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"A first group meeting sets the tone and purpose of the group and is often instrumental teaching participants the nature of group process" (Tyson, "et al", 2004).  Retention of group members contributes to members’ satisfaction, builds group cohesion, and results in positive group outcomes. Pre-group planning for the first session will take 30 to 45 minutes, it is important to do it prior to every group. Pre-group planning for the first session is more extensive and will be longer than planning for other sessions, however planning should be done prior to every meeting.
Reference:
Sobell, L., & Sobell, M. (2011). Group Therapy for Substance Use Disorders: A Motivational Cognitive-Behavioral Approach. Retrieved from http://www.nova.edu/gsc/forms/therapist_handout_5_1_Group_session_1.pdf

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*Amin, A., & Adiansyah, R. (2018). Lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills. Jurnal Pendidikan Biologi Indonesia, 4(1), 1-10. doi:https://doi.org/10.22219/jpbi.v4i1.5181                                                    *ASCA. (2014). The School Counselor and Confidentiality. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Confidentiality.pdf                                    *Benson, J. (2000). Work at the ending stage of the group: separation issues. Retrieved from http://www.open.edu/openlearn/ocw/pluginfile.php/465018/mod_resource/content/1/e118_ol_reading_2.pdf                                *Bouncing Back. (n.d.). Retrieved from http://www.fsyf.org/Resources/Documents/Bouncing%20Back.pdf                              *Bucknam, S. (2016, May 1). Anger Management Group Therapy: Handouts and Worksheets. Retrieved from https://www.slideshare.net/SaraBucknam/anger-management-group-handouts-and-worksheets            *Caswell, J. (2012). Confidentiality Exercise [Web log post]. Retrieved from http://effectivevoices.blogspot.com/p/normal-0-false-false-false-en-us-x-none.html         *Community Tool Box. (2018). Cultural Competence in a Multicultural World | Section 2. Building Relationships with People from Different Cultures *Main Section | Community Tool Box. Retrieved from https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/building-relationships/main                   *ESPOSITO, M. S. (2017). 35 AMAZING GROUP ACTIVITIES: The evolution of student behavior - a study of group activities... that work in schools. Rich Esposito, MS: OUTSKIRTS PRESS.             *Employment and Training Administration’s Office of Policy and Research (OPR). (2000). WORKPLACE ESSENTIAL SKILLS: RESOURCES RELATED TO THE SCANS COMPETENCIES AND FOUNDATION SKILLS. Retrieved from https://wdr.doleta.gov/opr/fulltext/00-wes.pdf                                                                *Fun Problem-Solving With The Marshmallow Challenge Game. (2018, July 10). Retrieved from https://www.playmeo.com/activities/team-building-problem-solving-activities/marshmallow-challenge/                                  *Myrick, R. D. (1997). Developmental guidance and counseling: A practical approach (3rd ed). Minneapolis, MN: Educational Media.Tom Wujec | TOOLS. (n.d.). Retrieved from https://www.tomwujec.com/toolsLeader                      *Resource 1: Moral Compass Poster. (2017, July 20). Retrieved from https://www.uua.org/re/tapestry/children/tales/session2/123169.shtmlUnitarian *Universalist Association. (2017, November 8). Activity 3: Active Name Game. Retrieved from https://www.uua.org/re/tapestry/children/tales/session2/123146.shtml                           *Sink, Christopher A.; Edwards, Cher; Eppler, Christie. School Based Group Counseling (School Counseling) (Page 53). Cengage Textbook. Kindle Edition.                                 *Shen, Y. (2007). Developmental model using Gestalt-play versus cognitive verbal group with Chinese adolescents: Effects on strengths and adjustment enhancement. Journal for Specialists in Group Work, 32, 285–305. doi: 10.1080/01933920701431784*Sobell, L., & Sobell, M. (2011). Group Therapy for Substance Use Disorders: A Motivational Cognitive-Behavioral Approach. Retrieved from http://www.nova.edu/gsc/forms/therapist_handout_5_1_Group_session_1.pdf               *Sobell, L., & Sobell, M. (2011). Objectives, Procedures, Client Handouts, Pregroup Planning, and Sample Round-Robin Discussions. Retrieved from http://www.nova.edu/gsc/forms/therapist_handout_5_1_Group_session_1.pdf                        Tyson, L. E., Pérusse, R., Whitledge, J., Coy, D. R., Akos, P., & Moore, I. L. (2004). CHAPTER 2: SCREENING OF MEMBERS: "EVERYONE IS WELCOME". In , Critical Incidents in Group Counseling (pp. 9-14). American Counseling Association.              *Sydney E. (2016). Resilience building plan worksheet [Class handout]. Department of Psychiatry, Ohio State University, Columbus, OH.  *Unitarian Universalist Association. (2017, July 20). Introduction. Retrieved from https://www.uua.org/re/tapestry/children/tales/session2/123132.shtml                            *Tom Wujec | TOOLS. (n.d.). Retrieved from https://www.tomwujec.com/tools

