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Olivia Hawley
Mackenzie Golden
Kaitlin Spitak
Nicole Kray

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The above photo is a written example of the importance of stopping bullying from Prezi (n.d.). Below, is our own reasoning and further explanation.

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Bullying in early childhood can have negative effects on students' academic, social, and emotional wellbeing. Bullying can lead to externalized behaviors and internalized issues that can isolate students, cause depression and anxiety, and reduce concentration (Mandira & Stoltz, 2021; Eriksen et al., 2014). Young victims are more likely to socially isolate, which can negatively influence their ability to form positive social relationships (Mandira & Stoltz, 2021).

According to ASCA (2020), group counseling reduces “social isolation and negative emotions” and can “increase positive peer relations and a sense of belonging” (para. 2).  Therefore, addressing bullying behavior in elementary school ages, we aim to mitigate the academic, social, and emotional risks that bullying imposes on children’s development. This group aims to bring students together by helping them find commonalities, build trust, and competence in their behavior choices and interpersonal skills, which can offer a sense of belonging and lead to fostering positive peer relationships.

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Why do we need to address bullying early?

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Why do we need to address bullying early?

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The above infographic by Wolke (2022) provides a look at the outcomes of childhood bullying. Depression and anxiety are 4 times likely to occur in bullying victims. Suicide amongst victims is 19 times more likely to occur.

The bottom reveals that in adulthood, bullying victims that are also bullies suffer more in the domains of health, wealth, and social lives. Next, people who were bullied in childhood are affected in these domains. Lastly, people who only bully but were not bullied have lower outcomes in wealth and social standings, but seem to have a more positive experience in health.

In order to promote and enhance every child's academic, career and social/emotional outcomes as set forth by the ASCA (2019) School Professional Standards and Competencies mindsets, bullying is best addressed in childhood and thus supports our group topic of anti-bullying.

Relevance & Development

Students in grades 3 and 4 are generally between the ages of 8-10 years old. During this time, they are transitioning from being a little kid, to being a big kid. They are usually taking on more responsibility, both at home and in school. Their bodies are developing at a quicker rate than previous years, and they can be very moody (Wood, 2007). Students in these grades are very individualistic. They are experimenting with friendships and learning what kind of person they want to be. They want to feel special, but they crave being part of a group (Wood, 2007). Because of these factors, there is often a change in status quo among groups of students in these grades. It is not uncommon for students in this age group to use bullying to influence the ranking of themselves or others (van der Pleog et al., 2020). Bullying at this age can be very complex (van der Pleog et al., 2020). Depending on the status of students involved, students may go back and forth in bullying one person, or a group of people. This can make students withdraw and have difficulties maintaining other friendships, as well as fall behind in their academics.

Bullying in this age group is often linked to getting the upper hand in friendships (van der Pleog et al., 2020). As this is an unhealthy way to earn and keep friendships, it is the job of adults who work with the students to help them through this transitional phase without hurting others. Bullying is not limited to the bully and the victim (van der Pleog et al., 2020). It also affects the bystanders of the bullying. If the group norm is negative, it will continue to have an effect on anyone who comes into contact with the situation. For example, a student may be bullied in math class, but when they switch classes and the bully is no longer with them, they may not be able to concentrate on the new class. This lack of focus, in turn, affects their grades and may cause extra work for the teacher to provide academic interventions for this student. It continues to trickle into the world. School counselors believe that students have the right to an environment that is accepting and supportive (ASCA, 2020). It is our job to provide students with behavior interventions to stop bullying so school can be a safe place for all students.

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Ohio: Laws and Policies for Anti-Bullying

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Ohio: Laws and Policies for Anti-Bullying

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The above map shows the United States and each state's level of anti-bullying policies and laws. Red represents laws only, green is policy only, and blue means both law and policies are in place. White and gray show neither law nor policy and no data, respectively. It is important to note that only harassment is a Federal issue, but bullying policies and laws are decisions on the state level.

Buckeye Elementary is based on the Ohio school system, thus, it is essential to understand the laws and policies in the state as we lead our small groups on anti-bullying.

According to StopBullying.gov (2021), Ohio schools must create bullying prevention teams, programs, and initiatives. The Ohio Department of Education requires these programs be reported to ensure that each school is working toward a healthy and safe environment with inclusion and acceptance.

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The standards set forth by ASCA (2021) will be presented and met through a developmental lens and age-appropriate tasks, activities, and discussions related to the reduction of bullying behaviors amongst students in the third and fourth grades at Buckeye Elementary. Buckeye Elementary is focused on reducing the amount of office referrals for bullying amongst the third and fourth grade students. The data-informed program will address the following Mindsets & Behaviors (ASCA, 2021):

Mindsets:

M 1. Belief in development of whole self, including a healthy balance of mental, social/ emotional and physical well-being.

Students will learn how to respond to bullying victimization using proactive and healthy methods. They will increase their belief in their abilities to grow from adversity and achieve a higher sense of well-being.

M 3. Sense of acceptance, respect, support and inclusion for self and others in the school environment.

Students will learn the definition of inclusivity and the importance of respecting others regardless of differences. They will learn to embrace their originality and uniqueness.

M 4. Self-confidence in ability to succeed. (NK)

Students will gain resiliency enabling them to prosper in academic and social settings.

Behaviors:
Learning Strategies

B-LS 7. Identify long-and short-term academic, career and social/emotional goals.

Students will identify goals aligned with prosocial behavior to improve the school climate.

Self-Management Skills

B-SMS 2. Demonstrate self-discipline and self-control.

Students will control their behaviors toward each other in respectful and appropriate manners.

B-SMS 7. Demonstrate effective coping skills when faced with a problem.

Students will handle bullying victimization appropriately and with resiliency to improve their overall well-being.

Social Skills

B-SS 2. Create positive and supportive relationships with other students.

Students will communicate and interact with each other using respect, kindness, and thoughtfulness, thus decreasing bullying behavior and increasing peer support.

B-SS 4. Demonstrate empathy.

Students will learn the definition of empathy and how to apply it to peers who are faced with bullying. They will also learn the causes of bullying to increase empathy and understanding.

B-SS 6. Effective collaboration and cooperation skills. (NK)

Students will work together effectively to complete activities, tasks, and discussions related to bullying, empathy, resiliency, and respect.

B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment.

Students will act in a developmentally appropriate manner while engaging with other students in the group sessions. This includes waiting their turn to talk and listening to others.

B-SS 10 Cultural awareness, sensitivity and responsiveness. (NK)

Students will learn to engage with students of different backgrounds, becoming both aware of and respectful of differences amongst one another. They will learn to appreciate their differences and how to work together.

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Information taken from Sink et al. (2012, p. 91)

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Group ground rules are essential to the functioning of the group process. The above five rules chosen with the ASCA Ethical Standards (2022) in mind are simplified for elementary students to understand and will help facilitate the group going forward.

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Green Simple Minimalist Giveaway Rules Instagram Post

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Launching the Group

1. Gathering and welcoming the group:

We will pick up our members at the start of third period and lead the to the designated group location. We will say our hellos and get seated comfortably. Each counselor will introduce herself.

We will be modeling appropriate behavior from the initial session. Our behaviors will be noticed from the first session and will foster trust amongst members (Corey et al., 2018).

2. Presentation of Icebreaker:

This activity will start our group in a fun and creative way to get some members talking and comfortable (Sink et al., 2012). Not all members will actively patriciate at this time. This will be followed by an Icebreaker Reflection.

3. Discussion of group goals and purpose:

During this part of the launch, we will share with our students the reason for the group, along with a brief overview of some of the activities they will be working on throughout the sessions (Sink et al., 2012).

