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Goal: To teach students different ways to say “no” when faced with uncomfortable situations with peers by using role play in multiple scenarios.

Objective: When put into difficult situations, the student will practice and learn different ways to say “no” to their peers.

Here is a list of scenarios that counselors or even students can use to start each role play session (kidshealth.org, (n.d.):

Joining a gang

Underage alcohol use

Underage drug use

Smoking/Vaping

Shoplifting/Theft

Sex

Sexting

Bullying

Activity:
Students will pick different strategies from a jar in which they are going to use to say “no” to different scenarios. The counselor will lead the scenarios while the group members are working to practice saying “no”.

Here is a list of the strategies students will use (Somerville Public Schools, (n.d.):

Make it a laughing matter - Telling a joke in an uncomfortable situation can lighten the mood and divert the attention to someone or something else other than you.

Give a reason why it is a no - If you have a personal reason why you don’t want to do something, use that as your excuse: “I knew someone that started drinking at our age and they messed up their life.”

Make an excuse why you cannot join the group - Find something else that you have to do at that particular time the group is trying to meet.

Just say no. Point. Blank. Period. - Be firm in saying “no, it’s not something that you want to do.” Most importantly, stick to it!

Suggest a different activity to engage in - Instead of going to a party, suggest going to the movies instead. Try going to the mall or to an amusement park where you can be with a better crowd.

Ignore the suggestion to join the group - Act like you didn’t hear the kid that made the suggestion and start talking about something else.

Repeat yourself if needed - Act like a broken record and say no again. They may keep asking, but your answer can stay the same!

Walk away and leave the situation - When the conversation turns to one you don’t like, just walk away. You can pretend that something came up or even that you have to use the restroom. This way you are removing yourself from the situation altogether.

Thanks, but no thanks - You can still use your manners and be polite if it is something that you are not interested in.

Make a plan with friends and stick to it - Make a plan and a pact with you best friend and don’t let each other waver. Stick to the plan!

Review:
At the end of each scenario, students will have a discussion on whether or not they liked the strategy and would use it on their own outside of the group session. Feedback is given from students in hopes that they share their own reactions and true feelings about the actions of other people (Corey et al., 2018).

Within this session, you will find a video of teens role playing different situations dealing with peer pressure (GFP Scenario Videos, 2016).

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

GFP Scenario Videos. (2016, August 5).  Peer pressure scenarios [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=KO9HLiG0mI8

Kids Health in the Classroom. (n.d.). Teacher’s guide: Peer pressure. Retrieved from

https://classroom.kidshealth.org/classroom/6to8/personal/growing/peer_pressure.pdf

Somerville Public Schools (n.d.) Peer pressure & bullying. It’s Hard to Say “No”. Retrieved from https://www.somervillenjk12.org/cms/lib5/NJ01001815/Centricity/Domain/80/PEER%20PRESSURE.pdf

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The Bag of Tricks Activity:
Goal: This activity will help students recognize, name, and demonstrate different types of spoken and unspoken pressures. They will also be able to identify feelings that go with these spoken and unspoken pressures.

Objective: Students will gain knowledge of how to react to certain situations that they may face.

Essential Questions:
• What forms does peer pressure take?
• Why do people give in to peer pressure?
• What feelings can result from being pressured?

Materials needed:
Provide "Things to Remember” for each role-playing activity for the whole class (p. 2):
• student copies of role-playing response sheets (p. 3)
• one copy of each role-playing scenario (pp. 4–6)
• class-size enlargement of Spoken and Unspoken Pressure poster (p. 9)
• class-size enlargement of Peer Pressure Definitions (p. 10)
• labeled “Peer Pressure Tricks” bags, one bag per group of students. Each bag
should have one cut set of “Peer Pressure Bag of Tricks” strips (pp. 11–12)
• writing paper and pens or pencils for students
• role-playing props as needed (see pp. 4–6)
• large, visible writing area and writing instrument for teacher

Procedure: Organize the group together and provide the “Things to Remember” notes (see below) as a handout to each group or post an enlargement for the class.
• Give each student a Student Response Sheet.
• Give each group a scenario to role play.
• Give each group a “Bag of Tricks.”
• Have each group select a spokesperson to hold up the group’s answer choices
from the “Bag of Tricks.”
• Have the groups empty their bags and spread out the papers.
• Allow the groups enough time to plan and practice their scenarios.
• Call the groups up one at a time for their role plays (set appropriate ground rules if needed in addition to the “Things to Remember” list).
• Call “Freeze” at the end of each role play; then have the role players relax.
• Have each group’s spokesperson hold up the paper strip for the Trick they think is being demonstrated.
• Read aloud each choice; then announce the correct answer.
• Ask students to explain their choices; allow time for Q&A and for the class to fill in their Student Response Sheets.

