msryals.weebly.commsryals.weebly.com/uploads/1/3/5/6/13569034/school_name_remov… · Web viewExplain that groups work the same way—in groups, the word “confidentiality” means

Running head: PSYCHOEDUCATIONAL PROJECT1

Small Group Psychoeducational Intervention Project

Ashley Ryals

University of South Alabama

PSYCHOEDUCATIONAL PROJECT 2

This group was created particularly to address the needs of those students living in

poverty. Fourth and fifth grade students who are identified by the district through the CNP

program for free and reduced lunches and through i-NOW will be referred to the group, as well

those students referred by teachers. To refrain from typecasting, the group will center on

mediating the effects of living in poverty, remaining open to students not living in poverty who

need assistance with the skills addressed, and without overtly referencing socioeconomic status

in the group. Accordingly, the group is entitled: “Distinguished Dolphins of Hollinger’s Island:

Swimming with a ‘Porpoise’ toward Excellence in Education.” The latter half of the title is

reflective of Hollinger’s Island Elementary School’s motto, “School and Community Working

Together for Excellence in Education,” as testament to the professional role of a school

counselor in collaborating with the academic vision and essential stakeholders of the school.

Upon reviewing the extensive literature on poverty, certain thematic issues were apparent.

Therefore, the group is structured in such a way that each dominant theme is addressed—

academic achievement, stress management, coping skills, similarities and differences, self-

esteem, and self-advocacy.

The group will take the format of forty-minute psychoeducational group counseling

sessions, spanning the course of eight weeks for a total of eight sessions. The small group will

meet in the counselor’s classroom near the end of the day. To be effective, the group should

consist of six to ten members, as elementary age children are still developing the ability to inhibit

behavior. Through the member pre-screening process, the counselor will consult with the

classroom teachers to agree upon a time that would be the least intrusive of studies. In

collaborating with teachers and principals, I plan to appeal to them with the need for such a

group, the evidence backing of the interventions to be employed, and the cooperative nature of


finding a time that will coordinate with their busy schedules that would be of particular

beneficence to the students we serve. Similarly, parents will be approached through a letter (and

phone calls if letters go unreturned) of the group’s purpose and the need for their informed

consent. Before students are able to participate in the first session, a guardian-signed informed

consent form (see Session 1 attachments) must be returned. Within the form, I take great caution

in protecting students’ confidentiality by listing the purpose of the group as helping students feel

confident in themselves and their ability to succeed in school, encouraging distinguished students

to set a standard of excellence in the classroom, and providing those students with invaluable

advocacy skills. A pre-group meeting will be held to discuss securing informed consent with the

students—the importance of obtaining their assent; providing for confidentiality; explaining the

nature, purpose, and goals of the group; divulging information about the group leader and the

group format (frequency, duration, etc.); and the voluntary nature of the group. To reiterate the

essentiality of confidentiality to the group process, it will be discussed at length again in Session

1.

Poverty presents as a need for the individuals living in Hollinger’s Island Elementary

School’s district. According to U.S. Census data gathered from 2010, 34.7% of individuals

residing in the area with the school’s zip code (36605) are below the poverty level, significantly

higher than the average of the city (21.6%) and nearly double the average of the state (17.6%).

Additionally, the median household income reported was $29,024. It can be concluded that the

effects of living in poverty are felt within the academic setting by reviewing test score data. On

the Alabama Reading and Mathematics Test (ARMT), 87% of fourth grade students receiving

free and reduced-priced lunch met proficiency on the reading portion, as opposed to 100% of

fourth graders not economically disadvantaged; 78% of fifth graders receiving free and reduced-


priced lunch met proficiency on the math portion, as opposed to 93% of fifth graders not

economically disadvantaged. Similar results can be found on the Alabama Science Assessment—

89% fifth graders receiving free and reduced-priced lunch met proficiency, as compared to 100%

of fifth graders not economically disadvantaged (Greatschools.org). In considering this data, a

group that addresses academic achievement and self-advocacy could certainly benefit this

school.

Further extolling the benefits of the topics selected for this group, the literature yields a

comprehensive review. Ratts, Toporek, & Lewis (2010) remark that counselors should be aware

that individuals living in poverty may feel as though others look down on them, think they are

lazy and dependent on social welfare, unable to make independent decisions, citing that other

researchers connecting this perceived lack of privilege to low self-esteem and feelings of

powerlessness (p. 44). Session 3 of the small group intervention includes an activity, “Mind

Pirates,” that incorporates cognitive restructuring techniques. In other sessions, I have

incorporated problem solving activities. Paired together, these interventions are presented in the

literature as having the power to buffer some of the stressors associated with economic hardship

(Wadsworth et al., 2011). In Session 2, the students work to develop a list of positive resources

located within the school and community, and a more comprehensive lesson on self-advocacy

follows in Session 7. Ratts et al. (2010) affirm that “individuals living in poverty will benefit the

greatest from advocacy interventions,” stating, “Counselors should work on assisting the client in

becoming aware of the importance of self-advocacy, increasing their knowledge of advocacy,

and helping them develop communication, negotiation, and assertiveness skills to successfully

access and navigate through environmental systems.” In Session 4, I focus extensively upon

coping skills, as consistent with the literature, “Coping has been found to moderate stressors such


as living with multiple risk factors and to reduce emotional and behavioral problems in

adolescence” (Edlynn, Gaylord-Harden, & Richards, 2008). Cobia and Henderson (2007) cite

research that found socioeconomic status to correlate with school achievement and completion

more than any other variable (p. 79). To provide an elementary-age friendly discussion on

diversity and prejudice, Session 5 centers on similarities and differences, as such conditions

exacerbate those present for individuals living in poverty (Ratts et al., 2010). With 12.3% of the

population fitting the nation’s official definition for poverty (U.S. Census Bureau, 2007, as cited

by Ratts et al., 2010), the need for a psychoeducational group moderating the relative conditions

is eminent. It is my goal to create an effective plan for intervention that will help these students.


GROUP PLANNING MATRIX

Title: Distinguished Dolphins of Hollinger’s Island

Target Population: 4th-5th Grade Students

Session # Topic Title Teaching Process

1(Group Introductions) Introductions using a cooperative activity

emphasizing group participation Discuss group goals, rules, confidentiality, and

informed consent

2(Academic Success) Arrange picture cards as a group without verbal

communication Express feelings at school Identify personal strengths and weaknesses Identify school and community resources Role play problem solving scenarios

3(Stress Management) Cooperative kinesthetic activity emphasizing

cooperation and problem solving Distinguish between problems that can be changed

and problems that cannot be changed. Cognitive restructuring activity: turning negative

“pirate” thoughts into positive “treasure” thoughts Visit “Out on a Limb” website activity; conflict

resolution charades in teams

4(Coping Skills) Partner A lists 1 stressor, Partner B lists a solution

to the stressor Have students identify positive supports that get

them through “tough times.” Engage students in relaxation techniques:

progressive muscle relaxation and guided imagery Create a “Safe Place” box

5(Similarities and

Differences) Discuss similarities between animal crackers. Introduce Maslow’s Hierarchy of Needs for

Children and CARE poster Video and discussion: “For the Birds” Graph similarities and differences using a Venn in

pairs.

