Table of Contents

Section 1
Introduction Pg. 1
What is You and Me and is it important? Pg. 1
Mission, Vision, Values, and Goals Pg. 2
Screening/Assessment Pg. 3-5
Informed Consent Pg. 6-8
Flyer Pg. 8
Post Survey Pg. 9-10

Section 2
Note to the Facilitator Pg. 11
Contact Sheet Pg. 12
Group Rules Pg. 13
Attendance Sheet Pg. 14

Section 3
Week One – What are Social Skills Pg. 15-16
Week One – Session Notes Pg. 17
Ice Breaker Pg. 18
Social Skills Resource Pg. 19

Section 4
Week Two – Expected and Unexpected Behaviour’s Pg. 20-21
Week Two – Session Notes Pg. 22
Activity One Pg. 23
Activity Two Pg. 24

Section 5
Week Three – Social Behaviour Pg. 25-26
Week Three- Session Notes Pg. 27
Digital Image Pg. 28
Activity Two Pg. 29-30

Section 6
Week Four – Emotions Pg. 31-32
Week Four – Session Notes Pg. 33
Activity One Pg. 34
Resource Pg. 35-36
Activity Two Pg. 37-39
 Table of Contents

Section 7
Week Five- Emotional Regulation Pg.40-41
Week Five- Session Notes Pg.42
Activity One Pg.43-44

Section 8
Week Six- Positive Thinking Pg. 45-46
Week Six- Session Notes Pg. 47
Ice breaker Pg. 48
Activity Two Pg. 49-51
Homework Pg. 52

Section 9
Week Seven – Working Together Pg. 53-54
Week Seven- Session Notes Pg. 55
Ice Breaker Pg. 56
Activity Two Pg. 57
Certificates Pg. 58-59

Section 10
References Pg. 60-62
 Introduction
You and Me is a social skills group aiming to increase a child’s personal
growth, and is inclusive to children ages 7- 10 who are struggling to build healthy
relationships with their peers. You and Me is run by registered social workers
(RSW), the program runs for seven weeks, conducting once a week on
Wednesdays from twelve to one in the school’s library. Allowing the children to
participate in the program in a space they are already familiar with, in order to
cut down on anxiety. The foundation of You and Me is based on interpersonal
learning theory, through guided learning, discussion, and activities, children will
learn by interacting with one another, working towards creating and maintaining
healthy relationships, by building Interpersonal skills.

Why “You and Me” is important

Social skills play an important role in a child’s life as without social skills,
children tend to struggle academically and have a hard time building
relationships with their peers (Kwon, Kim & Sheridan, 2014, p. 455). By learning
social skills, children increase their confidence helping them to develop positive
interpersonal skills such as helpfulness, empathy, sharing and friendliness (Kwon
et al., 2019 p. 458). Children who develop these social skills tend to engage better
in school, aggression is decreased, and children create meaningful relationships
with their peers, which has a positive impact on their mental health (Kwon et al.,
2019 pp. 456,463). By implementing a social skills program, the facilitator can
help children navigate through their emotions and aid in their ability to increase
skills that will benefit their daily lives. As without increasing social skills for
children tend struggling to fitting into social norms, children may develop
depression and or anxiety, resulting in children withdrawing further socially from
their peers, leaving children to have difficulties with self-control and regulation of
their emotions (Laghi, Baiocco, Cannoni, Di Norcia, Baumgartner, & Bombi, 2013,
p. 1095).
 Vision
To enhance a child’s ability to create meaningful relationship’s, aiding in their
personal development through enhancing their confidence, self-esteem. and
awareness of self. Allowing for a positive impact on a child’s mental health
and social behaviour’s in the future.

Mission

To help children navigate through their emotions, showcasing their resilience

and helping them to create meaningful relationships with their peers, by
building interpersonal skills.

Values
You and Me values the uniqueness of children and their experiences,
believing that each child has the unique ability to enhance the world around
them.

Goals
To help students create meaningful relationships with their peers. You and
Me aims to aid in participants wellbeing both personally and in school, by
increasing their self-awareness, self-esteem and self-confidence.

(Self Confidence, n.d.)