4. Presenting ground rules and expectations:

A poster will be presented to the group members with elementary-level rules to follow during each session. These will be delivered in a positive tone to our students and limited to five rules (Sink et al., 2012). View our poster for our specific ground rules.

The students will discuss together what should happen if a rule is broken.

5. Discussion of confidentiality:

This is a moment to remind the students of the meaning of confidentiality and how it is important in the group setting that they were each told in the prescreening process.

Students will discuss what happens if confidentiality is broken and the leaders will make the final say in this situation (Sink et al., 2012). Breaking confidentiality will result in a removal from the group while the sanction is evaluated. The student who is removed will continue individual counseling sessions with a counselor.

A positive view of confidentially will be given to build trust amongst group members (Sink et al., 2012).

6.     Discussion of participation:

Students will be aware that participation is voluntary, but that it is of great importance that each member is sharing thoughts and views with on another (Sink et al., 2012). They will be told they are allowed to “pass” on questions and discussions, but also be told how important their view is for group discussion (Corey et al., 2010, as cited in Sink et al., 2012).

Students will be reminded of the importance of supporting one another and will be asked to give their opinions on how the group can be a comfortable environment (Sink et al., 2012).

7.     Group discussion and addressing conflict:

We will use counseling skills such as paraphrasing, empathy, clarifying, and warmth to facilitate a discussion amongst students (Sink et al., 2012).

We will be look for any conflict amongst our members and address it immediately (Corey et al., 2018). Addressing conflict early will reduce the chances of it repeating throughout the sessions.

8.     Closing the initial session:

Students will be asked to reflect on how they feel about the group setting (Sink et al., 2012). We will discuss the similarities and differences in their experiences.

We will thank them for joining us and participating.

We will remind them of their next session date and remind them we will pick them up before their third period class.

In the norming stage it is very important to create an atmosphere where all members feel welcome and comfortable being in a group setting.  As a member of a group each person has a set of “expectations, concerns and anxieties” (Corey et al., 2018).  Counselors play an important role in setting the tone and clear expectations to the group members in order to create a unified group.  According to Corey et al.(2018), in order to build this level of trust in a group the counselor needs to allow group members to develop norms, identify group goals, clarify themes, and determine if the group is a safe place for each of the members. Group cohesiveness can create an ideal environment for the leader and the members.  A safe, welcoming atmosphere allows for each of the the members to build a trusting relationship.

Without trust, members may not feel comfortable sharing personal aspects of themselves, develop individual goals, and focus on their own self-growth (Corey et al., 2018). Feeling safe is foundational for members to establish trust. Therefore, the group leader should engage themselves in a way that helps foster trust amongst group members and the members and leader. A powerful way a group leader can foster trust is through modeling (Corey et al., 2018). By interacting respectfully, attending to the nonverbal communications of group members, listening, and expressing empathic understanding, while remaining authentic and genuine, the leader(s) communicate the expected behaviors of group members and work to establish a climate which the group feels safe to interact (Corey et al., 2018).

However, trust cannot be established through modeling alone. The group leader(s) have a responsibility to establish trust within the group, and sometimes conflict may arise that threatens the established trust of group member relationships. In the event of a conflict, the group leader should address the conflict in a caring and honest manner, that not only models positive conflict resolution practices, but also tends to the emotional vulnerability of the group members (Corey et al., 2018). In the event of group conflict, checking in with members can express care, and can help members process and express how the conflict affected them.

Fostering trust can also be initiated through group activities and icebreakers. Activities and icebreakers that promote teamwork and collaboration can work towards establishing trust between group members. Icebreakers also promote sharing of personal information, and discussion, allowing members to relate to one another. An example of an icebreaker is listed in the following section.

Diversity

As the norming stage begins to form, we must consider the diverse group of students to ensure respect for differing cultural attitudes and beliefs. If any student is hesitant to share with the group, there is a chance that he or she is not necessarily being uncooperative, but instead adhering to their cultural upbringing (Corey et al., 2018). Students with diverse backgrounds may approach people differently and share limited information and emotions with others. Proper handling of these situations requires us to encourage the members to speak of their hesitations and to explore how they can best benefit from the group (Corey et al., 2018). We will ask our elementary students the following questions as exampled by Sink et al. (2012):

“What is life like in your family?” (p. 167)

“How do you see others in your community solving that problem?” (p. 167)

“How are we, as group members, the same and how are we different?” (p. 167)

After having discussions about their diverse experiences and cultural backgrounds, we will need to address the differences in developmental levels, gender, and other areas of the students’ lives. To begin, a brief overview of the students’ backgrounds is necessary while understanding that all students are unique (Sink et al., 2012). To ensure comfort and safety amongst the group, students will need a reminder of the importance of group confidentiality. Likewise, we will approach rapport building with patience, allowing for trust to build amongst those who are different. Our minority students and those with developmental differences will need time to learn to trust us and feel comfortable sharing with the group. The working stage cannot be started until trust is built (Sink et al., 2012).
There will be subgroups in our elementary group other than cultural and racial differences. Some of our students will be from different socioeconomic levels and learning levels (Sink et al., 2012). These differences are important to our anti-bullying plan because Buckeye Elementary is diverse. According to the United States Department of Education (2016, as cited in Wee et al., 2022) the current rates of minority bullying victims are 24.7% for Black students, 17.2% for LatinX students and 15.6% for Asian students. Likewise, students with developmental, physical, emotional, and sensory disabilities are often victimized by bullying (Wee et al., 2022). These participants may have different experiences with bullying compared to majority peers.
While students were prescreened, the above diversity considerations are a critical part of the norming stage. Making each student feel comfortable, safe, and accepted in our priority in our group setting. The American School Counselor Association (ASCA) (2022) states that our program must be culturally responsive (A.1.d. and A.7.j.) and provide equitable accesses to participating in our group (A.7.b.). Our prescreening of students did not exclude any student based on ethnicity, race, developmental level, socioeconomic background, or gender. Diversity concerns remain a top priority as we begin our groupwork. One of our goals of our group counseling program is to “[a]ctively work to establish a safe, equitable, affirming school environment in which all members of the school community demonstrate respect, inclusion and acceptance” (ASCA, 2022).

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Norming Stage Topic and Rationale: Establishing Norms and Rules, and Identifying Bullying

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Norming Stage Topic and Rationale: Establishing Norms and Rules, and Identifying Bullying

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The counselors role, during the norming stage, is to establish and facilitate a warm climate where group members feel safe sharing (Sink et al., 2012). The first steps to creating a safe space for sharing is establishing mutually agreed upon rules, group and individual goals, and  developing empathy, respect, and trust (Sink et al., 2012). Therefore, the initial meeting in the norming stage will focus on discussing the group rules, norms, expectations, and the expectations of confidentiality. The goal for the first meeting is to engage all members to take an active role in the group, which ultimately works towards group participation and cohesion.

In the subsequent meeting in the norming stage, the group leader will utilize an icebreaker to promote trust, problem solving, and communication. An example of this may be the backwards obstacle course as outlined in a following slide.  Following the icebreaker, the leader(s) will facilitate a group activity outlining what is and is not bullying. This aims to establish the group members understanding of acceptable and unacceptable behaviors. Discussion following the activity may be centered upon how our positive and negative behaviors are effective or ineffective. Reality Therapy and Choice Theory posit that behaviors aim to fulfill needs (Glasser, 1998 as cited by Beebe & Robey, 2011). Thereby, exploring members current behaviors, and how they function in their lives, the leader and members can identify maladaptive behaviors, and establish personal goals. When the facilitator is aware of how members’ bully behaviors fulfill their needs, more socially acceptable behaviors can be identified and practiced (Beebe & Robey, 2011). This work will be done in the subsequent stages of the group counseling process. By identifying the members maladaptive behaviors and establishing goals the group members can work towards replacing negative behaviors with more socially acceptable behaviors in subsequent sessions. Thus, the norming stage of this counseling group focuses on building rapport amongst the group, fostering a safe environment, and establishing an understanding of bully behavior as well as identifying personal change goals.