6(Self-Esteem) Self-assessment

Brainstorm ways to boost self-esteem Think and Share positive qualities Students give one another genuine compliments

7(Self-Advocacy) Share what others think/see/believe and what you

think/see/believe about yourself Discuss assertive rights Read aloud


Decorate cupcakes with toppings representing special qualities

Discuss perspective taking

8(Saying Goodbye) Read “I Am” poems

Discuss results from self-esteem assessment Share what was learned/appreciated Play Whoonu game again to see how much students

have learned about each other Commit to using new knowledge and skills

GROUP PLANNING MATRIX

Title: Distinguished Dolphins of Hollinger’s Island


Target Population: 4th-5th Grade Students

Session # Topic Title Teaching Process

1“Waving the Magic Wand over Group

Procedures”

Question Web to emphasize importance of all members’ participation

Discuss confidentiality and informed consent Have students identify what they would change

by waving a magic wand as a primer for developing goals/rules for the group

Play Whoonu game to get to know members

2“Swimming Toward Academic Success”

Arrange picture cards as a group without verbal communication; discuss process

Metaphor Basket: select an item to represent what is felt/experienced at school

Identify personal strengths and weaknesses Identify school and community resources Role play problem solving scenarios

3“Making the Mind

Pirates Walk the Plank” Cooperative kinesthetic activity emphasizing

cooperation and problem solving Distinguish between problems that can be

changed and problems that cannot be changed Cognitive restructuring activity: turning negative

“pirate” thoughts into positive “treasure” thoughts Visit “Out on a Limb” website activity and

discuss conflict resolution styles Conflict resolution charades in teams

4“Coping Collage” Partner A lists 1 stressor, Partner B lists a solution

to the stressor Have students identify positive supports that get

them through “tough times” (handout) Engage students in relaxation techniques:

progressive muscle relaxation and guided imagery Collage a “Safe Place” box then fill with positive

resources.

5“Distinguished Dolphins Treat Each Other with

C-A-R-E”

Discuss similarities between animal crackers and between crackers and self

Introduce Maslow’s Hierarchy of Needs for Children as similarities all humans share

Have students provide definitions and examples for the CARE acronym

Video: “For the Birds”; discussion on differences/similarities among birds and self to social behaviors elicited by birds

Graph similarities and differences using a Venn in pairs.

“Self-Esteem Bottles Self-esteem self-assessment


6 and Buckets” Discuss ways to boost self-esteem Think and Share positive qualities, as represented

by confetti pieces to go in a “Self-esteem bottle” Discuss bucket fillers, dippers, and lidders Students give one another genuine compliments

as “bucket fillers”

7“Self-Advocacy” Share what others think/see/believe and what you

think/see/believe about yourself Discuss assertive rights Read aloud, Cupcake; think/pair/share on special

qualities Decorate cupcakes with toppings representing

special qualities, discussing how students can self-advocate for those qualities and assertive rights

Discuss perspective taking

8“Review and Termination”

Create and share “I Am” poems Discuss results from self-esteem assessment Provide students with copies of positive resources Beach ball toss to share what was

learned/appreciated Play Whoonu game again to see how much

students have learned about each other Commit to using new knowledge and skills

istinguished Dolphins of Hollinger’s IslandSwimming with a “Porpoise” toward Excellence in Education

Session 1: Waving the Magic Wand over Group Procedures


Goal: To introduce the group, define group goals and rules, explain informed consent, and establish the importance of confidentiality.

Outcomes: I. Members will be able to…

a. Repeat group “porpoise” and rules;b. Briefly define confidentiality;c. Demonstrate cooperative behavior.

II. ASCA National Standards for Studentsa. PS:A1.7 Recognize personal boundaries, rights and privacy needsb. PS:A1.9 Demonstrate cooperative behavior in groups

5 mins. Warm-Up Activity: Question Web Processes: Discussion Time Materials: Spool of string

The students will stand in a circle with the counselor, who will hold on to the end of a string and toss the remaining spool to one of the students to catch. The catching student will choose a question from 1-20 (see attachment) to answer. After answering, the student will hold the string and throw the spool to another student, who will continue the process until all students have shared and a “web” of string has been created. At the conclusion of the game, the counselor will comment about how each member played a part in creating the unique web, and that if one person was gone it would look different. The counselor will connect this to the importance of group participation, explaining that the work we will do in this group requires the participation of all members.

0 mins. Review Processes: n/a Time Materials: n/a

n/a

5 mins. Teaching Point: Confidentiality and Informed Consent Processes: Discussion Time Materials: n/a

Explain that in groups, there is often the saying, “What is said in here, stays in here.” Ask students if they have ever heard that saying before, highlighting the purpose of the phrase as protecting each person’s personal (“confidential”) information. Ask students if they have ever told someone something only to have that person tell someone else what was said. Explain that although it may not have been a “secret,” it was still hurtful to know that person discussed “personal” or “confidential” information about you, without your permission (“consent”). Explain that groups work the same way—in groups, the word “confidentiality” means protecting everything that is said and done in group from being shared anywhere else outside of the group.

Explain that “informed consent” means that students have a right to know what they are getting themselves into by participating in the group , that they have a right to leave the group at any time, and that they will agree to protect the confidentiality of all members at all times.


5 mins. Main Activity: Magic Wand Activity, Group “Porpoise”, and Group Rules Time Processes: Discussion Materials: Poster and markers

Define the “porpoise” of this group as developing those behaviors necessary to feel confident in themselves and their ability to succeed in school. To have students think about what they would need to accomplish this “porpoise,” engage them in the Magic Wand activity, in which they are asked what they would change by waving their magic wands.

Explain that in order to make sure that all members receive what they need to achieve the group goals, it is important to establish rules, one of which involves the confidentiality piece previously discussed, “No talking about what happens in the group outside of the group.” In addition, prompt students when necessary to ensure that the following rules are established: be respectful of other members, always try your best, and participate. Record answers on poster board to display every session.

10 mins. Reinforcing Activity: Whoonu Game Processes: Game Time Materials: Whoonu game

To introduce group members, the students will play Whoonu (see attachment), a getting-to-know-you board game in which the object of the game is learn each player’s favorite things. (Play without chips to allow time for more questions.)

5 mins. Closure/Homework Time Commitment: Written

Materials: Evaluation forms, pencils

The group leader will summarize the session, emphasizing what was learned about confidentiality and informed consent. Explain the +, -, /\ weekly evaluation system (see attachment) in which the (+) represents a “positive,” something that went well or something they learned; (-) represents a “negative,” something that did not go over well or that they did not enjoy; (/\) represents a “change” they would like to see happen or something on which they are confused.

Attachments for Session 1

Informed Consent Form (Turned in BEFORE Session 1)


Warm-Up Activity: Question Web Sample Questions


1. If you had a time machine that would work only once, what point in the future/history would you visit? 2. If you could go anywhere in the world, where would you go? 3. If you could talk to any one person now living, who would it be and why? 4. If you were stranded on a deserted island and could only take 3 items, what would they be and why?5. If you were an animal, what would you be and why? 6. If you had to describe yourself in three words, what would they be? 7. If you were an animal, what would you be and why? 8. Name a gift you will never forget. 9. Name one thing you really like about yourself. 10. What’s your favorite thing to do in the summer? 11. What’s your favorite school subject? 12. What’s your least favorite school subject?13. Who’s your favorite cartoon character and why?14. What is the hardest thing you’ve ever done?15. What was the best thing that happened to you this week?16. If you had to redo this week again, what would you do differently?17. What is the weirdest thing you’ve ever eaten?18. What book, movie, or video have you seen/read recently that you’d recommend and why?19. What’s your favorite color?20. What’s your favorite animal?

