In response to the needs of young students struggling with emotional regulation, a small group will be implemented for second graders who have difficulty managing frustration, handling disappointment, or expressing emotions appropriately. The goal is to help students recognize and label their emotions, practice self-regulation strategies such as deep breathing and positive self-talk, and develop social problem-solving skills in a supportive setting.

Research indicates that at age seven, children benefit from structured guidance in understanding emotions, with explicit instruction in emotional vocabulary and modeled problem-solving techniques being particularly effective (Denham et al., 2012). Interactive activities like role-playing and storytelling can enhance emotional learning (Webster-Stratton & Reid, 2004), while small group settings provide valuable opportunities for peer modeling (Bandura, 1977). Since Oakwood already emphasizes SEL, this group will align with school-wide initiatives, reinforcing strategies such as using a “calm-down corner” or mindfulness techniques both in the group and the classroom.

Collaboration with teachers and parents will ensure that students practice and apply these skills beyond the group setting. Teachers will receive simple strategies to reinforce emotional regulation techniques, and parents will be given resources to support their child’s growth at home. By integrating evidence-based approaches with the school’s existing support system, this small group will help second graders build essential emotional regulation skills, fostering both social and academic success.

The group will take place in the school counselor’s office, a quiet and familiar space that feels safe and comfortable. Since emotional regulation can be a sensitive topic, it’s important that students feel secure enough to share their experiences without fear of judgment. A predictable routine will be established, beginning with a short check-in, followed by an interactive activity like a story, role-play, or game, and ending with a calming exercise. This structured format aligns with best practices in social-emotional learning, as young children benefit from repetition and clear expectations (Denham et al., 2012).

To maintain continuity, sessions will run for eight weeks, allowing enough time for students to practice and internalize self-regulation strategies. Teachers will be informed of each session’s focus so they can reinforce skills in the classroom, and parents will receive occasional updates with strategies to try at home. By structuring the group in a way that is developmentally appropriate and well-integrated into the school environment, students will have the best chance of making meaningful progress in managing their emotions.

Confidentiality is key to creating a safe space where students feel comfortable sharing their thoughts and emotions. While they’ll be encouraged to respect each other’s privacy, it’s also important to be clear that absolute confidentiality isn’t possible, especially if a student shares something that suggests they’re in danger or being harmed. At the start of the group, we’ll have a simple, age-appropriate conversation about trust and respecting each other’s stories. However, as a school counselor or facilitator, there’s also a legal and ethical responsibility to report any concerns about student safety, following mandated reporting laws (ASCA, 2016).

Diversity is another important consideration. Every child comes from a unique background that influences how they understand and express emotions. Some cultures encourage emotional openness, while others emphasize self-restraint. It’s crucial to be aware of these differences and create an environment where all students feel heard and respected (Sue & Sue, 2016). The activities, books, and examples used in the group should reflect a variety of experiences and perspectives so that every student can see themselves represented.

Lastly, ethical guidelines set by organizations like the American School Counselor Association (ASCA) and the American Psychological Association (APA) emphasize the importance of professional boundaries and making sure the group is in the best interest of the students. While formal written consent may not be required, parents will be informed about the group’s purpose, what their child will be learning, and how they can support these skills at home. Teachers will also be aware of the group’s focus so they can reinforce strategies in the classroom while still respecting student confidentiality.

By keeping these ethical considerations in mind, the group can be a safe, supportive, and inclusive space where students learn valuable emotional regulation skills while feeling respected and understood.

The self-assessment part should be given once in the beginning and at the very end of the group sessions. This will allow the counselor to reflect on how effective the group was and if it met each students' needs. This also provides parents/guardians with insight into their child's progress.

Both the self-assessment and feedback will help identify areas for improvement in both the group activities and the counseling approach. Utilizing this information will help with the planning of future groups. Overall, it ensures the group is effective and supportive, fostering a safe space for children to work through their grief, and develop appropriate and useful coping skills.

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

• Under this behavior standard, counselors will be able to collaborate with students on long- an short-term emotional skills when grieving.

B-SMS 7. Effective coping skills

• Students will learn coping skills and strategies to process grief in order for them to be able to cope independently.

  
  

B-SMS 10. Ability to manage transitions and adapt to change

• When a student loses a loved one, they are sometimes left to process a change in their environment and dynamic. School counselors can help students self manage that transitions so students are better prepared to handle the change.

  
  

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

• During the grieving process, it is important that students have the appropriate social skills when expressing their emotions in any social situation or environment.

website: https://watersedgecounselling.com/5-infographics-that-will-boost-your-mental-health/

● Worden, J. W. (1996). Children and grief: When a parent dies. The Guilford Press.

● Silverman, P. R. (2000). Never too young to know: Death in children's lives. Oxford

University Press.

● Dougy Center. (n.d.). Supporting Grieving Children and Teens. Retrieved from

https://www.dougy.org