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*Amin, A., & Adiansyah, R. (2018). Lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills. Jurnal Pendidikan Biologi Indonesia, 4(1), 1-10. doi:https://doi.org/10.22219/jpbi.v4i1.5181                                                    *ASCA. (2014). The School Counselor and Confidentiality. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Confidentiality.pdf                                    *Benson, J. (2000). Work at the ending stage of the group: separation issues. Retrieved from http://www.open.edu/openlearn/ocw/pluginfile.php/465018/mod_resource/content/1/e118_ol_reading_2.pdf                                *Bouncing Back. (n.d.). Retrieved from http://www.fsyf.org/Resources/Documents/Bouncing%20Back.pdf                              *Bucknam, S. (2016, May 1). Anger Management Group Therapy: Handouts and Worksheets. Retrieved from https://www.slideshare.net/SaraBucknam/anger-management-group-handouts-and-worksheets            *Caswell, J. (2012). Confidentiality Exercise [Web log post]. Retrieved from http://effectivevoices.blogspot.com/p/normal-0-false-false-false-en-us-x-none.html         *Community Tool Box. (2018). Cultural Competence in a Multicultural World | Section 2. Building Relationships with People from Different Cultures *Main Section | Community Tool Box. Retrieved from https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/building-relationships/main                   *ESPOSITO, M. S. (2017). 35 AMAZING GROUP ACTIVITIES: The evolution of student behavior - a study of group activities... that work in schools. Rich Esposito, MS: OUTSKIRTS PRESS.             *Employment and Training Administration’s Office of Policy and Research (OPR). (2000). WORKPLACE ESSENTIAL SKILLS: RESOURCES RELATED TO THE SCANS COMPETENCIES AND FOUNDATION SKILLS. Retrieved from https://wdr.doleta.gov/opr/fulltext/00-wes.pdf                                                                *Fun Problem-Solving With The Marshmallow Challenge Game. (2018, July 10). Retrieved from https://www.playmeo.com/activities/team-building-problem-solving-activities/marshmallow-challenge/                                  *Myrick, R. D. (1997). Developmental guidance and counseling: A practical approach (3rd ed). Minneapolis, MN: Educational Media.Tom Wujec | TOOLS. (n.d.). Retrieved from https://www.tomwujec.com/toolsLeader                      *Resource 1: Moral Compass Poster. (2017, July 20). Retrieved from https://www.uua.org/re/tapestry/children/tales/session2/123169.shtmlUnitarian *Universalist Association. (2017, November 8). Activity 3: Active Name Game. Retrieved from https://www.uua.org/re/tapestry/children/tales/session2/123146.shtml                           *Sink, Christopher A.; Edwards, Cher; Eppler, Christie. School Based Group Counseling (School Counseling) (Page 53). Cengage Textbook. Kindle Edition.                                 *Shen, Y. (2007). Developmental model using Gestalt-play versus cognitive verbal group with Chinese adolescents: Effects on strengths and adjustment enhancement. Journal for Specialists in Group Work, 32, 285–305. doi: 10.1080/01933920701431784*Sobell, L., & Sobell, M. (2011). Group Therapy for Substance Use Disorders: A Motivational Cognitive-Behavioral Approach. Retrieved from http://www.nova.edu/gsc/forms/therapist_handout_5_1_Group_session_1.pdf               *Sobell, L., & Sobell, M. (2011). Objectives, Procedures, Client Handouts, Pregroup Planning, and Sample Round-Robin Discussions. Retrieved from http://www.nova.edu/gsc/forms/therapist_handout_5_1_Group_session_1.pdf                        Tyson, L. E., Pérusse, R., Whitledge, J., Coy, D. R., Akos, P., & Moore, I. L. (2004). CHAPTER 2: SCREENING OF MEMBERS: "EVERYONE IS WELCOME". In , Critical Incidents in Group Counseling (pp. 9-14). American Counseling Association.              *Sydney E. (2016). Resilience building plan worksheet [Class handout]. Department of Psychiatry, Ohio State University, Columbus, OH.  *Unitarian Universalist Association. (2017, July 20). Introduction. Retrieved from https://www.uua.org/re/tapestry/children/tales/session2/123132.shtml                            *Tom Wujec | TOOLS. (n.d.). Retrieved from https://www.tomwujec.com/tools

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Confidentiality is an ethical term denoting a counseling practice relevant to privacy. A student who has a counseling relationship with a school counselor has the right to privacy and the promise of confidentiality. (ASCA, 2014) However, exceptions to confidentiality exist, and students should be informed that situations arise in which school counselors may break their confidentiality agreement. Importantly, special populations students often struggle with trust and may avoid entering into therapeutic relationships. In this session, member will discuss confidentiality, understand their rights as well as respecting other rights, making good choices, gossiping and to advocate for themselves and others.