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Activity Opening and Welcome: Please refer to the norming section of Padlet # 1-7

Opening Ritual Establishing Norms: Students will always place their name piece on the feelings chart when they come through the door. Because this is something universal in Buckeye Elementary, it will be a simple task to assess how students are feeling when they come to group each week.
Establishing the norms of the group is done so by discussing group goals, presenting ground rules, discussing confidentiality, discussion of participation,  and addressing conflict (All found in the norming section of the padlet #3-7)

Closing Ritual Pass the Peace: holding hands in a circle the team passes the peace around until each person receives peace before leaving.
Each member contributes to creating a mural of an object (in this case we are creating a heart) leaving either a thumb print as they leave for the day. This activity will give them the ability to show unity as the group counseling process moves forward through each of the stages. The students will be able to identify how their group is unified as the mural is created in front of their eyes. This will be hanging on the wall by the door. Students will place their thumb in the paint, put their thumbprint within the heart, and use a wipe to clean their hand off as they walk out the door.

Goals and Objectives: The objective of session 1 is to begin the group counseling session and allow members to begin working together through the group counseling process. B-SMS 1B-SMS 5B-SMS7B-SMS 6B-SS 2B-SS 3

Processing Considerations:  The needs assessment data that was given to the students will be given to identify the student prior to the 1st group counseling session.  Through communication with the administration and the teachers solid groups will be identified and created based on the student needs and bullying issues.  It is important to begin an opening session with the norms of the group process.  By doing so, the group members will be able to have a clear focus and goal in mind when approaching each group counseling session. It is important that as the group leader, we are cognizant of the behaviors, expectations, and anxieties that each member presents (Corey et al. 2018).

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Group Session 1, Continued: Opening and Closing Check In Chart

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Group Session 1, Continued: Opening and Closing Check In Chart

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Corey et al. (2018), notes that having a check in and check out process creates a starting point for leaders to identify a starting theme and particular session.  The check in and out process not only identifies moods and emotions that may be present at the beginning of the session, but it also allows for counselors to  do follow up sessions with individual members in order to check in on items that may have not been covered in the group counseling session.  The chart that has been attached is also a chart that is posted in each of the homerooms throughout Buckeye Elementary.  It is important to realize that members that are in our group counseling session are not the only members of our elementary community that may need help or assistance.
While opening the session is extremely important, how a counselor closes out a session is just as important.  Since this group meets weekly, a quick summary of the events of the session needs to be recapped (Corey et al. 2018).  As the students leave the room they are asked to leave their mark for the day.  It was decided that a heart would be created using each of the students' thumbprints at the end of the session.  Leaving behind this mark and creating the end product will bring closure to the group counseling session and show a sense of bonding that took place during the group counseling session.

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Group Session 1, Continued: Building Trust Icebreaker Activity

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Group Session 1, Continued: Building Trust Icebreaker Activity

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This activity will be used in the Norming stage.  It is an initial activity in order to get group members familiar with each other.  It can be used as an icebreaker in order to introduce what a stereotype is and how to work together as a group member in a homogenous way (TheraPlatform, 2023).  It is important to identify what stereotyping is, and have the students understand what it means to stereotype any student in the elementary building. The 3rd and 4th grades students of Buckeye Elementary will be able to take these understandings and apply them in and out of the classroom.

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The purpose of this video is for students to watch and have the prior knowledge of the language we use when talking about bullying that will allow them to participate more fully in Session 2.

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Group Session 2: Students Identify What is Bullying?

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Group Session 2: Students Identify What is Bullying?

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OPENING RITUAL/ICEBREAKER:
1. Students will place their piece on the feelings chart as they come through the door.
2. Welcome students warmly & briefly verbally check in with them.

3. Create groups of three and have members briefly make a small obstacle course with folders, pillows, chairs, etc. Masking tape can be used to block off a general pathway beforehand.
4. Instruct the members to establish a ‘walker’ & two ‘talkers’.

5. The two ‘talkers’ will hold onto the ‘walker’, gently by their elbows. The ‘walker’ will walk backward through the obstacle course, guided by the two ‘talkers’ instructions.

6. Once all small groups completed the activity, briefly discuss was hard and easy about this activity, or what they liked or disliked.

Topic Activity: What is and is not bullying?

1.     Use masking tape and have a pre-established line on the ground.

2.     Have the members line up on the tape line and use either end of the tape as AGREE or DISAGREE, with in the middle being SOMEWHAT AGREE/DISAGREE

3.     The group leader will ask “It is ok to…” or “It is bullying if I…”

a.      Hit/punch/smack another student

b.     Call another student names, or tease them

c.      Call them a nickname

d.     Yell at another student

e.      Threaten another student

f.       Exclude another student on purpose

g.     Spread rumors or lies about another student

h.     Play with other students I typically don’t talk to

i.       Invite another student to work or play with me

4.     The leaders will provide clarification if there are questions, but statements should remain brief, so that members can think deeply about if, when, or why they do any of these behaviors.

5.     Discuss the group members responses.

6.     Have students share one thing they felt they do well, and one thing they can work on.

7.     Prompt them to generate a goal based on what they felt they could work on, or what they want.

CLOSING RITUAL: Snowballs
1. Ask students to think of something they learned at today’s session and write it down on a small piece of paper
2. Have the students crumple the paper and throw it into the middle of the group.

3. Each member picks up a piece of paper, opens it, and reads aloud what the note says.

3. Thank the students for participating and remind them of the next session.
4. Students will place another thumbprint on the heart as they walk out the door.

GOALS AND OBJECTIVES
Students will work with others, in small teams, to achieve a common goal of completing the obstacle course. This icebreaker requires teamwork, promotes communication, and helps build trust (BSS-6, ASCA, 2019). The main activity aims to inform and assess the student’s knowledge and perpetration of bullying behaviors. This activity provides foundational knowledge that will inform their personal goals of changing their behavior (BSMS-2, ASCA, 2019)

PROCESSING CONSIDERATIONS
According to Reality Therapy and Choice Theory, the goal of counseling interventions is to help clients fulfill their needs (Capuzzi & Stauffer, 2016). This process starts by exploring current behaviors and how they serve to fit the client’s needs as they relate to power, fun, belonging, and freedom (Capuzzi & Stauffer, 2016). Thus, within the group discussion, behaviors may be related to or understood as serving one of their individual needs. Students are asked what they could work on, or what they want, which serves as their goal as it aligns with Reality Therapy and Choice Theories WDEP model (Capuzzi & Stauffer, 2016).

This understanding can help inform possible replacement behaviors that are more socially acceptable. Choice theory notes that behaviors are the summation of one’s choices, therefore, when restating, summarizing, or using therapeutic skills, the counselor-leader may benefit from framing the behaviors as choices as to highlight the cognitive process of one’s actions.

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Activity Icebreaker: Words are like Toothpaste

Opening Ritual Check In: Students will place their piece on the feelings chart as they do every week to self-assess and allow the counselor the opportunity to see how everyone feels they are doing. Students will share with the group something specific that makes them feel the word that they chose.

Goals and Objectives: The objective of this activity is to teach children that mean or hurtful words are like toothpaste… Once you say them, you can never completely take them back.

