• Today we will talk about what what the next eight weeks will be like in this feelings and friendship group

• You as a group will create an agreement together so that everyone can feel safe when sharing here.

• We will looking at a list of feeling words, because sometimes naming feelings is difficult and examples may be helpful

Let's check our feelings

As a group we will go over the four questions on this form, circle which face best fits how you feel today

https://forms.gle/t83zjf16FYxn2ycc7

Let's Begin with our Classroom Rules

As a group I want you to think of two things that are important to you when you are working with other people. Think about what is important when you want to share in class and how you want to be treated. We will write everyone suggestions and you will choose what is most important for this group.

Trust, Sharing, & Confidentiality

Your parents all have agreed that you can participate in this group but you also need to agree to be in this group and follow the rules we have created and respect your other group members. Now that we have our rules, everyone needs to agree to confidentiality. This means whatever you share inside this group will not be shared with anyone of our friends who are not in this group. We will talk about important information and that is okay to share with friends but we cannot share what other people say in our groups. If you can agree to that please sign your name on our classroom rules that you all created.

Feelings

Naming feelings can be difficult because the right word may be hard to find but it is important to be able to name how you are feeling. We are going to watch a video which explains why it is so important:

https://www.youtube.com/watch?v=dTq2JrBNgqk (Peace Love Learn, 2022)

This tool will be posted on the wall may help you break down a certain emotion you are feeling by looking at an overall feeling and looking at words within the same area or color that will help you "name it to tame it"

https://lindsaybraman.com/emotion-sensation-feeling-wheel/ (Braman, 2023)

Over the next 7 weeks we will be talking about:

• Week 2: Self-Esteem

• Week 3: Recognizing Feelings & Emotions

• Week 4: Self-Control

• Week 5: Embracing Culture

• Week 6: Empathy

• Week 7: Mindfulness

• Week 8: Final Group

Starting next week we will be starting out group with two questions

1. What are two positive or good things that have happen in the past week?

2. What are two difficult or challenging things that happened in the past week?

Each week you may have an activity to do with friends or family as well as one check out question:

1. What is something you are looking forward to this next week?

Check Out

Remember we will do these as a class each week so this might be a great thing to think about throughout the week. Now lets go around and share about something you are excited about in the next week.

Week 1 Discussion

Communication prior to group starting with parents to gain consent and have them complete a survey will be necessary for the success of this pilot group (Stone, 2022).  Getting parents to help with homework and have conversations outside of group will benefit each student’s continued growth, so it will be important to emphasize the benefits of this group and how it could support the student development by increasing healthy relationships, decreasing unwanted behavior, and lead to academic improvements (Kremer et al., 2016).

This first week we will be doing an introduction with the students so they know what to expect over the next eight weeks. It is important to create trust within the group from the beginning by providing a good understanding of the purpose for meeting over the next two months (Stone, 2022).  Corey et al. (2018), highlighted the importance of establishing classroom rules in the initial stage of a group and those rules will revolve around respect and understanding.  The students will be provided knowledge about consent and confidentiality to ensure that each child understands when they can and cannot share outside of group and why.  The key to having a successful group is for all participants to feel that they can be open and honest, so each student will agree to the classroom rules by signing their name.  In the initial stage students may be just getting to know their feelings and how to identify them so this group will be establishing a foundation that we will continue to build on each week.

Parent Survey:

https://forms.gle/pn8q6tPUDWRviD3T7

Today we are going to talk about out differences and how cultures make our world better.

Weekly Check in

Let's start today with sharing about two positive or good things and two challenging things that have happened this past week.

Learning about Culture

There are a lot of different words we use when talking about culture so lets define some of these things as a group.

• Culture: Food, Language, Celebrations, Religion, Rituals, Music, & Art (Pappas & McKelvie, 2022)

  
  

Video 1: https://www.youtube.com/watch?v=LnaltG5N8nE (A Kids Co., 2019)

Process Question

1. How did that book make you feel?

Video 2: https://www.youtube.com/watch?v=3lzwcdviasU (It’s Story Time, 2023)

Process Questions

1. Have you ever been treated differently or seen someone else be treated differently?

2. Have you ever been treated differently or bullied because of your skin color or culture?

3. How did those times make you feel?

Activity

Each student will trace their own hand, on each finger and thumb they will draw 5 different something that makes you unique or different and in the palm something they have in common with others.  This will provide each student with an understanding of their own uniqueness and they will be hung up for other group members to see and encourage more dialog around our differences (Corey et al., 2022).