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Activity #1 - First Round-Robin Discussion                          Procedure

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Activity #1 - First Round-Robin Discussion                          Procedure

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In this session, the group leader will welcome members to the group. Then have members introduce themselves. Next the leader will spend a few minutes talking about the benefits of group therapy and what groups are about. After presenting the basic principal of groups, the leader will emphasize that that is important to think about is that each group member is an agent of change, and the goal is to learn from each other and to be supportive of change. Another way of thinking about this is that solutions come from group members, not from the therapists.”

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Critical thinking emerges when learners attempt to use their background knowledge to construct meaning examining, and analyzing situations, issues, problems, school work, people and information of all kinds -- personal comments, media stories, history, etc.-- from every possible angle. This skill will teach students to view life events objectively, making it more likely that they will be able to interpret information accurately and resolve problems and issues effectively.

Reference
Amin, A., & Adiansyah, R. (2018). Lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills. Jurnal Pendidikan Biologi Indonesia, 4(1), 1-10. doi:https://doi.org/10.22219/jpbi.v4i1.5181

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Review assessment information on all members.

Know something about each group member before the group starts, including their first names.

Use 3 x 5 cards to make brief notes about each member (e.g., age; first name; problem type, length, and consequences; medical problems; referral reason).

On a separate sheet of paper draw a circular diagram for the group and write in the first names of each member as they sit down at the first session; this allows you to know who is sitting where and to be able to call on students using their names.

Arrange the chairs in a circle for the number of expected group members this allows for better communication.

Have new homework available for members (Client Handouts 4.5 and 4.6).

Prior to this session prepare and highlight key points in each group member’s “Personalized Feedback Handout: Coping Skills (Student  Handout 4.1) or Building Resilience (Client Handout 4.2).

Group leaders can decide who will  decide who will take the lead for each of the major discussion topics in the upcoming session (e.g., introduction, self-monitoring, homework, ending group).

Reference
Sobell, L., & Sobell, M. (2011). Objectives, Procedures, Client Handouts, Pregroup Planning, and Sample Round-Robin Discussions. Retrieved from http://www.nova.edu/gsc/forms/therapist_handout_5_1_Group_session_1.pdf

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ACTIVITY 2#                      FIRST ROUND-ROBIN DISCUSSION                                                

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ACTIVITY 2#                      FIRST ROUND-ROBIN DISCUSSION                                                

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Procedure:
The group leader will introduce herself and welcome members to group. Next have members introduce themselves.
The leader will begin by spending a few minutes talking about the benefits of group therapy and what groups are about.
In addition to presenting basic information about the group, the leader will explain:

That each group member is an agent of change, and the goal is to learn from each other and to be supportive of change. Another way of thinking about this is that solutions come from group members, not from the therapists.

After the initial discussion, group leader will the benefits of group and what is expected of group members.

Next ask member what  concerns they have ?

After going over the basics, the group leader will ask each member to tell what they expect to get out of group.

*The leader will now attempt to normalize members’ feelings about groups by saying,  it’s natural for members to initially feel uncomfortable in groups.

*The leader will  that groups provide members an opportunity to learn from others with similar problems.

*The leader will express the benefits to having members provide advice and feedback to one another.”
Reference
Sobell, L., & Sobell, M. (2011). Objectives, Procedures, Client Handouts, Pregroup Planning, and Sample Round-Robin Discussions. Retrieved from http://www.nova.edu/gsc/forms/therapist_handout_5_1_Group_session_1.pdf

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Special Population Group Counseling Sessions.

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Special Population Group Counseling Sessions.

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As educators we know that children must be viewed as individuals and not as representatives of a particular group. However,  we must remember that some students belong to groups that might put them at an educational or social disadvantage. The Special populations in education are groups of people with needs that require special consideration and attention in an educational setting. Students can belong to more than one special population at a time. While no two students will ever have identical needs, awareness of the special populations in education will help you understand the challenges your students' may be facing and develop ways of meeting them.
The special population group will participate eight sessions for 45 minutes once a week to help to improve classroom behavior, increase self-esteem and develop positive interpersonal relationship. In addition, to encourage peer interaction and help to foster social acceptance and self-confidence.  (Myrick, 1997).

Reference
Myrick, R. D. (1997). Developmental guidance and counseling: A practical approach
(3rd ed). Minneapolis, MN: Educational Media.