The goal of the check in process is to get students to identify and show their feelings without openly communicating them.  This gives the students the ability to work towards being more expressive in how they will communicate feelings in activities to come. The following student based mindsets and self-management skills will help fluidly move along this lesson and help in future lessons (ASCA, 2019):

B-SS 1

B-SS 2
B-SS 4
B-SSMS 7
M1-M5 (each mindset is important in this activity due to the nature of creating a positive mindset)
As an exit slip from the toothpaste activity the students will be asked to fill in a Toothpaste Activity Reflection sheet.  This will give the student a chance to reflect on what they learned from the activity and how they can use what they learned to make good choices in the future.

Processing Considerations: Through this process the children will be able to explore the concept of how words are like toothpaste.  This lesson truly gives students the ability to visualize the concept of words leaving their mouth.  The focus of the lesson is to have students understand why it is important to think before they speak, because once it is said it can’t be taken back.  By having this lesson be included in the norming stage the students will be able to gain powerful insight on how powerful words can be if a situation of bullying were to arise.  It is also important in between lessons to engage in conversation with the parents/guardian and teachers in order to keep the lines of communication open (Sink, 2012).

Closing Ritual: Students will share one important thing from today's session. This could be something that really stuck out to them, surprised them, or something they learned. They are welcome to share whatever they feel called to say to reflect on the group for the day and will be prompted to explain why that was important for them. Students will be reminded of when the next group session will be. Students will place their thumbprint on the heart by the door as they leave.

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Transitions
It is important that group members understand the workings of the group. They need to be aware of the stages of group work before they enter them. This will allow them to have less anxiety about being in the group and they will feel more trustworthy with a better sense of focus for the group (Corey et al., 2018). Speaking with students about the different stages of the group will also help them better understand and meet the expectations of the group.

In the beginning, the counselor will speak to the members of the group about getting to know one another and feeling comfortable with each other (Corey et al., 2018). They will understand that the activities they are doing together is meant to make them feel safe and trusting of one another. As the group moves into the storming stage, the counselor will directly speak on confronting conflict and continue to establish trust among group members (Corey et al., 2018). For example, if one student is disrespectful to another, the counselor will explain that this is a normal conflict for a group and it is the collective job of the group to resolve the conflict before moving on. As the group moves into the working stage, students will receive feedback about their work (Corey et al., 2018). The counselor will discuss the growth with the group. They will understand that they have moved past moments of conflict and anxiety into a stage of open communication and risk taking. Finally, as the group comes to a close, the counselor will prep group members for the end (Corey et al., 2018). The counselor will talk to students about separating and what that will look like in their lives once the group is truly over. The counselor will review the work that has happened and will share the purpose of evaluation with the group members. Members will be aware of follow-up meetings and how to stay accountable for the values they have learned.

Trust and Connection Activities
Members of a group in the storming stage are still developing trust and feeling a sense of safety sharing personal aspects of themselves, and may show signs of anxiety (Corey et al., 2018; Sink et al., 2012). Therefore, activities and icebreakers should focus on further development of group trust. The lack of trust within group dynamics may manifest a reluctance to participate, focusing on helping others rather than exploring their own growth, directly or indirectly asking for advice or instruction, and a lack of initiation, to name a few (Corey et al., 2018). Defensiveness and reluctant behavior can be understood as a self-preserving or protective measure, and a symptom of a lack of felt security (Corey et al., 2018). Team building exercises can mitigate some of the problems or concerns that arise in the storming phase (Sink et al., 2012). Sink et al. explains that providing a collaborative exercise can redirect focus from negativity, towards achieving a common goal; this helps the group to recognize how working together can effectively help all members. Therefore, group activities should be sensitive to foster trust safety, and employing team building exercises can further group participation.

The wrinkled heart exercise aims to build empathy amongst group members. Because this exercise uses both verbal and nonverbal communication, it is intended to promote participation amongst group members who may be uncomfortable with in depth verbal disclosures, as it allows them to participate in a more reserved manner. Because the exercise also attempts to foster empathy amongst the group, it works towards building a sense of safety, so that members feel more confident in making personal disclosures within the session and subsequent sessions.

The levitating hula hoop activity requires group members to work collaboratively at achieving a common goal. While the task of raising, lowering, or tilting the hula hoop may seem simple, it requires all members to work together. By working as a team, the intent is to promote group cohesion and refocus negativity and reduce reluctance to share by creating an environment that is both lighthearted and engaging.

3.     What types of activities are significant for this specific age group and group topic? (Olivia)

Diversity in the Storming Stage
During the storming stage, it is to be anticipated that students will begin to develop some anxiety and avoidant behaviors (Sink et al., 2012). These behaviors can occur outwardly or inwardly and toward any group member, including the counselors. To alleviate this anxiety amongst the diverse group of students, we as school counselors will continue to build rapport with open communication. As students begin to feel accepted, the group will become more cohesive (Sink et al., 2012). Throughout the sessions, we must be mindful of our privilege as White counselors and focus on cultural awareness as we proceed (Corey et al., 2018).

As we prepare for the sessions, the following cultural considerations of each child need addressed amongst the leaders: family story, family support, language proficiency, educational history, and proximity to own and other cultural groups (Sink et al., 2012). Likewise, some diversity categories to address are, but not limited to ethnic and racial background, English-Language Learners (ELL), immigrants, and first-generation students. Each of these groups will respond differently in the sessions, and this will be planned for prior to each activity.

As the groups progress, one of the main issues to be aware of is scapegoating. This would occur when one student is targeted as the one to direct negative energy, frustration, and hostility toward (Corey et al., 2018). According to Cheng et al., (1998, as cited in Sink et al., 2012) racial and ethnic minority students can become targets of scapegoating due to the uniqueness in racial characteristics, cultural beliefs, and levels of political, social, and economic status is society. The students may not be as appreciative of the diversity. We will address scapegoating with the student or students doing the scapegoating, rather than the student it is directed toward (Corey et al., 2018).

Processing and Closure of Activities and Sessions

Behaviors that can be identified in this session include (Corey et al., 2018):

Silence and Lack of Participation

Monopolistic Behavior

Storytelling

Questioning

Giving Advice

Dependency

Offering Pseudosupport

Hostile Support

Acting Superior

Socializing

Intellectualizing

Members Becoming Assistance Leaders

As a leader it is imperative to note that any of these behaviors can escalate and create issues in a group therapy session.  A good leader can identify these issues and build opening and closing activities that allow for the diverse individuals to work through and address some of the behaviors as the group moves forward.  In order to escape the anxiety and avoidance issues that come with this stage it is very important to find opening activities and icebreakers to break this cycle. Because silence and lack of participation during this stage can be encountered the leader needs to identify what members of the group have established these characteristics and locate activities and icebreakers that are not going to worsen these types of behaviors.  Finding inviting activities that will not make them feel singled out and identified for this behavior will create an atmosphere that will engage them when they feel comfortable to do so (Corey et al., 2018).

One of the goals of closing each session is to have each member participate in the session, however due to some of the above behaviors it is important to realize this may not happen verbally (Corey et al., 2018).  One way to get students involved without talking is to have them fill out an exit slip called Ticket Out the Door about their thoughts from the day.  This could be a quick post note placed on an exit slip chart.  This intervention and activity is one way for the leader to quietly check in on students that may be anxious or afraid to speak during the group.