Homework

Go home and talk to your parents this week about your culture, beliefs, and traditions.

Check Out

What is something you are looking forward to this next week?

Week 5 Discussion

This week we will be working on embracing culture, according to Corey et al. (2022), it is important to have open discussions around culture and differences to remove barriers that may be impacting learning due to misunderstanding or misinformation. This is a very vulnerable subject so this work will happen during the transition stage and hopefully will move this group into the working stage in weeks 6 and 7 prior to the closing group.  The hope is by addressing culture in an open and honest way we will help reduce or eliminate negative feelings or beliefs which will help increase more positive peer interactions in and outside of the group (ASCA, 2020). 

Today we will participate in an activity where we discuss feelings and emotions. We will play a game where we will explore various emotions and feelings that we all have.

Weekly Check In

Let's first check in and find out what two positive or good things and 2 challenging things that happened in the past week.

Activity

Next we will take turns passing a beach ball to each other. The ball has a variety of pictures depicting different emotions you may have felt. I will begin by discussing one. Then I will pass the ball to someone else. They can either pick an emotion, or choose one that their hand is touching. As we discuss these emotions I would like you to think of a time when you have felt the emotion. If we have time, we will share with the group. Let's begin.

Check Out

Now lets go around and share about something you are excited about in the next week.

Week 3 Discussion

In line with the ethical standard from the ACSA (2022) to help improve the social and well-being of students through group work, the long-term goal for the class is to improve behavior and emotion regulation.

This activity is planned to fit into the working stage of the class. However, the topic of various emotions could introduce conflict and put the group in a transition stage (Corey et al., 2022).

According to Tolliver and Smith (2022), school counselors can bring out a natural element of play and creativity in sessions with younger students. Because our students are 4th-grade boys, the beach ball activity is meant to bring them to the present, keep them engaged and give them a fun avenue to explore emotions.

Alessandro, A. M. D., Butterfield, K. M., Hanceroglu, L., & Roberts, K. P. (2022). Listen to the children: Elementary school students’ perspectives on a mindfulness intervention. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-022-02292-3

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

American School Counselor Association (ASCA). (2021). ASCA Student Standards Mindsets & Behaviors for Student Success: K-12 College-, Career- and Life-Readiness Standards for Every Student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf   

American School Counselor Association (ASCA). (2020). The School Counselor and Group Counseling. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

Braman, L. (2023). Emotion Sensation Feeling Wheel.

https://lindsaybraman.com/emotion-sensation-feeling-wheel/

Capuzzi, D., & Stauffer, M. (2016). Counseling and Pyschotherapy Theories and Interventions, 6th ed. American Counseling Association. Baker

Care for Kids. (2020, January 27). Planning and building a multicultural service.

https://www.careforkids.com.au/child-care-provider-articles/article/414/planning-and-building-a-multicultural-service

Catholic Family & Child Service. (n.d). Feelings Ball Game. Diocese of Yakima. https://depts.washington.edu/uwhatc/PDF/TF-%20CBT/pages/4%20Emotion%20Regulation%20Skills/Client%20Handouts/Affective%20Expression/Feelings%20Ball%20Game%20Instructions.pdf

Coholic, D., Schwabe, N., & Lander, K. (2020). A scoping review of arts-based mindfulness interventions for children and youth. Child and Adolescent Social Work Journal, 37(1), 511-526. https://doi.org/10.1007/s10560-020-00657-5 

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

Cowart, A. (2012, July 24). Upper Grades are Awesome. Blogger. http://www.uppergradesareawesome.com/2012/07/day-two-class-rules-and-time-capsules.html

Education. (n.d). Lesson Plan -Mindful Movement. Kid SAFE. https://www.education.com/lesson-plan/mindful-movement/

Fablefy - The Whole Child. (2017, December 18). Mindfulness for Kids : What does being present mean? [Video]. YouTube. https://www.youtube.com/watch?v=fmWYD6aHLhg

It’s Story Time. (2023). Our Diversity Makes Us Stronger by Elizabeth Cole [video]. YouTube. https://www.youtube.com/watch?v=3lzwcdviasU

Klein, M., & Milner, R. J. (2019). The use of body-mapping in interpretative phenomenological analyses: A methodological discussion. International Journal of Social Research Methodology, 22(5), 533-543.