 Screening/Assessment
Over the phone questionnaire for the parent/guardian/caregiver enrolling a child in You and
Me – Information filled in by the group facilitator

Name:__________ Age:_________ School:__________ IPP: Y/N

Scale one to five – one being the lowest and five being the highest
1 2 3 4 5
How would you
rate your child’s
social skills?
How would you
rate your child’s
behaviour’s with
their peers?
How would you
rate your child’s
ability to create
healthy
relationships?
How often is
your child upset
after school?
How would you
rate your child’s
relationships
with peers?
How would you
rate your child’s
self-esteem?
How would you
rate your child’s
ability to build
relationships
How would you
rate your child’s
interpersonal
skills?

(Continued on next page)

 Screening/Assessment
In your own words, can you tell me how you think your child struggles with social skills?

What are your child’s strengths?

When you child comes home upset from school, is there a common theme?

Would your child want to participate in a social skills group?

Does your child have siblings, if so, how are your child’s relationships with their siblings?

Does your child participate in any group sports or activities outside of school? If so, what
kind?

If your child had one wish, what would it be?

If you had one wish for your child, what would it be?

Any additional information you feel would be good to know before moving forward?
 Screening/Assessment
Filled out by the facilitator, from the information obtained in the
screening/assessment

From the information gathered are there commonalties between children enrolled in You
and Me?

Are the goals of the child and parent/caregiver/guardian in-line with the group goals?

Will the strengths of the child be beneficial to other participants?

Will the weakness(s) of the child be beneficial in helping the other participants learn through
interpersonal theory?

Do you think the child’s areas of weakness are ones that will be addressed throughout the
module?

Does the child want to participate in the program?

Does the child have difficulties creating and maintaining friendships with their peers?

Does the child struggle with social behaviour’s that are directly affecting their confidence
and self-esteem?

If the answer is yes for three or more of the questions above, the
child will be welcome to participate in the You and Me program
Additional information regarding the decision to allow or disallow the child into the program
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 Informed Consent
Who we are: You and Me is run by registered social workers, guided by the Alberta College
of Social Workers – Standards of Practice (2015) and the Canadian Association of Social
Workers - Guidelines for Ethical Practice (2005). You and Me is aimed towards helping
children implement appropriate social behaviour’s into their everyday lives. Through You and
Me, children will learn interpersonal skills that will assist them in becoming more self-aware,
allowing them to build a higher sense of self, aiding in their confidence and self- esteem.

Services offered: The You and Me module is set out into seven-week sessions, running
every Wednesday from twelve till one, inside the child’s school library. You and Me will
provide resources, promoting social skills, helping children to navigate through their
emotions and learn social behaviour’s to enhance their wellbeing. Each session is outlined
below:
Week 1: Social Skills Week 2: Expected and Unexpected Behaviour
Week 3: Social Behaviour Week 4: Emotions
Week 5: Emotional Regulation Week 6: Positive Thinking Week 7: Working Together
We encourage open communication and commitment on the behalf of yourself and the child
enrolled in You and Me.

Clients Rights: Children and guardians/parents/caregivers have the right to ask

questions and be informed about decisions made throughout the learning activities
presented. Children and their guardians/parents/caregivers have the right to self-
determination and to make informed decisions on if the group is the right fit for them.
Children and guardians/parents/caregivers have the right to ask for help, advice, or referral
to another program at any time.

Confidentiality: Confidentiality is important to You and Me, written documentation of each

session will be kept with the social worker. It is imperative to understand that limitation exist
regarding confidentiality as legislations are in place in which You and Me must comply. If
your child is at risk of harming themselves or others or if abuse to your child is suspected,
You and Me has a duty to report. As well as, in cases where disclosure is mandated by
judicial review and court subpoenas.

Fee’s for service: all our services are offered at no cost to the client. The goal of You and
Me is to help children build relationships with their peers, further aiding in their development
of social skills without adding financial stress to your family.

Termination of Services: At any time throughout the module,

guardians/parents/caregivers may withdrawal the child from the services being offered. It is
asked that the child attend all seven sessions, as each week relates to previous learning
from the week prior. If your child must miss sessions, please email the social worker. If your
child misses more than two of the seven-week program, it is asked that the child
withdrawals from the group, allowing them to be re-enrolled for a new start date.

Informed Consent Agreement:

I ___________, have read the agreement and hereby agree to the terms of this agreement,
giving _________ (child) permission to take part in the You and Me module. I understand
that You and Me, cannot guarantee changes in social behaviour.