Adapted from “40 Icebreakers for Small Groups” by Grahame Knox Retrieved from http://www.insight.typepad.co.uk

Reinforcing Activity: Whoonu Game

Instructions available at http://www.hasbro.com/common/instruct/BE4E2C08-D56F-E112-4EB4E657E260D716.pdf

Closure: +, -, ∆ Evaluation Form

http://www.insight.typepad.co.uk/


+ Something that went well today for me was…

- Something that did not go so well today for me was…

∆ Next time, I would like to…

Session 2: Swimming Toward Academic Success

Goal: To explain how personal strengths and weaknesses impact academic success and to establish the importance of effective problem solving.



a. Work cooperatively to problem solve; b. Identify and express feelings relating to school;c. List personal strengths and weaknesses, and discuss how they impact academic

success;d. Identify positive resources in the school and community that promote academic

success.II. ASCA National Standards for Students

a. PS:A1.5 Identify and express feelingsb. PS:A1.9 Demonstrate cooperative behavior in groupsc. PS:A1.10 Identify personal strengths and assetsd. PS:B1.3 Identify alternative solutions to a probleme. C:A2.1 Acquire employability skills such as working on a team, problem-

solving and organizational skillsf. PS:C1.6 Identify resource people in the school and community, and know how to

seek their help

5 mins. Warm-Up Activity: Picture Challenge Processes: Cooperative Learning Time Materials: Picture cards

Distribute a picture (see attachment) to each group member, with the objective to create a unified story from a set of sequential pictures. The pictures are randomly ordered, and no one is allowed to show anyone their picture. This activity requires patience, communication, perspective taking, and problem solving (areas that are beneficial in academic settings). Follow-up questions such as, “Why was it hard to get the story together,” “Did you try to see the problem from someone else’s perspective,” “If you were to tackle a similar activity, what could your group do differently,” and “What real life activities are similar to this activity?” can be asked to prompt students for this session’s activities. Adapted from http://wilderdom.com/games/descriptions/Zoom.html.

5 mins. Review Processes: Discussion Time Materials: n/a

Prompt students that last week’s session centered on setting group rules and establishing the group “porpoise,” which was developing the behaviors necessary to feel more confident in themselves and their ability to succeed in school. Explain that today’s lesson will focus on the latter half—the ability to succeed in school. Remind students again of the importance of maintaining confidentiality throughout each session. Ask students if there are any questions regarding last week’s session.

5 mins. Teaching Point: Metaphor Basket Processes: Discussion/Round Robin Time Materials: Metaphor Basket

http://wilderdom.com/games/descriptions/Zoom.html


Organize a basket with various different materials. Students are to pick objects from the basket that represent feelings or situations they experience at school. Ask students to explain their selection with the group. If students are having difficulty selecting an item, prompt them to choose one that tells their story, interests them, expresses how they’re feeling right now, sparks a memory, taps into a dream, or represents something they wish to change. After students have shared, explain that today’s session will focus on those feelings and situations experienced at school. Adapted from http://www.elementaryschoolcounseling.org.

10 mins. Main Activity: Superhero Strengths and Weaknesses Processes: PowerPoint, Time discussion

Materials: Problem Solving letters, Problem Solving worksheet

Orient students to the lesson by telling them that before a student can ask for help or improve a situation/feeling, the student must first know the area of his/her strengths and weaknesses. The PowerPoint (see attachment) will give students examples of famous superheroes’ strengths and weaknesses. Students will list their own strengths and weaknesses, and the counselor will assist students in explaining to how those strengths and weaknesses can be used to promote individual success.

Explain to students that there are resources at school and in the community that can help students reach success by using their strengths and improving upon their weaknesses. Brainstorm with students the resources available for them at home, the school, and the community, providing them with the following list (if necessary):

1. Websites you can visit to become more familiar with a lesson taught at school:a. Starfall (www.starfall.com), Ticket to Read (www.tickettoread.com), Professor Garfield (http://www.professorgarfield.org/pgf_home.html), AAA Math (www.aaamath.com), Fun Brain (www.funbrain.com), Cool Math 4 Kids (www.coolmath4kids.com), Reflex Math (www.reflexmath.com), Big Universe (www.biguniverse.com)

2. Teachers you can turn to when you need help or are interested in learning more about a topic:

a. All teachers, especially…Carolyn Barnes, Donna Bradley (Reading Coach), Theresa Bridges, Marisa Mathis, Betsy Hagen (School Counselor), Carmen Kroutter, Lisa Overstreet (Media/Technology Teacher).

3. Other professionals who work at the school: a. Deborah Torbert, Principal; Joanne Busby, Registrar

4. School Library (http://hilibrary.wikispaces.com/)5. Community Libraries

a. Theodore Oaks Branchb. West Regional Branchc. Parkway Branch

6. Transportationa. The Wave (http://thewavetransit.com/)

7. What happens…?

http://www.biguniverse.com/

http://www.elementaryschoolcounseling.org/


a. When you forget your lunch—the cafeteria will give you a cheese sandwich or you can ask to use the phone to call home.

b. When you don’t have a uniform—if you don’t have any uniforms at home, you can ask Ms. Busby to select one from the closet.

c. When you don’t have school supplies—talk to your teacher; she will be able to help you locate the appropriate supplies.

10 mins. Reinforcing Activity: Problem Solving Letters Processes: Discussion/Pairs Time Materials: Problem Solving letters

Explain to students that many times at school, we are faced with problems to solve—whether those problems are with friends, schoolwork, or other things. It is helpful to develop problem solving skills so when issues do arise, you know how to deal with them. Model the activity by reading aloud a letter and problem solving with the class on the best possible solution. Next, have students pair into dyads to tackle a problem presented in another letter. Reconvene the group to share solutions. Adapted from http://acardenas.weebly.com/.

5 mins. Closure/Homework Commitment: WrittenTime Materials: Problem Solving worksheet and

letter, evaluation forms, pencils

For homework, ask students to use the Problem Solving Story worksheet over the course of the next week to solve a problem at home or at school. (Provide students with a sample letter to be used as a backup.) Administer the +, -, ∆ evaluation.

Session 2 Attachments


Warm-Up Activity: Picture Cards

Retrieved from http://wilderdom.com/games/descriptions/Zoom.html

Teaching Point: Metaphor Basket

Retrieved from http://www.elementaryschoolcounseling.org

Main Activity: “Superheroes’ Strengths and Weaknesses” PowerPoint

http://www.elementaryschoolcounseling.org/



Adapted from http://www.elementaryschoolcousneling.orgPictures courtesy Bing Images

http://www.elementaryschoolcousneling.org/


Reinforcing Activity: Problem Solving Letters

Dear Distinguished Dolphins,

I have a problem that I hope you can help me solve. At lunch and recess, one of my friends keeps talking to me about things that are not appropriate to talk about at school. I asked him to stop, but he won't stop doing it. It's making me feel uncomfortable, and I don’t want to get in trouble for talking about inappropriate things at school. I don't know what to do. Please help!

