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According to Sink, Edwards, & Eppler (2012), the counselor should introduce themselves and tell a little bit about themselves being careful to only discuss basic information such as interest and not self-disclose too much.

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The counselor will start a game called "Human Juggle" after explaining it to the students. The entire group will get into a circle, then the leader will pull out a tennis ball and throw it to a student. When the student catches the ball, he/she will say their own name. The student will then throw it to another student, and that student will say his/her own name. The process will continue until all of the students have caught the ball and stated their name. After that, the leader will throw the ball to the same student as before, and the leader will say the student's name. The student will then throw the ball to the same one that they did earlier and say that student's name. The process will continue until all students have had a turn (UCMO, n.d.).

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The group leader will start with one student and ask them "how are you feeling today?" and the "tell us one thing about yourself." The group leader will play the video on the
Smart Board and have the kids sing along with it. The members can dance around while they are singing if they would like (Fun Kid's English, 2018).

.

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Hello Song #2 | Hello How Are You | Hello Song for Kids | Kindergarten & ESL | Fun Kids English

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The counselor will tell the students that the goal of the group is to help them control their emotions and try to understand how other may feel.  The group will use mindfulness (CBT) to help the students focus on the here-and-now. The needs assessment indicated that emotion control such as anger management and grieving needs to be addressed with the group members. Students will be encouraged to ask questions about the reason for the group.  The group leader will also tell the group a little about some of the activities and projects that they will be doing during the group process.  The group expressed some interest in discussion anger and controlling anger (Alle-Crliss, Lupe, & Randall Alle-Corliss, (2009).

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The group leader will have a large poster board to write down the rules. The group leader will get in front of the group and everyone will help come up with the group rules with guidance from the counselor. As the rules are decided on, the leader will write it down on the poster board. The process will continue until all of the group rules have been decided upon. The rules will include a discussion about confidentiality and what will be the result of breaking confidentiality. The consequence for breaking confidentiality will be placed on the poster board along with the rules.
All other consequences will be posted with the rules. The group leader will hold up a toy duck and tell the students that this is quacker, and whoever is holding quacker is the one that can speak. This will make sure that only one member is speaking at a time (Masino, 2009).

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The group leader will explain to the students that there will be tokens given out to students that do well and follow the rules during sessions.  When the session is over, the student will be able to pick a prize from the prize box if they have tokens to spend (Sink, Edwards, & Eppler, 2012).(The prize box will have things like toy cars, toy animals, ect.)

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According to Corey, Corey, & Corey, (2012), the counselor should ask the students question about the session such as "What was the group like for you today?"  The counselor will go around the group asking each member to reply.  Quacker will be passed around for each group member to answer the question.  The group leader may ask other questions such as "What effected you the most today, or what did you learn today?"

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Reference for "Welcoming of the Group Members."

# data[].attributes.subject
Reference for "Welcoming of the Group Members."

# data[].attributes.body
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

# data[].attributes.body
UCMO, (n.d.). Team Builders and Ice Breakers. Retrieved from https://www.ucmo.edu/osa/leadership/documents/Ice_Breakers_and_Team_Builders_Packet.pdf

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Reference for "Breaking the Ice a Little More."

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Reference for "Breaking the Ice a Little More."

# data[].attributes.body
Fun Kid's English, (2018). Hello Song #2 | Hello How Are You | Hello Song for Kids | Kindergarten & ESL | Fun Kids English.  Retrieved from https://youtu.be/AdZk314eVJQ.

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Alle-Corliss, Lupe, and Randall Alle-Corliss, (2009). Group work: A practical guide to developing groups in agency settings. John Wiley & Sons.

# data[].attributes.body
Masino, M., (2009). Good Groups: It's Elementary.  ASCA Schoolcounselor.  Retrieved from https://www.schoolcounselor.org/magazine/blogs/january-february-2009/good-groups-it-s-elementary.

# data[].attributes.body
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

# data[].attributes.headline
Reference for "Closing the Opening Session."

# data[].attributes.subject
Reference for "Closing the Opening Session."

# data[].attributes.body
Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

# data[].attributes.headline
Welcoming the Group Members and Review of Group Rules

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Welcoming the Group Members and Review of Group Rules

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The group leader will welcome the group members again and tell them how happy he/she is that they are here. The group leader will bring out the poster that has the rules on it and review the the group each rule and make sure that the group members understand each rule and consequence for breaking each rule. The group can review the rules to see if any other rules or consequences need to be added.