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Special populations, as defined by Perkins IV are:

Individuals with disabilities

Individuals from economically disadvantaged families, including foster children

Individuals preparing for nontraditional training and employment

Single parents, including single pregnant women

Displaced homemakers

Individuals with other barriers to educational achievement, including individuals with limited English proficiency

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Link Below

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Group Planning for Special Population : A Coggle Diagram about STEP 1. SURVEY SMALL GROUP COUNSELING NEEDS AND IDENTIFY POTENTIAL GROUP MEMBERS https://youtu.be/yCy4PSOvkL4, groupCounseling1_0_ and ASCA - School Counselors Role as the Group Facilitator https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Group-Counseling.pdf

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Link below

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Create beautiful designs with your team. Use Canva's drag-and-drop feature and layouts to design, share and print business cards, logos, presentations and more.

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Survey Monkey Sample Assessment (Module 2)

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Survey Monkey Sample Assessment (Module 2)

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[SURVEY PREVIEW MODE] End of Group SurveyThank you for participating in the special population group experience. Please take a few minutes to answer questions about your experience and a little about yourself. This survey is confidential & optional. Good Luck!

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This is a test version of End of Group Survey Thank you for participating in the special population group experience. Please take a few minutes to answer questions about your experience and a little about yourself. This survey is confidential & optional.

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Confidentiality Matters [Video File]. (2010,  April 28) Retrieved from https: //youtu.be/oKGtJE84wIQ

More students living in poverty strains education system [Video File]. (2015, January 18) Retrieved from https://youtu.be/EKGyoCLSqeE

Wujec, T. (n.d.). Build a tower, build a team [Video file]. Retrieved from https://www.ted.com/talks/tom_wujec_build_a_tower

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In this session, students will learn coping skills. Students from low socioeconomic background or who has experienced trauma, violence, homelessness or any event that has disrupted their lives may struggle with self-control. And when faced with everyday challenges, they might react in unpredictable or even explosive ways. During this session members learn how to develop coping strategies. Importantly, group facilitator must explore the “cognitive processes triggering the members to distinguish personal concerns, examine and dispute irrational thoughts, if any, establish rational concepts, and learn coping skills” (Shen, 2007, p. 292).

Reference
Shen, Y. (2007). Developmental model using Gestalt-play versus cognitive verbal group with Chinese adolescents: Effects on strengths and adjustment enhancement. Journal for Specialists in Group Work, 32, 285–305. doi: 10.1080/01933920701431784

Sink, Christopher A.; Edwards, Cher; Eppler, Christie. School Based Group Counseling (School Counseling) (Page 53). Cengage Textbook. Kindle Edition.

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Activity Minutes
Not Everyone Wins 30-45

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This session will:
Students will recognize and apply coping skills for setbacks.

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Handout 1 Building Resilience Information Sheet

Handout 2 Resilient People

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1. The Group Leader (GL) will lead the class in a discussion about the title of the lesson, “Not Everyone Wins.”

2. The GL will introduce the term, resilience, and discuss its meaning.

3. The students will receive Handout 1 Building Resilience Information Sheet, and the instructor will lead the class in a discussion of the information presented - abilities we can develop to allow us to become more resilient when facing adversity.

4. Students will work in collaborative pairs or small groups to complete Handout 2 – Resilient People.

5. The GL will lead the group in a discussion processing the activity as each group shares their examples of resilient people and the traits they displayed to help them overcome problems or adversities.

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1. GL will distribute Handout 1      “ Resilience Building Plan Work Sheet.”

2. Group will discuss the information on the handout. The GL will emphasize to the students that some people may seem more resilient than others, but we can all develop stronger resilience by developing certain abilities to help us overcome setbacks.

3. Distribute Handout 2 “Resilient People.” GL will instruct students to work in collaborative pairs or small groups, and challenge the students to consider people from history, present-day heroes, or even people from literature who overcame great adversity without giving up.  These would be people who showed great resilience and bounced back turning disappointments or even tragedies into positive, productive lives. These may include well-known actors or athletes who suffered tragedies. The list may also include great inventors such as Thomas Edison who never gave up. The list may also include peers or adults known to the students who are not famous but have overcome adversities.

4. Give students time to complete the activity. Invite each group to share their answers. Use the questions on Handout 2 Bouncing Back to ask question about resilient people to lead the group in this discussion.

5. You may use the student responses to create a “Who Is It?” Game. Ask each group to present information about a chosen famous resilient person without naming that person. Ask the remainder of the group to attempt to guess who this resilient person may be. Always follow with a discussion of why this person showed great resiliency.

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Resilience Building Plan Worksheet

Reference:
Sydney E. (2016). Resilience building plan worksheet [Class handout]. Department of Psychiatry, Ohio State University, Columbus, OH.