Sincerely,

Taylor


I hope you can help me with my problem that I'm having. I really like talking with my friends. Sometimes, I talk to them during class when I'm supposed to be working. Also, sometimes I just get distracted and start thinking about other things in school instead of listening to the teacher. Then, I get behind on my work, and I rush so I can get finished, making careless mistakes. My grades have gotten lower, and I'm worried about my report card. What should I do?

Sincerely, Greg


Mrs. Starling was telling me about how you guys know a lot about bullying. She told me Hollinger’s Island is “No Place For Hate”. I think I'm getting bullied. This girl always gives me mean looks at school and calls me names. Yesterday, she sent me an email calling me names and telling me I have no friends. It makes me feel really sad and lonely. I am worried that if I tell someone, she's going to start being even more mean to me. What should I do?

Sincerely,

Margaret

Adapted from http://acardenas.weebly.com


http://acardenas.weebly.com/





Homework: Problem Solving Worksheet

What was the problem? Draw a picture.


How did the person feel?

What did the person need?

What could the person do next time?

Now choose an option, and imagine the person doing that option. Draw a picture

Feeling Words:AfraidAngry

DisappointedEmbarrassed

FrustratedNervous

SadLonelyWorried

Solution Words: Ask for help from ______.

Take a break.Talk about what is happening.

Go to a safe place. Take some deep breaths.

Adapted from http://pinterest.com/pin/24699497926861073/

Session 3: Making the Mind Pirates Walk the Plank

Goal: To help students develop effective coping and stress management skills.


Outcomes:I. Members will be able to…

a. Identify alternative solutions to problems; b. Utilize effective coping skills for dealing with problems that can’t be changed;c. Demonstrate awareness of stress management techniques (such as cognitive

restructuring). II. ASCA National Standards for Students

a. PS:B1.3 Identify alternative solutions to a problemb. PS:B1.4 Develop effective coping skills for dealing with problemsc. PS:C1.10 Learn techniques for managing stress and conflictd. PS:C1.11 Learn coping skills for managing life events

5 mins. Warm-Up Activity: Knot Activity Processes: Kinesthetic Activity Time Materials: n/a

Have students form a small circle. Ask students to extend their right hand across the circle and hold the left hand of the other student opposite them. Students should then extend their left hand across the circle and hold the right hand of another student. The goal is to unravel the spider’s web of interlocking arms without letting go of anyone’s hands. This should be completed in less than two minutes.

5 mins. Review: Processes: Discussion Time Materials: n/a

Select a volunteer to briefly share how he/she solved a problem over the last week. Explain that today’s session will focus on problems that aren’t easily solved.

5 mins. Teaching Point: Play-Doh Problems Processes: Discussion Time Materials: Play-Doh, rock

Explain to the students that problems in life can be conceptualized as Play-Doh or rocks. There are some problems we can change (Play-Doh), and some problems we cannot change (rocks). Direct students’ attention to a rock and Play-Doh shaped like a rock. Explain that although the Play-Doh is currently shaped like a rock, if I wanted to change it into something else I could just by playing with it; on the other hand, I cannot change the rock, no matter how much I play with it. Have students brainstorm 1 Play-Doh and 1 rock problem. Then, collectively with the students, list a possible solution to the Play-Doh problem, and explain to the students that for rock problems, we can change the way we think about them or the way we feel about them.

10 mins. Main Activity: Mind Pirates Processes: Discussion, Application Time Materials: Pencils, “Treasure Map”

worksheet

Ask students what a pirate is. Define “Mind Pirates” as things that steal away your readiness to learn or ability to feel good in the moment. Explain to the students that when they


have a mind pirate, they may feel stressed, distracted, unfocused, or uncertain about learning. Tell students that today, they will teach them the following process to identify Mind Pirates and make them walk the plank.

Identify the Mind Pirates:1. Quiet your mind by closing your eyes and taking in two long, slow deep breaths. 2. Think about a time you were struggling in the classroom—when you were not feeling

good about your schoolwork. What was going on around you? What were you thinking in the moment? What thoughts bothered you in the classroom? What thoughts stole your attention away from your schoolwork? These are your Mind Pirates.

3. Write down these thoughts on the Treasure Map. Make ‘Em Walk the Plank:

1. Treasure thoughts are thoughts that help you learn and feel good about yourself. Focusing on the thoughts you wrote down, turn them into Treasure Thoughts. You can make the Mind Pirates walk the plank by transforming them into Treasure Thoughts.

Example: Mind Pirate, “I can’t do this; it’s too hard,” can walk the plank by turning into “Even though this is hard, I can try my best, take my time, and ask for help.”

2. Think about what you want to think, feel, or do, and write it down on the Treasure Map. 3. Write Treasure Thoughts for the classroom. What do you do well? What are you good at? What is easy for you? The more treasure thoughts you think, the better you’ll feel.

10 mins. Reinforcing Activity: Conflict Resolution Charades Processes: Discussion, Time Charades

Materials: Access to website listed

Ask students to define a conflict. Explain that a conflict exists when there is a

disagreement or problem between two or more people. Discuss the three styles of solving a conflict—soft, loud, and think/share.

a. Soft—avoiding the problem, giving in without expressing feelings, denying a problem exists, and/or avoiding relationships with others who may pose a problem. Examples include: “You can have it; I don’t want to play with it anymore”; “It doesn’t bug me when you call me names”; “I’ll just play by myself.” Benefits include having time to cool off and ignoring unimportant conflicts. Drawbacks include never resolving the conflict so the situation stays the same or worsens; only one person’s interests are met.

b. Loud—using verbal/physical force to get that which is desired. Force includes yelling, screaming, not listening, pushing, and fighting. Examples include punching someone after being hit; saying, “You’re stupid”; and refusing listen to another who wants to talk about the problem. Benefits include defending self and others and expressing extreme anger. Drawbacks include


leaving conflicts unresolved that may stay the same or worsen and the possibility of harming self and others.

c. Think/Share—openly communicating to understand what each person wants and what interests are involved. Developing ideas that meet everyone’s interests and needs. Examples include discussing how a person feels when he/she is called names; discussing why a person doesn’t like being bullied and what the other person can do about it; focusing on what should be done in the future instead of dwelling on past events. Benefits include expressing and listening to all feelings involved, resolving the conflict peacefully, and meeting everyone’s interests. Drawbacks include the difficulty of listening, summarizing, and thinking of ideas to resolve the conflict during anger; and more time required.

Explain that there are times where each style is valid: loud when someone’s trying to hurt you, soft when you can’t resolve the problem on your own, and think/share when you feel comfortable to share feelings/thoughts and have the time.

Divide students into two teams, giving each team a role-playing scenario from the website, http://urbanext.illinois.edu/conflict/. Students will have 1 minute to discuss with their teammates how they will act out the scenario and which strategy (lose-lose, lose-win, win-win) they will employ. Teams will act out the charade in less than 1 minute, with the other students guessing the situation and providing feedback on the best solution possible.

5 mins. Closure/Homework Commitment: WrittenTime Materials: “WANTED” posters,

evaluation forms, pencils

As a homework assignment following up the “Mind Pirates” activity, students will create a WANTED poster for mind pirates (different from those identified today) by listing the feelings they have as a result of listening to the pirates. The “Reward” section should represent the feelings students have as a result by focusing on Treasure Thoughts. Students may decorate the posters in any way they like. Administer the +, -, ∆ evaluation.


