During the opening session, this may be the first time the students are experiencing group therapy. They could be hesitant about what group therapy entails, the social aspect to the group, and the overall process of the group therapy (Sink, Edwards, & Eppler, 2012). During this first session, the counselor would be opening with an engaging, warm, and open demeanor so that they can create a comfortable atmosphere for the students (Sink, Edwards, & Eppler, 2012). During this phase, the counselor would explain to the group what family changes means, how that relates to the group and an outline for how the group will be formatted generally from week to week (Sink, Edwards, & Eppler, 2012).

 

Next, the counselor would discuss confidentiality for the group. When working with a group of students in a counseling session, it is important to understand the counselor’s duty in regards to confidentiality, along with how the students must also respect the confidentiality of their peers. The American School Counseling Association (ASCA) states that a counselor must, “Inform students of the purposes, goals, techniques, and rules of procedure under which they may receive counseling. The disclosure includes informed consent and clarification of the limits of confidentiality”, (American School Counseling Association, 2016). The counselor would do so by stating to the class that if they are in danger of being hurt or hurting someone else they will have to tell someone else to get more help in the situation (American School Counseling Association, 2016). The counselor would then explain that what is said within the group must be only shared within the group and not to outside peers so we can respect everyone’s privacy and confidentiality within the group. Before the activity, the counselor would open the room to questions about what family changes mean, how the group will operate, and confidentiality questions. 

 

During a group counseling session, it is important to implement different activities that help the students understand the family changes going on in their life, have a space to talk about those changes, and a place to hear from other students going through a similar situation. In the family changes group during the opening session, the first activity will be an ice breaker where the students can begin to get to know each other through answering questions and participating in an activity when given a ball. This activity consists of the students passing a beach ball around the group and when they catch the ball, they first must state their name, a fun fact they want to share, and whatever their right thumb landed on (labeled on the beach ball) is the question or warm-up activity ( such as three jumping jacks) they do (Speckled Moose Counseling, 2019). This gets the students using their bodies and getting some of their nerves out through an activity, while also putting their thoughts onto beginning the group with the questions that are asked of them (Speckled Moose Counseling, 2019). During this warm-up activity,  every student must have at least one turn, so no one feels left out if they aren’t being passed to, and everyone can participate (Speckled Moose Counseling, 2019). 

 

The age and grade level for this activity would take place in grades 6th-8th grade, with students in middle school, between the ages of 11-16 depending on the school. This is an age-appropriate activity as it is for students who are able to read and answer what is listed on the ball. These students would also be able to get some of their energy out during this activity which will help them feel calmer during the session.

 

 

The goal of the opening session is to give the students an overall feel for what the group will entail along with what to expect moving forward such as, what they will be talking about and what to anticipate in the upcoming session. The closing activity will be one where they are given a piece of paper to keep. On the piece of paper, they are asked to write their fears or anxieties about going into the group (Corey et al., 2018).  The students will be asked to keep their papers in the family changes folder and are told they will refer to it during the last session of group therapy to see how the view those same fears and anxiety after completing the entire family changes group. 

 

 

In the video posted below, the therapist describes using a beach ball as a social skills intervention within therapy sessions with students. When the students pass the ball they catch the ball and read the social skill (such as listening to a peer tell a story) or answer the question listed on the ball (Social Skill Ball Play Therapy, 2019). The ball is used as an intervention tool to get the students involved within the interventions within the therapy sessions, and also answering the more difficult questions based on the random question their fingers land on (Social Skill Ball Play Therapy, 2019). The students are also allowed to bring this ball home to practice at home with their families (Social Skill Ball Play Therapy, 2019). This intervention can be incorporated within a group therapy session as an opening session to help the students get to know each other, as well as, letting them get a chance to warm up to talking within the group. 

 

 

 

 

American School Counselor Association. (2016). ASCA ethical standards for school counselors. 

Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

 

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

 

Social Skill Ball Play Therapy Intervention. (2019). Retrieved from https://www.youtube.com/watch?v=DEas7qkuji8

 

Sink, C. A., Edwards, C., & Eppler, C. (2012). School-based group counseling. Belmont, CA: Brooks/Cole.

 

Speckled Moose Counseling. (2019, January 28). 10 Quick and Easy Group Counseling 

Activities. Retrieved from https://confidentcounselors.com/2019/01/30/10-quick-and-easy-group-counseling-activiti

es/

 

 (Madison)

Next, I will have the students open their notebooks or take out a piece of paper where they can jot down thoughts or questions during our discussion. Our discussion will be asking and answering what is marriage, and what is divorce? These questions will first be defined by their general definitions such as marriage being a union of two people under the law, and divorce is defined as a way to legally dissolve a marriage (Oygard, 2004). After we discuss their textbook definitions I will open the group to discuss their own definitions of these words, and what these words mean to them, and how these words generally make them feel when they hear them (Oygard, 2004). After this open discussion, I will open the group to more comments or questions concerning defining what marriage or divorce is. I will also explain if they have a question they would want to ask in private or anonymously they can put it in my “mailbox” and I can read and respond later. 

After our discussion, I will have the students move out of their seats and come to the center of the room for an active learning activity called feelings hopscotch.  This activity will be set up in the middle of the room where I sectioned off hopscotch blocks with painters tape, and inside the boxes of hopscotch, there will be a feeling word such as, fearful, lonely, confused, free choice, frustrated, happy, angry, afraid, and peaceful ( Creating a Play Therapy Game, n.d). The students will then line up and hop to the box they want to talk about. When they land on their selected box with a feeling word in it, they will state a time when they felt that feeling (Creating a Play Therapy Game, n.d.). This game helps students begin to identify their specific feelings on different situations in their life, while also getting a chance to learn about other student’s feelings and see that they all might have had some similar responses to the family life changes in their life (Create Play Therapy Game, n.d.). 

After this activity, I will have the students go back to their seats and begin our closing activity. In their notebooks, I will ask them to pick one word they didn’t hop on during the hopscotch activity and write it in their notebook for only them to see (Corey et al., 2014). I will then have them color the word how they wish or write words or draw pictures that come to mind when they see that word. This activity is meant to continue their thinking about the activity, feeling words, and associations they are beginning to make (Corey et al., 2014). The purpose of session one was to get the students more comfortable within the group while also beginning deeper discussions on what marriage and divorce are along with defining feeling words for each of the students.  

Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

Creating a Play Therapy Game. (n.d.). Retrieved 2020, from https://www.pinterest.com/pin/57983913927945560/

Oygard, L., & Oygard, L. (2004). Divorce Support Groups Questionnaire. . Journal of Divorce & Remarriage, 40, 103–119. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=hpi&AN=HaPI-274185&site=eds-live&scope=site

Your Ultimate Guide on Group Therapy ( Activities & Topic Ideas). (2019, December 30). 

Retrieved from https://positivepsychology.com/group-therapy/

You are in CONTROL of YOU:
This activity (as shown in the picture below) was designed for test taking strategies but it can also be used to create strategies to control and manage negative feelings. Children of divorcing parents may not be able to control the outcome of their parent's divorce, but they can learn to control their feelings surrounding the divorce so that their feelings do not overwhelm the. The students in the group will each get a paper with a drawing of a remote control. For each button, the group will work collectively to name strategies that they could use to manage the negative feelings that they have surrounding their parent's divorce (e.g. take deep breaths, regroup, consider consequences of reacting on impulse, etc.). 

After this activity, each student will set a goal that they can work towards and that they can channel their energy into (something that is within their control). This activity is meant to not only distract them from the uncertainty of the changes ahead but also to have them move forward and grow.

Summary:
This session will give group members to realize what they have influence on and what is beyond their control. This will allow them to focus on the set and achieve goals that will empower them as they move forward. This session also gives students the opportunity to learn to control and manage their emotions before their feelings overpower their ability to grow.