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Resilience People Work Sheet
Reference:
Bouncing Back. (n.d.). Retrieved from http://www.fsyf.org/Resources/Documents/Bouncing%20Back.pdf

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Reflection

Ending a session is a good time to engage in a process of REFLECTION:

Focus on session

Looking back on that transpired and ask to see what it meant for members

Analyzing the significance of what occurred with group

Examining what members can take away and put into practice in their own lives

Identify unfinished work and what needs to be worked on in the future with students

The group leader will now thank the students for their participation and remind them to read over the bouncing back handout during stressful events in their lives.

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Understanding the special population group within the school. Please review video.

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Understanding the special population group within the school. Please review video.

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A newly released report by the Southern Education Foundation says the majority of all public school students across the United States come from low-income families (More students living in poverty strains education system, 2015). Therefore, it is important that educator address factors that may affect their ability to be successful within the academic environment.
Reference:
More students living in poverty strains education system [Video file]. (2015, January 18). Retrieved from https://www.youtube.com/watch?v=EKGyoCLSqeE

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More students living in poverty strains education system

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In this session, student will learn how to build trust while learning how to problem solve. The group will participate in a series of experiential-based group activity. These types of activities are naturally fun and engaging, and when presented as part of a carefully-sequenced program of experiences, can positively build and strengthen relationships.
Research indicates that groups that invest the time and resources to intentionally build trust and empathy will see a marked improvement in their overall performance. In addition, the goal during group meeting is to increases in members satisfaction on many levels – greater participation, improved morale and well-being.

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Activity                                    Minutes
Marshmallow Challenge 30-45

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To learn problem solving skills and how to build trust with others.

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Bag of spaghetti

Roll of string / twine

Masking-tape

Marshmallows

Measuring tape

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Procedure
Group leader will divide the members into small teams of approx 4 people.

Next, distribute one kit to each small group, by concealing the contents of the bags until the last possible minute (this builds helps build suspense and excitement.

Next, simply explain to each group their task: using only the contents of the bag, they are to build the tallest free-standing structure, and to place the single marshmallow on top, or on the highest peak of structure.

Group leader will explain that each group has exactly 20 minutes to complete the task, and they are permitted to use as little or all of their material and may break the spaghetti, string and tape how ever they see fit.

Time is now up, GL will use the tape-measure, and calculate the height of the marshmallow supported by each creation to identify the winner – whatever that may mean to you and your group.

Reference
Tom Wujec | TOOLS. (n.d.). Retrieved from https://www.tomwujec.com/tools

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Ending Session #3 Reflection                               Ask Group:

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Ending Session #3 Reflection                               Ask Group:

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Was the task harder than you initially thought? Why?

Did you make any assumptions during the exercise?

If you could do this task again, would you do anything differently? What exactly?

What lessons does this challenge present to us?

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Watch Tom Wujec presents some surprisingly deep research into a simple team-building exercise 

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Watch Tom Wujec presents some surprisingly deep research into a simple team-building exercise 

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Ted- Talk Video
Reference:
Wujec, T. (n.d.). Build a tower, build a team [Video file]. Retrieved from https://www.ted.com/talks/tom_wujec_build_a_tower

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TED.com, home of TED Talks, is a global initiative about ideas worth spreading via TEDx, the TED Prize, TED Books, TED Conferences, TED-Ed and more.

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Reference
Fun Problem-Solving With The Marshmallow Challenge Game. (2018, July 10). Retrieved from https://www.playmeo.com/activities/team-building-problem-solving-activities/marshmallow-challenge/

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Activities |                              Minutes                                                              #1. Food For Thought |                10
#2. Confidentiality |            15
#3: Active Name Game |    15

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Notepad
Pen
Markers
Index Cards

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It is important that at-risk students set goals because setting goals helps students be prepared for life (adulthood). Importantly, it will helps students try harder in life, and helps build self-steam. Each student will a unique set of strengths that will help them, as well as challenges that will hinder them on the way. Goal setting will help members separate their strengths from weaknesses and make realistic plans for improving our lives. In this activity students will why it is important to have goals set for the future and they will help you avoid unnecessary obstacles.

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Building Relationships are powerful. Embracing other cultures is the foundation for change. Whether you want to make sure you have quality education, discuss and bring diversity awareness to your communities, or attend public school,  there is a good chance the special population you will need to work with people from several different racial, language, ethnic, or economic groups. And in order to work with people from different cultural groups effectively, you will need to build sturdy and caring relationships based on trust, understanding, and shared goals.

