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Group Project: Small Group Counseling Unit & Narrative

Angela Chism, Amber Butler, Carly Wampler

Department of Counseling, Regent University

COUN 519: Program Development & Evaluation for School Counselors

Professor Erica Daniels

November 13, 2021

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Small-Group Counseling Session

School Counselor Name: Amber Butler, Angela Chism, Carly Wampler

School: Peter Griffin Elementary School

Title of Group: Social Skills Group

Grade Level: 5th Number of Sessions: 1of 6

Session Topic: Communication

SMART Goal for Group:

Over the course of six weeks, students in the small group will learn how to communicate
effectively and assertively to resolve conflict, give and receive feedback, and set healthy
boundaries in order to reduce the number of verbal offenses.

Objective:
Students will be able to identify various communication styles, how to communicate assertively,
and will practice nonverbal communication skills.

ASCA Mindsets and Behaviors:

● M1: Belief in development of whole self, including a healthy balance of mental,
social/emotional, and physical well-being
● B-SS1: Use effective oral and written communication skills and listening skills
State standards:
● EP4. Demonstrate good manners and respectful behavior towards others

Materials:
● Whiteboard and dry erase marker OR poster sheet and marker.
● Communication Worksheets for each student (Appendix A)
● Writing utensils for each student
● 1 copy of the role-play scenario sheet (Appendix B)
● Pre-test for each student (Appendix Q)

Activity: (30 min session)

● Administer Pre-Test (2 mins)

● Icebreaker (5 mins)
○ Tell students to get in a line according to their birth order without making any
noise. Discuss why it was hard to do this without making any sound. Process the
importance of communication.
● Activity (3 mins)
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○ Write on whiteboard (or poster paper) “Ways we communicate.'' Have students

come up and write different methods of communication (or have them call out
ideas while you write). Help them recognize the various ways of communicating
besides talking.
● Game (8 mins)
○ Have students sit in a circle. Explain that no more or less than 2 students may
stand at the same time. The two students are only allowed to stand for 10
seconds before they need to sit and be immediately replaced by someone else.
All this must be done without sound, using only nonverbal communication to
determine who will sit and stand. The goal is to keep the game going for as long
as possible.
● Worksheet (10 mins)
○ Pass out communication worksheets and have them complete them. When they
are done, if time allows, assign a role-play scenario and have them act it out in
the various communication styles.
● Wrap up (2 mins)
○ Briefly review the lesson and challenge students to be aware of how they are
communicating this week.

Evaluation (PRE TEST):

Pre/Post-Test Questions:
(Likert scale of 1-5 ranging from 1: “strongly disagree” to 5: “strongly agree”)
● I know how to use assertive communication skills: 1 2 3 4 5
● I know how to respond instead of reacting when I’m upset: 1 2 3 4 5
● I know how to give and receive feedback: 1 2 3 4 5
● I know how to resolve conflicts: 1 2 3 4 5
● I know how to have healthy boundaries: 1 2 3 4 5
● I know what a healthy relationship looks like: 1 2 3 4 5
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Small-Group Counseling Session

School Counselor Name: Amber Butler, Angela Chism, Carly Wampler

School: Peter Griffin Elementary School

Title of Group: Social Skills Group

Grade Level: 5th Number of Sessions: 2 of 6

Session Topic: Expressing Emotions

SMART Goal for Group:

Over the course of six weeks, students in the small group will learn how to communicate
effectively and assertively to resolve conflict, give and receive feedback, and set healthy
boundaries in order to reduce the number of verbal offenses.

Objective:
Students will learn the difference between responding versus reacting and learn about the
connection between thoughts, emotions, and actions (cognitive triangle).

ASCA Mindsets and Behaviors:

● M1: Belief in development of whole self, including a healthy balance of mental,
social/emotional, and physical well-being
● B-SMS2: Demonstrate self-discipline and self-control

State standards:
● EP4. Demonstrate good manners and respectful behavior towards others
● EP12. Use strategies for handling conflict in a peaceful way

Materials:
● Bottle of water
● Bottle of soda
● Water vs. Soda worksheet for each student (Appendix C)
● React vs .respond worksheet for each student (Appendix D)
● Thoughts, emotions, behaviors worksheet for each student (Appendix E)
● Writing utensils for each student
● Facial expression pictures (cut out) (Appendix F)

Activities: (30 min session)