Parent/Guardian/Caregiver Child Participating Client Signature Date

__________________ __________________ ________________ ___________

Social Workers Name Social Worker Signature Date

__________________ __________________ _____________

 Group Rules

Participation
• Each student is recommended to participate each week, and encouraged
to take part in group discussions and activities

Respect for one another

• Treat one another fairly by respecting one another’s unique feelings and
experiences, no making fun of one another, listen when someone is
talking. If the facilitator claps her hands, copy the sound that is made
and put your focus on the facilitator.

Confidentiality
• What is shared in group, is not to be shared with students outside of
group

Arrive on time
• As our time is limited, please come straight from class when lunchtime
starts, dawdling in the halls is not respectful to the members of the group

Brave space
• Our time together allows for you to feel heard, together we will explore
feelings without judgement and support one another.

Additional group rules, added by the group

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 Attendance Sheet

Name Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Notes regarding attendance:

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Is your child looking for an interactive way to learn
social skills?

You and Me is a social skills group, inclusive to children ages 7- 10

who are struggling to build healthy relationships with their peers.

The foundation of You and Me is built on working towards creating

and maintaining healthy relationships, Through building
Interpersonal skills.

You and Me Runs Wednesdays from twelve till one, for seven weeks
in the school library.

For more information, please contact Kate Dragon at

kateadragon@gmail.com
 Post survey
To be emailed to the parents/caregivers/guardians
Part one to be completed by the parents/caregivers/guardians

• Did you notice your child demonstrating any new interpersonal skills, if so, what were
they?

On a scale of one to five, please rate the following:

1 2 3 4 5
Disagreeable Somewhat Neither Somewhat Agreeable
Disagreeable Agreeable or Agreeable
Disagreeable
Was
You and Me
beneficial to
your child
Did your child
learn social
skills
Would you
recommend
this group to
other parents
Did your child
seem to enjoy
coming to the
group
How would
you rate your
child’s
understanding
of expected
and
unexpected
behaviour’s
Was the
homework
provided
helpful
 Part two
Post survey questions to be answered by the child, read aloud by the
parents/caregivers/guardians

• How did you find the activities throughout the past seven weeks, is there one that
stood out? Is there one you didn’t like?

• How do you think we could make this program more fun?

• What is something that you learned through our time together?

• Did you enjoy coming to the group? Why or why not

• Do you feel you are more confident?

• Have you built stronger relationships with your peers?

• Do you think your classmates would want to join this group?

• If you could tell the facilitator one thing, what would it be?

Any additional information you would like to share with the facilitator?
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 Contact Sheet
Parents/Guardians/Caregivers

Childs Name Parents/Guardians/Caregivers Phone Number Email Address

Name
 Note to the Facilitator
• Please familiarize yourself with the weeks content, if you have any questions please
contact Kate at 403-970-4464 or kateadragon@gmail.com

• The group facilitator is to bring this binder with them each week, following the weeks
outline for activities and discussion. Remembering to bring the supplies outlined as
essential

• Please arrive 20 minutes early, enter through the front doors and check in with the
school reception allowing them to know you have arrived and pick up your visitor tag

• Begin to set up the space early allowing for tables, chairs and supplies to be set up
according to the week’s activities

• Makes sure to have adequate time to properly clean the space after use, set it up
how you found it, and remember to check out with reception on your way out

• It is important that the facilitator actively cue the children to participate, paying
attention to their body language and engage them with age appropriate language and
behavioral techniques

• Please remember to email the parents/guardians/caregivers about the assigned

homework, or if something came up that is important for their
parents/guardians/caregivers to know about. You can find their information on the
contact sheet.

• Please fill out session notes, what worked, what did not work, general observations,
and recommended check in’s for next session

Most importantly remember to have fun! 😊

 What are Social Skills - Week One
Facilitator: Kate Dragon or a registered social worker (RSW) filling in

Theme: What are social skills?