Reference
Poe Health. (2013). The peer pressure bag of tricks- Role Playing Lesson for Middle School Students. Retrieved January 7, 2022, from https://poehealth.org/wp-content/uploads/2012/03/The-Peer-Pressure-Bag-of-Tricks.pdf

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Goal: To create solutions to different problems teens may face throughout life by working together as a group.

Objective: Students will work in a group to determine solutions to different problems they may be faced with throughout life.

Activity:

For the activity, students are divided into equal groups with a leader appointed by the counselor (Apt Parenting, n.d.). Students are given different problem scenarios and are asked to come up with a solution to that problem. The group leader will present the problem and the solution to the group.

Here are some example problems:

A friend has started smoking and asks you to try it too.

Your friends are going to a late night movie but some are planning to leave to go to a party.

A classmate has failed a test and wants you to cheat for them and give the answers.

Your friends decide they are going to skip school and go to the mall for the day.

A boy/girl at school is pressuring you to take things to a physical/sexual level.

Your friend walks out with something they took from the store without paying for it.

Review:

At the end of each solution, students from other teams can then decide if the group gave a good solution to the problem or not. If students vote yes, have them tell what they liked about the solution. If students vote no, have them tell what they would do differently.

Students can solve more than one problem. After each group has gone, start the rotation again.

Reference

Apt Parenting. (n.d.). Games that help you identify good peer pressure from bad. Retrieved from https://aptparenting.com/peer-pressure-games

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The Friendship Chain Activity:
Goal: This activity is designed to engage every member of a session in creating a paper chain to decorate the room with. There strips will be taped or stapled as a chain around each other, creating a long colorful chain with friendship characteristics written on it.

Objective:  This activity is used to allow students to identify characteristics that are valued in friendships.

Questions during the session:
The types of questions that will be asked during this open discussion should reflect the following:

“what was hard/and or easy about identifying these characteristics”?

“what challenges do you see may come with individually working on these characteristics”?

“what characteristics will create negative/bad friendships/relationships"?

References
Wagner, H. H., & Hill, N. R. (2015). Becoming Counselors Through Growth and Learning: The Entry Transition Process. Counselor Education & Supervision, 54(3), 189–202. https://doi.org/10.1002/ceas.12013

Williams, B. (2021, November 20). Middle School group counseling activities on Friendships. | Empowering Students in Their College Journey. Retrieved January 4, 2022, from https://www.theclassroom.com/middle-group-counseling-activities-friendships-5811089.html

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Goal: Students will learn the power behind their choice of words.

Objective: Students will be able to explore word choices to show strength and boldness over peer pressure.

Materials Needed:

Coffee Filters

Permanent Markers

Washable Markers

Spray bottle filled with Water

Step 1: Students will write strong peer pressure words on a coffee filter with a permanent marker. Examples of strong words would be "No, that is not for me or, No I am not interested".

Step 2: Students will write weak peer pressure words on a coffee filter with a washable marker.  Examples of weak words would be "Um, not today or Nah, I do not think so".

Step 3: Each student will spray the coffee filter and observe what happens.

Step 4: After observing what happens with the coffee filters, students will have an opportunity to discuss what happens to the coffee filters.

The students should observe that the words written with the permanent marker stand out even after being sprayed with water.  This example displays how when we use strong words to avoid peer pressure they stand out and the individual is heard.