Kremer, K. P., Flower, A., Huang, J., & Vaughn, M. G. (2016). Behavior problems and children’s academic achievement: A test of growth-curve models with gender and racial differences. Children and Youth Services Review, 67, 95–104. https://doi.org/10.1016/j.childyouth.2016.06.003

Lennig, M. (2018, July 17). How a glitter jar can help kids control their feelings. Fireflies and Mud Pies. https://www.firefliesandmudpies.com/glitter-timers/ 

Malchiodi C., (2020). Trauma and Expressive Arts Therapy Brain, Body, & Imagination in the Healing Process. The Gilford Press.

Pappas, S. & McKelvie, C. (2022, October 17). What is Culture? Future US. https://www.livescience.com/21478-what-is-culture-definition-of-culture.html

Peace Love Learn. (2022). Emotional Intelligence: Name It To Tame It [video]. YouTube. https://www.youtube.com/watch?v=dTq2JrBNgqk

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 (2^nd ed. pp. 12-18). Cognella.

The Counseling Fanny Pack of Fun. (2022, April 18). Teach kids to build empathy in school counseling with this counseling game, “the empathy pizza game!” [Video]. YouTube. https://www.youtube.com/watch?v=ptkphAHDuIo&t=3s

The Ready Child. (n.d.)  Red Light, Green Light!.https://readychild.org/activity/red-light-green-light/

Tolliver, M. & Smith, C. (2022). Creative Strategies (Improvisation and Gaming) with school counseling small groups. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.), A school counselor’s guide to small groups: Coordination, leadership and assessment (2nd ed., pp.70-79). Cognella.

Today, we will talk about what empathy is and will be participating in a fun activity where we will learn how to be more supportive and respectful of our peers.

Weekly Check In

We will start today by checking in with everyone and sharing two positive things and two challenging things that happened this week.

Activity

The activity we will be doing today is called “The Empathy Pizza Game” (The Counseling Fanny Pack of Fun, 2022)

• Everyone will be provided with a pizza worksheet and colored pencils or markers.

• I will first share what empathy means and how you can be choose to be more empathetic in your day.

• Next, I will play a YouTube video, and the game will be played on the screen (The Counseling Fanny Pack of Fun, 2022).

• The game's purpose is to guess how the person in the scenario feels. If you guessed the feeling right, you would color a slice of pizza in. Your mission is to have the whole pizza colored in. 

Process questions

1. Have you been in a situation where you felt like no one understood how you felt? If so, how did that make you feel?

2. Do you feel like you now have empathy for someone else in this group?

3. How might you help someone who is struggling? What could you say?

4. What is one thing you can do this week to show that you have empathy towards another person?

Homework

Choose one thing you can do this week to show empathy towards another person.

Check Out

What is something you are looking forward to this week?

Session 6 Discussion

This activity will fit into the working stage of the group. Corey et al. (2022) state that in the working stage, there is greater cohesion among the group, more focus on self-development, and more hope for the future. Therefore, having an activity on building empathy and helping others would be more suited for the working stage rather than a stage like the initial stage.

The goal of this activity is for the students to understand empathy, understand their peers better, and be more willing to help others. Furthermore, it is the hope that the following ASCA (2021) behaviors will be achieved:

• B-SS 2. Positive, respectful, and supportive relationships with students who are similar to and different from them

• B-SS 4. Empathy

Today is the last session of our “feelings and friends group.” We will talk about what we learned over the last seven weeks and will do a fun art activity that you will get to take home.

Weekly Check In

We will start today by checking in with everyone and sharing two positive things and two challenging things that happened this week.

Activity

For our activity, we will make “calm down jars” (Lennig, 2018). A list of full instructions can be accessed at How a Glitter Jar Can Help Kids Control Their Feelings (firefliesandmudpies.com). These jars can be used when your emotions feel too big, and you need a moment to calm down. Last week, we talked about mindfulness, and using these jars is another way to be mindful.