● Icebreaker (2 mins)
○ Hold up a water bottle and a soda bottle. Shake the soda and ask the students
what will happen once it is opened. Discuss how a shaken soda is like a person
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who cannot manage their emotions. Show them how the water remains calm
when shaken.
● Worksheet 1 (5 mins)
○ Give students the Water vs. Soda worksheet (Appendix 3). Have them share with
the group when they are done.
● Worksheet 2 (8 mins)
○ Give students the React vs. Respond worksheet. You can have them work in
pairs. Go over it as a group when they are done.
● Worksheet 3 (5 mins)
○ Give students the Thoughts, Emotions, Behaviors worksheet. Go over it together
as a group, explaining the connection between thoughts, emotions, and
behaviors (cognitive triangle).
● Activity (8 mins)
○ Show students facial expression pictures, one at a time. Have the students
evaluate the picture (looking at facial expressions, body language, etc. ). Have
students discuss what the picture should be captioned based on the emotion
displayed in the picture.
● Wrap up (2 mins)
○ Briefly review the lesson and challenge students to be aware of whether they are
responding or reacting to different situations this week.
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Small-Group Counseling Session

School Counselor Name: Amber Butler, Angela Chism, Carly Wampler

School: Peter Griffin Elementary School

Title of Group: Social Skills Group

Grade Level: 5th Number of Sessions: 3 of 6

Session Topic: Feedback

SMART Goal for Group:

Over the course of six weeks, students in the small group will learn how to communicate
effectively and assertively to resolve conflict, give and receive feedback, and set healthy
boundaries in order to reduce the number of verbal offenses

Objective:
Students will learn and practice how to give and receive feedback effectively.

ASCA Mindsets and Behaviors:

● M1: Belief in development of whole self, including a healthy balance of mental,
social/emotional, and physical well-being
● B-SS1: Use effective oral and written communication skills and listening skills

State standards:
● EP4. Demonstrate good manners and respectful behavior towards others
● EP12. Use strategies for handling conflict in a peaceful way

Materials:
● Reflection worksheet for each student (Appendix G)
● Accepting feedback steps handout for each student (Appendix H)
● One copy of role-play scenarios (Appendix I)
● Giving feedback worksheet for each student (Appendix J)
● Writing utensils for each student

Activities:(30 min session)

● Icebreaker (8 mins)
○ Have students complete reflection worksheet. Discuss as a group when they are
finished. Explain how feedback can be valuable and how learning to give and
receive feedback in a healthy way can help to reduce conflict.
● Lesson (5 mins)
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○ Provide Accepting Feedback Steps Handout and explain each step. Emphasize
that arguing should never be part of accepting feedback. Have students practice
these steps in an assigned role-play scenario with a partner.
● Worksheet (15 mins)
○ Provide Giving Feedback worksheet. Explain that understanding how to give
feedback is just as important as learning to accept feedback. Have them work
individually, with a partner, or as a group to practice these skills.
● Wrap up (2 mins)
○ Briefly review the lesson. Encourage students to practice using their new skills in
giving and receiving feedback this week.
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Small-Group Counseling Session

School Counselor Name: Amber Butler, Angela Chism, Carly Wampler

School: Peter Griffin Elementary School

Title of Group: Social Skills Group

Grade Level: 5th Number of Sessions: 4 of 6

Session Topic: Conflict Resolution

SMART Goal for Group:

Over the course of six weeks, students in the small group will learn how to communicate
effectively and assertively to resolve conflict, give and receive feedback, and set healthy
boundaries in order to reduce the number of verbal offenses

Objective:
Students will learn and practice various methods of resolving conflict.

ASCA Mindsets and Behaviors:

● M1: Belief in development of whole self, including a healthy balance of mental,
social/emotional, and physical well-being
● B-LS1: Demonstrate critical thinking skills to make informed decisions
● B-LS9: Gather evidence and consider multiple perspectives to make decisions

State standards:
● EP4. Demonstrate good manners and respectful behavior towards others
● EP12. Use strategies for handling conflict in a peaceful way

Materials:
● Writing utensils for each student
● Conflict resolution methods worksheet for each student (Appendix K)
● Roleplay scenario slips for each pair of students (Appendix L)

Activities:(30 min session)

● Icebreaker (5 mins)
○ Place a random object in front of the group. Have the students brainstorm how
many different ways they could use this object. Explain that when conflicts arise,
they can resolve them by brainstorming solutions like they did in this activity.
● Worksheet (8 mins)
○ Have students work on the conflict resolution methods worksheet individually or
in pairs. As a group, discuss the best and worst ways to resolve a conflict. Have
them discuss which method they tend to use most.
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● Activity (15 mins)