Reference
5 ways to use filters in school counseling. Retrieved from
https://confidentcounselors.com/2017/02/05/5-ways-use-coffee-filters-school-counseling/

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I am constantly on the hunt for affordable craft supplies to use in counseling lessons and small groups. I troll the dollar aisles of all my favorite stores squirreling away supplies for the perfect lesson. After a visit to a Pre-K classroom decorated with beautiful, unique coffee filter snowflakes, I expanded my craft supply search to the kitchen aisle! Coffee filters are the perfect, affordable supply to jazz up your counseling lessons. Here are 5 ways that I use these dual-purpose gems:
Supplies: 2 coffee filters, permanent markers, washable markers, water spray bottle
Color one coffee filter with permanent markers and one with washable markers. Permanent marks represent strong statements standing up to peer pressure ("No, that's not for me," or "No, I'm not interested"). Washable marks represent weak statements standing up to peer pressure ("Um, not today" or "Nah I don't think so"). Spray both coffee filters with the water bottle and watch what happens. The permanent marks (strong statements) don't bleed or run while the washable marks (weak statements) bleed and run into one another. When we have strong statements standing up to peer pressure, we are less likely to give in or be swayed to do something we don't want to do. When we have weak or no statements to stand up to peer pressure, we might be more easily swayed into doing things we aren't comfortable doing just to blend in!
Supplies: coffee filter, string, 2 equally-weighted figurines
Tie strings around one figurine's hands and tape to the coffee filter to create a parachute. Drop both figurines at the same time and ask students to note the difference in the falling pattern. When we don't have any tools that help us manage or deal with tough situations, it can feel like we're free-falling. But when we have skills that help us deal with tough experiences in our lives, it's like having a parachute: we can glide down and land on our feet!

Supplies: coffee filters (one per student), washable markers, clothespins (one per student), pipe cleaners
As a termination activity in a self-esteem small group, students write words or draw pictures to represent how they felt about themselves at the beginning of group. Spray the coffee filters with water and watch the words fade into something beautiful! Pinch the coffee filter in the middle and clip with a clothespin. Add pipe cleaner antennae to create a beautiful, transformed butterfly!

Supplies: Coffee filter, washable markers, water spray bottle
Draw lines on a coffee filter using skin-colored markers in separate areas. Communities can function when everyone looks the same or believes the same thing as their neighbors. Spray with water. But when our communities are made up of people of all backgrounds, beliefs, and ideals working together, the community is a much more beautiful place where we all contribute new ideas and can positively influence and challenge one another to expand our worldview!
Supplies: cup, rubber band, water pitcher, sand/dirt
Place a coffee filter over a cup and secure it with a rubber band. Place sand/dirt on top of the coffee filter. The sand/dirt represents negative thoughts/self-talk. Pour water over the sand/dirt. Water represents our positive/neutral thoughts. The coffee filter keeps the negative thoughts from circulating in our minds and bringing us down while it permits positive thoughts to fill our minds!

What nontraditional supplies are you using in your counseling program? Let us know what other aisles we should be visiting!

Visit Counselor Keri at her TPT Store, Instagram, Blog, or Facebook for more great counseling ideas.

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5 Ways to Use Coffee Filters in School Counseling

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I am constantly on the hunt for affordable craft supplies to use in counseling lessons and small groups. I troll the dollar aisles of all my favorite stores squirreling away supplies for the perfect lesson. After a visit to a Pre-K classroom decorated with beautiful, unique coffee filter snowflakes, I expanded my craft supply search to the kitchen aisle!

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Some adolescents have the courage to stand up and speak their mind. Some don't. Crucial Learning (2015) showed this through an experimental video where students had to choose the right answer. Watch how many said the right answer versus how many said the wrong answer and the logic behind why they did it.

There are a plethora of added benefits to group counseling. Outside of getting to know your peers in a more intimate setting, group counseling also allows students to boost positive peer rapport and helps curtail social withdrawal (ASCA, 2020). Group counseling allows students to create a loving, supporting, and trusting environment that is meant to build each other's esteem and their relationships between themselves and the school counselor (ASCA, 2020).

According to Sean Grover (2017), kids develop better in group therapy than in individual therapy because they are most often faced with those uncomfortable situations in group settings than they are in individual settings. Grover says there are five main benefits to group therapy: social confidence, increase in communication skills, positive peer influences, enhanced relationships, decreased stress (2017).