Resources:
Cohen, G. J., & Weitzman, C. C. (2016, December 1). Helping Children and Families Deal With Divorce and Separation. Retrieved from https://pediatrics.aappublications.org/content/138/6/e20163020

Ehrenberg, M. F., Stewart, L. L., Roche, D., Carter, A., Pringle, J., Ehrenberg, M. F., … Bush, J. (2006). Adolescent Divorce Questionnaire. Journal of Divorce & Remarriage, 45, 69–91. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=hpi&AN=HaPI-312962&site=eds-live&scope=site

Discussion Topic
Parenting Coordination: Applying Clinical Thinking to the
Management and Resolution of Post-Divorce Conflict
There is a small but significant number of parents who remain stuck in a high level of conflict with each other after the legal conclusion of their divorce. Exposure to chronically high levels of parental conflict is a strong risk factor negatively affecting both children’s short- and long-term adjustment (Demby, 2016).
Dispute resolution process for parents with assisting their child with coping with divorce:
1. Settle disputes regarding their children in a timely manner.
2. Monitor and facilitate compliance with parenting plans and court orders.
3. Reduce children exposure to damaging parental conflicts.

https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114514506&site=eds-live&scope=site

Understanding Conflict Activity: “How Do You See It?”

Conflict can provide the spark that often leads to better solutions, creativity, and collaboration. In this activity it will help the students become more comfortable with conflict, consider the positive aspects of conflict, and understand the possible benefits to themselves and their family. In the group session, have the students pair up with each other. Provide each person with a copy of the “How Do You See It?” handout. The students will be allowed 5 minutes for the partners to interview each other. Then switch partners every three questions to increase the level of trust within the group session. Finally, follow up with a group discussion of the interviews and then go over the discussion questions.

 

1. Were your partner’s perspectives different from your perspective? 

2. What were some things you learned by considering another’s perspective? 

3. Does discussing conflict like this make it “less scary”? In what ways? 

4. Is conflict good or bad? 

5. What are some ways in which conflict is detrimental to the team? 

6. What are some ways in which conflict enriches the team?

YouTube Video (BrainPOP)
Life can be frustrating. You’re not always going to get along with your friends and family, and they won’t always get along with you. And anger and frustration are natural human emotions, so there’s no way you can avoid feeling them. But there are ways to disagree without being disagreeable--and in this BrainPOP movie on conflict resolution, Tim and Moby will tell you all about them! First, you’ll find out why it’s a good idea to take a deep breath and collect yourself before you respond to a situation you’re not thrilled about. You’ll discover different ways to compromise, and how placing yourself in another person’s shoes can change a potential screaming match into a friendly discussion. Why risk alienating your friends and hurting people’s feelings, when you can settle your differences fairly?

Summary
In the conclusion of this session, resolving conflicts deals with healing which happens in a matter of time but it some times happens in a matter of opportunity. Divorcing parents become locked in bittersweet and violent disputes over custody and access arrangements. These situations can be dangerous for children mentally and emotionally and must be examined carefully for ways to reduce conflicts between divorcing parents to benefit the children. Therefore, equipping the children with strategies and skills to help resolve conflicts with coping with the separation of their parents will eliminate disruption in the classroom, the school and home environments.

References
Demby, S. L. (2016). Parenting coordination: applying clinical thinking to the management and resolution of post-divorce conflict. Journal of Clinical Psychology, (5), 458. Retrieved from https://doi-org.ezp.waldenulibrary.org/10.1002/jclp.22261

Scannell, M. (2010). The big book of conflict resolution games: Quick, effective activities to improve communication, trust, and collaboration. New York: McGraw-Hill.

