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Group CounselinGFor sChool Counselors

A p act ca G dT d ed t

G g B gmaa d

Ba ba a ea y G dma

EDUCATIONWALCH

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Contents

About the Authors Introduction

Part 1: Building the Foundation of Your Group-Counseling ProgramSection 1: Research and Theory Supporting Group Counseling or School Counselors

Linda Webb and Elizabeth Villares. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Section 2: Eight Keys to a Successful Group-Counseling Program

Linda Webb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Section 3: Getting Started and Strategies or Building Success

Elizabeth Villares. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Section 4: Group Leadership Skills: Keys to Success

Greg Brigman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Section 5: Reproducible Sample Forms or GroupsBarbara Earley Goodman and Greg Brigman. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Part 2: Delivering Your Group-Counseling ProgramHigh School Group Plans Section 6: Academic and Social Support: Student Success Skills

Greg Brigman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Section 7: Re usal Skills

John P. Huerta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Section 8: Anger Management: Taking Control

Anya F. Koszas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Section 9: Loss/Bereavement

Doreen Cammarata . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Section 10: Divorce/Changing Families

Mary Mills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Section 11: Pregnancy Education

Maryanne Brannigan Grimes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Section 12: Transition: The Buddy System

Gayle Kelley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Middle School Group Plans Section 13: Academic and Social Support: Student Success Skills

Greg Brigman and Barbara Earley Goodman. . . . . . . . . . . . . . . . . . . . . . . . . . 125Section 14: Coping with Stress and Anger

Wes Hawkins and Greg Brigman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

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Section 15: Loss/BereavementBarbara Earley Goodman and Greg Brigman. . . . . . . . . . . . . . . . . . . . . . . . . . 166

Section 16: Divorce/Changing FamiliesBarbara Earley Goodman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Section 17: Handling ConfictsGreg Brigman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

Elementary School Group Plans Section 18: Academic and Social Support: Student Success Skills

Greg Brigman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215Sectoin 19: Building Math Con dence

Chari Campbell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233Section 20: Social Problem Solving, K2

Donna Steinberg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247Section 21: Social Problem Solving, 35

Donna Steinberg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261Section 22: Social and Academic Skills Through Storytelling

Lori Bednarek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274Section 23: Loss/Bereavement

Michelle Goldberg. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291Section 24: Divorce/Changing Families

Michelle Goldberg. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300

Group Plans for All Levels

Section 25: New Student ProgramsGreg Brigman and Barbara Earley Goodman. . . . . . . . . . . . . . . . . . . . . . . . . . 311

References 319

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2008 Walch Education Group Counseling for School Counselors: A Practical Guid151

Purpose To help students develop coping strategies to manage

stress and anger appropriately. Students learn:

causes and personal triggers o anger.appropriate ways to respond to anger.an easy-to-use anger/confict sel -monitoring system.

a help ul social problem-solving model.Real-li e situations are used to role-play various situations

and practice new ways o responding to anger and stress.

LogisticsG roup c omposition

Students in grades 6 through 8 mixed with regard toactivity level and behavior control. Avoid loading group withonly overactive behavior-problem students. Students needmultiple models o appropriate behavior. Groups with only behavior-problem students usually do not show signi cant

gains in pro-social behavior. Mixed groups are generally very e ective.

G roup size

6 to 8 students

G roup time per session

45 minutes

n umber of sessions

Eight, with optional booster sessions spacedapproximately one month apart a ter regular group ends.

Recommended ResourcesFull bibliographic details or these publications are

included in the Re erences at the end o this book.

Begun and Huml, eds, 1999:Violence Prevention Skills: Lessons and Activities .

Bloom, 1984:Community Mental Health .

Bowman et al., 1998: Aggressive and Violent Students .Goldstein and Conoley, eds, 1997:School Violence

Intervention .

Hawkins, 1986:Circle of Friends Project .

Kivel et al., 1997: Making the Peace .

Sunburst Communications: Anger Management Skills.(videocassette)

Sunburst Communications: Anger: You Can Handle It.(videocassette)

Sunburst Communications: Handling Your Anger.

(videocassette)Sunburst Communications: When Anger Turns to Rage.

(videocassette)

Sunburst Communications: When Youre Mad! Mad! Mad!(videocassette)

Taylor, 1994: Anger Control Training for Children and Teens .

Whitehouse et al., 1996: A Volcano in My Tummy: HelpingChildren to Handle Anger .

Wilde, 1995: Anger Management in Schools .