Supplies • Attendance sheet

• Poster board with group rules
• Markers
• Print outs of the telephone games rules and social skills
• Treat of the week stickers
• Eight chairs
• Three tables
• Tape

Set up before the • Set up eight chairs

session • Put three tables in a horse shoe shape facing the white
(20 mins)
board
• Hang a poster board on the wall in which you will use for the
first activity- write what are social skills on the poster board
with marker
• Hang the group rules on the white board
• Put the supplies for the activities on a table close by

Welcome and • Welcome to You and Me

Introduction • Introduce yourself
(15 mins)
• Take attendance
• Have the participants eat their lunch while you finish the
introduction
• Let everyone know you’re happy to be spending every
Wednesday from 12-1 together for the next seven weeks
• Talk about how “You and Me” is designed to help you
recognize behaviour’s in daily interactions – to create and
maintain healthy relationships
• Talk about how each week is going to be a little different, as
we will be working on building on social skills through
different activities
• Go over group rules, see if there are any the children would
like to add
 • Go over the group goals that have been set, ask if there are
any more to be added and explain any goals to the students
for better understanding

Icebreaker Activity • As the kids sit in the u shape, tell them we are going to play
(10 mins) the telephone game
• How to play the game is on the telephone game sheet

Discussion • Theme of the week – What are social skills

(10 mins)
• “Social skills are the skills we use to communicate and
interact with each other, both verbally and non-verbally,
through gestures, body language and our personal
appearance” (SkillsYouNeed, 2019).
• Ask the participants if they know what Social Skills are? Tie
in the telephone game
• Ask the participants what they thought of the game, did they
have to use any skills in the game? Example - Active
Listening, Participation
• Then discuss how without active listening, what happens
with perception

Social Skills • On the white board, have the participants brainstorm what
Activity/ Discussion they think social skills are
(15 Mins)
• Use the “50 Social skills for kids” sheet if you need more
ideas
• Expand on why the social skills the participants named are
important to building self-awareness, self-esteem and
relationships with their peers

Wrap-up and • Let the participants know that next week we will be talking
Homework about expected and unexpected behaviour’s and reiterate
(10 min) that each week will be different
• Let the participants pick their treat of the week - this week is
a sticker
• Homework – let the participants know you will email their
parent/caregiver/guardian asking them to help with setting
an individual goal for a social skill they want to work on
 What are Social Skills - Week One Session Notes

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 Expected and Unexpected Behaviour’s - Week Two

Facilitator: Kate Dragon or a registered social worker (RSW) filling in

Theme: Expected and Unexpected Behaviour’s

Supplies • Attendance sheet

• Poster board with group rules
• Markers
• Print out four copies of “Expected and Unexpected Behavior
Sorts” (Teachers Pay Teachers, n.d.).
• Print the “Social Problem Solving Task Cards” (Teachers Pay
Teachers, n.d.).
• Treat of the week - erasers
• Eight chairs
• Three tables
• Tape
• Eight glue sticks
• Eight sets of scissors

Set up before the • Set up eight chairs

session • Put three tables in a horse shoe shape facing the white
(20 mins)
board
• Hang the group rules on the white board
• Have laptop set up to projection screen to play - On a Train
https://youtu.be/_2stbbj3ZQY
• Put the supplies for the activities on a table close by

Welcome and • Welcome back to You and Me

Introduction and • Take attendance
Check in • Have the participants eat their lunch
(10 mins)
• Check in on how last week’s homework of setting their own
individual goal went
• Introduce todays theme of expected and unexpected
behaviour’s – explain that expected behaviour’s are
behaviour’s when we do what is appropriate and unexpected
behaviour’s are when we do things that are not appropriate
for the situation – these can be seen with how we interact
with our peers and in different environments
 • Play “On a Train” https://youtu.be/_2stbbj3ZQY

Expected and • Discuss the video, what did the participants notice?
Unexpected • Split the children into four groups of two and hand out
Behaviour’s “Expected vs unexpected behavior sort (Teachers Pay
Teachers, n.d.). Have the children work as a team to cut out
Activity one and and glue the behaviour to where it belongs
discussion • Once each group has finished, discuss why the behaviour’s
(15 mins)
were expected or unexpected

Expected and • Tell the participants you are going to read aloud a situation
Unexpected then have them work with a partner to role play what is
Behaviour’s unexpected in the situation and what is expected in the
Activity Two and situation, using the “Social Problem Solving Task Cards”
Discussion (Teachers Pay Teachers, n.d.)
(25 min) • Split the children into pairs by number them one to four,
have them find the other child who has the same number as
them for the activity
• Move in to discussion once all the cards are acted out, ask
the participants if they noticed any common themes in what
is expected and what is unexpected

