or talk about your feelings instead of acting them out?

Reflection:

The feelings puppet show is a great activity for young children as it is interactive and an attention grabber.  As young children have a short attention span, utilixng interactive play will encourage partcipation. It is essential for all students to activiely partcipate, because it will allow them to feel included and maintain active listening to learn from the activity.

Conclusion:

This activity stood out to me because attention spans are short when working with young children between kindergarten and first grade. The idea behind using puppets is to encourage creativity, participation, and understanding of emotion. At this young age, this skill is still being learned and is beneficial for the students to practice. Overall, this will benefit this age group by teaching them new skills for emotional regulation and expression.

References

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

Erten, C., & Güneş, G. (2024). Social behavior changes via mindfulness practices in early childhood. Children & Youth Services Review, 158, N.PAG. https://doi.org/10.1016/j.childyouth.2024.107452

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What are some ways to create trust in a group?

When working with young, elementary school children there are many ways to build trust, especially in a group focused on emotional regulation.

1.     Establish consistency

2.     Model empathy

3.     Provide validation

4.     Encourage participation without force

5.     Use positive reinforcement

6.     Create a safe space

What type of ice breakers would be relevant to their age and group topic?

1.     Feelings matching game

a.     This game would help them recognize and express emotions in a fun and non-verbal way.

b.     Instructions: Prepare cards with simple facial expressions and emotions (such as happy, sad, angry, surprised). Then have each child pick a card and act out the emotions, so the other children can guess.

2.     Emotion ball toss

a.     This encourages sharing emotions and fosters a connection among the group.

b.     Instructions: use a foam ball and toss it within the group. The student who catches the ball will then share how they are felling (“I feel ___ because…”).

3.     My safe space drawing

a.     This will help encourage them to visualize safety and trust.

b.     Instructions: Ask students to draw or describe a place where they feel safe and happy. Then they can share with the group if comfortable.

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Goal 1: Emotion Identification and Expression

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Goal 1: Emotion Identification and Expression

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By the end of 8 weeks, students will identify and express their emotions in a structured social interaction, using a feelings chart and verbal prompts, with 80% accuracy (4/5 opportunities) and 75% progress monitoring assessment accuracy (3/4 assessments).

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Goal 2: Emotion Understanding and Explanation

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Goal 2: Emotion Understanding and Explanation

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By the end of 8 weeks, students will use a sentence starter to state an emotion and explain why, scoring 8/10 rubric points (4/5 observation tools), in hypothetical situations.

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By the end of 8 weeks, students will use various coping strategies to regulate emotions from heightened to calm states within 5 minutes, 4/5 times, with teacher assistance.

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By the end of 8 weeks, students will record at least 3 different emotion words on an emotion tracker, 4/5 weekly opportunities, as measured by a progress monitoring assessment.

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What types of activities would be helpful to implement to help create greater connections and trust among members?

1.     Group Art Projects

a.     Collaborative mural

i.     Instructions: Place a large piece of butcher paper or poster paper and let the children create a mural together. Assign a theme together or provide the theme for them (e.g. “Our happy place” or “My feelings wheel” that way they can add their own unique elements.

ii.    This will help the students learn the value of teamwork and give them a sense of a shared accomplishment.

2.     Mindfulness

a.     Mindful Listening

i.     Instructions: have students sit quietly while the group leader rings a bell. Ask the students to then raise their hand when they can no longer hear the bell.

ii.    This will help students learn focus together and create a sense of group calming.

3.     Story sharing and acting

a.     Feelings Puppet Show

i.     Instructions: Give children puppets to act out different emotions. Then they can create short stories where the puppets express feelings and how to resolve those feelings.

ii.    This will encourage students to project and explore emotions in an exciting and create way, while working together.

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Endings in a therapeutic group are frequently emotionally charged and complex events (Corey et al., 2018). In the final session, it is very important that the group members feel as though they are ready for the transition back into their daily life and that they have the tools to succeed. During this final session, group members will have a chance to say goodbye to one another, as well as to reflect on their reactions and provide feedback to others. Letting group members express their thoughts and feelings is essential during this session (Corey et al., 2018).