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The group leader will play the "Hello Song for Kids" on the Smart Board and have all the group members sing along with the song in order to build better cohesion within the group. The group member can dance around while they are singing if they would like (The Singing Walrus - English Songs for Kids, 2017).

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Hello Song for Kids _ Greeting Song for Kids _ The Singing Walrus.mp4

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The group leader will ask each student what they remember from the last session.  The asking of the question will further build cohesion within the group and reinforce what was covered during the last session.

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During the first session's discussion, the topic of regulating the emotion of anger came up. The group decided that learning how to control their anger would be one good choice for group process.

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The group leader will show the video by AishVideo (2013) to help them understand that anger is a choice and it can be controlled.  The video also address being kind to group other than themselves such as the disabled or others that are not like them.  After the video, the group leader will lead a discussion about making a choice to control anger and also about differences in people and how all people deserve respect and to be treated right. This is a CBT that will help the members understand that they can control their emotions and they have a choice in how they react.

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Controlling Emotions: A Lesson from Angry Birds

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Do angry birds have a choice to be angry?

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Activity: Relaxation Technique to Reduce Anger

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Activity: Relaxation Technique to Reduce Anger

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"Black and Blue Breathing Image" BASIC RELAXATION TECHNIQUE
1. Sit or lie comfortably, legs and arms uncrossed, with your back
straight. Close your eyes if it feels comfortable.
2. Breathe in and out slowly and deeply. Try to only think about
the gentle rise and fall of your chest.
3. Do not let other thoughts intrude and give yourself permission
to take a little holiday from things worrying or troubling you.
4. Allow any noises outside the room to flow through you and try
to concentrate on listening to the sound of my voice and the
instructions. Be aware of the peacefulness and quietness we
have here.
5. Imagine your arms and legs become heavy and sink into the
chair/floor. (Sometimes, especially when new to this technique,
I ask participants to make a firm fist and tense up the muscles in
their arms and shoulders very tightly. I ask them to do this
three times, releasing the tension each time.)
6. Imagine you are as still as a statue and your hands and feet
become large and heavy like a stone sculpture.
ANGER MANAGEMENT WITH CHILDREN AND YOUNG PEOPLE 51
7. Focus upon the air coming in through your nose and out
through your mouth. Notice the difference between the air
coming in and the air going out.
8. As the cool air comes in, imagine you are breathing in blue
light, like the sky on a clear day. As you breathe out, imagine
the warm air containing all the used up gasses, is made up of
black smoke.
9. Try and do three complete breaths (in and out is one complete
breath) without letting other thoughts intrude.
10. Let the blue light bring with it really good feelings of calmness
and the black smoke take away painful feelings of worry and
upset, and blow it far away on to the horizon, where it
dissolves.
11. As the black smoke takes away these difficult feelings it leaves
space for blue light (positive thoughts) to get in. So as we go,
you can feel the whole of your body being filled up with blue
light.
12. Try to remember the feeling and picture of peacefulness for a
few moments before I ask you to wiggle your fingers and toes
and open your eyes.  Students can learn to use the technique outside of group when they get very angry.  They could find a place at home that they could use it if needed (Liebmann, 2008).

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The group leader will thank the students for coming to group.  The group leader will then ask the students what they are learned today.  "Quacker" will be passed around as each member tell about what they learned.  Some of the discussion indicated that further exploration of anger management would be productive for the group. After the go-around, the students will be able to spend their tokens if they have any.

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Reference for "Welcoming the Group Members and Review of Group Rules"

# data[].attributes.subject
Reference for "Welcoming the Group Members and Review of Group Rules"

# data[].attributes.body
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

# data[].attributes.body
The Singing Walrus - English Songs for Kids, (2017). Hello Song for Kids | Greeting Song for Kids | The Singing Walrus.  Retrieved from https://youtu.be/gghDRJVxFxU.

# data[].attributes.body
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

# data[].attributes.body
Aishvideo, (2013). Controlling Emotions: A Lesson From Angry Birds.  Retrieved from https://youtu.be/pFkRbUKy19g.

# data[].attributes.headline
Reference for "Activity: Relaxation Technique to Reduce Anger."

# data[].attributes.subject
Reference for "Activity: Relaxation Technique to Reduce Anger."

# data[].attributes.body
Liebmann, (2008).  Art Therapy and Anger. Jessica Kingsley Publishers, London and  Philadelphia. P. 51-52.