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Ending the group counseling session may be challenging for  special population group, because many of these students come from a challenged environment, which they have little to no control over. "We know the brain is designed to adapt from experience, it can also change for the better." Group work gives students the tools to manage one's thoughts, feelings, and behaviors effectively (Esposito, 2017). Therefore, ending this group will be a celebratory rite of passage session, whereas students in the beginning experienced uncertainties and at the end a awakening, which may be sad and other will be renewed, which can speak something real and deep within us. Therefore,  the ending will celebrates, synthesizes, and symbolizes the groups accomplishment and growth.

Reference
ESPOSITO, M. S. (2017). 35 AMAZING GROUP ACTIVITIES: The evolution of student behavior - a study of group activities... that work in schools. Rich Esposito, MS: OUTSKIRTS PRESS.

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Activity                       Minutes 30 - 45
Goals Workbook
Round Table Discussion
Notepad

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Activity                         Minutes 30-45
Index  Cards
Round Table Discussion

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Activity  Minutes 35 to 45
Cultural Triangle

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Define challenges the youth faces, including personal goals the youth would like to realize and barriers to reaching those goals

Teach group members how to log long- and short-term objectives to help approach personal goals and overcome challenges

Brainstorm different strategies to help students can use to reach the objectives

Help student determine where to big on  a point of goal-achievement process

Discuss ways to celebrate progress made in meeting objectives

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Students will learn a way to get out certain situations utilizing critical thinking skills and team work.

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Make a conscious decision to establish friendships with people from other cultures.

Put yourself in situations where you will meet people of other cultures.

Examine your biases about people from other cultures.

Ask people questions about their cultures, customs, and views.

Read about other people's culture's and histories

Listen to people tell their stories

Notice differences in communication styles and values; don't assume that the majority's way is the right way

Risk making mistakes

Learn to be an ally.

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Goals Workbook

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Index cards with certain situations

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Pack a multi-colored sticky dots (one color per team, each person needs to have one dot of every color).

Flipchart, pen and paper.

Open space for people to move around.

No tables and chairs.

The slides in this pack.

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Activity                       Minutes 30 - 45
Slogan
Music
Food

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Student will now open up and express feelings

Achieve  insight and understanding through others in the group

Activities has helped relieve tension and stress

Group Activities make you aware of conflicts

Helps make students make more conscious decisions and choices

Helps student set goals to be successful

Helps the implement positive change in their lives

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Index Cards
Music
Pizza and Beverages
Group Evaluation Forms
Smart Phone

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Music with a Slogan
Procedure
1. Ask members to form small groups circle.
2. Ask learners to identify the biggest takeaway for the group experience or they just learned. Have each person share their thoughts with the group on a index card.
3. Ask members to spend seven minutes and compose a song that sums up the group experience and what they have learned.
4. Ask the group to stand up and sing their song. (Ask members to clap while each person sing.

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This session will:

Re-Introduce and discuss the concept of confidentiality

Learn each other's names in a name game activity

Guide students to notice and document their own acts of goodness and talk about these acts

Strengthen participants' connections with the group

Strengthen participants' sense of responsibility to self and others

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As students enter, welcome them and invite them to choose a notebook, sticker and markers. The students will write their name on the notebook and draw a saying that best describe them and on the inside right names of three people they trust and three people they can call if they need help. Next,

invite the members to leave the notebooks on the work tables and join you for the activity #1.

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Procedure

The leader presents the two cultural stereotypes slides.

The leader draws a large triangle on a flip chart and labels it.Each Team / is allocated a color of a sticky dot.

The leader distributes a multi-colored series of sticky dots to each individual in the team.

Each Individual now places the relevant sticky dot on the triangle according to where they think each of the teams are in terms of cultural stereotypes.

When this exercise is completed, each Individual is asked how they feel about theirTeam’s overall positioning on the chart. They can also ask for specific feedback from anyone on the reasons for their positioning.

The Group now discusses the implications of this exercise for their on-going team-working.

The Facilitator leads a plenary discussion using the Strengths & Weaknesses slides.

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Activity: Active Name Procedure                                                                                                                          The goal of this activity is to help the students learn group members name as they play a game which includes everyone. Ask the students to stand in a circle.                                    Group Leader (GL) will say: I'm going to throw the ball to someone. When you catch the ball, say your name, and throw it to someone else. After you catch the the ball, put your hands down at your sides so we can see who still needs a turn.                                           GL will start by saying their name and then throw the ball to a student in the circle. The student who catches will then say their name and throw the ball to another student in the circle. When everyone has had a turn, ask for the ball back and ask the students to put their hands up again.          Next the GL will say:            Now I'm going to say someone's name and throw the ball to that person. When you catch the ball, throw it to someone else, and say that person's name. After you throw the ball, put your hands down at your sides.This time the GL, will begin by saying the name of the student in the circle and then throwing the ball to that student. The student who catches the ball will then say another student's name and will throw the ball to them. If the students seem to know each other's names, you will now tell  them to go faster and faster. If someone cannot remember someone else's name, they can ask for help from others in the circle.To end the game, put up your hands, ask for the ball, and put it away. GL will now ask each student how did they feel about the activity and did it help learning each student name. Ask student to suggest ways to learn people names Reference:Unitarian Universalist Association. (2017, November 8). Activity 3: Active Name Game. Retrieved from https://www.uua.org/re/tapestry/children/tales/session2/123146.shtml