This final group session, using puppets, is a celebration of what the group members have accomplished during their time in the group. Expressing what they have learned and also giving them the opportunity to explain what their plans are moving forward and transitioning out of the group.

It is expected for group members to have feelings of separation. What's important is that they are encouraged to express those feelings during this session. As the group leader, I will make sure that I remind the members how far they have come and that the progress they made is a result of their hard work. The members are the reason that the group was successful, and they must be told that so that they can feel confident.

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

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How Puppets Can Help Kids Express Emotions 

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https://youtu.be/cfycJWiF34Y?si=e-eJVdI4ANSghDNt

How Puppets Can help Kids Express Emotions. (2023). Edutopia, https://youtu.be/cfycJWiF34Y?si=e-eJVdI4ANSghDNt.

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How Puppets Can Help Kids Express Emotions

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Emotional Regulation to Early Elementary Students

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Emotional Regulation to Early Elementary Students

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Emotional Regulation and Early Elementary Students

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Why is Understanding Emotions Key to Emotion Regulation? 

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Why is Understanding Emotions Key to Emotion Regulation? 

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Reference

Buzanko, C. (2024, June 25). Why Is Understanding Emotions Key to Emotion Regulation?. YouTube. https://www.youtube.com/watch?app=desktop&v=la3GO8tL8-c

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Group Counseling Activity: "Calm-Down Jar"

Activity: Calm-Down Jar (Session 5-6, Working Stage)

Objective: Exploration, Insight, Emotional Regulation – Developing coping strategies.

Instructions:

1. Fill a jar with water, glitter, and food coloring.

2. Explain that the jar represents our emotions, with glitter symbolizing feelings.

3. When feeling anxious/overwhelmed, shake the jar and watch the glitter settle.

4. Encourage deep breathing while observing the jar.

Goals and Process Questions

Goals:

✓ Emotional regulation

✓ Self-awareness

✓ Stress management

✓ Calming techniques.

Process Questions

1. How did you feel before shaking the jar?

2. What happened to the glitter when you shook the jar?

3. How did you feel while watching the glitter settle?

4. What can you do in real life to stay calm?

Why I Chose This Activity

I selected the Calm-Down Jar activity because it's an engaging, interactive way to teach young children emotional regulation skills, aligning with American School Counselor Association (2022) ethical standards.

Activity Summary

The Calm-Down Jar activity is a engaging, interactive tool designed to help kindergarten and first-grade students develop essential emotional regulation skills. Through a visual and hands-on experience, students learn to recognize, express, and manage their emotions in a healthy and constructive manner.

American School Counselor Association. (2022). ASCA ethical standards for school counselors. Retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Association for Specialists in Group Work. (2021). ASGW guiding principles for group work. https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles-May-2021.pdf

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

Nitza, A. (2014). Selecting and using activities in groups. In J. L. DeLucia-Waack, C. R. Kalodner, & M. T. Riva (Eds.), Handbook of group counseling and psychotherapy (2nd ed., pp. 95-106). Sage Publications, Inc. https://doi.org/10.4135/9781544308555.n8

Schwartz, H. L., Bongard, M., Bogan, E. D., Boyle, A. E., Meyers, D. C., & Jagers, R. J. (2022). Social and Emotional Learning in Schools Nationally and in the Collaborating Districts Initiative. RAND Corporation. Retrieved from https://casel.s3.us-east-2.amazonaws.com/SEL-in-Schools-Nationally-and-in-the-CDI.pdf

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Diversity's Impact on Group Counseling Development

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Diversity's Impact on Group Counseling Development

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How does diversity impact the development of this stage of group counseling-Carlene

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The Role of Diversity in Group Counseling Formation

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The Role of Diversity in Group Counseling Formation

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How does diversity impact your planning and preparation for this group-Carlene

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Book Summary:

"That's Not My Name" is a children's book written by Anoosha Syed, illustrating the importance of respecting and acknowledging individuals' identities, particularly their names. The story follows a young girl who faces frustration and confusion when others mispronounce or change her name.