Oren, D., & Hadomi, E. (2020). Let’s Talk Divorce - An Innovative Way of Dealing with the Long-Term Effects of Divorce through Parent-Child Relationships. Journal of Divorce & Remarriage, 61(2), 148–167. https://doi-org.ezp.waldenulibrary.org/10.1080/10502556.2019.1679593

Splitsville: Coping with Separation and Divorce

This game teaches children skills to help deal with their parents separating. The game uses ice cream sundae toppings to teach six important skills children need to successfully navigate parental separation. A deck of cards with prompts accompanies each topping:

Seven road signs, each with a positive poem, are included to boost confidence and create a positive tone to the game. Splitsville teaches children important coping skills in a fun, lighthearted way and can be played in 25 to 50 minutes.

Summary
Divorce is a difficult adjustment for children and parents. All family members must deal with a wide variety of emotions and change the way they live. Despite their own struggles in the divorce process though, parents still have an obligation to provide their children with love, nurturing and a sense of stability. As a result of this session, relationship-building activities can help parents connect with their children and better understand their children's feelings and concerns. With time, patience and creativity, children and parents can successfully work through the effects of divorce together.

Reference
Jenish, D., & Driedger, S. D. (1998). Coping with pain. (cover story). Maclean’s, 111(16), 44. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=bth&AN=497894&site=eds-live&scope=site

This week, our discussion will focus on the various types of parental situations. The students will begin an activity that focuses on life with single parents and stepparents (Sawyer, 2013). The goal of this activity is addressing what they perceive these changes to become and how that will create changes in their household (Sawyer, 2013). Students will be asked questions such as “What is different about living with one, stepparent, or, special occasions?” (Sawyer, 2013). Asking these questions to the students will allow them to perceive various circumstances for their changes, and the changes of the other members of the group. They can answer them on a sheet handed out and will be allowed to share their responses with the group. It can also help the students to relate their situations to others. Some students in the group may be just experiencing divorce in the household, whereas other students may have already experienced this and are welcoming a stepparent to the family. This allows for room for students to experience the perceptions of the others and grow in their understanding of these changes. 

After the discussion topic is completed, we can end the session with a fun, but relevant and educational activity. A game will be introduced for the students to help by allowing the students to work together on the Family Changes Escape Room game (The STEM Center, 2020). This is a new game that allows these students to use the knowledge they have gained from the group, this far, and work together to reach a prize (The STEM Center, 2020). They will have a limited amount of time to answer these questions and find clues to find the key (The STEM Center, 2020). I find this activity a fun break for these students and it will allow them a space to enjoy themselves during this time. Once this is completed, the students may share there insights on the day and the session will have concluded. 

This session will give students a chance to reflect on situations and thoughts they may have had since the last session (Corey et al., 2017). From there the group will transition into the discussion topic for the day, in filling out the assignment and sharing with others. A chance will be had to go over this material and for more sharing and feedback (Corey et al., 2017). After this, I find it helpful to end the session with an activity that helps them further retain information from the group and enjoy themselves in the process. Students will complete the game activity and we may debrief to close the session.  

Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole

The STEM Center (2020). Family changes escape room – break out box. Retrieved from https://www.teacherspayteachers.com/Product/Family-Changes-Escape-Room-Break-Out-Box-5162559

Sawyer, S. (2013). 8 week group curriculum. Retrieved from https://prezi.com/xoq5k1prxada/8-week-group-curriculum/

The discussion topic of this session is on healthy relationships and what they look like (Sawyer, 2013). The counselor can facilitate the discussion by asking the students who they know who has a healthy relationship, what that looks like to them and why is it healthy (Sawyer, 2013). After this discussion, if there is time, the counselor can invite the students to watch a short video on healthy relationship skills (Practical Psychology, 2017). This can lead into the discussion of how the students can apply this information to their own lives and practice positivity in these relationships (Sawyer, 2013). 

