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• _{M 1. Belief in development of whole self, including a healthy}

  _{balance of mental, social/emotional, and physical well-being}

• _{M 2. Sense of acceptance, respect, support, and inclusion for self}

  _{and others in the school environment}

• _{M 4. Self-confidence in ability to succeed}

Behaviors

• _{B-LS 9. Decision-making informed by gathering evidence, getting}

  _{others' perspectives, and recognizing personal bias}

• _{B-SS 1. Effective oral and written communication skills and}

  _{listening skills}

• _{B-SS 4. Empathy}

• _{B-SS 8. Advocacy skills for self and others and ability to assert}

  _{self, when necessary}

1. Do you think communication is important? why?

2. Do you think understanding others helps communication? why?

3. When or with whom do you think communication is most difficult?

4. What does empathy mean to you?

Potential members should be willing to participate and open-minded to growth strategies, though still experiencing struggles (interpersonal communication difficulties, academic concerns, peer/family/staff conflict) that could benefit from increased communication and empathy.

Each participant will need to have a completed informed consent returned at least two (2) weeks prior to beginning of group.

1. Vegas Rules (confidentiality expectations)

2. Confidentiality exceptions (hurt/kills self/others)

3. Each participant and their contributions are valuable and therefore will be treated as such

_{Building trust will begin with establishing Group Norms as collectively in interest of sharing power. This will increase the likelihood that participants will buy in to maintaining stable group dynamics. Positive reinforcement through praising desired interactions/behaviors/communications in the face of testing the facilitator and/or participants. Group Norms will be reviewed at the beginning of each session to set expectations for interactions, confidentiality, and participation.}

Step 2: Performing

_{One nonnegotiable Group Norm is that each participant's contributions are valuable and will be treated as such. Group activities are highly interactive between participants and facilitator functioning as ample opportunity to consistently gauge live progress. This also allows for regular positive reinforcement of cohesive and productive engagements between participants and within group activities.}

Step 3: Mourning

_{At the end of each session, participants will be reminded of the last session date, with increased emphasis with its proximity. One (1) additional meeting focused on fellowship and celebration of progress only will be held two (2) weeks following the final session. The celebration will begin with the Group Norms, as typical. The facilitator will formulate and present a celebratory statement containing behavior specific praise for each participant. All participants will be encouraged to engage skills gleaned throughout their future endeavors. Thank you/encouragement notes will be written for each participant including the aforementioned specific celebratory statement.}

• NVC is a formulated communication strategy based on psychodynamics. Each session will add a layer of this formula alongside evidence-based, yet age appropriate, explanation behind processes.

Instillation of Hope

• Participants will learn a variety of emotions increasing their feelings intelligence, as well as build an understanding of how unmet needs and related emotions influence interpersonal interactions. They will also learn the importance of empathy in relation to communication and conflict resolution.

Development of Socializing Techniques

• A central aspect of NVC is increasing quality and function of interpersonal interaction. Effective communication is vital to conflict resolution; this will be practiced in safe social learning scenarios.

Direct Advice

• The group facilitator will consistently provide feedback and suggestions throughout group sessions. Activities are set up in interest of facilitating live support strategies for applying NVC.

Interpersonal Learning

• Each participant will engage new communication styles in a brave environment. Because modeling is a significant learning style for teens, observing other participants engage in NVC will encourage experimentation with the skill and build empathy both within and outside the group.

When facilitating a group in a public location, such as a school or community center, participants will likely come in contact with several individuals regularly on the way to attend group. Advocating for group members' confidentiality also includes ensuring staff members, reception, administration, etc. are aware of expectations regarding privacy for unavoidable interactions surrounding group attendance.

Group facilitators must effectively communicate and uphold expectations for group interactions. Considering potential conflict or triggers within group content in relation to participants is vital to protecting participants from undue trauma. Should concern or conflict arise, group facilitators should have a plan to address and support.