Relevance to Emotional Regulation K-1 Counseling Group:

This book is an excellent resource for diversity-focused emotional regulation groups in K-1 settings, addressing:

1. Identity and self-expression

2. Cultural sensitivity and awareness

3. Emotional validation and empathy

4. Self-regulation and self-advocacy

Group Counseling Activity Ideas:

1. Name Sharing and Pronunciation: Have group members share their names, emphasizing correct pronunciation.

2. Feeling Faces: Ask members to draw or create "feeling faces" when their name is mispronounced or changed.

3. Empathy Building: Role-play scenarios where members experience mispronunciation or name changes, encouraging empathy and understanding.

4. Name Affirmation: Create a "Name Affirmation" jar where members write their names and positive affirmations.

5. Cultural Exploration: Explore diverse cultural naming traditions and significance.

Diversity and Planning Considerations:

1. Culturally Responsive: Ensure the group is culturally responsive to diverse naming traditions.

2. Inclusive Language: Use inclusive language, avoiding assumptions about members' names or cultural backgrounds.

3. Name Pronunciation: Model and encourage correct name pronunciation.

4. Respectful Communication: Foster respectful communication, emphasizing active listening and empathy.

Emotional Regulation Skills:

1. Self-awareness: Recognizing emotions related to identity and naming.

2. Self-regulation: Managing frustration and disappointment.

3. Empathy: Understanding others' feelings and perspectives.

ASCA Standards:

1. A1: Student Development - Identity and Self-Expression

2. B1: School Counseling Curriculum - Diversity and Inclusion

3. C1: Counseling and Guidance - Emotional Regulation

Age Adaptations for K-1:

1. Simplify language and activities.

2. Use visual aids and storytelling.

3. Incorporate movement and play-based learning.

By incorporating "That's Not My Name" into our emotional regulation K-1 counseling group, we'll promote diversity awareness, empathy, and self-expression, while fostering a supportive and inclusive environment.

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Anoosha Syed on Instagram: "Do people get your name wrong a lot? When I wrote this book, I knew that having your name mispronounced was a common occurrence but I didn’t realize just how universal it was. I have adults constantly telling me that they wish that they had a book like this growing up, and kids saying that they have been going by a different name at school. Respect and good intentions go a long way; even if you aren’t able to say someone’s name right it means the world that you are at least trying your best.
Clip from the beginning is from Fresh off the Boat featuring @constancewu 🥰
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#picturebookillustration #childrensillustration #authorsofinstagram #diversityandinclusion #kidlit"

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201K likes, 1,333 comments - anooshadraws on May 1, 2023: "Do people get your name wrong a lot? When I wrote this book, I knew that having your name mispronounced was a common occurrence but I didn’t realize just how universal it was. I have adults constantly telling me that they wish that they had a book like this growing up, and kids saying that they have been going by a different name at school. Respect and good intentions go a long way; even if you aren’t able to say someone’s name right it means the world that you are at least trying your best.
Clip from the beginning is from Fresh off the Boat featuring @constancewu 🥰
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#picturebookillustration #childrensillustration #authorsofinstagram #diversityandinclusion #kidlit". 

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View this post on Instagram

A post shared by Anoosha Syed (@anooshadraws)

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Introduction of New Peer-Reviewed Journal Articles 

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Introduction of New Peer-Reviewed Journal Articles 

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Using "That's Not My Name" in our session, will help K-1 students develop essential social-emotional skills, such as: Self-awareness,Self-expression, Emotional regulation, Empathy, Assertiveness

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Using "That's Not My Name" in our session, will help K-1 students develop essential social-emotional skills, such as: Self-awareness,Self-expression, Emotional regulation, Empathy, Assertiveness

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

Erten, C., & Güneş, G. (2024). Social behavior changes via mindfulness practices in early childhood. Children & Youth Services Review, 158, N.PAG. https://doi.org/10.1016/j.childyouth.2024.107452