Wilde, 1994: Hot Stuff to Help Kids Chill Out .

Grade Level: Middle Schooland High School

Time Required: 8 Sessions Authors: Wes Hawkinsand Greg Brigman

Section 14Coping with Stress and Anger

Middle School: Coping with Stress and Anger

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Counselor Guide Page



ResourcesChart paper/blackboard/whiteboard

BeginningIntroduce yoursel and explain the purpose o the group.

Example:All o us get angry, and its how we respondto our anger that matters. We will learn what causes our ownanger, and we will learn and practice with group membersgood ways to respond to anger. We will ask you to give yourown real-li e examples o how you have responded to angerrecently andwith the help o group memberswe will help you gure out better ways to respond to anger.

The group meets eight times, same place, same time,every week. As I mentioned when I met with each o youindividually, there are three ways people get to participate inthis group: 1) you heard about the group, thought it soundedgood, and signed up; 2) your parent(s) heard or read about itand wanted you to check it out; 3) your teacher thought youdenjoy it and that youd be able to bene t from being in thegroup.

As you probably know, this group is open to everyone. You dont have to have a problem with your anger to be here. We are here to learn about ourselves and to help others indealing with li es problems that make us angry. Think o

the group as keeping a cool head with a little help from yourriends.

i ntroductions

Have students pair up and interview their partners abouttheir name, what they like to do, and what they hope to getout o the group. Then have each student introduce his orher partner, based on the interview.

MiddleG roup r ules

1. Ask, What are some rules you think would help ourgroup run better? Ive ound its help ul to have a ew rules to make our group run smoothly. Make sure toinclude the ollowing:

Anything we talk about here is con dentialyouown what you say, but we do not talk about whatanyone else says outside the group.

You have the right to say pass i you do not wantto share your opinion on something. We do not

want to make anyone uncom ortable. One person talks at a timethe rest o us listen.

We respect each others right to have di erentopinions even i we do not agreeno put-downs. Share the timeno monopolizing talk time.

2. Ask or additional suggestionsget a groupconsensus on all rules.

a nGer strateGies

1. Have students work in pairs to generate strategiesthat people their age use or dealing with anger. Weare trying to generate typical strategies or handlinganger. The strategies could be healthy and help ul orcould be unhealthy and harm ul.

2. Next have pairs report and list their strategies on afip chart or board.

3. Have the group code each idea as H or help ul orHA or harm ul.

4. Then ask the group to choose the top two or threeideas that represent how most people their age deal

with anger.

End1. Ask students to share in pairs what they learned

about the group and one another today and whatthey are looking orward to doing/learning in thegroup. Ask volunteers to share with the whole group.

2. Ask students to review what the purpose o the groupis, how many meetings, and so orth.

3. Preview the second meeting.

Session 1Topic: Whats this group about? Getting to know each other

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ResourcesPrince Llewelyn and His Dog Gelert handoutLi e Problem Solver handoutMonitor Your Anger handoutBlackboard/whiteboard/chart paper

Beginning1. Have students read the story o Prince Llewelyn o

Wales and his beloved dog, Gelert. I they wish, they can use the lines at the bottom o the page to makenotes about their reactions. Have them respond tothe story and discuss i they have ever acted out o

anger when they wished they hadnt.2. Begin discussion by noting that we all become angry

at times but it is how we respond that counts. Notethat anger is like stress. We will always have it; whatis important is how we respond to it. For example,Prince Llewelyn su ered the rest o his li e becausehe acted in anger and killed his dog. Many pastpresidents (Carter, Clinton, Kennedy, Nixon) advise you not to act when you are mad or you are likely tomake mistakes.

3. Note that the purpose o this group is to identi y the ways we have responded to anger and, with groupinput, to identi y other possible ways o respondingto anger and discuss the outcomes.

Middle1. Explain the Life Problem Solver handout. Model

the use of the chart. Have students ll out how they responded when they last became angry.

2. After students have lled out the form, use the boardand ask or volunteers to share how they respondedto anger. Then identi y other possible ways they could have responded.

3. Compare outcomes on the orm to demonstrate thatour responses to anger do a ect outcomes.

4. List the di erent types o responses to anger anddiscuss with the group. Write the list on chart paperand post it on the wall or uture sessions.