# data[].attributes.body
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

# data[].attributes.headline
Welcoming the Group Members and Review of Last Week's Session

# data[].attributes.subject
Welcoming the Group Members and Review of Last Week's Session

# data[].attributes.body
The group leader will welcome the group members and thank them for coming.  The group leader will tell them how happy he/she is to see them come to group.  The group leaders will ask the group members to look again at the rules on the poster board, and the leader will point accent some of the rules that have been challenged a little so far in group.  After the rules review, the leader will bring out "quacker" the toy duck that is held by the one that is speaking.  The leader hands it to a group member that is in the circle that is formed, then that member will tell what they remember from last weeks group and what they learned so far.  Then "quacker" will be handed to the next person in the circle so they can speak about last week session.

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I'm So Happy - Action Songs for the Group

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I'm So Happy - Action Songs for the Group

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The group leader will play the "Action Songs for Kids" - I'm so happy on the Smart Board and have all of the group members sing along with the song in order to help the group come together better and have an uplifting atmosphere.  This will build cohesion and make the atmosphere positive for the student so they will enjoy the group and want to come back (The Singing Walrus - English Songs for Kids, 2015).

# data[].attributes.attachment_link.authors[].name
The Singing Walrus - English Songs For Kids

# data[].attributes.attachment_link.title
Action Songs for kids | The Singing Walrus

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The group leader will seat the group members in a circle as before, but he/she will make sure to place the members where they are not sitting with the same members as last session (Sink, Edwards, & Eppler, 2012).

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The group leader will read a quick story about how, in medieval times, knights would fight without rules, then they decided to organize controlled games with rules in order to help them compete  and release their aggression in a controlled way. Jousting was created to compete in a controlled environment without death occurring. The group will use clay to make their own knight and horse.  They will use a straw to make the jousting pole.  Tin Foil can be used to make the armor.  When they are finished, they will joust with the figurines.  When the children bring their sculpture to life and have it joust, they are able to have a discharge of aggression in a controlled way with rules.  With practicing this, the children can then engage in building social bonds which involves playing with a controlled set of rules to give them mastery over their aggressive behavior.  With greater self-awareness and control over their impulses, there will be an enhancement of children’s quality of play and ability to relate to others.  The group will then have a short discussion about releasing anger in appropriate ways (Henley, 2002).

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The students will be instructed by the leader to clean up the area after they have discussed the "Channeling Group Aggression" activity. The leader will draw attention to the poster of rules and reinforce the rule of keeping their area clean and tightly after activities.

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The group leader will tell each group member, "thank you for coming to group."  The leader will bring out the talking "quacker" and hand it to a member so he/she can discuss what they have learned in the group session today.  Many of the members enjoyed the group and expressed interest in learning more about anger and how to deal with it.  The leader observed the interactions of the members and how they responded to the aggression activity and decided that exploring anger one more session would be productive for the group (Maino, 2009).

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The group members will have time at this point to cash in their earned tokens for participation and following the rules. The student did a great job today!

# data[].attributes.headline
Reference for "Welcoming the Group Members and Review of Last Week's Session."

# data[].attributes.subject
Reference for "Welcoming the Group Members and Review of Last Week's Session."

# data[].attributes.body
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

# data[].attributes.headline
Reference for "I'm So Happy - Action Songs for the Group."

# data[].attributes.subject
Reference for "I'm So Happy - Action Songs for the Group."

# data[].attributes.body
The Singing Walrus - English Songs for Kids, (2015).  Action Songs for kids | The Singing Walrus.  Retrieved from https://youtu.be/dUXk8Nc5qQ8.

# data[].attributes.headline
Reference for "Adjustment to Seating Arrangements"

# data[].attributes.subject
Reference for "Adjustment to Seating Arrangements"

# data[].attributes.body
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

# data[].attributes.headline
Reference for "Channeling Group Aggression."

# data[].attributes.subject
Reference for "Channeling Group Aggression."

# data[].attributes.body
Henley, D., (2002). Clayworks in Art Therapy: Plying the Sacred Circle.  Jessica Kingsley Publishers, London and Philadelphia. P. 127-130.

# data[].attributes.body
Masino, M., (2009). Good Groups: It's Elementary.  ASCA Schoolcounselor.  Retrieved from https://www.schoolcounselor.org/magazine/blogs/january-february-2009/good-groups-it-s-elementary.