• Everyone will get:           

o   A jar with a lid

o   Glitter glue

•  I will pour ½ a cup of distilled water into the jars, then each of you will pour ½ a cup of the glitter glue into the jar

• I will then pour in more distilled water and will use a hot glue gun to secure the lid of the jar

• Then, you will shake the jar to mix the glue and the water together

• To use the calm down jar, you will shake the jar and watch the glitter swirling all in the water. As you watch, take a deep breath in and out as you watch the glitter fall to the bottom. We will then focus on the sensations of calmness in the body while taking big, calming breaths in and out.

Process Questions

1.  How are you feeling now that you have made your own calm-down jar?

2. What is one new thing you have learned from being in this group?

Homework

There will be no homework today because this is our last session. However, I encourage you to continue using the skills you learned in this group and to use your calm-down jar whenever you need to calm-down those big feelings.

Group Evaluation

Before our check-out, we will evaluate our feelings as a group. There are four questions we will go through: which face best shows how you are feeling?

• Feeling & Friends (google.com)

Check Out

Let’s go around and share something you are excited about in the next week.

Week 8 Discussion

The calm-down jar is a form of art where students create their own jar. Interestingly, researchers found that mindfulness-based interventions that utilize art methods helped youth to regulate their emotions better (Coholic et al., 2020). Furthermore, they highlighted that this intervention can be useful when working with marginalized populations. Overall, the calm-down jar can be seen as an art-based method to encourage mindfulness. Therefore, it is likely to support students in developing emotion regulation.

Additionally, the calm-down jar fits wonderfully in the final session of the group because it serves as a way for the students to carry on what they have learned from the group into their daily lives. Corey et al. (2018) highlight that the main task of the final stage of the group is for individuals to merge the strategies and insights that they have learned into the workings of their lives. By creating these jars, students will have tangible coping skills to use going forward. In the final session, we also discuss how the calm-down jar connects to the prior week’s learning, which gives the students another opportunity to find skills that work best for them and consolidate their learning. In this final session, we will also ask a process question that allows the students to share what they gained from the group experience (Corey et al., 2018). Furthermore, students are given the opportunity to provide feedback on what they have learned from the group in a short survey. This is important because it will show if students are meeting ASCA (2021) mindsets and behaviors from this group.

Today we are going to talk about self-control and participate in an activity where we can practice our self-control skills.

Weekly Check in

Let's start today by checking in with everyone and sharing two positive things that happened this week and two challenging things that happened this week.

Activity

Today's activity is a game you are probably already familiar with, Red Light Green Light. I'll go over the rules just in case anyone needs a refresher. First, we will be heading outside. I will be the traffic light. So I will stand a reasonable distance away with my back to all of you, and all of you will stand facing me. When I call out "green light," everyone will run towards me, and when I spin around and call out "red light," you all have to freeze. If anyone in the group moves when I call out freeze, they have to return to the starting line. The game continues like this until one of you reaches me and tags me. Then, whoever tags me will be the new traffic light, and the game will begin again (The Ready Child, n.d.). 

Process Questions

1. Have you been in a situation where you felt like it was hard to control your body? 

2. What does it feel like when you can't control your body?

3. What did you think when I said freeze (how did you make yourself stay in one place)?

4. What is something you can tell yourself or remember when you have a hard time controlling your body?

Check Out

Let's share something we are looking forward to next week.

Week 4 Discussion

This activity would be a good transition stage activity. During week four, there may still be some residual anxiety and defensiveness (Corey et al., 2018). This activity allows the kids to get outside and build trust with the group leader. It allows them to have some fun while also practicing skills that have real-life applications. 

It also aims to teach/ help the boys learn to control their bodies. Self-regulation is the ability to control behavior and follow rules (The Ready Child, n.d.). According to The Ready Child, "Red Light, Green Light" is an activity that can be played without materials, props, or setup time. It's a great way to get children moving while encouraging them to listen and respond with controlled body movements (The Ready Child, n.d.)."

Today we are going to work on and talk about self-esteem. We also have a self-esteem-building activity that each of you will be participating in.

Weekly Check in

Let's start by checking in with everyone. I would like each of you to share two good things that happened to you this week and two hard things that also happened to you this week.

Activity

Our activity this week is called body mapping. For this activity we will be painting/ tracing our bodies. To fill in your body, you will each choose a quote, saying, or song that best describes you, personal symbols that represent things you have overcome in life, a message you would like to share with others, goals you have, and colors that you feel represent you. Do whatever feels right to you to complete your body map. I'll have paints, markers, pencils, glue, and magazine cutouts to use to make your body map come to life.