Main Activity: Treasure Map

http://urbanext.illinois.edu/conflict/ann01.html


Homework: WANTED Posters


Mind Pirates for…






Session 4: Coping Collage

Goal: To provide students with deep breathing techniques for managing stress as well as other alternative coping skills.

Outcomes:


I. Members will be able to…1. List a solution to a stressor;2. List positive supports that can be used as coping mechanisms;3. Engage in deep breathing techniques.

II. ASCA National Standards for Students1. PS:B1.4 Develop effective coping skills for dealing with problems2. PS:C1.10 Learn techniques for managing stress and conflict3. PS:C1.11 Learn coping skills for managing life events

5 mins. Warm-Up Activity: Stress Swap Processes: Cooperative Learning Time Materials: Index cards

Instruct students to list a stress that he/she wouldn’t mind sharing with a neighbor on an index card. Have students swap cards, writing a Treasure Thought for the stress listed.


“Last week, we discussed Play-Doh and rock problems. Can anyone give me an example of each? Today, we will discuss coping strategies and relaxation techniques you can use with either one, but especially for the rock problems that can’t be changed.”

5 mins. Teaching Point: “How do you get through tough times?” Processes: Discussion Time Materials: “Tough Times”

handout

Distribute the handout to the students and ask them, “How do you get through tough times?” Explain to students that when things are difficult, it can help to have positive supports nearby to which they can turn; similar to “Treasure Thoughts,” we can make our mind pirates walk the plank by replacing them with other positive thoughts. Define supports as a variety of coping mechanisms—a listening confidant, good music, a favorite TV show, or special pastime. Have students complete the handout.

10 mins. Main Activity: Relaxation Techniques Processes: Guided Imagery, Deep Time Breathing

Materials: Scripts

Have students come to the carpet and find a relaxed position to do the following relaxation techniques:

1. The Melt Awaya. Close your eyes, and take two deep breaths, inhaling for five counts and exhaling for five counts. (Pause)b. Imagine that the sun is shining over your toes, melting away all the tension. Let the tension melt and sink to the floor just like ice cream and butter melts. Feel how warm and relaxed your toes are. Relax in the light and breathe. c. (Repeat step above for each major body part: legs, back, arms, neck, and head).


d. Now that you have melted away the tension from the tight places in your body, let your body melt into the floor by feeling the floor beneath you, holding you. Imagine the sun above you is shining bright, casting a golden light over your entire body. Let the warm light touch your body and breathe. (Pause)

e. Gently rock your body back and forth with small movements. Wiggle your toes and fingers, taking a deep breath. Place your hands gently over your eyes, and open them when you are ready to let your hands drop. Adapted from http://kidsrelaxation.com/.

2. Tree Housea. “Get your body comfortable and gently close your eyes. Slowly take three deep breaths, in through your nose and out through your mouth. Spend a moment or two, relaxing your feet and legs. Letting go of any tightness and letting them become heavy and relaxed. Imagine a wave of blue light traveling up from the earth into your feet and legs, relaxing everything it touches. Now relax your tummy, chest, and shoulders. Imagine this wave of blue light sweeping through and relaxing this area for you. Pay attention to your arms and fingers; allow the blue light to move through. Feel how relaxed you are. Finally bring the blue light to your head and allow it to flow out of the top of your head and into the air around you. Beautifully done! Imagine you are standing in front of a massive tree. This tree has deep, deep roots and branches that reach out in every direction. This tree is home to your very own tree house. This is a tree house of your own design. Picture how you would like your tree house to look. (Pause between each idea) You can add swings, windows, trapdoors, plants, animals, your favorite things, your favorite colors, just allow yourself to design the tree house anyway you like. Can you see it? Good. Now allow yourself to travel inside the tree house. (Pause) Are you inside? Good. Inside the tree house, imagine anything that makes you feel good to think about. Place pillows, waterfalls, plants, trees, birds, pictures of mountains, anything that you would like that you feel good when you think about it. Go ahead and design the inside of your tree house now. Know that when you go inside your tree house you feel really, really relaxed. This is a place to let go of all your thoughts, all your worries. Take a deep breath and allow yourself to feel very peaceful and relaxed inside your tree house. This is a place that you can go any time you would like to feel more peaceful and calm. Know that your tree house is available to you any time you would like. You can visit here whenever you would like. Now take a deep breath and imagine yourself walking down out of your tree house. Gently bring your attention back to the room. Rub your hands together to make them warm. Gently place them over your eyes. You can open your eyes whenever you are ready.” Retrieved from http://kidsrelaxation.com/

10 mins. Reinforcing Activity: Coping Skills Art Collage Processes: Discussion, Hands-on Time Learning

Materials: Scissors, glue, boxes, crayons, markers, pencils, magazines


Explain to students that it is often helpful to have a collection of positive supports in a ready-to-go “safe place” when they feel overwhelmed. Distribute boxes to students. Students are to cutout items that represent their positive supports (see teaching point) or other inspirational, calming pictures from magazines and paste these items onto the shipping boxes to create a “safe place” collage. Adapted from http://pinterest.com/pin/137641332334175125/.

5 mins. Closure/Homework Commitment: VerbalTime Materials: “Safe Place” boxes,

evaluation forms, pencils

For homework, students should take their “Safe Place” boxes home to finish decorating. Then, they should fill them with the items that they listed. Administer the +, -, ∆ evaluation.


Teaching Point: “Tough Times” handout

HOW DO YOU GET THROUGH TOUGH TIMES?

CAN WE FOCUS ON IMMEDIATE THINGS?

http://pinterest.com/pin/137641332334175125/


WHAT ACTIVITIES MAKE YOU HAPPY WHAT TV SHOWS DISTRACT YOU? WHAT MUSIC PERKSYOU UP?

DO YOU HAVE AN EMERGENCY SUPPLY OF THIS STUFF?

DO YOU HAVE FRIENDS WHO WILL LISTEN TO YOU? WHAT ARE THEIR NAMES & NUMBERS?

DO YOU HAVE FRIENDS YOU’LL LISTEN TO?

ON A SCALE OF 1-10, HOW BAD IS THIS ONE? 1 2 3 4 5 6 7 8 9 10

IS THE WORSE OVER? OR IS IT GOING TO GET WORSE BEFORE IT GETS BETTER?

WHAT WOULD BE THE MOST HELPFUL THING FOR YOU RIGHT NOW?

IS THERE ANY WAY TO MAKE THAT HAPPEN?


Reinforcing Activity: “Safe Place” Collage Example







Session 5: Distinguished Dolphins Treat Each Other with C-A-R-E

Goal: To identify and celebrate the way students are alike and different.


http://media-cache-ec3.pinterest.com/originals/a7/6b/65/a76b651d5dd334b220380977974ad2b5.jpg



a. Recognize individual differencesb. Demonstrate an appreciation for individual, cultural, and ethnic diversity.

I. ASCA National Standards for Studentsa. PS:B1.7 Demonstrate a respect, and appreciation for individual and cultural

differencesb. PS:A2.3 Recognize, accept, respect, and appreciate individual differencesc. PS:A2.4 Recognize, accept, and appreciate ethnic and cultural diversity

5 mins. Warm-Up Activity: Animal Cracker Activity Processes: Discussion, Time Think/Pair/Share

Materials: Animal crackers

Distribute animal cracker packets to each student. Students will be asked to think/pair/share with their neighbor responses to the questions: “Which animal are you the most like, which animal are you the least like, which two animals are the most different, which two animals are the most similar, and what makes the animals that way?”