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Group Session 4: Respecting Each Other's Differences

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Group Session 4: Respecting Each Other's Differences

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Activity: “Mingle, Mingle” Game

OPENING RITUAL:

1. Students will place their piece on the feelings chart when they walk in the room. This will give the counselor insight to how the students are feeling that day and will be helpful to identify students who may benefit from a one-on-one discussion.
2. Welcome students and discuss the previous lesson. Ask students how they applied the lesson to their daily lives.

3. Begin lesson by discussing how some people treat others differently if they are not like them or their family and friends. Ask students why everyone deserves a friend.

4. Icebreaker activity: Diversity worksheet.

Have students fill out the worksheet questions regarding differences and similarities of other people.

Discuss the questions and their answers. Talk about the meaning of "character."

ACTIVITY:  "MINGLE MINGLE" GAME
(Fort Worth ISD, 2016)

1. Explain directions:

One counselor will start the game by saying “Mingle, Mingle”.

The students will walk around the room until they hear “elbow to elbow” or another direction.

Students will touch each other elbow to elbow (OR leave some space in between, whatever is most comfortable per student) and listen for the first question.

The team answers the question amongst each other.

The game repeats as new partners and appropriate body parts are chosen. The following will be used:

1. Elbow to elbow: When is your birthday?

2. Shoulder to shoulder: Say something you are good at.

3. Thumb to thumb: What is your favorite holiday and how do you celebrate it?

4. Toe to toe: What would you like to learn better?

5. Back to back: What do you want to do when you grow up?

6. Wrist to wrist: If I had a magic want, I would _______.

7. Pinky to pinky: A friend is someone who______.

2.  After students play the game, we will discuss what they learned about each other.

3. Then, we will ask the students what their final partners said about the last topic of “a friend is someone who____”, with common answers being “nice”, “friendly”, “funny”, etc.

4. We will point out that no one (most likely) said a friend is of the same race, culture, speak the same language, etc.

5. We will then discuss how character is more important than differences.

CLOSING RITUAL:

1. We will ask students what they learned about differences and similarities, and the meaning of friendship. Students can respond to how we should treat each other despite differences.

2. We will thank students for joining and participating, and remind them of next week’s session.
3. Students will add another thumbprint to the heart that we have been creating as they walk out the door.

GOALS AND OBJECTIVES
The lesson will embrace diversity and differences amongst each other, bringing to their consciousness that bullying others different than they are is hurtful and unnecessary. Likewise, another goal is that students will begin to embrace their own differences.

Students will begin to feel a higher “sense of belonging in the school environment” (M3) (ASCA, 2022) by understanding hat their differences do not make them any less worthy of friends and support.

Students will demonstrate effective oral and listening skills (B-SS-1) (ASCA, 2022) during the game play. The ability to communicate their feelings and comprehension of what peers told them will be imperative to a successful lesson.

Students will be creating positive and supportive relationships with their peers (B-SS-2) and begin to appreciate and work effectively with diverse peers (B-SS-7) (ASCA, 2022).

PROCESSING CONSIDERATIONS

The students may not process the lesson in the same manner as one another. While the lesson was crafted for their developmental level, there are possibilities that some students will over focus on similarities. Using the Choice Theory approach, we as counselors will want to stress how their wants may not align with their best interest (Capuzzi & Stauffer, 2012). Thus, if they want to be friends with only similar peers, it is necessary to explain how they can evaluate how their behavior makes others feel. They also will be reminded that they have choices: that is, they can report bullying and feelings of being excluded for their own differences.

PROCESSING QUESTIONS
1. What did you learn about differences and similarities between one another?
2. What does friendship mean now that you completed this activity?
3. How would it feel if someone else didn't want to be your friend for reasons you can't control?

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Video: The Rainbow (Anti Bullying Short Film)

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Video: The Rainbow (Anti Bullying Short Film)

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"The Rainbow" (2021) features a young child, Sarah, who appears different than her peers. Because of her differences, the girls do not want to include her in their play. This is difficult on Sarah. Another child sees Sarah feeling sad and decides to ask to play. After they begin coloring with chalk, the others girls want to join. Sarah is kind and allows them to play, despite excluding her previously.

This video is an excellent resource for our elementary students to reflect upon accepting each other's differences and being kind. It only took one person to include Sarah, resulting in an overall friendlier environment. Students can discuss how this video made them feel and ideally build empathy to align with the ASCA (2019) Mindsets & Behavior B-SS 4. Likewise, the video aligns with B-SS 2, "creating positive and supportive relationships with other students" (ASCA, 2019, p. 3). This would fit well in session 4, because the topic is respecting diversity.

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Group Session 5: The Effects of Words and Actions on Others

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Group Session 5: The Effects of Words and Actions on Others

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Activity: A Wrinkled Heart

OPENING RITUAL:
1. Students will place their piece on the feelings chart when they walk in the room. This will give the counselor insight to how the students are feeling that day and will be helpful to identify students who may benefit from a one-on-one discussion.
2. Welcome students warmly. Ask students what they remember from session 3 and if/how they used it in their daily lives since the last session. Encourage honesty amongst the group.

3. Ask students to circle words on a worksheet they have heard or used in school before.
4. Introduce and begin activity.

Activity:

1. Provide each student with a cut out paper heart. Have students share things that hurt their feelings and create a fold after each idea they share.

2. Have students share things that make them happy or feel appreciated, unfolding the heart each time they share.

3. Discuss with students how hurtful words can affect someone’s heart. Explain how the wrinkles won’t necessarily ever come out of the heart. Discuss ways to demonstrate kindness to avoid making wrinkles in someone’s heart.

CLOSING RITUAL:
1. Ask students something they learned from this activity. To facilitate a closing discussion, the following question could be asked “What did you learn about how words and actions can make someone feel?”
2. Thank the students for participating and remind them of the next session.
3. Students will add another thumbprint to the heart that we have been creating as they walk out the door.

GOALS AND OBJECTIVES
A goal of this activity is that students will think critically about the effects of hurtful words and actions (B-LS 1, ASCA, 2019). Under this learning strategy and behavioral standard, students should be able to make decisions using critical thinking skills (ASCA, 2019). The hands-on approach will allow students to think differently about how words and actions are impressionable on others, allowing them to make healthier and kinder decisions when interacting with others. These better-informed decisions will lead to less bullying amongst one another.

Another goal is that students will demonstrate more empathy toward peers following the activity (B-SS 4, ASCA, 2019). Remembering that “wrinkles” may never fully recover, the hope is that they choose words and actions more thoughtfully to prevent others from having long-term effects caused by their choices. They will also notice this behavior in other students, ideally becoming advocates (B-SS 8, ASCA, 2019) for anti-bullying and standing up for those who are bullied.

Under B-SS 8 also includes the ability to assert the self, when necessary (ASCA, 2019). Not only will this activity allow students to see how their behaviors make lasting impressions on others, but also, they will begin to realize how others’ behaviors make an impression on themselves. This activity will teach them how to recognize what hurts them, initiating a conversation on how to protect their “hearts from wrinkles” going forward.

PROCESSING CONSIDERATIONS
According to Reality Therapy/Choice Theory framework, “human behaviors are composed of doing (actions), thinking, feeling, and physiology" (Capuzzi & Stauffer, 2016, p. 315). The students will explore their feelings towards both hurtful words and actions, and the counselor will facilitate the group by fostering the group to work toward the essential need of belonging. We will focus on changing the “action” to help them think differently: that is, the heart paper represents a visual change of hurtful and impactful words. If they can process this visually, the hope is that they will choose their words and actions carefully to positively impact others.

Processing Questions:

1. What did you learn from this activity?

This question allows the students to lead the discussion (Sink et al., 2012). However, the following questions are more specific and will help guide the discussion to stay on track with the activity:

2. What did you learn about how words and actions can make someone feel?

Hopefully, students will talk about how their words and actions can “stick with someone for a very long time.”

