We also introduce a short mindful breathing activity at the beginning of each session. This gives students a chance to pause, take a few deep breaths, and get ready to be present with the group. At the end of each meeting, students will be invited to share a feeling, word, or reflection to help bring closure to our time together.

The session begins with a mindfulness check-in, followed by an engaging emotion card sorting activity. The group will then discuss common emotions tied to relationship conflict, followed by a role-play exercise practicing "I feel" statements to enhance respectful emotional expression.

Grounded in Cognitive Behavioral Therapy (CBT), this session helps students examine the connection between their thoughts, emotions, and behaviors and encourages self-reflection and self-regulation in peer interactions.

The session will begin by practicing the mindful breathing technique from the first session.

After mindful breathing, a reminder about confidentiality will be shared, asking that any personal stories that may be shared within the group are to stay here within these four walls, but any content that we learn can and should be shared with others.

After the group norms are reviewed, we will begin the activity for this session. Today's activity will explore the characteristics of healthy and unhealthy relationships by analyzing statements from a relationship card. Students will begin working in pairs, and then we will review and discuss as a whole group. One facilitator will lead the discussion, while another facilitator will record key observations and statements from the group on a whiteboard.

Students will be asked to identify a characteristic of healthy relationships that stood out to them as an exit ticket. Before the next session, students will be asked to look for examples of a healthy relationship that they have witnessed in the media.

Using interactive role-play and discussion, students will practice stepping into another person’s shoes and exploring how actions and words affect others.

This session uses principles from Cognitive Behavioral Therapy (CBT) by encouraging students to identify unhelpful thoughts and practice replacing them with more compassionate and understanding perspectives. Empathy is a key protective factor in preventing emotional harm and promoting respect in teen relationships.

1. What might the other person be thinking?

2. What might they be feeling?

3. What might they be saying (out loud or to themselves)

4. What could they need from others?

Students then discuss how empathy could change the outcome of the situation.

This article is relevant to our topic of healthy and unhealthy relationships because we focus on consent as an aspect of having healthy relationships. Based on the results of the article, it would be important for our group to reflect on how to include student feedback relating to the topics discussed. Including a sex positive approach while including students in the development of the sexual education curriculum would be meaningful. Additionally, to follow the stated best practices, it would be important to ensure that our group activities are interactive and participatory.

References

Spellman College (2024, September 26). Consent is Key. YouTube. Retrieved July 23, 2025, from https://www.youtube.com/watch?v=dnz48YAURlQ

Why It’s Relevant
We use this photo to reflect how emotionally safe group spaces allow teens to practice communication skills that lead to healthier relationships and better self-regulation.

Why It’s Relevant
This photo captures the process of emotional reflection and understanding others’ points of view, core skills we focus on to help teens strengthen empathy and improve their relationships.

Summary
This resource breaks down what’s happening during adolescence, from brain development to identity formation, and it’s super helpful for anyone working with teens. It explains that during this stage, teens are figuring out who they are while also trying to connect with others and gain independence. This creates a lot of emotional ups and downs, especially in friendships and romantic relationships. That’s why our group focuses on topics like communication, empathy, and boundaries, because those are the exact skills teens need while navigating all these changes. The APA also highlights how school-based programs can make a difference when they’re supportive, developmentally appropriate, and promote social-emotional growth.

Why It’s Relevant to Our Group
This reading helps us understand where teens are developmentally and confirms why group counseling on healthy vs. unhealthy relationships is so important during high school.

Summary
Beck’s book is the go-to guide for understanding Cognitive Behavioral Therapy (CBT), which is the foundation for our small group counseling sessions. The author explains how people’s thoughts, feelings, and behaviors are all connected. For example, if a student believes that no one respects them, they might feel angry or act out, even if that belief isn’t completely true. CBT helps students learn to stop, examine their thoughts, and choose healthier responses. That’s why in our group, we use activities that get students to reflect on their thinking and practice new ways to respond in tough social situations.

Why It’s Relevant to Our Group
This book is the foundation of our counseling approach. Every session we created is built around CBT strategies that help students grow in emotional awareness, communication, empathy, and boundary-setting.

Summary
Erikson’s theory explains how people grow through different stages of life, and for teens, that stage is called identity vs. role confusion. Basically, adolescents are trying to figure out who they are, what they believe in, how they want to show up in the world, and how they relate to others. This is also the time when friendships and dating relationships become more serious. Teens might feel confused, insecure, or pressured, especially if they haven’t learned how to set boundaries or express emotions. Our group is designed to support teens in this exact stage by helping them explore how they feel, how they communicate, and how they build healthy relationships.

Why It’s Relevant to Our Group
This theory gives us insight into what teens need most: identity development and social connection, which supports our group’s focus on healthy relationships, emotional awareness, and respectful communication.

Summary
This book highlights the importance of understanding culture, identity, and lived experiences when working with students. It talks about how counselors need to recognize differences in race, ethnicity, gender, family background, and more, because all of those factors shape how a student sees the world, handles relationships, and responds to conflict. In our group, we make sure to include examples and discussions that reflect different cultural perspectives so every student feels seen and respected. We also keep in mind that some students may have learned different messages about relationships at home or in their communities.

Why It’s Relevant to Our Group
This resource reminds us to lead with cultural humility and create group sessions that are inclusive and affirming for all students, especially when we’re addressing sensitive topics like boundaries and respect.

Stone, C. (2022).  Groups in Schools: Legal and Ethical Concerns. In S.I. Springer, L.J. Moss &

           C.J. Schimmel,  A School Counselor's Guide to Small Groups: Coordination, Leadership

           and Assessment (2nd ed. pp. 12-18). Cognella.

deFur, K. (2016). Selections from Unequal Partners: Teaching about Power, Consent, and Healthy Relationships. American Journal of Sexuality Education, 11(2), 149–159. https://doi.org/10.1080/15546128.2016.1174025

Spellman College (n.d.). Got Consent. Retrieved July 25, 2025, from https://www.spelman.edu/title-ix/prevention-and-education/got-consent.html

Virginia Sexual and Domestic Violence Action Alliance (n.d.). Teach Consent. Teach Consent. Retrieved July 23, 2025, from https://www.teachconsent.org/#ask