○ In pairs, assign students a roleplay scenario and tell them they will perform this
scenario in front of the group in each of the methods of conflict resolution. Give
them a few minutes to prepare before they perform their scenarios for the
group.
● Wrap up (2 mins)
○ Briefly review lesson. Encourage students to utilize their new skills in conflict
resolution this week.
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Small-Group Counseling Session

School Counselor Name: Amber Butler, Angela Chism, Carly Wampler

School: Peter Griffin Elementary School

Title of Group: Social Skills Group

Grade Level: 5th Number of Sessions: 5 of 6

Session Topic: Boundaries

SMART Goal for Group:

Over the course of six weeks, students in the small group will learn how to communicate
effectively and assertively to resolve conflict, give and receive feedback, and set healthy
boundaries in order to reduce the number of verbal offenses

Objective:
Students will learn what boundaries are and how to set healthy boundaries.

ASCA Mindsets and Behaviors:

● M1: Belief in development of whole self, including a healthy balance of mental,
social/emotional, and physical well-being
● B-LS1:Demonstrate critical thinking skills to make informed decisions

State standards:
● EP9. Understand decision making and problem-solving strategies
● EP11. Use strategies for managing peer pressure
● EP12. Use strategies for handling conflict in a peaceful way.

Materials:
● Colored slips of paper (4 slips in each color for each student)
○ Can use construction paper or cut from the colored block sheet (Appendix M)
● Writing utensils for each student
● Boundaries worksheet for each student (Appendix N)

Activities: (30 min session)

● Icebreaker (15 mins)
○ Give each student four slips of paper in each color (purple, blue, orange, yellow,
green). On each purple paper slip, they will write down an object they need
every day for functioning. On each blue paper slip, they will write down an
important location in their life. On each orange paper slip, they will write an
important person in their life. On each yellow paper slip, they will write a goal
they have for themselves. On each green paper slip, they will write an important
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memory. Once done, have students spread out and look over their paper slips.
Have them choose five to eliminate. Then ask them to remove four more. Then
ask them to remove three more. Then ask them to remove two more. Then have
them remove one more. This should leave them with their top five paper slips.
Have the students come up with one word that represents each card and have
them share those words. Explain that these are their top five values. Discuss how
boundaries can be guided and driven by our values.
● Worksheet (5 mins)
○ Pass out boundaries worksheet. Explain the different types of boundaries and
have students complete the worksheet. Review it as a group.
● Discussion (8 mins)
○ Talk about someone you know who has porous boundaries. What do they say or
do that makes them not have as good of boundaries as they could have?
○ Talk about someone you know who has rigid boundaries. What do they say or do
that makes them have too many or too strong of boundaries?
○ Think about your own boundaries. What do you think you are doing well? What
might you need to work on?
● Wrap up (2 mins)
○ Briefly review lesson. Challenge students to practice setting healthy boundaries
this week. Remind them that next week will be the last week of the small group.
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Small-Group Counseling Session

School Counselor Name: Amber Butler, Angela Chism, Carly Wampler

School: Peter Griffin Elementary School

Title of Group: Social Skills Group

Grade Level: 5th Number of Sessions: 6 of 6

Session Topic: Relationships

SMART Goal for Group:

Over the course of six weeks, students in the small group will learn how to communicate
effectively and assertively to resolve conflict, give and receive feedback, and set healthy
boundaries in order to reduce the number of verbal offenses

Objective:
Students will be able to identify healthy versus unhealthy relationships.

ASCA Mindsets and Behaviors:

● M1: Belief in development of whole self, including a healthy balance of mental,
social/emotional, and physical well-being
● B-SS2: Create positive and supportive relationships with other students

State standards:
● EP2. Understand how to make and keep friends and work cooperatively with others
● EP2. Understand how to make and keep friends and work cooperatively with others
● EP11. Use strategies for managing peer pressure, and EP12. Use strategies for handling
conflict in a peaceful way

Materials:
● Friendship reflection worksheet for each student (Appendix O)
● Red flags worksheet for each student (Appendix P)
● Writing utensils for each student
● Jenga tower (see options below)
○ Sharpie to write on blocks
○ Chalkboard marker (if prepping blocks with chalkboard paint)
○ Or cut out paper strips and bring tape to attach to Jenga pieces
○ Alternative: leave blocks empty (see activity alternative below)
● Post-test for each student (Appendix Q)