Select a volunteer to briefly share what was placed in their “Safe Place” box. Explain that just because one student’s box ingredients may be different from another’s box ingredients, that doesn’t mean that box is better than the other; today’s lesson will focus on identifying similarities and differences, just like those that can be found in the boxes.

5 mins.Teaching Point: Maslow’s Hierarchy of Needs for Kids; Dealing with Diversity: The CARE Model Processes: Discussion Time Materials: CARE poster

Explain to the students: “There are many things we share in common, and there are many things that set us apart. Our differences are not always a bad thing, but it is always a bad a thing to make fun of another for those differences. Differences are often easy to see, but sometimes we need to be reminded of the things that aren’t always easy to see…our similarities.”

Introduce Maslow’s Hierarchy of Needs (kid version) and explain that those needs are our similarities, as they are common to all humans everywhere.

Review the poster (see attached) with the CARE acronym (Collaboration, Acceptance, Respect, and Empathy). Collaborate with students to define each of the terms, having them supply examples for each word. Explain that these things are essential in dealing effectively with diversity, which keeps us from making fun of each other for our differences.

10 mins. Main Activity: “For the Birds” Processes: Video, Discussion Time Materials: Video


Direct the students to look for the differences and similarities in the birds in the Pixar short film, “For the Birds” (Run time: 2:39; available at http://www.youtube.com/watch?v=aHUgdwyxTF0&feature=player_embedded). After watching the film, the students will discuss how the birds were alike and different, whether the similarities always benefited the group, how the group could have benefited from incorporating the other bird, a time they felt like the different bird, and a time they felt like the similar birds.

10 mins. Reinforcing Activity: Graphing Similarities and Differences Time Processes: Venn Diagram and Think/Pair/Share

Materials: Venn Diagrams, pencils

Draw a Venn diagram (example attached) on the board, explaining that when we compare and contrast things, we are thinking about similarities and differences. Pair students off, and distribute a Venn diagram to each dyad. Instruct students to list their differences in the larger circles, and find “common ground” to go in the middle. Each dyad will briefly share how the process was for them. (If students need help thinking of categories, suggest eye/hair color, age, height, gender, favorite food/music/TV show/game/move/pet/school subject, likes/dislikes (loves school, birthday parties, humor, peace; dislikes arguments, hurt feelings, rumors), etc.)

5 mins. Closure/Homework Commitment: Written Time Materials: Paper, pencils,

evaluation forms

For homework, ask students to notice similarities/differences between two characters on one of their favorite TV shows, and complete a short paragraph on whether differences or similarities are more important and why. Administer the +, -, ∆ evaluation.


Teaching Point: Maslow’s Hierarchy of Needs for Children

http://www.youtube.com/watch?v=aHUgdwyxTF0&feature=player_embedded



Retrieved from http://www.missouricareereducation.org/doc/guidelsn/PS2-Gr4-Unit1-Lesson4.pdf.

Teaching Point: CARE Poster

C-CollaborationA-AcceptanceR-RespectE-Empathy

http://www.missouricareereducation.org/doc/guidelsn/PS2-Gr4-Unit1-Lesson4.pdf



Adapted from http://www.missouricareereducation.org/doc/guidelsn/PS2-Gr4-Unit1-Lesson4.pdf.

Teaching Point: Venn Diagram

Adapted from http://www.missouricareereducation.org/doc/guidelsn/PS2-Gr4-Unit1-Lesson4.pdf.


PARTNER COMMON GROUND PARTNER










Session 6: Self-Esteem Bottles and Buckets

Goal: To explain the concept of self-esteem and to assist students in developing a positive self-esteem.



a. List positive qualities about themselves;b. Demonstrate an understanding of self-esteem;c. Generate ways to enhance their self-esteem and that of others’.

II. ASCA National Model Standards for Studentsa. PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

5 mins. Warm-Up Activity: I Like Me! Procedures: Assessment Time Materials: Self-Esteem Pre-Assessments

Administer the Self-Esteem Pre-Assessment (see attachment).

5 mins. Review Procedures: Discussion Time Materials: n/a

Ask two student volunteers to share their homework from last session. Explain to the class, that often times our differences can be a source of pride, as they are what make us unique. “Today we will focus on ways we can feel good about ourselves.”

5 mins. Teaching Point: What is Self-Esteem? Procedures: Discussion Time Materials: Self-Assessments

Ask students to define “self-esteem.” Explain to the students that self-esteem is about having value and respect for yourself. When you have high self-esteem, you feel good about yourself and can take pride in the things you do; before you try something new, you feel confident in your ability to accomplish the task. If you have low self-esteem, you do not feel good about yourself. You do not feel confident, and it is hard to enjoy the things you like to do. Explain that the choices next to the letter “a” on the Self-Assessment represent typical statements that people with high self-esteem might say, and the letter “b” choices represent typical statements that people with low self-esteem might say.

Brainstorm with students ways to boost self-esteem. Provide them with the following examples:

a. Believe that you are good at something. “Everyone is good at something, but everyone is not good at everything.” When you are feeling bad about yourself, focus on the things you do well so that you can begin to feel good about yourself. It’s okay to not be the best at all that you do. Try getting improving those things you enjoy and already do well. b. “Help others.” Helping others can make you feel good about yourself. You can help your teacher at school, your parents at home, your sibling with their homework, your community by volunteering. c. Try new things. It’s okay to fail at something new. Try to find out what you did wrong, so that you can try it again differently. Keep trying without giving up. d. Don’t compare yourself to other people. Every person is unique. When you compare yourself to another, it may be difficult to feel good about yourself and appreciate what makes you special.


e. Ask for help. If you’re trying to improve something that you want to want to be good at, you can ask for help from your parents, teacher, or others.

10 mins. Main Activity: Self-Esteem Bottles Procedures: Discussion, Time Hands-On Learning

Materials: Confetti, blue dye, water, labels, rubber cement, glue

Students will select confetti pieces (assorted shapes and sizes) that describe their positive qualities. After students select their shapes, they will describe what each piece symbolizes. As each piece is described, it is dropped into the empty water bottle. Students will be provided with blank strips of paper to create bottle labels. On the labels, the students will create a kid-friendly definition of self-esteem. As students work, the counselor will write the students’ initials on their bottle lids, add water to the bottles, dye the water (per student choice), then glue the lids shut with rubber cement. When all bottles are finished, students can shake them up to see all their positive qualities. Adapted from elementaryschoolcounseling.org.

10 mins. Reinforcing Activity: Bucket Fillers Procedures: Video, Discussion Time Materials: Video

Help the students recall from the teaching point that we can boost our self-esteem by helping others. Show the video, http://www.youtube.com/watch?v=YgBWQ24H5TY (Run time: 1:45). Brainstorm with the students ways one could fill a bucket. Prompt the students: “Is it possible to “dip” from someone else’s bucket?” Explain that dipping is like taking from another’s bucket, and when that happens, both buckets become emptied. Prompt the students: “How might we protect our buckets from dippers?” Introduce the concept of a bucket “lid” as a way to speak up—to advocate—for yourself when others are treating you unfairly. Brainstorm ways to tighten the lid on a bucket—walk away, ignore the person, ask for help, confront the person, etc.

