SESSION 4 OF 6 Kathleen Ellen

Group Title: Social Adventures

Session Title: Sorry! I’m Frustrated

Format:
Introduction:7 minutes
Warm-Up: 13 minutes
Activity: 25 minutes
Discussion: 10 minutes
Summary: 5 minutes

Supplies:
One package of 75-count 3x5 index cards
10 ballpoint pens (black or blue ink)
One package of 24 count Crayola crayons
One Sorry board game & pieces

Description:

1. Introduction:
This group will begin with the compliment “mailboxes” that were introduced in session
two. Each student will receive seven index cards and a pen. They will then write one compliment
for each member of the group, all on individual note cards. Once they have completed the
compliment cards for all group members, they will proceed to place all the cards into the
appropriate paper bag “mailboxes”. Once this activity is complete, the session will continue with
the “feelings question circle” that was introduced in session one. Again, the therapist will begin
by stating her name, how she is feeling that day, and why she is feeling the way she is. Then, by
making eye contact with a student, the therapist will ask “[student’s name], how are you today?”
and then follow it up with, “why are you feeling ____ today?” This student will answer the
feeling questions then proceed to ask another student the same questions. The cycle will continue
until each group participant has asked and answered both questions. Ideally, this introduction
exercise will encourage students to make eye contact with one another during conversation, and
facilitate peer-interaction, through students asking questions to one another. This introduction
exercise will be used at the start of each session, promoting consistency and routines, and
continually developing peer interaction and communication skills. Purpose: The purpose of this
introduction exercise is to encourage students to make eye contact with one another during
conversation, and facilitate peer-interaction, through students asking questions to one another.
This introduction exercise will be used at the start of each session, promoting consistency and
routines, and continually developing peer interaction and communication skills.

2. Warm-Up:
This group will begin with the discussion and creation of a “frustration scale”. Each
student will be given a note card and asked to copy the format on the example provided by the
therapist. As a group, the students and therapist will then discuss what each level of the scale
means and provide examples for each. The lowest level is a one, which might be when the tip of
your pencil breaks or you spill a glass of milk. The highest level of frustration on the scale is a
SESSION 4 OF 6 Kathleen Ellen

five, which may occur when you are stuck in traffic, making you late to a meeting or an
appointment. Together the group will create a list comprised of two or three examples for each
level. With this list, each group member will complete and decorate his or her own scale, listing
the number and the corresponding examples. Purpose: The purpose of this exercise is enabling
the students to recognize appropriate reactions for frustrating situations, and how to better cope
with and regulate their challenging emotions.

3. Activity:
After the warm-up activity is completed, the group will break into 2 smaller groups,
assigned by the therapist. Each group should have no more than 4 members. Under the
supervision and guidance of the therapists, the two groups will play the board game, Sorry, with
their peers. This game was specifically chosen, as it often results in frustration and need for
emotional regulation and coping skills. Throughout the duration of the game, the therapist will
remind the students that they should consult their frustration scales, should they become agitated
during the game. Additionally, the students will be reminded that if they require a break from the
group or would like to ask for help on ways to cope or regulate their emotions, they are
welcomed and encouraged to do so. Purpose: The purpose of this main activity is to allow the
students to participate in a social interaction experience with natural frustrating situations,
therefore encouraging them to react appropriate, utilizing the tools developed in the warm-up.

4. Discussion:
Once the students correctly guess their words, the therapist will lead a group discussion
that reflects on the overall session.

a. Processing:
- How did you feel when your game piece was sent back to home base?
- How did you feel about sending your friend or peer’s game piece back to his or
her home base?
- How comfortable were you using your scale to help you during the game?
- How comfortable were you asking for help if you needed it?
b. Generalizing:
- How difficult was it to regulate your emotions during this game?
- What was the easiest part of this activity?
c. Application:
- Why is it important to regulate your emotions and control your frustration?
- What other situations can you think of when you might be able to use your
scale?
- What other scales could you make to help you in your daily life?

5. Summary:
Overall this session was designed to develop awareness about emotional regulation and
when and why it is important. Students had the opportunity to talk with one another about
frustrating situations and then brainstorm ideas on ways to deal or cope with those emotions.
Through playing a board game the group members were able to apply their scales to a real life
situation, while also enhancing the communication skills they practiced in the previous session.
SESSION 4 OF 6 Kathleen Ellen

References

American Occupational Therapy Association. (2008). Occupational therapy practice framework:

Domain and process (2nd ed.). American Journal of Occupational Therapy, 61, 625-683.

Cole, M. (2005). Group dynamics in occupational therapy (3rd ed). Thorofare, New Jersey:

Slack.