When we are finished, I would like everyone to go around and say something that you are proud of that you included on your body map and tell us something you love about who you are. You can also share your body map with us if you feel comfortable.

Process Questions

1. What is confidence?

2. What does being confident look like to you?

3. Name a time you felt confident.

4. What does being proud of yourself mean to you?

5. How do you make yourself proud?

Check Out

Let's share something we are excited for next week.

Homework

Do two things that make you proud of yourself this week.

Week 2 Discussion

According to Klein and Milner, "body mapping provides an avenue through which participants can become empowered and engaged (2019)." Body mapping is a way to make meaning and understand yourself. It's a self-esteem building exercise and can show kids that they can overcome difficult situations. It also builds confidence and shows kids that there is a lot to love about their unique selves. Lastly, it helps them form their identities and tell their stories (Malchiodi, 2020).

Session 7 Overview

Today we will talk about the importance of mindfulness and what it means to be present. We will practice some techniques that will help us to regulate our emotions.

Weekly Check In

Let's first check in and find out what two good things and 2 challenging things that happened in the past week.

Activity 1

• First, we will watch a video on what it means to be present. YouTube. https://www.youtube.com/watch?v=fmWYD6aHLhg

• How did this video make you feel?

• What are some things that you learned about being present?

Activity 2

• One of the things the video mentioned was being able to feel yourself breathe. How many of you have taken time to feel yourself breathe?

• For the next few minutes, I want everyone to get in a comfortable position. You can stand up, sit down, or lay down, whichever you prefer.

• Next, we are going to practice a breathing exercise where you can feel yourself breathe

• I would like everyone to put your hands on your stomach. As I count to 3, I want everyone to take a slow breath in through their nose and feel your stomach expand.

• For the next 3 counts I would like you to breathe out through your nose and feel your stomach move down

• Breathing is one way you can manage your emotions when you feel out of control

Activity 3 (Education.com)

• For our next activity we are going to practice mindful movement

• I want everyone to stand up. We are now going to practice walking slowly. Everyone slowly lifts one foot. As you lift your foot, I want you to feel your foot as it lifts, your knee as it bends and all the muscles moving. In your mind you can say to yourselves “lifting” as you move your foot.

• Next, I want you to lower your foot then place your foot back down. While doing this you can say “lowering” in your mind.

• Let's walk around the room slowly and concentrate on what our body is doing as we walk slowly.

• Does anyone want to share their thoughts about this activity?

• Sometimes when we are walking or moving, we focus on the destination. This activity gives you control of your body. It brings you to the present and makes you aware of the journey.

Homework

In the next week if you get upset or nervous about something try using one of these exercises to bring yourself to the present.

Check Out

Now let’s go around and share about something you are excited about in the next week.

Week 7 Discussion

This activity would be well in the working stage of the program (Corey et al., 2022). Mindfulness activities are proven to help children of all ages deal with trauma, stress, depression, and anxiety. However, depending on the activity, some younger children may respond less well to mindfulness activities (Alessandro et al., 2022). Some children may get bored if the activity isn’t active enough. One example is a niece of mine who told me she did not like yoga. She said it stressed her out because it gave her too much time to think.

One of my reasons for choosing a walking activity in the mindfulness lesson was to provide an active way for 4th-grade boys to explore mindful thinking.

Sierra Schnell

Shanda Strong

Katie Shiner

Lonnie Zeh

Due to increased reported behavior problems by teachers, a needs assessment was completed to determine where support from the elementary school counseling team would be beneficial. According to the American School Counselor Association (2020b), group counseling can help students manage their thoughts and feelings and develop positive peer interactions. After completing our assessment, we developed a series of classes focusing on emotional regulation for 4th-grade male students. We decided on a solution-focused and person-centered theoretical approach that is ideal for a school setting (Capuzzi & Stauffer, 2016). Since our target group is 4th-grade boys, we created a series of straightforward and engaging lessons for the students. Ethnic and cultural considerations were included in our screening process and the activities provided. We have chosen a set of evidence-based activities and lessons that will focus on students' mindsets and behaviors (ASCA, 2021) and engage the students physically, cognitively, and emotionally.