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Activity: Active Name Procedure                                                                                                                          The goal of this activity is to help the students learn group members name as they play a game which includes everyone. Ask the students to stand in a circle.                                    Group Leader (GL) will say: I'm going to throw the ball to someone. When you catch the ball, say your name, and throw it to someone else. After you catch the the ball, put your hands down at your sides so we can see who still needs a turn.                                           GL will start by saying their name and then throw the ball to a student in the circle. The student who catches will then say their name and throw the ball to another student in the circle. When everyone has had a turn, ask for the ball back and ask the students to put their hands up again.          Next the GL will say:            Now I'm going to say someone's name and throw the ball to that person. When you catch the ball, throw it to someone else, and say that person's name. After you throw the ball, put your hands down at your sides.This time the GL, will begin by saying the name of the student in the circle and then throwing the ball to that student. The student who catches the ball will then say another student's name and will throw the ball to them. If the students seem to know each other's names, you will now tell  them to go faster and faster. If someone cannot remember someone else's name, they can ask for help from others in the circle.To end the game, put up your hands, ask for the ball, and put it away. GL will now ask each student how did they feel about the activity and did it help learning each student name. Ask student to suggest ways to learn people names Reference:Unitarian Universalist Association. (2017, November 8). Activity 3: Active Name Game. Retrieved from https://www.uua.org/re/tapestry/children/tales/session2/123146.shtml

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When interacting with members of the special group population who for whatever reason might experience suspicions or a challenged belief in trust. Confidentiality activities, resources and group discussions may help students with trust issues.
Procedure
Students will now watch a short video on confidentiality matters.

Next students will be asked to write down what does confidentiality means to them in one or two words in their note pads.
Lastly, each student will stand and share what they wrote. The Group Leader (School Counselor) will discuss educators confidentiality requirement. Each student will be given confidentiality  literature

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This activity was creative  food in hope of provoking thought that may create a greater self-awareness. It could also lead to a better sense of community and well-being.
Procedure
Counselor will present a scenario and ask group not to say anything until you hear me say, “Does anyone have any thoughts they’d like to contribute?”
Scenario:
There are 5 people in the room and they start talking about someone who isn’t there.  No one is saying anything bad about the person…then…someone innocently says something that the person they’re talking about doesn’t want other people to know. Now…how would you feel if you were the person being talked about? What thoughts are going through your mind? Who was there? What was said? Who said what? Are you telling me all that was said?

How can you be really sure that the person being talked about is okay with all that you’re saying? And again, how would you feel if you were the person being talked about? And how would you feel if you said something about someone, possibly a friend, when they didn’t want it to become public knowledge?

Group Leader Questions:

1.)    In what way might this affect the relationship between each person involved?

2 .)Does anyone have any thoughts they’d like to contribute?”

3.) It can become a he said – she said situation. In other words, gossip…”I heard from Dave that you told Mary, John doesn’t like Group.

There are 5 people involved in that situation…I, Dave, you, Mary and John. Do you see how it can grow; and how it can get back to you? The fact is John doesn’t like Group. He also doesn’t want people to know he doesn’t like Group for personal reason.

2.)What is, “Are you telling me all that was said?” really saying?

“Does anyone have any thoughts they’d like to contribute?”

Leader will allow students to come to consensus by discussing why is important not discuss break trust and why is important not to engage in gossip.
Reference
Caswell, J. (2012). Confidentiality Exercise [Web log post]. Retrieved from http://effectivevoices.blogspot.com/p/normal-0-false-false-false-en-us-x-none.html

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Group Leader briefly discuss goals and expectation for future meeting

Keep members focused on topic of discussion

Ask member about issues or concerns but limit the time that each member has to discuss an issue or concern.

Summarize what has been said

Group leader will attempt to obtain closure on each issue/concern as it is discussed.

Thank students for their participation and let the group know how successful the first session was.

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Topic: Group Rules
The leader will now discuss the rules which are intended to shape appropriate group behaviors, promote positive group norms, and reduce student's anxieties.

Rules are one of the most important discussions that group leaders can have with group members early in the first session relates to group rules.

Rules include:
Maintaining confidentiality, not discussing group topics with non-members, attending group on time and calling if you cannot come to a group, not discussing absent members in group, completing homework assignments and bringing them to group, participating regularly, and exhibiting appropriate behaviors in groups (i.e., no yelling, no profanity, no use of cell phone during groups, no talking over one another).