Wrap-up and • Let the participants know that next week we will all become
homework social detectives
(10 min) • Let the participants pick their treat of the week - this week is
an eraser
• Homework – let the participants know you will email their
parent/caregiver/guardian like you did the week before
asking them to help you observe expected and unexpected
behaviour’s throughout the week
Expected and Unexpected Behaviour’s - Week Two Session Notes

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 Social Behaviour - Week Three

Facilitator: Kate Dragon or a registered social worker (RSW) filling in

Theme: Social Behaviour

Supplies • Attendance sheet

• Poster board with group rules
• Two boxes of markers
• Two boxes of pencil crayons
• Treat of the week- pencil
• Eight chairs
• Three tables
• Tape
• Eight glue sticks
• Eight sets of scissors
• Eight copies of the “Social Detectives Craftivity Mobile”
(Dabbling Speechie, 2019)
• Printed image of “Social Context Detective” (Speech Paths,
2016)
• The book “You are a social detective” by Michelle Winner &
Pamela Crooke (2008)
• Two books of construction paper
• Individual hole punch
• Box of paperclips

Set up before the • Set up eight chairs

session • Put three tables in a horse shoe shape facing the white
(20 mins)
board
• Hang the group rules on the white board
• Hang image of the “Social Context Detective” (Speech Paths,
2016)
• Put the supplies for the activities on a table close by

Welcome, • Welcome back to You and Me

Introduction, and • Take attendance
Check in • Have the participants eat their lunch
(10 mins)
 • Check in on how last week’s homework of what they
observed to be expected and unexpected throughout the
week
• Introduce todays theme of social behaviour

Social Behaviour’s • Introduce the book “You are a social detective” by Michelle
Activity one and Winner Pamela Crooke (2008) – student will continue to eat
discussion their lunch through the reading
(25 mins)
• Begin to read the book aloud
• Throughout the reading, actively cue the participants to take
part in understanding behaviour’s presented in the book

Social Behaviour’s • Hand out supplies for the “Social Detectives Craftivity
Activity Two and Mobile” (Dabbling Speechie, 2019).
Discussion • While participants do the craft, discuss the importance of
(20 min) using our eyes, brains and ears in order to be social
detectives

Wrap-up and • Let the participants know that next week we will be talking
homework about the different types of emotions
(5 min) • Let the participants pick their treat of the week - this week is
an pencil
• Homework – let the participants know you will email their
parent/caregiver/guardian like you did the weeks prior. This
week you will be asked to use your social detective skills to
help you understand body language and social behaviour’s
 Social Behaviour’s - Week Three Session Notes

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 Emotions - Week Four

Facilitator: Kate Dragon or a registered social worker (RSW) filling in

Theme: Emotions

Supplies • Attendance sheet

• Poster board with group rules
• A box of markers
• Eight copies of “Emotional Regulation Bingo” (Bingo Baker,
2019)
• Call card for “Emotional Regulation Bingo” (Bingo Baker,
2019)
• The “Emotion Faces” print out (Therapist Aid, 2019)
• The “Emotion Reference Sheet” print out (Therapist Aid,
2019).
• Eight bingo dabbers
• Treat of the week - a stamp
• Eight chairs
• Three tables
• Tape
• Bowl
• Scissors

Set up before the • Set up eight chairs

session • Put three tables in a horse shoe shape facing the white
(20 mins)
board
• On the write the heading types of emotions on the white
board
• Cut out “Emotion Faces” and put them in a bowl (Therapist
Aid, 2019)
• Hang the group rules on the white board
• Put the supplies for the activities on a table close by

Welcome and • Welcome back to You and Me

Introduction and • Take attendance
Check in • Have the participants eat their lunch
(15 mins)
 • Check in how last week’s homework went, did their social
detective skills come in handy? Were they able to pick up on
anything new?
• Introduce todays theme of emotions
• Explain that everyone has emotions and it is normal and
natural to feel many different emotions

Different Emotions • Explain that you are going to pass around a bowl, and each
Activity one and person will take a turn acting out the emotion that they
discussion choose (EdTechReview, 2019).
(15 mins)
• After each time someone acts out an emotion, write on the
white board different words that can also represent that
emotion. You can use the “Emotion Reference Sheet”
(Therapist Aid, 2019). Remember to only use age
appropriate wording.
• Have the participants join in the brainstorming