3. What did you learn about how words and actions can make you feel?

The kids need to explore their own feelings and thoughts about “wrinkles” in their hearts.

4. How can you help others from getting wrinkles in their heart (PACER, n.d.)?

This question is ideal for allowing kids to explore ways to advocate for others and themselves.

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Meeting Goals of the Group
In the working stage, unspoken norms are being followed through and group members are portraying a variety of their own individual dynamic behaviors (Corey et al,. 2018).  Buckeye Elementary aims to achieve fewer office referrals for bullying by the end of the school year. The participating students will build empathy, coping-skills, and improve prosocial behaviors.  Each member of the group should be actively involved and engaged in the group sessions, as a counselor is important in this stage to check the  group members commitment levels and work through any barriers that may be presented (Corey et al., 2018).

Activities of the Working Stage

Check in and Check Out Activity: As with any activity it is important to step back and check the status of this individual method if checking in with the members of the group.  As we work through the working stage gentle reminders of the importance of this activity will remind the students of the need to know how they are felling leaving each session.  It is these feelings that can help guide further sessions.  It is important to note in the norming stage that students are continuing to learn how to involve themselves in the group sessions (Corey et al., 2018). This activity only continues to engage students further in the group counseling process.

Activities for Development
In the working stage, members engage in deeper self-exploration and leads into experimentation with new behavior (Corey et al., 2018). For elementary age students partaking in an anti-bullying group, the working stage provides an opportunity for students to explore how their own thoughts, feelings and behaviors are constructive or destructive, and start to develop heathier, more constructive patterns. Using the mountain activity, students will explore how their choices, and behaviors are formed, and how their behaviors impact others. In the following session, using the Stop-Walk-Talk activity, students will ‘try on’ alternative behaviors, through role playing practice, and assess how these alternative choices work to meet their need to feel included, build healthy peer relationships, and conduct oneself respectfully. Further, icebreakers and group discussions that elicit interpersonal conflict will be addressed, which can provide context for how to deal with conflict in their everyday lives outside of the group (Corey et al., 2018)

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Group Session 6: Feelings, Thoughts & Behaviors

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Group Session 6: Feelings, Thoughts & Behaviors

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This group counseling activity is geared towards our group of third and fourth grade students who have been identified as needing skill based counseling regarding bullying. It is simply called “Feelings, Thoughts, Behaviors.” (Anti-bullying Alliance, 2023).

Opening Ritual
Students will place their piece on the feelings chart that is used each week. This will give the counselor insight on the vibe of the group for the day, and will provide a conversation starter for any students who need to be spoken with one-on-one. Students will be welcomed and begin a conversation about what they have already learned while participating in the group. Students will then be given their own copy of an elementary feelings wheel and asked to identify how they are feeling today, why they feel that way, and how others can tell. This conversation will lead to noticing the perspective of each other and noticing how one another is feeling.

Activity

After completing opening rituals and reviewing group expectations, the counselor will show the group a picture of a mountain sticking out of the water. The mountain is labeled “behaviors.” Under the water line, there is a label of “thoughts”, and further down is the label of “feelings.” The counselor explains to group members that we can observe each other's behaviors, giving examples of some, but that we are not able to observe the thoughts or feelings that happened within the person to invoke the behaviors. At this point, the counselor will give some examples of feelings they have experienced and how they link with their thoughts and behaviors. Group members will then be asked to complete a chart based on some feelings they have had, and identify the behavior that followed. After the students have had some time to reflect on their own experiences, the group will share out with each other. This will give the group the opportunity to understand one another and learn more about themselves.

Goals

By the end of this activity, the group members will be able to more effectively recognize their emotional responses, as well as identify the link between their thoughts and feelings. Group members will also have a better understanding of the differences between their behaviors in comparison to their peers.

Process Questions

What do you notice in your body when you have this feeling?

What are some similarities and differences that the other group members wrote in their charts?

What do you wish other people understood about you when you are experiencing this feeling?

What can you do to help someone when you recognize their behavior as a reaction to this feeling?

What did you learn from this activity and discussion?

How can you use this information in real life situations?

Stage and Reasoning

This activity belongs in the working stage. It should be conducted once group members have become comfortable with one another and they are able to talk freely. This way, members will be able to give each other feedback and reflect on their similarities and differences (Corey et al., 2018). For example, Marcy’s chart says that she feels frustration and thinks to herself, “I’m not good at doing anything.” She notes that the behavior following this thought is shutting down. She reflects on this saying that she thinks that people might make fun of her and it’s easy to refuse to do work so they won’t. Ashlyn responds to Marcy’s reflection by saying, “Man, I wish I could do that. I always blow up and then I get in trouble. Sometimes people don’t want me to work with them because they're afraid I’ll explode.” This interaction allows the group members insight into each other’s experiences, opening up their perspective and allowing more room for self-reflection.

Closing Ritual
After completing the activity, students will get the feeling wheel out again and share how they are feeling after doing the work of the group. Students will explain why they feel this way. Some students might choose new feeling words, and some might choose the same feeling words. This is okay. On their way out the door, students will add another thumbprint to the heart that we have been creating over the course of this group.

Considerations
Some students may need assistance reading the feeling words, as they may not be words they regularly need to read. The group leader will need to be aware of students emotions when they are sharing examples of their feelings, thoughts, and behaviors because students could become upset while reflecting on these experiences.

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Group Session 7: Reflect & Utilize STOP, WALK, & TALK

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Group Session 7: Reflect & Utilize STOP, WALK, & TALK

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Activity: Stop-Walk-Talk

OPENING RITUAL:
Students will place their piece on the feelings chart that we use each week. The counselor will facilitate a discussion with students about what is effecting how they are feeling.

Ask the students what would change their feeling rating. Some examples may be:
·         How would you feel if you played with your best friend at recess?

·         How would you feel if you got picked first for a team at gym?

·         How would you feel if you got picked on, or were excluded at recess?

·         How would you feel if someone told you to leave them alone?

This activity aims to gauge the member's emotional state, and bridges content from the previous session. This activity explores how our experiences effect our emotions, which primes the students for the Stop-Walk-Talk role playing activity.

Activity:

1. Ask students how they typically respond when another student is bullying them.

2. Ask the students how this has gone, in past interactions. Did their response work, did the bullying continue, or did they get into an altercation, etc.

2. Introduce the concepts of “Stop, Walk, and Talk”. (The group will also watch the attached youtube video)

a. When confronted with bullying behavior, the student will say “Stop”.

b. If the bullying continues, the student will walk away.

c. If the bullying continues, the student will talk to an adult.

3. Have the students create hand signals for the three steps: Stop, Walk, & Talk.

4. Select two members, ideally volunteers, at a time to practice using this technique with each other.

5. Repeat this until every student has a chance to practice.

6. Ask students what they will do, if someone uses the Stop, Walk, & Talk signals on them.

7. Remind students that this was an exercise practice, and that outside this exercise, they should respect their peers and friends request to “stop”.

CLOSING RITUAL:
1. Ask the students what they found helpful or identify what they learned.

2. Have students identify examples of when they could have used this technique, or when they might use this skill.

3. Have students assess their level of confidence using this skill. Are they comfortable doing this, unsure, or uncomfortable? This can be measured with the thumbs up, thumbs down from the beginning of the session.

4. Leave a few minutes available at the end of the session to address any member concerns.
5. Students will add another thumbprint to the heart on their way out the door.