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Welcoming the Group Members and Review of the Last Two Sessions

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Welcoming the Group Members and Review of the Last Two Sessions

# data[].attributes.body
The group leader will tell the group how happy she/he is to see them today. She/he will also mention how well the group is coming along. The members are asked by the leader to tell some about the last two session and how it made them feel and what they learned. "Quacker" is passes around as the members tell about their experiences with anger and what they have learned about dealing with anger. The rules are reviewed by the leader with emphasis put on the rules that have not been adhered to as they should have. Due to the progress of the students and interest in anger management, the group will focus on anger for one more session (Sink, Edwards, & Eppler, 2012).

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The leader will have a cute song near the beginning of the sessions has help start the session is a good way and build a positive cohesive atmosphere, so the group member plays the "Good Morning Song" and the members sing along.  The members are welcome to dance with the song as they sing. The activity is to help facilitate group cohesion (The Singing Walrus - English Songs for Kids, 2016).

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The Singing Walrus - English Songs For Kids

# data[].attributes.attachment_link.title
Good Morning Song for Kids (with lyrics) | The Singing Walrus

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The group leader will get the group settled after the singing fun and bring out a book.  The book is called "I Was So Mad."  As the group leader reads the book to the students, he/she will accent the fact that the boy in the story is always mad just because he was not following the rules that his mother was telling him to abide by. This will connect to the prior session in which the members learn that being mad is a choice.  So, the leader will remind the group of the angry bird that was always mad at the pigs.  This was similar to our boy in the story.  No matter what happened, he was mad.  He was still grumpy when his friends come over to play. After the story, the group leader will have a group discussion about why it is important to have rules and that we should choice to be happy and not mad (Oceanhouse Media, 2017).

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I Was So Mad by Mercer Mayer - Little Critter - Read Aloud Books for Children - Storytime

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The group leader will then show the group a video in which a little girl is asking Tich Nach Hanh how to let her anger out when she gets mad. He describes the process of understanding anger and a person that is showing anger. He discusses being mindful to the situation and being empathetic to the person that is violent or angry. Understanding brings a change in reaction towards others. Once the person understands the suffering of the one that is angry, he/she can feel compassionate towards that person even though they show anger. After discussing the video a little, the group leader can bring out "quacker" and open the group up for discussion and what they thought about the video and his words. The group leader can take the chance to reiterate how trying to understand others can help you act in a good way and also help others (Plumvillageonline, 2015).

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Kids need to be able to understand what causes them to get angry so they can have an idea how to deal with it before it gets away with them.  The group leader will give each group member a sheet of paper, several pipe cleaners, glue, crayons, and a pencil.  The group leader will discuss how an antenna is placed on top of high buildings which will warn planes to stay clear. After explaining that, the leader will explain to the members that people may sometimes need an antenna which will help them realize when their anger may be getting out of their control.
The group leader will then give each member several pipe cleaners, glue, crayons, and a sheet of paper.  The leader will then instruct the members to make an antenna and glue it on to the paper about in the middle.  The leader will then lead a discussion about what they notice when they first start to get angry, such as heavy breathing, or clenching of fist.  The members are instructed to write a few things that they think of on the left of the antenna.  The leader will then explain that they can start to recognize the signals that they are getting angry, and they can also do something to help their anger go away.  Together, the group can think of different ways that they can decrease their anger, such as counting to ten or taking long, deep breaths.  The students are then instructed to write the ideas that they came up with on the right side of the antenna.  The group leader will then ask the members to think of a time that they were really angry.  The leader then tells them to try to visualize the event in order to feel that anger again.  The leader then tells the members to try to use a couple of the de-escalating ideas that they wrote on the wrote on the paper until they feel less anger.  The leader tells the members to keep their antenna creation in order to us it the next time they feel angry (Vernon, 2009).

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The group will clean up real quick.  "Quacker"  brought out, and they have a go-around in which they each tell something that they learned during the session. They will also tell what jumped out to them today during group. The group will be reminded of the group meetings that are coming up and are reminded that the last group meeting will be in four weeks. During discussion, a member mentioned that his pet dog "Snookums" died yesterday. Other members of the group expressed a lot of interest and they all were saddened. The leader asked the group if they would like to explore regulation of the emotion of sadness and grieving. The entire group agreed that they would like to address the topic in group, and it was a topic indicated on the needs assessment that would be a good topic to address. The group leader decided to address sadness and grieving in the next meeting (Alle-Crliss, Lube, & Randall Alle-Corliss, 2009).

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The group members will have time at this point to cash in their earned tokens for participation and following the rules.  The student had a very productive session today. The group seems to be increasing in their cohesiveness (Sink, Edwards, & Eppler, 2012)..

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Reference for "Welcoming the Group Members and Review of the Last Two Sessions."