Emotion Bingo • Hand out the bingo Cards for “Emotional Regulation Bingo”
Activity Two and (Bingo Baker, n.d.).
Discussion • Read the “Emotional Regulation Bingo- Call List” (Bingo
(25 min) Baker, n.d.).
• When each kid gets one of the saying called, have them give
an example.
• The winner of bingo will get a sticker

Wrap-up and • Let the participants know that next week we will talk about
homework emotional regulation
(10 min) • Explain to the participants that emotional regulation is ways
in which we can calm our bodies when we are feeling
overwhelmed or angry
• Let the participants pick their treat of the week - this week is
a stamp
• Homework – let the participants know you will email their
parent/caregiver/guardian like you did in previous weeks.
This week you will ask that the participants work on using
new words for emotions they learned out today
 Emotions - Week Four Session Notes

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 Emotional Regulation - Week Five

Facilitator: Kate Dragon or a registered social worker (RSW) filling in

Theme: Emotional Regulation

Supplies • Attendance sheet

• Poster board with group rules
• A box of markers
• Book “Breathe with me” by Mariam Gates
• Activity “Mindfulness Breathe Boards” (Teachers Pay
Teachers, n.d.).
• Poster “Anger Iceberg” (Therapist Aid, 2019)
• Treat of the week - bouncy balls
• Eight chairs
• Three tables
• Tape

Set up before the • Set up eight chairs

session • Put three tables in a horse shoe shape facing the white
(20 mins)
board
• Post the “Anger Iceberg” (Therapist Aid, 2019) on the white
board
• Hang the group rules on the white board
• Put the supplies for the activities on a table close by

Welcome and • Welcome back to You and Me

Introduction and • Take attendance
Check in • Have the participants eat their lunch
(10 mins)
• Check in how last week’s homework went, what types of
words did you practice using to explain your emotions?
• Introduce todays theme of emotional regulation
• Explain that sometimes our emotions can get the best of us,
and today we are going to focus on what to do with our
anger and understanding why we are feeling angry.
Anger • Read aloud the “Anger Iceberg” (Therapist Aid, 2019).
Activity one and Posted on the white board - explain how anger can be a
discussion bunch of emotions all at the same time.
(15 mins)
• Have the participants explain one at a time what anger feels
like in their bodies
• Hand out the “Mindfulness Breathe Boards” (Teachers Pay
Teachers, 2019)
• Explain that it can be helpful when our bodies and minds
feel angry to take a moment and practice breathing.
• Do the “Mindfulness Breathe Boards” (Teachers Pay
Teachers, n.d.) activity together

Emotion Bingo • Read “Breathe with me” by Mariam Gates aloud to the
Activity Two and participants
Discussion • Through reading the book, have the participants sit on the
(25 min) floor and do the breathing exercises in the book.
• Once the book if finished, ask the students to share how
they are feeling

Wrap-up and • Let the participants know that next week we will talk about
homework positive thinking
(10 min) • Let the participants pick their treat of the week - this week is
a bouncy ball
• Homework – let the participants know you will email their
parent/caregiver/guardian like you did in previous weeks.
This week you hope the participants practice the breathing
technique they learned when they get angry
 Emotional Regulation - Week Five Session Notes

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 Positive Thinking - Week Six

Facilitator: Kate Dragon or a registered social worker (RSW) filling in

Theme: Positive thinking

Supplies • Attendance sheet

• Poster board with group rules
• Two boxes of markers
• Two boxes of pencil crayons
• Print out of how to play “Don’t Smile or Laugh”(Icebreaker
Ideas, 2019)
• Ten Print outs of how to “How to make a fortune teller”
(Teachers Pay Teachers, n.d.).
• Ten print outs of the template for “Fortune Teller Cootie
Catcher” (Teachers Pay Teachers, n.d.).
• One print out of the to show as an example “Positive
Thinking Fortune Teller” (Teachers Pay Teachers, n.d.).
• Activity “Mindfulness Breathe Boards” (Teachers Pay
Teachers, 2019
• Eight copies of the “About me” (Therapist Aid, 2016)
worksheet
• Treat of the week- Packs of seeds to plant
• Eight chairs
• Three tables
• Tape
• Eight sets of scissors

Set up before the • Set up eight chairs

session • Put three tables in a horse shoe shape facing the white
(20 mins)
board
• Hang the group rules on the white board
• Put the supplies for the activities on a table close by