GOALS AND OBJECTIVES

Students will identify appropriate ways to respond to bullying, and learn how and when to use “Stop, Walk, and Talk”. This activity aims to promote positive peer relationships by preparing students to react appropriately to negative behaviors (B-SMS7, ASCA, 2019).

PROCESSING CONSIDERATIONS

To generate some reflection & prepare the students for the Stop-Walk-Talk practice:

1. Think of a recent time that you were bullied/being a bully. What happened, and what would you have liked to have happened?

This question aims to have students assess how their past reactions did not meet their needs.

2. Thinking back, how did you feel after the interaction?

3. If you could do it again, what would you change, and why?

This question attempts to have students cognitively engage in creating alternative behaviors and assess whether their choices can better suit their needs.

Practicing Stop-Walk-Talk:

1. What did you learn from this activity?

Ideally, students will identify the Stop-Walk-Talk method as a constructive alternative to engaging with a bully, or state that when another student says “Stop”, they should respect the other student and stop their current behavior.

2. How did saying “Stop” affect you or the negative interaction?

The aim is to have the group members identify how saying “stop” changed the outcome of the interaction and recognize the feelings that asserting oneself brings, and how it feels to hear a friend tell them to stop. This allows for an opportunity to discuss feelings of empowerment, or discomfort with the conflict.

3. What was something another member said or did that you liked, and will try to use?

This question builds upon group cohesion and challenges members to find similarities and differences in how each other reacted to the practice situations. This question aims to have students cognitively process alternative behaviors.

4. Now that you’ve practiced this, do you think you can use this skill outside of the group? Why or why not?

This question nears a contract question. The goal is to have all students feel comfortable responding appropriately to conflict situations. By addressing their strengths and weaknesses, the group may be able to help members to feel comfortable testing their new behaviors outside of the group.  This question also provides some group feedback, which can help identify needs that should be attended to in future sessions and activities.

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"Stop, Walk & Talk"  Bully Prevention Video

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Activities & Information for Adjourning/Termination Stage

Activities that should be completed as the group transitions through the termination stage are based around the idea of closure (Corey et al., 2018). The group will complete reflective activities during the closing session and will complete a follow up in the future. Some reflective activities that will be important for the students to complete are mostly discussion based around the topics of community, acceptance, and application. Students will discuss how being in the group made them feel and how they feel that it has changed them or their thinking. The group will also engage in discussion about their favorite activities or most important things they learned while participating in the group. It will also be important for the group members to identify things they learned that they can apply in their own lives.
During the follow up, students will complete a survey to provide data about the group that can help drive the program for future group members. It will be important for this survey to cover the content, the feelings of members, and evaluation of the counselor.

Tasks of Adjourning/Termination

The tasks of this stage is to help the group members understand the meaning behind the information they've received from the group. The group leader must assist members in understanding how this information translates into their real life experiences (Corey et al., 2018). It is important during this time to review the experience, as well as the content of the group. The end of the group is the time set aside for group members to say good-bye and to process their feelings and thoughts about the experience as a whole (Corey et al., 2018). Group members must be given the opportunity to share how they are feeling about the end. They should discuss things about their hopes and goals, as well as their fears for the future. It is also important to let the group members know about follow up and group evaluation at this time.
One way that we will complete this in our group is through the Closing Ritual that we have used throughout the group's lifespan. AS the group leaves each session, they leave their mark by adding a thumbprint to a heart on the wall. This will be the last thumbprint that they add to the group picture. Once all thumbprints are added, members will have a picture taken together with it. During follow ups, the counselor will have the picture printed to give a copy to each group members.

Applying the Group Skills to the Real World

All of the work students have been doing in this group translates to their relationships with others in their worlds outside of the group. In the first session, they are establishing group norms which translates to using boundaries in their relationships. In the second session, students identify what is and isn't bullying. This will be important for their interactions with peers because it provides them with an insight to the perspective of others and how words affect us all in different ways. In the third session, students are learning about each others similarities and differences to gain more empathy, which is a skill all people need to have successful relationships. Students learn how their words and actions affect others in the fourth session. Then, in the fifth session, students begin to have a better understanding of how their feelings, thoughts, and behaviors work together to create an experience. The learn a strategy to assist when they witness or a part of bullying in the seventh session. In the last session, students put all of this together to show what they know about bullying and share it with the school community through making posters. All of these sessions will be beneficial to their relationships outside of the group.

Consider how diversity impacts the development of this stage of group counseling.

In the final stage, members address feelings of separation, and generalize what they have learned as it applies to their everyday lives, so that they can continuously apply their knew knowledge without discounting the group work (Corey et al., 2018). Termination can elicit different behaviors from members which may illuminate how they individually and collectively manage pain and loss (Corey et al., 2018). Feelings of separation can vary member-to-member, and thus a wide array of expressions can be expected. Expressing one’s feelings of separation, vulnerability and loss may vary by gender, cultures, and previous experiences with loss and abandonment. Additionally, creating a supportive network for members post-group can help reinforce the skills and information learned in the group (Corey et al., 2018). With students having different social networks, home-life circumstances, and family dynamics, this may pose variability in identifying support networks outside of the group.

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Follow Up of Thumbprint Activity done throughout the group sessions. 

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Opening Ritual
Students will enter the room for group and will place their piece on the feelings chart to indicate how they are feeling for the day. The counselor will greet and welcome students as they arrive. Once all have arrived, the counselor will facilitate a discussion about group rules and expectations but posing the question, "What rules and expectations do we need to follow today as we complete our last group session together?" At this time, students will converse about the rules and expectations before moving on.
Once rules and expectations are covered, the counselor will ask students to choose a post it note from the table with another group member's name on the back (this will need to be prepared beforehand). Everyone will have three minutes to make a doodle for the other person. The counselor will prompt students to consider drawing something for the person based on their interests, but will explain that everyone will love to see what they get as long as the doodle is thoughtful. At the end of the three minutes, group members will share their doodles with the person it was meant for.

Activity
For this activity, students will need large sheets of paper or poster board and art supplies. Students will placed into groups of two and tasked with creating an anti-bullying poster to hang in the school. The poster should have a theme based on what the partners think are the most important thing for other students to know about bullying. Students will work together to create simple posters sharing the information they have learned with others in our school environment.

Goals/Objectives

M 3. Sense of acceptance, respect, support and inclusion for self and others in the school environment.

Students will learn the definition of inclusivity and the importance of respecting others regardless of differences. They will learn to embrace their originality and uniqueness.

B-SS 6. Effective collaboration and cooperation skills. (NK)

Students will work together effectively to complete activities, tasks, and discussions related to bullying, empathy, resiliency, and respect.

Closing Ritual
Towards the end of the session, students will be asked to share one way that they will use this information in real life when they leave the group. As students share, they will add their last thumbprint to the heart that they made throughout the course of the group. Once all students have shared and thumbprints have been added, the counselor will gather the members together to take a picture with what they created. During this time, the counselor will facilitate a conversation with students about the heart not being the only thing they made while they were there. Through the prompts, students will discuss making/strengthening friendships, learning new things, and feelings of acceptance.

Considerations/Processing
Because students will be aware, and continually reminded, that this is the last group together, the counselor should be prepared to handle tough emotions throughout the session. Group members may feel fear surrounding the idea that they will not be meeting regularly and have the other members there for support (Corey et al., 2018). The counselor's role during these moments of intense emotions will be to help walk students through them. Allowing students the space to feel upset by the end of the group, but assisting them with embracing those feelings and focusing on what they have learned about bullying and relationships from being in the group is something that the counselor should try to do during these times.
Some questions that could be asked during this session are:

How are you feeling about this being our last session together?

How are you coping with the feelings you have about being separated from all of us?