End1. Have students complete the statement: What I

learned rom group today was . . .2. Emphasize that responses to anger do affect the

outcomeas with Prince Llewelyn.

l ife Goal * for next week

Demonstrate how to use the Monitor Your Angerhandout. For this week, students need only complete Step1, keeping track o how many times they get angry eachday. Ask students to use the handout to chart the number o

times they become angry during the ensuing week.* We chose to call this exercise a Li e Goal instead

o homework because the skills learned here are to begeneralized in the students environment as life skills.

Session 2Topic: Its how you respond to anger that counts

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Name Date


Prince Llewelyn and His Dog Gelert

In the thirteenth century, the Prince o North Wales, Llewelyn, went hunting one day without his aith ul hound, Gelert. Gelertusually accompanied his master, but or some unknown reason hestayed at the princes castle this day. On the princes return, he oundGelert stained and smeared with blood. Gelert joy ully sprang to meethis master. The prince started to greet Gelert, but then saw that thecot o his in ant son was empty and smeared with blood. Swelling with anger, the prince plunged his sword into the aith ul hounds side,thinking the dog had killed his son. Gelert yelped in extreme painand, looking into his masters eyes, ell to the foor and died. The dogsdying cry was answered by a childs cry. Prince Llewelyn searched anddiscovered his son unharmed. Nearby lay the body o a mighty wol , which Gelert had slain to protect the princes son. The prince, lled with remorse and sadness, was said never to have smiled again. Gelertis buried in Beddgelert, Wales. This story is a memorial to the li e o Gelert, the aith ul hound.

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Name Date


Life Problem Solver

Life Problem

How I Respondedto Li e Problem

Other Ways I Could HaveResponded to Li e Problem

Outcome o Responseto Li e Problem

Probable Outcomes o OtherResponses to Li e Problem

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Monitor Your Anger

1. Look at the chart below. Each time you become angry in a given day, put a dot in the row that corresponds to that day of the week. If it is the rst time you got angry that day, put adot in the 1 box or the day. I you get angry again on the same day, put a dot in the 2box, and so orth.

2. Each time you get angry, write a brief description of the event(s) that preceded your angeron the lines below. I you need more space, use a separate sheet o paper.

3. At the end o the week, circle the highest dot you recorded or each day. Then draw a lineto connect the circles.

6 or more54321

M T W T F S SDays o the Week

# o f

t i m e s a n g r y

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ResourcesBlackboard/whiteboard/chart paperCompleted Monitor Your Anger handouts fromSession 2My Kind of Anger handoutMonitor Your Anger handout (page 156)

Beginning1. Have students complete the statement, What I get

mad about the most is . . .2. Review the Monitor Your Anger results for the last

week.

Middle1. Begin discussion by noting that this time we want

to identify our own anger and, speci cally, whatcauses or triggers our anger. The emotion o angero ten arises when we perceive that our rights havebeen violated or threatened. Fear o rejectionand stress are two other leading causes o anger.Sometimes anger is a secondary eeling that ollowsa primary eeling. For example, i we are rejected and

eel hurt we sometimes change rom the primary eelinghurtto the secondary eelinganger. It is

important to understand where the anger is comingrom. Another example o primary/secondary eelings

connected to anger is depression. Sometimes people

express their depression in the orm o lashing out atothers in anger. The purpose o todays group is toidenti y which types o events or stressors cause usto eel angry (e.g., disrespect or others, teasing, timepressure, loss, stress, and so orth) and to practicegood ways to respond so that we have the outcome

we want.2. Have students complete the My Kind of Anger

handout.3. When students have completed the handout, have

them discuss their speci c anger triggers.

End1. Have students complete the statement, What I

learned rom group today was . . .2. Using student responses, emphasize that each person

has his or her own type o anger, in that each personusually has predictable types o triggers/stressors/events that produce anger. Note again that a rst stepin responding to and controlling ones anger is toidentify the triggers that are speci c to oneself.

l ife Goal for next week

Have students list the times they became angry eachday, as they did last week. This time, students should also list

why or what event made them angry on the Monitor YourAnger handout.

Session 3Topic: What is my kind of anger?

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Name Date


My Kind of Anger

Part I Think back to times you have become angry. Place a check mark beside any situation in which you have elt angry.

_____ Grades or academicproblems

_____ Interaction with riends

_____ Interaction with parentsor amily members

_____ Interaction with teachers_____ Interaction with principal

_____ Teasing/bullying

_____ Put-downs by peers

_____ Time issue

_____ Test

_____ Othersplease list:

Summarize your responses:

Part II What events/triggers/stressors happened to cause your anger?

Part IIIIs there a pattern in your anger responses?

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