With this topic in mind, the students can begin the hands-on activity for this session. This activity will have them bear in mind aspects and traits of healthy relationships, while putting it into practice. The activity will have the students browse through magazines and create a collage/poster of what are aspects of healthy relationships and what they look like (Mehlomakulu et al., 2016). The counselor will hand these out to the students, along with their supplies to create a poster. The students will then be allowed to create their posters and share with the class when the time comes. This activity incorporates art therapy and creativity for the students, helping them work in creativity and self-expression (Mehlomakulu et al., 2016). They may now also be able to have a visual representation of what they did and learned on this day. 

Following this activity, the counselor may facilitate the debriefing of this session, asking the students what they learned and thought about the session (Sink et al., 2012). The counselor will also remind the students that the final session is approaching, and explain how the termination of this group will be addressed and carried out (Corey et al., 2017). After a brief discussion, the session will be dismissed. 

The topic for this session is on healthy relationships and what they look like (Sawyer, 2013). The students will not only be able to determine their own health in relationships, but have an idea of what that looks like for others. This will allow the students to perceive different situations of themselves and others. The activity for this session focuses on creativity and positivity (Mehlomakulu et al., 2016). The students in this group can create something they are proud of and have it as a keepsake of what they learned. 

 

Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

Mehlomakulu, C., Mehlomakulu, C. M. C., C, E., Mehlomakulu, C., & Schmid, T. (2016). Art Therapy Collage (Part 2). Retrieved from http://creativityintherapy.com/2012/07/art-therapy-collage-part-2/

Practical Psychology. (2017). 10 habits of healthy relationships. Retrieved from https://www.youtube.com/watch?v=tFlDWciH5fQ

Sawyer, S. (2013). 8 week group curriculum. Retrieved from https://prezi.com/xoq5k1prxada/8-week-group-curriculum/

Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

"According to Snyder (2002), hope comprises three main components: goals, pathways, and agency. People set goals for themselves that can be short-term or long-term in temporality along a spectrum of possibility from very low to very high. In order to achieve these goals, individuals need hopeful, goal-directed thinking that is composed of both pathways and agency. Pathways are individuals’ beliefs that there are multiple ways to achieve the goals they have set for themselves. Agency is the belief people hold that they can attain and sustain momentum toward the goals they have set for themselves using the pathways derived" (Akos & Kurz, 2016). For the first activity, each group member will make/ decorate their own affirmation can with the words "I can" (as shown in the picture below) or "I am" written on it. They will then write positive statements about themselves that they will drop into the can. Whenever they are feeling down they can randomly choose a statement, repeat it to themselves, and then put it back in the can for another day.

Discussion:
"The final phase in the life of a group is the time for members to consolidate their learning and develop strategies for transferring what they learned in the group to daily life. At this time members need to be able to express what the group experience has meant to them and to state where they intend to go from here. This is a time for members to process their feelings and thoughts about their experience in the group" (Corey et al., 2018). For this discussion, group members will discuss how the group has helped them cope with their parent's divorce and what is next now that the group sessions are ending.

Goodbye Letter:
The final activity of the group will be for members to write a good-bye letter. Writing a letter can be a very powerful and therapeutic activity because it allows the writer to clear their mind in preparation for decision making, illuminate and process deep-seated emotions, etc. (Engles, C., 2019). Questions that the letter can address include (but are not limited to):

Members will have the option and will be encouraged to share their good-bye letter to the group as well as any last minute thoughts.

Summary:
As the group is coming to an end, it is important for group members to self-reflect over how far they have come as well as their goals for the near and distant future. It is also important for the counselor to repeat the significance of confidentiality. Just because the group has ended does not mean that they can disclose sensitive/ personal information about their now-former group members.

Resources:
Akos, P. & Kurz, M. S. (2016). Applying Hope Theory to support middle school transitions. Middle School Journal, 47(1), 13–18. https://doi-org.ezp.waldenulibrary.org/10.1080/00940771.2016.1059724

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

Engels, C. (2019, March 5). 12 surprising benefits of writing down your thoughts and feelings. Retrieved from https://ideapod.com/6-surprising-benefits-writing-thoughts-feelings/