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Topic: End of Session 1, Wrap-Up, and What Stood Out
Each group member and the leaders comment on their group experience and one thing that stood out about the group.
Discussion Focus:
Group leader will tell members that this and all subsequent groups will end by asking each member to comment on one thing that stood out for them in the group and  leader will also summarize what stood, but will go last.
Questions:
1.) What Was Group Like?:
Leader: “Now that we have completed the first group session, what we would like to do is go around asking everyone how it felt to be in the group today, particularly in relation to what you expected.”

2.) What Stood Out?:
The group members and the leaders comment on one thing that stood out in the group.
Leader: “We have talked about a lot of things in group today.
What one thing stood out?”

The leader will remind group Members:
(1) To attend all group sessions,
(2) to call if they cannot make a session,
(3) To read handouts and bring them back to next session and do all homework exercise to the next session.
Leader will thank group member for attend and tell them I look forward to seeing everyone at the next session.
Reference
Sobell, L., & Sobell, M. (2011). Objectives, Procedures, Client Handouts, Pregroup Planning, and Sample Round-Robin Discussions. Retrieved from http://www.nova.edu/gsc/forms/therapist_handout_5_1_Group_session_1.pdf

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Anger Management Group Therapy:
Handouts and Worksheets

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Anger Management Group Therapy: Handouts and Worksheets

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Procedure
The group utilizing a round table discussion format will discuss, brainstorm and ask questions on topics introduces in the goal setting power-point presentation.

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Procedure
The group members will help one another complete the action plan list. While discussing obstacles or issues. This activity will teach brainstorming, teamwork and the importance of setting goals.

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Procedure
Members will complete the attached questionnaire. Member will be asked to evaluate certain aspects of their lives such as family and social relationships, school achievement, and personal capacities.

The purpose of this activity is to help members think about their dreams and goals and how to reach them. The members may complete this by him or herself or at a group meeting, with parent, friend, or someone who cares about him or her.

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Group Leader briefly discuss goals and expectation for future meeting

Keep members focused on topic of discussion

Ask member about issues or concerns but limit the time that each member has to discuss an issue or concern.

Summarize what has been said

Group leader will attempt to obtain closure on each issue/concern as it is discussed.

Thank students for their participation and let the group know how successful the first session was.

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Activity - Let's Rationalize a Situation

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Activity - Let's Rationalize a Situation

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Procedure:
1. Explain to the students they must break into two groups
2. Explain to the students each group will be presented on a index card with certain situations
3. Explain to the students that both  groups will interact and plan a way to help the situation presented
4. Explain to the groups, after the come up with a plan, the group will choose a leader to present their case.
Situations:
1. People trapped on high mountain because one member dropped their climbing rope
2. People have an unapproved party and find out their parents are coming home in 10 minutes
3. Students who failed a class and are afraid to go home
4. People who have bad situations at home
5. Something went wrong
6. Who is to blame?
7. That is not fair
8. What else can we do?
9. I hate animals
10. let's go drink with girls/guys

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The  U.S. DEPARTMENT OF EDUCATION NATIONAL CENTER FOR EDUCATION STATISTICS  has recently identified critical thinking as a raw material for some vital workplace skills, including problem-solving and decision-making.
Reference
Employment and Training Administration’s Office of Policy and Research (OPR). (2000). WORKPLACE ESSENTIAL SKILLS: RESOURCES RELATED TO THE SCANS COMPETENCIES AND FOUNDATION SKILLS. Retrieved from https://wdr.doleta.gov/opr/fulltext/00-wes.pdf

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Group Leader briefly discuss goals and expectation for future meeting

Keep members focused on topic of discussion

Ask member about issues or concerns but limit the time that each member has to discuss an issue or concern.

Summarize what has been said

Group leader will attempt to obtain closure on each issue/concern as it is discussed.

Thank students for their participation and let the group know how successful the first session was.

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Focus on session

Looking back on that transpired and ask to see what it meant for members

Analyzing the significance of what occurred with group

Examining what members can take away and put into practice in their own lives

Identify unfinished work and what needs to be worked on in the future with students

The group leader will now thank the students for their participation and mention to the group that the next session will be the last and how amazing the last seven week have been.

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Socialize, Group Pictures and Eat & Drink Beverages

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Socialize, Group Pictures and Eat & Drink Beverages

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The Group Leader will now:

Reviewing and summarizing the group experience.

Assessing members’ growth and change.

Finishing business.

Applying change to everyday life with realistic expectations (transfer of learning).

Provide and ask for feedback (counselor to members, members to members).

Ask members to complete the Group Evaluation Form

Thank Members for their Participation