# data[].attributes.subject
Reference for "Welcoming the Group Members and Review of the Last Two Sessions."

# data[].attributes.body
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

# data[].attributes.headline
Reference for "A Happy Good Morning Song."

# data[].attributes.subject
Reference for "A Happy Good Morning Song."

# data[].attributes.body
The Singing Walrus - English Songs for Kids, (2016). Good Morning Song for Kids (with lyrics) | The Singing Walrus. Retrieved from https://youtu.be/CuI_p7a9VGs.

# data[].attributes.body
Oceanhouse Media, (2017).

I Was So Mad by Mercer Mayer - A Little Critter Story. Retrieved from https://youtu.be/xec0MvTNegc.

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Plumvillageonline, (2015). How to let anger out? Retrieved from https://youtu.be/WTF9xgqLIvI.

# data[].attributes.body
Vernon, A., (2009). More What Works When with Children and Adolescents: A Handbook of Individual Counseling Techniques. Research Press, Champagne, IL. P. 200-201.

# data[].attributes.body
Alle-Corliss, Lupe, and Randall Alle-Corliss, (2009). Group work: A practical guide to developing groups in agency settings. John Wiley & Sons.

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Welcoming the Group Members and Review of Rules and share about the Last Session

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Welcoming the Group Members and Review of Rules and share about the Last Session

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The group leader will greet the group members and tell them how happy he/she is that they came to group today.  The group leader will bring out the poster and review each rule and discuss with the group which rules are working well and which ones need to be adjusted.  Discussion with the group will help further tweak the set of group rules.  A few crayon marks were on one of the walls and desk after the last session, so the group member reinforced the rule about respecting other's property and cleaning up after themselves. The punishment was that the member had to clean the crayon marks off of the wall and desk (Masino, 2009).

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In order to get the group off to a good start for the session, the group leader will play the video "I Like To Move It" and have the members sing and dance to it. The activity is to help facilitate group cohesion Boys and Toys Reviews, 2012).

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I Like To Move It (Original Video)  Madagascar HD

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The group leader will start the group activity called "Snowball" in order to help the group work together a little better than in the last sessions.This will encouraged members to further support each other, and this will  increase the members’ empathy and validation of one another (Sink, Edwards, & Eppler, 2012).  The group leader will Have each group member write down three things that others do not know about them, and the leader will make it clear that they need to be things that are not too private.  The members are then instructed to write two things down, on the same paper, that they feel makes them different than others.
When they finish writing them down, the leader instructs them to ball the paper up into a "Snowball."  When they finish, the leader will count to three, and on the count of three, the members will throw their "Snowballs" at one another to have a snowball fight.  The members will then pick up a "Snowball" and try to determine which group member made the "Snowball."  When they guess who made the "Snowball", then they will go to that person to see if it is theirs.  The activity is to help the members relate to one another and gain a closer bond to others (Vernon, 2009)

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Understanding loss and death my be hard for many children. If a child looses a pet, relative, or parent, the impact on their lives is great.
The leader of the group will read "Lifetimes" to the students.  The book is a good way to help a child understand life and death in a sensitive and caring way.  The book will tell the members about the beginnings and the endings. It will also discuss the life in between. It mentions plant, animals, and people.  Being born is a parts of life as so is dying. It is the natural way of things.  The book will help children understand the process of life and what to expect.

Roman Chimieti, (2011).
When the leader finishes reading the story, he/she will have a pre-assembled tray of things that can be presented to the group. The try contains a few things such as plants, insects, and fish. Some of the organisms will be alive and some will not, such as a dried up leaf, dead bug, and alive gold fish. A few stuffed animals will also be on the tray it illustrate non-living things. The group leader will lead a discussion about how we know whether something is alive or not. How will the children know whether it is dead. The leader can ask the group, "Have they ever been alive." The group leader will then bring out a stethescope to let the group members hear for themselves whether the things are live. The group members can check the stuffed animals, then they can check another group member. After the group members check each other and the stuffed animals, the group will have a group discussion about life and death and what makes things alive (McWhorter, 2003).

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LIFETIMES (The beautiful way to explain death to children) by Brian Melloni

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The group will get back to their chair after the activity and the group leader will discuss what has happened during this session and also a few things from the last sessions. "Quacker" will be given to each group member (go-around) for feedback and discussion about the loss of a pet or relative. The group is responding to one another in a good, productive way, and they are demonstrating some helping skills towards one another as  the communicate issues and concerns (Berg, R., &  Landreth, G., 1990).
The group leader will remind the members that there is only three more session in our group sessions. The leader points out a couple of the group rules on the poster board to help keep things moving smoothly. Most of the members are doing well with the rules, but a couple of them still need a little more re-enforcement of the rules (Alle-Corliss, Lupe, and Randall Alle-Corliss, 2009).

