The Trust Builders is a structured group intervention designed to help children and adolescents between the ages of 8-12 years old who have experienced trauma, neglect, or attachment disruptions develop healthy interpersonal skills, emotional regulation, and self-esteem. The primary goal of the group is to create a safe, predictable, and supportive environment where participants can learn to build trust with adults and peers.

Key Components:

• Relationship-focused activities: Exercises that encourage sharing, active listening, and collaborative problem-solving to strengthen interpersonal connections.

• Social-emotional skill-building: Lessons on identifying and expressing emotions appropriately, managing anger or anxiety, and coping with stress.

• Attachment repair strategies: Opportunities for participants to experience consistent, supportive interactions with caring adults to counter past attachment disruptions.

• Empowerment and self-esteem development: Activities that help participants recognize strengths, set personal goals, and develop a sense of agency.

Target Population:
Children and adolescents who have experienced trauma, neglect, unstable caregiving, or have difficulty forming trusting relationships.

Intended Outcomes:

• Improved ability to trust and connect with adults and peers.

• Enhanced emotional regulation and coping skills.

• Increased self-esteem and confidence in social situations.

• Reduced behavioral issues stemming from past trauma or attachment disruptions.

This group is typically facilitated by a school counselor, therapist, or trained mental health professional in a small-group setting, and it often complements individual therapy or broader school-based interventions.

1. Build and Maintain Trusting Relationships:

   • Demonstrate the ability to engage in positive interactions with peers and adults.

   • Show increased comfort in seeking support from caring adults.

2. Develop Emotional Awareness and Regulation Skills:

   • Identify and label personal emotions accurately.

   • Apply coping strategies to manage anger, anxiety, or frustration in social settings.

3. Enhance Social Skills and Communication:

   • Practice active listening and turn-taking in group discussions.

   • Demonstrate respectful communication and conflict-resolution skills.

4. Increase Self-Esteem and Personal Agency:

   • Recognize and articulate personal strengths and achievements.

   • Set realistic personal goals and take steps toward accomplishing them.

5. Foster Resilience and Adaptive Coping:

   • Utilize learned strategies to navigate stressors related to trauma or attachment challenges.

   • Reflect on personal progress and demonstrate increased confidence in handling difficult situations.

1. Books and Curricula:

• “The Body Keeps the Score” by Bessel van der Kolk (2014): Explains the impact of trauma on the brain and body, offering strategies for healing.

• “Building the Bonds of Attachment” by Daniel Hughes (2011): Provides techniques for repairing attachment disruptions in children.

• “The Zones of Regulation” by Leah Kuypers (2011): Curriculum to teach emotional regulation and self-control.

• “Trauma-Focused Cognitive Behavioral Therapy for Children and Adolescents” by Cohen, Mannarino, & Deblinger (2017): Evidence-based strategies for addressing trauma.

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Frequency: Weekly, 45–60 minutes, On Wednesday during Lunch at School.
Group Size: 6–10 participants (8-12 Years old)
Facilitator: QMHP

Sample Session Outline:

1. Check-In & Mood Meter (5–10 min)

   • Participants share current emotions using emotion cards or a “mood meter.”

2. Warm-Up Activity (5–10 min)

   • An icebreaker or cooperative game to foster connection and engagement.

3. Main Activity / Skill Lesson (20–25 min)

   • Role-playing, trust-building exercises, emotion regulation practice, or collaborative problem-solving.

4. Reflection & Discussion (5–10 min)

   • Guided conversation on experiences during the activity and how skills apply to real life.

5. Closing & Take-Home Skill (5 min)

   • Participants share one goal or coping strategy to practice until the next session.

1. Child-Led Creation

   1. Allow the group to help decorate and choose items for the calm corner, giving them a sense of ownership and choice.

2. No Punishment-

   1. Frame the space as a positive tool for self-soothing and not as a consequence for not behaving

3. Calming tool-kit.

   1. Stock the corner with sensory items like weighted blankets, stress balls, or visual aids like emotion charts

4. Confidentiality statement

1. Focus on process and not product

2. Participation from Facilitator-

The group leader can participate in model turn-taking and problem-solving.

3. Process the outcome- Afterwards, discuss how the tower’s strength was dependent on each person’s efforts, linking it to the group's trust

1. Mindfulness focus- Instruct the children to focus on the swirling glitter as a mindfulness exercise

2. Create with a purpose- Frame the activity by saying “ we are making a tool for our calm down corner to help us when we feel big scary feelings.”

3. Practice with the tool created shake the jar and sit with the children as the glitter settles, reinforcing the idea of a calm mind following a calmed body

1. Focus on internal traits-

   Guide the children to focus on “kindness” or “empathy” rather than physical strength (Gleason et al., 2011).

2. Group sharing time- to invite the children to share their superheroes and the powers with the group, this builds positive recognition within the group.

1. Role-Play scenarios- The group facilitator can introduce a scenario such as “the puppets are playing outside and one feels frustrated because the other won’t share their sand truck with them” then ask the children to act out different ways to respond.

2. Practice “I” statements: The pupples can model using “I feel…” to express their emotions calmly during a conflict.

1. Model positve affirmations

2. Normalize receiving compliments- for children who struggle seeking positive attention, the group leader can gently support them in accepting the compliment without minimizing it.

1. Assess readiness for a relationship-based group: Ensure the student can engage in a supportive environment.

2. Identify needs and strengths: Helps facilitators match participants with appropriate support.

3. Screen for risks: Address safety concerns (behavioral issues, trauma triggers, self-harm).

4. Set expectations: Explain confidentiality, group norms, and the role of facilitators.

• Intake form

• Interview notes

• Risk assessment

• Consent form

• Recommendations for group placement