In addition, adolescents are very influenced by their peers. This shows why it is crucial to have group sessions on peer pressure. Attached you will find another short video of how an adolescent's mind behaves as they participate in a driving simulation (Brains on Trial, 2013).

Developmentally, students should be be able to handle the conversations that we have in group because they are middle school aged children. However, it is still important to keep in mind ways that we can rephrase conversations for students to handle.

References
American School Counselor Association. (2020). The school counselor and group counseling. Retrieved from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

Brains on Trial. (2013, September 25). Peer influence and adolescent behavior. [Video]. YouTube. https://www.youtube.com/watch?v=rt9MyNo65eI

Crucial Learning. (2015, March 2). One simple skill to overcome peer pressure. [Video]. YouTube. https://www.youtube.com/watch?v=1-U6QTRTZSc

Grover, S., (2017). 5 reasons group therapy is the best choice struggling teens. Psychology Today. Retrieved from: https://www.psychologytoday.com/us/blog/when-kids-call-the-shots/201712/5-reasons-group-therapy-is-the-best-choice-struggling-teens

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"WE ARE" Student Relationship Building Activity:
Goal: The goal of the "WE ARE" activity is to strengthen team building skills, build connections, and to help students become better acquainted with their group members. Collaboration and cooperation are the key components of teamwork and these skills are extremely important to students of all ages and ensure that they can work together to complete a task successfully (Martin, 2020).

Objective: The main objective of the "We Are" activity  is to teach students how to work together within a group setting as they build upon their self-esteem and relationships with others by finding commonalities within each other.  Team-building games and activities are a fun way to help students learn to work together, listen carefully, communicate clearly, and think creatively (Martin, 2020). These activites also give students the chance to get to know each other, build trust as a community and, best of all, have fun (Martin, 2020).

The “WE ARE” activity is to counteract peer pressure. However, this is one of the many self-esteem and relationship building activities for teenagers that could be used within this activity, “We Are…”, which is completed as a group (teach.com, 2018).

Students find common ground amongst themselves and complete a list that demonstrates what makes them alike. For example, a common answer could be “We are humans,” but deeper probing might result in interesting things like “We are fans of a certain [TV show].” or “We are each the middle child of our families” (teach.com, 2018).

Finding such commonalities may result in friendship, and like-minded people tend to raise each other's confidence rather than putting one another down, which also results in a boost of self-esteem (teach.com, 2018).

This activity is something I would begin to establish with my Middle School group early in the beginning of our counseling session as a way to “break the ice”!

How the "WE ARE" activity will Impact Students:

This relationship building activity should open students up to begin building relationships with other students as group members early on and seeing how they can fight off dealing with peer pressure by connecting with their peers in a better way.

Group activities as this often get students moving or thinking creatively and can be lots of fun, dissolving any tension or nervousness that might initially exist in the classroom (teach.com, 2018).

It’s important that students are able to interact with one another easily because learning is all about communication. If students learn this skill early on within the group counseling process,  it will only make learning more fun, engaged, and memorable for this select group of Middle School Students.

References
6 Self-Esteem Building Activities for Middle School Students. (2018). Retrieved from
https://teach.com/blog/6-self-esteem-building-activities-for-middle-school-students/

Martin, A. (2020). Team Building Activities for Middle School. The importance of team building for students. Retrieved from https://www.teachhub.com/classroom-activities/2020/09/team-building-activities-for-middle-school/

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Team-Building Activities for Middle School - TeachHUB

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Collaborating with others is a valuable skill all students should have, especially in the real world. Try our team-building activities for middle school.

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Opening and closing rituals are crucial because they mark the beginning and the end of a session. Opening rituals will be conducted at the start of each session to allow group members to know that the session is about to start. Groups are a sacred space where each individual has to gain that sense of trust amongst all of the members.

To start a group, members should know and respect the importance of a talking piece which should be used throughout the lesson so each group member knows who is talking and who to direct their attention to. A talking piece could be anything that is able to be easily passed from one person to another.

An example of a opening ritual could be a group motto. Counselor Keri (n.d.) states that having a group motto would be a good way to close a group. However, it could also be a good way to begin a group session. Students will need to have a say in what the motto says. It would be critical to include the purpose of the group within the motto. An example would be a counseling group on study skills. The motto would need to include something on being hard workers and gaining knowledge to study harder.