Activities:
● Icebreaker (5 mins)
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○ Hand out the friendship reflection worksheet. Discuss as a group. Process what is
similar and different about their answers.
● Worksheet (5 mins)
○ Discuss with students that they should look out for red flags of unhealthy
relationships within any relationship they are in. Have students complete the red
flags worksheet individually or in pairs. Discuss as a group.
● Activity (15 mins)
○ On Jenga blocks, have students write one healthy relationship quality. When
finished, let them play Jenga (explain how to play the game if needed). Discuss
with the students how, as each healthy relationship piece is taken, the tower
becomes less stable/secure. Process the metaphor with the students.
○ Alternative: instead of having students write on the blocks, simply have them
state a healthy relationship quality as they pull the block from the pile. This will
provide more playtime and allow more time for post-game discussion.
● Administer Post-test (2 min)
● Wrap up (3 min)
○ Briefly review lesson. Challenge students to look for healthy qualities and red
flags in their relationships this week. Thank them for being part of the group. Do
a quick round to have each student share what their main takeaway from the
group is.

Evaluation (POST TEST):

Pre/Post-Test Questions:
(Likert scale of 1-5 ranging from 1: “strongly disagree” to 5: “strongly agree”)
● I know how to use assertive communication skills: 1 2 3 4 5
● I know how to respond instead of reacting when I’m upset: 1 2 3 4 5
● I know how to give and receive feedback: 1 2 3 4 5
● I know how to resolve conflicts: 1 2 3 4 5
● I know how to have healthy boundaries: 1 2 3 4 5
● I know what a healthy relationship looks like: 1 2 3 4 5
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Appendix A

Communication

Communication is the way that we send and receive information. If someone does not have
strong communication skills, they may struggle to get what they want/need. There are three
main communication styles: aggressive, passive, and assertive. Look at each communication
style below and give examples of how someone might respond to each scenario in each
communication style. In general, we want to aim for assertive communication.

😡 😕 😀
Aggressive: Passive: Assertive:
Interrupting, Avoiding eye contact, Expressing wants/
threatening, yelling, not saying your needs and feelings in
name-calling, put- opinion, staying a respectful way, firm
downs, etc. quiet, putting self but polite, treats
Situation: down, etc. others as equals.

Your friend hurt your “YOU’RE SUCH A “Yeah, I guess my “It made me feel sad
feelings when they JERK!” haircut does look when you told me my
said they didn’t like kind of silly…” haircut looked bad.”
your haircut

Your parents are

bugging you to do
your chores.

Your sibling took your

favorite shirt without
asking.

You need to ask your

teacher for help on
your homework.
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Appendix B

Role Play Scenarios Week 1

Someone cuts in front of you in the line at lunch. Roleplay your reaction using the different
styles of communication.

Your friend is telling you that you cannot hang out with other people. Roleplay telling them how
this makes you feel using the different styles of communication.

Your family is at a restaurant and the waiter brings you the wrong order. Roleplay your reaction
using the different styles of communication.

Your friend is talking about you behind your back. Roleplay telling them how this makes you
feel using the different styles of communication.

You are doing work in class and the teacher’s instructions are a little confusing. Role-play how
you might handle this using the different styles of communication.

Someone bumped into you in the hallway and made you drop your things. Roleplay your
reactions using the different styles of communication.
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Appendix C

What keeps you calm like water? What makes you fizz like soda?
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Appendix D

Reacting Vs. Responding

When something happens, we usually have a thought that occurs that is then followed by an
emotion. From there, we can either react or respond to that emotion. Reacting is when we act
defensively or impulsively (without thought). Responding is when we are slower to respond and
think before acting. Below, think about how you might respond versus react to each situation:

Someone bumps into you in the hall

React:

Respond:

You trip in lunch and spill all of your food

React:

Respond:

Your teacher calls you out for talking in class

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React:

Respond:

Your friend lies to you

React:

Respond:

Someone spreads a rumor about you

React:

Respond:

Appendix E
Thoughts, Emotions, Behaviors
Think about a time when you had a big emotion. What happened to make you feel that way?

What were your thoughts?

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What emotions did you feel?

What did you do?

What might you have done differently?

Appendix F
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Appendix G
Feedback Reflections:
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Can you think of a time when someone gave you negative feedback? What was happening and
what did the person say?

How did you feel about what they said?