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The group members will have time at this point to cash in their earned tokens for participation and following the rules.  The student had a very productive session today. A couple of members pushed the rules, but reinforcement of the rules help set them back on track (Sink, Edwards, & Eppler, 2012)..

# data[].attributes.headline
Reference for "Welcoming the Group Members and Review of Rules and share about the Last Session."

# data[].attributes.subject
Reference for "Welcoming the Group Members and Review of Rules and share about the Last Session."

# data[].attributes.body
Masino, M., (2009). Good Groups: It's Elementary.  ASCA Schoolcounselor.  Retrieved from https://www.schoolcounselor.org/magazine/blogs/january-february-2009/good-groups-it-s-elementary.

# data[].attributes.body
Boys and Toys Reviews, (2012).

I Like To Move It (Original Video) Madagascar HD. Retrieved from https://youtu.be/hdcTmpvDO0I.

# data[].attributes.body
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

Vernon, A., (2009). More What Works When with Children and Adolescents: A Handbook of Individual Counseling Techniques. Research Press, Champagne, IL. P. 200-201.

# data[].attributes.body
LIFETIMES (The beautiful way to explain death to children) by Brian Melloni.  Retrieved from https://youtu.be/zwwGBVa1j9A.

McWhorter, G., (2003). Healing Activities for Children in Grief: Activities suitable for support groups with grieving children, preteens and teens.

# data[].attributes.body
Alle-Corliss, Lupe, and Randall Alle-Corliss, (2009). Group work: A practical guide to developing groups in agency settings. John Wiley & Sons.

Berg, R., & Landreth, G., (1990).  Group Counseling: Concepts and Procedures. Second Edition. Retrieved from https://files.eric.ed.gov/fulltext/ED345132.pdf.

# data[].attributes.body
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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

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The group leader will welcome the group and thank them for coming.  The leader will tell the members what is planned for the session.  The leader will then bring out "Quacker" and pass it around to let the group member share about what they have learned so far in the session and what affected them the most during group so far.  The group leader will then remind that members that after activities, it is important to clean your area well (Corey, Corey, & Corey, 2014).

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The group leader will play the "Mahna Mahna" song and have the kids sing and dance to it in order to keep group cohesion and promote a good group atmosphere (Constantine Trayanov, 2010).

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Muppet Show - Mahna Mahna...m HD 720p bacco... Original!

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To address grieving and the feeling of loss further, the group leader will discuss the "Lifetimes" book from the last session and remind the group that it is OK to be sad and miss pets and people sometimes. The group leader will pass out paper plates, finger paints, paper towels, a Popsicle stick, Elmer's glue, and smile to each member of the group. The leader will tell the group members to paint what face they show to others in the outside world. When they finish, they will paint how they feel on the inside. They are thin instructed to glue the Popsicle stick onto the paper plate. When the group finishes, they need to clean up the paint and set their mask in front of them. The leader will pass around "quacker" so each group member can tell what the drawing on the mask and what it represents.  They can then tell the group in what ways they can express what is going on inside of them and who they can communicate that to (Stocks, 2017).

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After the group finish discussion the mask, the group leader discusses getting through grief by expressing emotions.  Then the leader will  discuss commemorating the loss and them moving forward by learning new ways to function without minimizing or denying the loss.  The group leader will give each member a pen or pencil and 40 small strips of paper.   The leader will explain that the activity will help them work on ways to help them get through their grief.
1. The leader will hand each member an envelope labeled "Feelings."  The members are directed to write a word describing how they feel about any loss that they have had.  Then should write only one word on ten different strips of paper.  After discussing the ten identified words on the strips, they will put them in the envelope.
2. The leader will hand each member an envelope labeled "Thoughts."  They will repeat the procedure of number one, except they are listing ten thoughts that they have about their grief such as "It's terrible, or It's not fair."  After discussion, then they can put them in the provided envelope.
3. The leader will then give each member an envelope labeled "Behaviors."  The process will be repeated, except they will list behaviors on the ten slips of paper, such as Some kids cry, or some kids get real quiet.  After discussion, the members will put the slips into the provided envelope.
4. Once the feelings, behaviors, and thoughts have been identified and discussed, the leader will pass out the final envelope labeled "Things That Will Help." The members will list things on their slips of paper that may help with the assistance of the leader. Some suggestions may be "Writing a letter to the loss, planting some flowers as a way to remember someone or something, or keeping a diary."  Once the activity is over, the members put their envelops aside with their mask (Vernon, 2009).