Closing rituals are just important. Counselor Keri (n.d.) also uses a closing ritual called "pass the peace". During this activity, each member holds the hand of the person next to them and says, "I pass the peace to you." Passing the peace can end the session along with any conflict that has arisen during that time which allows each member to leave on a positive note.

Reference
Counselor Keri. (n.d.). 5 closing rituals for group counseling. Counselor Keri. https://www.counselorkeri.com/2021/07/30/group-counseling-closing-rituals/

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Ice breakers play a significant role in events in which communication and participant comfort levels are important factors.  They help to ensure that all attendees are equal participants.  They break down barriers that exist inherently.

Goal:  Students will start to develop rapport and trust with fellow group members.

Objective: Students will use ice breakers to learn interesting facts about other group members to build rapport.

Group Norms:

Members are expected to attend regularly and show up on time.

Members are encouraged to be personal and share meaningful aspects of themselves, communicating directly with others in the group.

Members are expected to give feedback to one another.

Members are encouraged to focus on the here and now interactions within the group.

Members are expected to bring into the group sessions personal problems and concerns that they are willing to discuss (Sink et al., 2012).

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

M & M's Ice Breaker Game. Retrieved from
https://www.pinterest.com/pin/691232242785482496/

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YouTube Video: How to handle peer pressure as a teenager. (LS) 

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YouTube Video: How to handle peer pressure as a teenager. (LS) 

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Activity:

In addition to completing the "WE ARE" activity, Students will watch the following video below on ways to handle peer pressure:

“How to handle peer pressure as a teenager”.

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

Reference
How to handle Peer Pressure as a Teenager | Positive Peer Pressure vs Negative Peer Pressure. [Video]. Retrieved from https://www.youtube.com/watch?app=desktop&v=NFMaSObTOTQ

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How to handle Peer Pressure as a Teenager | Positive Peer Pressure vs Negative Peer Pressure

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Group Counseling Closing Ritual Activities: 

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Group Counseling Closing Ritual Activities: 

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As group sessions draw to a close, it is a well known fact that transitions are hard for anyone, but especially for students, and the thought of a group ending can be difficult for all group members involved (Sink et al., 2012).  Closure activities are a great way to end a group session as they help aid in the successful end of a group while leaving a lasting impression on all students (The Crafty Counselor, n.d.). Furthermore, the importance of closing activities is also so the counselor or group leader can check for understanding, clear up any misconceptions or misunderstandings, tie up loose ends and highlight key information with students (The Crafty Counselor, n.d.).

Goal: Students will utilize group counseling closing rituals activities to overcome their fears of the group's termination and reflect on all they learned and accomplished during the group sessions.

Objective: Students will utilize group closing ritual activities to honor and celebrate each other's accomplishments within the group. The overall objective in using some of these group counseling closing rituals stated above is so students can use these activities to navigate through the close of the group, but hopefully find meaning in all the positive experiences they have encountered within the group as well.

Drawing The Group To a Close:

Group leader/or Counselor should remind the group regarding the number of sessions left.

Group leader/or Counselor should state "positives" to the group.

Group leader/or Counselor should observe the groups behaviors without judging and suggest discussing "what it feels like for the group to end".

During the "Final session" Counselor should reflect on what took place in the group (i.e. good or bad).

Counselor should spend a good part of the final group session processing the "termination" with students.

Lastly, Group leader/or Counselor can plan a small party for the last session where the group celebrates with maybe a game activity, snacks and beverages, reflect on their accomplishments, and fellowship with one another.

References
Group Counseling Closing Rituals Activities. Retrieved from https://www.pinterest.com/pin/118360296447535997/

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

Mrs. Bell The Crafty Counselor. (n.d.).
20 Closure Activities. Retrieved from https://mrsbellthecraftycounselor.com/2019/09/closure-activities/#:~:text=Closure%20activities%20benefit%20group%20members,types%20of%20situations%20and%20settings.

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Final Project: Group Members/Participants 

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Final Project: Group Members/Participants 

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Middle School Group:
Topic: Peer Pressure

1. Alexandra Niederhauser
2. Latasha Scarborough
3. Miya Savoy
4. Rachel Savage