How can you use the information you learned in this group into your world outside of this room?

How does the sense of community that we have make you feel?

Why did you pick this theme for your poster? How did the two of you come to a decision?

What was the most important thing you learned in this group?

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Effective group leadership requires feedback from the stakeholders, one of which are the students (Sink et al., 2012). While we want to allow teachers the opportunity to provide us with feedback via email or with open office hours, we also need to get feedback from the students who are participating in our groups. After the group has been completed and members have had the opportunity to practice these skills in their real lives, students who participated in the group will be asked to answer some questions regarding their experience within the group. This will take place alongside the follow up with students once the group has ended, and it will be before the data is analyzed by the group. In this way, the counselors will be able to discuss the student feedback as part of the data collection and help guide future groups.

Feedback Form

The school counselors of Buckeye Elementary want to know how you feel about the experience you had in our Bully-Free Buckeyes Group. Please circle the number that best matches your group counseling experience.

1- Strongly Disagree

2- Disagree

3- Not Sure

4- Agree

5- Strongly Agree

It is easier for me to talk about my feelings.

1 2 3 4 5

I am more accepting of other people.

1 2 3 4 5
I learned a lot about the topic of bullying while participating in this group.

1 2 3 4 5

I enjoyed participating in this group.

1 2 3 4 5

I enjoyed being a part of this group.

1 2 3 4 5

I think the counselor did a good job leading the group.

1 2 3 4 5

My favorite part of the group was __________.

Something I would like to change about the group is ______.

What other comments would you like to share about the group experience?

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It is our hope that by working with our elementary students that they will begin to accept and care for all people, and treat others with respect and kindness. The poster above represents our long-term goal for social change as school counselors (ASCA, 2022). We hope that our young ones will be affected positively by our group sessions and pass along their newfound knowledge on diversity, inclusion, and kindness, and their increased self-awareness on choice words and actions. They are the future and we believe it is bright!

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

The ASCA provides the position, rationale, and role of the school counselor in group counseling. This resource stresses the importance of data and the need to support the students, the school in its entirety, and the community.

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

American School Counselor Association (2019). The ASCA National Model: A Framework for School Counseling Programs, Fourth Edition. Alexandria, VA: Author.

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

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

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Beebe, J. E., & Robey, P. A. (2011). The Prevalence and Psychological Impact of Bullying on Adolescents: An Application of Choice Theory and Reality Therapy. International Journal of Choice Theory & Reality Therapy, 30(2), 33–44.

This article provides information on how Reality Therapy and Choice Theory can be applied to counseling bullies.

Eriksen, T. L. M., Nielsen, H. S., & Simonsen, M. (2014). Bullying in elementary school. Journal of Human Resources, 49(4), 839-871.

The authors provide research on bullying's long-term effects on school achievement. They stand firm that bullying has harmful risks to a student's academic performance. This article supports the need for early anti-bullying intervention.

Mandira, M. R., & Stoltz, T. (2021). Bullying risk and protective factors among elementary school students over time: A systematic review. International Journal of Educational Research, 109. https://doi.org/10.1016/j.ijer.2021.101838

The above article provides a research-based look at evidence of the school climate being a major factor in elementary school bullying. The researchers combined seven years worth of research to support their claims. They also provide ways for elementary students to develop protective factors based on their research.

van der Ploeg, R., Steglich, C., & Veenstra, R. (2020). The way bullying works: How new ties facilitate the mutual reinforcement of status and bullying in elementary schools. Social Networks, 60, 71–82. https://doi.org/10.1016/j.socnet.2018.12.006

This resource provides information for an understanding of why bullying takes places in many different age groups.

Wee, S., Kim, S. J., & Kim, J. (2022). “Don’t bully! We are all different”: Pedagogical potential of early critical literacy with bullying-themes. Journal of Early Childhood Research, 20(4), 463-478. https://doi.org/10.1177/1476718X221087067

A research-backed study of interventions to prevent bullying behaviors in elementary schools. The focus is on the bullying of minorities and students with disabilities, with the participants completing critical literacy activities to improve critical thinking skills. This source backs the need for diversity acknowledgment in the elementary group for addressing bullying behaviors.

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Anti-Bullying Alliance (2023). Retrieved from https://anti-bullyingalliance.org.uk/sites/default/files/uploads/attachments/restorative_thinking_school_toolkit_sample.pdf

This resource provides information about bullying and in-depth activities that can be completed with students.

Capuzzi, D. and Stauffer, M., 2016. Counseling and psychotherapy: Theories and interventions. John Wiley & Sons.

This resource provides an overview of our theoretical framework choice of Reality Therapy and Choice Theory. Included are interventions and explanations of a therapeutic alliance based in this theory.

Etsy. (n.d.). Emotions and feelings chart printable. [Pinterest Board]. Pinterest. Retrieved from https://www.pinterest.com/pin/916412224152038413/

We used this chart as an example of an age-appropriate check-in chart for our sessions. The graphic will help our students share their emotions when they do not have words to explain.

Fort Worth Independent School District (FWID). (2016). Disrespect: "It's not okay" and elementary guidance curriculum. Retrieved from https://www.fwisd.org/cms/lib/TX01918778/Centricity/Domain/942/INOK%20and%20Guidance%20Book.pdf

The above source was used to develop a lesson on diversity and acceptance, which would decrease bullying considering the research that supports minorities, less-developed, and disabled are the most likely to be bullied. The resource was crafted to match the developmental needs of elementary students K-5.

Loveless, B. (2023). Bullying epidemic: Facts, statistics, and prevention. Education Corner. https://www.educationcorner.com/bullying-facts-statistics-and-prevention.html

Found on the website above is one of our images represented laws and policies on bullying in Ohio.

PACER. (n.d.) A wrinkled heart. https://www.pacer.org/bullying/classroom/elementary/activities/wrinkled-heart.asp

PACER offers different anti-bullying activities, and "A Wrinkled Heart" is a chosen activity for our group.

Ross, S., Horner, R., & Stiller, B. (n.d.). Bullying prevention in positive behavior support. Bullying Prevention. Retrieved March 20, 2023, from https://www.stopbullying.gov/sites/default/files/2017-10/bullyprevention_ES.pdf

This document outlines how to implement Stop, Walk & Talk skills as they relate to responding to bullying.

SarahGraceClub. (n.d.). The rainbow (anti bullying short film). [Video]. Youtube. https://www.youtube.com/watch?v=awUU9282UYM&t=19s

The Rainbow takes an exclusive look at accepting differences amongst others and including them in play and social settings. This aligns with the group goals according to ASCA (2019) and with the topic of anti-bullying.

Stand for the Silent. (2022). Bullying and mental health. https://standforthesilent.org/bullying-and-mental-health/bullying/

The above reference was used to provide an infographic about the long-term effects of bullying.

StopBullying.gov. (2021, August 1). Ohio anti-bullying laws & policies. https://www.stopbullying.gov/resources/laws/ohio

The above source outlines the laws and policies regarding Ohio schools.

TheraPlatform. (2023, March 21).  Icebreakers for Group Therapy. https://www.theraplatform.com/blog/368/icebreakers-for-group-therapy.

This resource provided an opening session icebreaker for our group.

WeAreTeachers Staff. (2022, September 6). Best classroom posters, decor, and incentives you can buy on Amazon. We Are Teachers. https://www.weareteachers.com/anti-bullying-posters-decor/

We found a poster that represented our social change goal here.

Wood, C. (2007). Yardsticks: children in the classroom, ages 4-14. 3rd ed.Turner Falls, MA, Northeast Foundation for Children

This resource provides an insight in the development of children of all ages.