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If there is time, the group leader will show the group the video about mindfulness and perceptions.  After the video, the group will discuss what is meant by what Thich Nhat Hanh said and how it can be applied to daily life (Alaskan Skallywag, 2018).

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The group leader will pass around "quacker" and ask each member to tell what they learned today.  They will also be asked to tell what they remember about controlling their anger.  Then they will be ask to tell how they can deal with loss or grief.
The leader will then remind the group members that there is only two session before the group finished meeting.  The leader will have the group members look around their area to make sure it is clean.  They are then told that the can take their envelops and mask home with them Corey, Corey, & Corey, 2014).
Together we can!

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The group members will have time at this point to cash in their earned tokens for participation and following the rules.  The student related well to the activities and each other. The group leader will thank them again for coming and send them off with happy smiles and happy thoughts (Sink, Edwards, & Eppler, 2012)..

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Reference for "Welcoming the Group Members."

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Reference for "Welcoming the Group Members."

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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Welcoming the Group and Review of the Rules

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Welcoming the Group and Review of the Rules

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The group leader will welcome the group and thank them for coming. The leader will remind the students of the rules, going over the poster and discussing each rule. The leader will verbally reinforce the rules that are being followed, providing positive reinforcement will encourage students to continue to perform these rules and encourage other rules to be followed as well.

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Constantine Trayanov, (2010).

Muppet Show - Mahna Mahna...m HD 720p bacco... Original! Retrieved from https://youtu.be/8N_tupPBtWQ.

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The leader will play a song at the begging of the session and encourage students to dance/sing along to the music. The song is meant to encourage positive feelings and how the feeling happiness makes you feel good.  (Kidz Bop, 2014)

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KIDZ BOP Kids - Happy (Official Music Video) [KIDZ BOP 26]

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The group leader will begin with a discussion concerning big  and strong emotions, asking group members if they have experienced emotions that are strong.  The group leader will discuss ways that strong emotions effect our bodies (physical) and how we act (behavior). The group leader will then pass out the How Angry Feels worksheet and guide students through the different parts of the body and how they react to anger, taking acceptable answers from group members. The group leader will then discuss how identifying and naming emotions can help us manage our emotions (Blissful Kids, 2018). The group leader will then read the book Charlotte and the Quiet Place (Sosin, 2015).

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The group leader will begin the activity by passing out the supplies for each student to create their own calming/glitter jar. The supplies include small plastic bottles with lids filled with water and different colors of glitter.  After passing out the supplies, the group leader will demonstrate each step of creating a calming jar, allowing each member time to complete each step. During the creation process, the group leader will discuss what the purpose of the calming jar is and how to use it once it is created. The group leader will prompt discussion as to what would make the calming jar activate and how this relates to emotions and behavior, using their own glitter jar to demonstrate. The calming jar can also be used as a breathing timer to give group members a visual representation of their mind calming. (Willard, 2016)

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The group leader will introduce an activity to assist students when they are having negative feelings. In the activity, group members will practice breathing techniques using their hand to assist them with taking slow breaths. The group leader will demonstrate how the activity is performed and then have students participate individually. Beginning at the thumb, group members will trace up their fingers. After a brief pause at the top,  group members will trace their fingers back down.  After completing all five fingers, breathing is added into the tracing technique. Breathing in while tracing up, breathing out while tracing down. Group members can pretend that their finger is a car or truck and their hand is a mountain (Burnett, 2018).

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Take 5 Breathing: A Breathing Exercise for Kids

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Stocks, W., (2017). The Grief Mask.  Hope 4 Hurting Kids. Retrieved from https://hope4hurtingkids.com/grief/grief-mask/.

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Vernon, A., (2009). More What Works When with Children and Adolescents: A Handbook of Individual Counseling Techniques. Research Press, Champagne, IL. P. 158-159.

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Reference for Mindfulness and Perceptions

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Reference for Mindfulness and Perceptions

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Alaskan Skallywag, (2018). Mindfulness and Perceptions. Retrieved from https://youtu.be/Qi4ugWbrV6Q.

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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

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The group leader will pass "quacker" around and have each member tell what they have learned during the group sessions.  The leader will tell them that this is the last session and ask them how they feel about that.  The leader then tells the group what is planned fro the session.  Due to it being the last session, the leader will conduct an activity in which the members will practice being in the moment with mindfulness (Sink, Edwards, & Eppler, 2012).