Welcome and • Welcome back to You and Me

Introduction and • Take attendance
Check in • Have the participants eat their lunch
(10 mins)
 • Check in how last week’s homework went, did you practice
breathing exercises, if so, what was your experience like?
• Introduce todays theme of positive thinking
• Explain that sometimes when we look at things a different
way, it can make a difference in how we feel

Game play • Play Have the participants “Don’t Smile or Laugh”

Activity one and (Icebreaker Ideas, 2019)
discussion • Talk with participants about how the game made them feel,
(15 mins)
was it hard to hold in your laughter? How was it knowing that
you shouldn’t laugh? Did you try looking at the situation
differently?
• Talk to the participants about how situations can change
when you look at them differently

Positive Thinking • Hand out the “How to make a fortune teller” (Teachers Pay
Activity Two and Teachers, n.d.) and the template for “Fortune Teller Cootie
Discussion Catcher” (Teachers Pay Teachers, n.d.).
(25 min) • Give the participants markers, pencil crayons, and scissors
• Show the example of the “Positive Thinking Fortune Teller”
(Teachers Pay Teachers, n.d.).
• Have the participants write positive notes to themselves. If
they get stuck help them by asking questions about things
they like about themselves or nice things others have said
about them, Or ask them about nice sayings they have heard
Example: reach for the stars
• Once the craft is done, ask the participants how they feel
about writing nice notes to themselves

Wrap-up and • Let the participants know that next week will be our last
homework week together – there will be a pizza party! What is your
(10 min) favourite pizza?
• Let the participants pick their treat of the week - this week it
is a bag of seeds to plant.Let the participants know this
week treat represents growth
• Homework – let the participants know you will email their
parent/caregiver/guardian like you did in previous weeks.
This week I will be sending home an “About me” (Therapist
Aid, 2016) worksheet to help with understanding more
things to be proud of about yourselves.
 Positive Thinking - Week Six Session Notes

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 Working Together - Week Seven

Facilitator: Kate Dragon or a registered social worker (RSW) filling in

Theme: Working Together

Supplies • Attendance sheet

• Poster board with group rules
• Two boxes of markers
• Two boxes of pencil crayons
• Print out of how to play “The Human Knot Game”(Icebreaker
Ideas, 2019)
• Eight copies of “Collaborate” (Teachers Pay Teachers,
2017).
• Book “I am human” by Susan Verde
• Treat of the week – pizza!
• Eight chairs
• Three tables
• Tape
• Eight sets of scissors
• Eight glue sticks
• Package of paper plates
• Package of napkins
• Eight “Certificates for Great Behaviour” (Teachers Pay
Teachers, n.d.).

Set up before the • Order pizza to arrive before noon

session • Write the name of each participant on a certificate
(20 mins)
• Set up eight chairs
• Put three tables in a horse shoe shape facing the white
board
• Hang the group rules on the white board
• Put the supplies for the activities on a table close by

Welcome and • Welcome to our last session of You and Me

Introduction and • Take attendance
Check in
(10 mins) • Have the participants gather their own plates and sit down
to eat the pizza
• Check in how last week’s homework went, did you discover
more about yourselves?
• Ask the participants how they are feeling about today being
the last session?

Activity one book • Read aloud the book “I am human” by Susan Verde
reading, game, and • Put emphasis on how the book relates to each person
discussion always growing
(20 mins)
• Tell the participants how proud you are of the growth you
have seen the last six weeks
• Play the Human Knot Game”(Icebreaker Ideas, 2019)
• After the game, talk about what was challenging and what
worked well
• Discuss with the participants the importance of working
together and having active listening and strong
communication

Collaborative • Hand out “Collaborate”( Teachers Pay Teachers, 2017) with

Drawing supplies
Activity Two and • Explain that once everyone finishes their picture, we can
Discussion piece them together to make one large piece of art work.
(20 min) • Discuss once the art project is completed how it showcases
how meaningful it can be to work together, allowing the
group to create something to be proud of

Wrap-up and • Hand out “Certificates for Great Behaviour” (Teachers Pay
Termination Teachers, n.d.).
(10 min) • Let the participants know it has been a pleasure working
with them and that you hope they will continue to build their
social skills
• Homework – let the participants know you will email their
parent/caregiver/guardian a survey for them to complete
together
• Say good bye, thank everyone for attending and hope they
continue to work towards their goals
 Working Together - Week Seven Session Notes

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 References
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