Have each student fill another’s bucket by giving a genuine compliment. Encourage students to think beyond superficial compliments, but rather reflect on the member’s participation in group and in the classroom to contrive a positive, supporting statement. Adapted from http://www.schcounselor.com/2011/04/compliments-self-esteem-and-bucket.html.

5 mins. Closure/Homework: Commitment: Verbal Time Materials: Evaluation forms, pencils

For homework, challenge students to fill someone’s bucket over the course of the week and encourage them to be ready to share what they did and how it made the receiver feel. Administer the +, -, ∆ evaluation.


Warm-Up Activity: Self-Esteem Pre-Assessment

http://www.schcounselor.com/2011/04/compliments-self-esteem-and-bucket.html

http://www.youtube.com/watch?v=YgBWQ24H5TY


Directions: Circle the letter of the choice that is the truest for you.

1. a. I like the way I look. b. I think I am not as good-looking as others in class.

2. a. It’s okay to make mistakes. When I make mistakes I learn. b. It really upsets me to make mistakes.

3. a. I like to try new things. b. I am afraid to try new things.

4. a. I have friends who will be there when I need them. b. I do not have any friends at all.

5. a. Whether I win or lose, it’s okay. b. I am afraid to lose.

6. a. Before I do something, I usually say, “I can do it.”b. I can’t do anything right.

7. a. I know that I am good at some things and can improve on other things. b. I am not good at doing anything.

8. a. I accept a compliment with a “thank you.”b. I feel uncomfortable when people compliment me.

Adapted from http://lifeskills.wordzila.com/self-esteem/3/.

Main Activity: Self-Esteem Bottles

Adapted from elementaryschoolcounseling.org.Closure: +, -, ∆ Evaluation Form


http://lifeskills.wordzila.com/self-esteem/3/





Session 7: Self-Advocacy

Goal: To motivate members to recognize their assertive rights, affirm their positive qualities, and realize the importance of perspective taking.

Outcomes:


I. Members will be able to…a. Recognize that everyone has certain assertive rights;b. List qualities that make them special; c. Demonstrate understanding of taking another’s perspective.

II. ASCA National Standards for Studentsa. PS:A2.1 Recognize that everyone has rights and responsibilitiesb. PS:A1.1 Develop positive attitudes toward self as a unique and worthy personc. PS:A2.2 Respect alternative points of view

10 mins. Warm-Up Activity: Mask Activity Procedures: Discussion, Hands-On Time Learning

Materials: Masks, crayons/markers

To emphasize the importance of self-advocacy and assertion, students will create masks from card using crayons/markers. Distribute face masks; allow students to decorate their card face, with the outside representing what they think people see/know/believe about them (on the outside) and with the inside representing what they feel about themselves (things going on the inside)—what people do not necessarily know or see. Allow each student to share the mask with the group.

5 mins. Review: Procedures: Discussion Time Materials: n/a

Have two student volunteers share their homework with the group. Explain that today’s lesson will focus on self-advocacy, which can be defined as standing up for yourself when necessary. “An example of practicing self-advocacy is putting a lid on our buckets.”

5 mins. Teaching Point: Assertive Rights Procedures: Discussion Time Materials: “Assertive Rights” poster

Explain to students that sometimes others have difficulty seeing the things going on the inside, which becomes a problem when students feel overlooked or even hurt. Therefore, it is important to learn to be assertive for when it counts. Discuss with the students: “We all have assertive rights. What are rights? You may have heard of the Bill of Rights, which is a legal document that gives every American citizen the permission or justification to do or not do certain things, to believe or not believe certain things, and to say or not to say certain things. Just like we have legal rights, we also have assertive rights.” Read the Assertive Rights poster (see attachment).

10 mins. Main Activity: Cupcake Advocacy Procedures: Read Aloud, Time Discussion, Hands-On Learning

Materials: Cupcakes, toppings, Cupcake by Charise Mercile Harper

Prompt students by asking them to notice how the cupcake is left out and how the cupcake could have been assertive. Read aloud Cupcake by Charise Mericle Harper. Have students list


think/pair/share on things that make them special. Afterwards, students should decorate their actual cupcakes with toppings that represent those special qualities. Allow students to share, and as they share, emphasize how they can utilize their assertive rights in advocating for those special qualities. Allow the students to enjoy their cupcakes.

5 mins. Reinforcing Activity: Take a Walk in My Shoes Procedures: Discussion Time Materials: Shoes

Show students various shoes—an infant’s shoe, a child’s shoe, a teen’s shoe (possibly a running shoe), a high heel, and a dress shoe—asking students questions about what they can tell about each of the people who might own the shoe (who the person is, where they may be going, what they may like to do). Emphasize that though there may be some similarities, each person is very different from the other, and they therefore have different thoughts and feelings. Discuss with the students the idiom, “Put yourself in someone else’s shoes,” to explain the importance of recognizing and affirming where the other person is coming from in a conversation, as that aids in communication. Adapted from http://acardenas.weebly.com.

5 mins. Closure/Homework Commitment: VerbalTime Materials: “Perspective Taking”

handout, evaluation forms, pencils

For homework, distribute the Perspective Taking handout from http://acardenas.weebly.com/uploads/9/4/1/1/9411493/perspective_taking_visual.pdf, and have students take on the perspective of a family member and draw a pictorial representation of that person, what they were doing, where they were going, and what they like to do. Administer the +, -, ∆ evaluation.

Session 7Attachments

Teaching Point: “Assertive Rights”

http://acardenas.weebly.com/uploads/9/4/1/1/9411493/perspective_taking_visual.pdf



Adapted from http://pinterest.com/pin/137641332333860111/.

Main Activity: Cupcake by Cherise Mericle Harper

Reinforcing Activity: Take a Walk in My Shoes

Adapted from http://acardenas.weebly.com

Homework: Perspective Taking handout



http://coffeecleancupcake.blogspot.com/2011/10/my-assertive-rights-and-yours-too.html


Retrieved from http://acardenas.weebly.com/uploads/9/4/1/1/9411493/perspective_taking_visual.pdf





Session 8: Review and Termination

Goal: To assist members in celebrating and applying their experience.

http://acardenas.weebly.com/uploads/9/4/1/1/9411493/perspective_taking_visual.pdf


OutcomesI. Members will be able to…

a. Share one thing they have learned; b. Devise a plan to apply newly developed skills to their life post-group.

II. ASCA National Standards for Studentsa. A:A1.3 Take pride in work and achievementb. A:B1.1 Demonstrate the motivation to achieve individual potential

10 mins. Warm-Up Activity: “I Am” Poem Procedures: Writing, Discussion Time Materials: “Expressions All About

Me” worksheet, pencils

Have students complete the poem (see attachment). Students will read their poems aloud to the class.

5 mins. Review Procedures: Assessment, Discussion Time Materials: Self-Esteem Assessments, pencils

Re-administer the Self-Esteem Assessments (see attachment). Discuss with students whether or not their self-esteem has improved.

5 mins. Teaching Point: Resources Galore Procedures: Discussion Time Materials: Resource Binder

Present students with an accumulation of the work accomplished in class (see attachment). Include blank copies of the “Problem Solving” worksheet, “Mind Pirates” Treasure Map, and “Tough Times” handout; copies of the “Melt Away” Relaxation Technique script, the CARE poster, the “I Am” poem, and the Assertive Rights poster; a blank “Strengths and Weaknesses”; and the list of resources from Session 2. Explain the importance of students becoming self-directed in using the skills they have acquired to help themselves when necessary.