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The leader will have drawing paper and crayons ready, with three circles prepared on one page.
The leader will begin playing quiet, relaxing music in the background.
The group leader will pass out three bowls of herbs or spices with strong aroma. One bowl will have bay leaves in it. The second bowl has basil in it, and the third bowl will have cinnamon bark in it.
The group leader will start by saying:
1.  Let your eyes close. Tune in to your body. Take some deep
breaths.
2. Let your hand reach out and feel for the first bowl. Take out a little of the herbs in the bowl.
3. Crush the herbs between your fingers. Breathe in the aroma.
4.  See how it makes you feel. Does it bring an ‘Oh, yes’ or a‘No’?
5. Is it a comfortable or uncomfortable smell?
6. Take another breath in. Let the aroma come into you.
7. Is it exciting? Is it boring?
8. What happens in your mind? Does the smell remind you of
anything?
9. What happens in your body as the smell comes in? Do you
like the smell?
10. Are there any feelings the smell reminds you of?
11. See if any pictures or places come to mind, perhaps a scene
you know already or one that your imagination is making up
right now.
12.Let the smell inspire your imagination.
13. Can you imagine what sort of a landscape would go with that
smell? Inland? Coastal? Desert? Marketplace? Rainforest? Perhaps
some place from the past or the future? A high place? A low place?
Is it a place you know or a place you would like to go?
14.  What colours would go with this smell?
15. Do any particular words come into your mind with this smell?
16. Are there some words that sum up how you respond to the smell?
The leader will tell the members to draw, in the first circle, any pictures or colours and lines that came into their mind.  The leader will then tell the members to write any words that came to mind around the edge of the circle. The members will then repeat the process with the other two bowls of herbs.  When the other two circles are finished, then each member will share their drawings, words, and inner experiences (Pearson & Wilson, 2009).

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With feeling being the member's response to situations, it is important for them to be able to handle difficult feelings when they come up. This activity can help members of the group to escape the maelstrom in a easier way.  The activity helps the members to notice feelings, experience feelings, and admitting feelings.  It will also help them to deal with those feelings.  The leader instructs the members to get ready and quietly listen to the video.  The leader suggest that the members close their eyes as the recording plays, but if that makes them uncomfortable, they can watch the video that is displayed on the Smart Board (Snel, 2013).

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After the group finishes talking about "Sitting Sill Like a Frog" and how it impacted them, then the group will sit and discuss the passed group session and what was learned each week.  The group leader will bring up the key points for each session and ask the group if they remember them.  The leader will then ask how learning the key points has affected them.  The leader will ask them "What have they learned?"  After the group discussion, using "quacker" of course, each group member will tell what they enjoyed the most about the group sessions (Sink, Edwards, & Eppler, 2012).

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The group leader will then bring out a plethora of yummy treats for the group.  He/she will also bring out a cart that has a punch fountain on it.  The members are told to not play in the fountain of punch and to only get drink from it.  The group leader will also bring out the remainder of the prizes from the prize box and distribute them to the members.  After the members enjoy the snacks and punch, then the leader will gather together everyone for a group picture.  After the picture is taken, then the leader will quickly print out enough for each member to have one.  The leader will then bring out a frame that says "You are Special" around the edge for each group member.  The members can put the picture in the frame with the leader's help (Sink, Edwards, & Eppler, 2012).

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For a final farewell, the group leader will put "Good Bye Friends" song on the Smart Board.  The group members will sing and dance to the song.  Farewell group (The Singing Walrus - English Songs for KIds, 2017).

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The Singing Walrus - English Songs For Kids

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Good Bye Friends | Good Bye Song for Kids | Maple Leaf Learning and The Singing Walrus

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Reference for "Welcoming of the Group Members."

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Reference for "Welcoming of the Group Members."

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

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Reference for "Sensory Meditation Activity."

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Reference for "Sensory Meditation Activity."

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Pearson, M., & Wilson, H., (2009). Using Expressive Arts to Work with Mind, Body and Emotions: Theory and Practice. Jessica Kingsley Publishers, London and Philadelphia.  P. 125-127.

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Reference for "First Aid for Unpleasant Feelings

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Reference for "First Aid for Unpleasant Feelings

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Snel, E., (2013). Sitting Still Like a Frog. Shambhala Publications, Boulder, CO.  P. 57-66. Track 6 on CD.