5 mins. Main Activity: Beach Ball Toss Procedures: Discussion, Time Kinesthetic Activity

Materials: Beach Ball

Have students stand in a circle, tossing the beach ball to each other. As each member catches the ball, they must share something they have appreciated or learned about during the group.

10 mins. Reinforcing Activity: Whoonu Game Processes: Game Time Materials: Whoonu game

As a follow-up from Session 1, the students will play Whoonu (see attachment), a getting-to-know-you board game in which the object of the game is learn each player’s favorite things. (Play without chips to allow time for more questions.)


5 mins. Closure/Homework: Grand Finale Commitment: Verbal Time Materials: Summative Evaluations, pencils

Administer Summative Evaluations (see attachment). Ask members to name one way the plan on applying what they’ve learned to their life after group.


Warm-Up Activity and Resource Binder: “I Am” Poem Template


Retrieved from http://oneextradegree.blogspot.com/2011_03_01_archive.html.

Review: Self-Esteem Assessment

Directions: Circle the letter of the choice that is the truest for you.

9. a. I like the way I look. b. I think I am not as good-looking as others in class.

10. a. It’s okay to make mistakes. When I make mistakes I learn. b. It really upsets me to make mistakes.

11. a. I like to try new things. b. I am afraid to try new things.

12. a. I have friends who will be there when I need them. b. I do not have any friends at all.

13. a. Whether I win or lose, it’s okay. b. I am afraid to lose.

14. a. Before I do something, I usually say, “I can do it.”b. I can’t do anything right.

15. a. I know that I am good at some things and can improve on other things. b. I am not good at doing anything.

http://oneextradegree.blogspot.com/2011_03_01_archive.html


16. a. I accept a compliment with a “thank you.”b. I feel uncomfortable when people compliment me.

Adapted from http://lifeskills.wordzila.com/self-esteem/3/

Reinforcing Activity: Whoonu Game

Instructions available at http://www.hasbro.com/common/instruct/BE4E2C08-D56F-E112-4EB4E657E260D716.pdf

Closure: Summative Assessment

1. This topic was important for me to learn. Circle one: YES NO

2. I learned something new about this topic. Circle one: YES NO

3. I would like to learn more lessons with Mrs. Starling. Circle one: YES NO

4. I liked learning about this topic. Circle one: YESNO

5. One thing that went well during this group was…

6. One thing that should be changed about this group is…

7. Additional comments/feedback:

http://www.hasbro.com/common/instruct/BE4E2C08-D56F-E112-4EB4E657E260D716.pdf

http://www.hasbro.com/common/instruct/BE4E2C08-D56F-E112-4EB4E657E260D716.pdf



Adapted from http://www.elementaryschoolcounseling.org/uploads/1/3/8/5/1385140/classroom_guidance_student_survey.pdf

Resource Binder: Problem Solving Worksheet

What was the problem? Draw a picture.

How did the person feel?

What did the person need?

What could the person do next time?

Now choose an option, and imagine the person doing that option. Draw a picture

Feeling Words:AfraidAngry

DisappointedEmbarrassed

FrustratedNervous

SadLonelyWorried

Solution Words: Ask for help from ______.

Take a break.Talk about what is happening.

Go to a safe place. Take some deep breaths.


Resource Binder: Treasure Map


Resource Binder: “Tough Times” handout

HOW DO YOU GET THROUGH TOUGH TIMES?

CAN WE FOCUS ON IMMEDIATE THINGS?


WHAT ACTIVITIES MAKE YOU HAPPY WHAT TV SHOWS DISTRACT YOU? WHAT MUSIC PERKSYOU UP?

DO YOU HAVE AN EMERGENCY SUPPLY OF THIS STUFF?

DO YOU HAVE FRIENDS WHO WILL LISTEN TO YOU? WHAT ARE THEIR NAMES & NUMBERS?

DO YOU HAVE FRIENDS YOU’LL LISTEN TO?

ON A SCALE OF 1-10, HOW BAD IS THIS ONE? 1 2 3 4 5 6 7 8 9 10

IS THE WORSE OVER? OR IS IT GOING TO GET WORSE BEFORE IT GETS BETTER?

WHAT WOULD BE THE MOST HELPFUL THING FOR YOU RIGHT NOW?

IS THERE ANY WAY TO MAKE THAT HAPPEN?


Resource Binder: The Melt Away Relaxation Technique

1. Close your eyes, and take two deep breaths, inhaling for five counts and exhaling for five counts. (Pause)


2. Imagine that the sun is shining over your toes, melting away all the tension. Let the tension melt and sink to the floor just like ice cream and butter melts. Feel how warm and relaxed your toes are. Relax in the light and breathe. 3. (Repeat step above for each major body part: legs, back, arms, neck, and head). 4. Now that you have melted away the tension from the tight places in your body, let your body melt into the floor by feeling the floor beneath you, holding you. Imagine the sun above you is shining bright, casting a golden light over your entire body. Let the warm light touch your body and breathe. (Pause)5. Gently rock your body back and forth with small movements. Wiggle your toes and fingers, taking a deep breath. Place your hands gently over your eyes, and open them when you are ready to let your hands drop. Adapted from http://kidsrelaxation.com/.

Resource Binder: CARE Poster

Adapted from http://www.missouricareereducation.org/doc/guidelsn/PS2-Gr4-Unit1-Lesson4.pdf

Resource Binder: “Assertive Rights” Poster




http://kidsrelaxation.com/


Adapted from http://pinterest.com/pin/137641332333860111/.

Resource Binder: Positive Resources


http://coffeecleancupcake.blogspot.com/2011/10/my-assertive-rights-and-yours-too.html


1. Websites you can visit to become more familiar with a lesson taught at school:a. Starfall (www.starfall.com), Ticket to Read (www.tickettoread.com), Professor Garfield (http://www.professorgarfield.org/pgf_home.html), AAA Math (www.aaamath.com), Fun Brain (www.funbrain.com), Cool Math 4 Kids (www.coolmath4kids.com), Reflex Math (www.reflexmath.com), Big Universe (www.biguniverse.com)

2. Teachers you can turn to when you need help or are interested in learning more about a topic:a. All teachers, especially…Carolyn Barnes, Donna Bradley (Reading Coach), Theresa Bridges, Marisa Mathis, Betsy Hagen (School Counselor), Carmen Kroutter, Lisa Overstreet (Media/Technology Teacher).

3. Other professionals who work at the school: a. Deborah Torbert, Principal; Joanne Busby, Registrar

4. School Library (http://hilibrary.wikispaces.com/)5. Community Libraries

a. Theodore Oaks Branchb. West Regional Branchc. Parkway Branch

6. Transportationa. The Wave (http://thewavetransit.com/)

7. What happens…?a. When you forget your lunch—the cafeteria will give you a cheese sandwich or you can ask to use the phone to call home. b. When you don’t have a uniform—if you don’t have any uniforms at home, you can

ask Ms. Busby to select one from the closet. c. When you don’t have school supplies—talk to your teacher; she will be able to help

you locate the appropriate supplies.

Resource Binder: Superhero Strengths and Weaknesses

Strengths | Weaknesses

References

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Documents

msryals.weebly.commsryals.weebly.com/uploads/1/3/5/6/13569034/school_name_remov… · Web viewExplain that groups work the same way—in groups, the word “confidentiality” means