How did you respond/how did you act after they said what they said?

Could you have done anything differently?

______________________________________________________________________________
Can you think of a time when someone gave you negative feedback? What was happening and
what did the person say?

How did you feel about what they said?

How did you respond/how did you act after they said what they said?

Could/would you have done anything differently?

Appendix H
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Steps to Accepting Feedback:

LOOK
the person in the eyes

LISTEN
to what they have to say

THANK
them for their feedback

DECIDE
if that feedback is useful

If not, you can choose to ignore it. If so, use the feedback for
your personal growth and self-improvement.

Remember, arguing back should NEVER be part of receiving

feedback!
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Appendix I
Role Play Scenarios Week 3:

Parent: Your room is always messy

Teacher: You are being too noisy during class

Friend: I don’t like the person you’ve been hanging out with lately

Neighbor: You and your friends are making too much noise

Parent: You’ve been slacking off on your chores

Teacher: Your assignments seem like you aren’t putting much effort into them

Friend: Your outfit today is interesting…

Principal: You need to stop coming to school late

Friend: I feel like I can’t trust you anymore

Friend: We hang out all the time, I think I need a little space

Teacher: I need you to pay a little more attention in class

Coach: I think you need get some extra practice in before the next game
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Appendix J

Giving Feedback:
Think about giving feedback like a cupcake. On the top of the cupcake, the icing is nice and
sweet. Similarly, we want to start with a positive comment first before we give our feedback.
Then, we can move on to the cake part of the cupcake, or in our case, our feedback.

Let’s practice:

You want to tell your parent that you don’t
feel like they are spending enough time with
you.
Hey, I really love when we get to spend time
together! I know you’ve been really busy
lately, but I miss getting to hang out with you.
Do you think we could do a movie night
together this week?

You want to tell your friend that you were

hurt when they ignored you.

You want to tell your sibling to stop messing

with all of your things.

You want to tell a friend that you don’t like

that they have been making fun of other
students in your class.

You want to tell your sibling that they need

to help more around the house by doing
their share of the chores.
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Appendix K
Conflict Resolution Styles:

What does it Example: Positives? Negatives?

look like?

Avoidance Ignoring/ Someone hits You don’t get in The person may
walking away you and you trouble, people think this is
choose to walk don’t continue “weak” and might
away to get hurt do it again.

Brush it off Pretending

things are fine

Win no matter You win,

what they lose

Finding a Give up
Compromise something in
exchange for
something else

Win-Win Both people win

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Appendix L

Role Play Scenarios Week 4:

Your sibling wants to pick the TV channel, but you also want to watch your show

Your friend starts a rumor about you and spreads it around your school

Your parents won’t let you go to a friend’s birthday party this weekend

Your friend borrows your favorite sweatshirt and loses it

A peer cuts in front of you at lunch

Your sibling wants the last cookie, but you also want the cookie

Your friend wants to hang out, but you are already hanging out with someone they don’t like.

Your friend says something rude to you

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Appendix M
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Appendix N
Boundaries
Boundaries are the limits and rules we set within our relationships. There are three different
types of boundaries: Porous, Healthy, and Rigid. Porous boundaries are like sponges that can let
water through. This type of boundary is not very strong. People sometimes take advantage of
those who have porous boundaries. Rigid boundaries are like a wall; they are designed to keep
things/people out. In some cases, rigid boundaries might be too strong and can prevent people
who have them from getting what they need. Healthy boundaries occur when someone finds a
good balance between being flexible with people and putting up limits. Let’s practice identifying
the different types of boundaries using the examples below!

Says yes to avoid rejection Accepts when others say no Communicates needs to others
Doesn’t ask for help Accepts disrespect Avoids close relationships
Overshares information Seems detached Gets sucked into drama
Stands up for their values Difficulty saying no Doesn’t talk about feelings

Match the examples above to the correct type of boundary:

Porous Healthy Rigid

Too involved with others, has Comfortable saying yes or no, Keeps others at a distance,
a hard time saying no, comfortable communicating closed off, tries to handle
doesn’t stand up for themself their needs and emotions everything by themself
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Appendix O

Friendship Reflection
Complete the following sentences:

I like friends who…

I don’t like when friends…

My favorite thing to do with friends is…

My favorite memory with my friends is…

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I’m the type of friend who...

Appendix P

Relationship Red Flags

Write down some warning signs, or “reg flags” that tell us that someone might be in an
unhealthy relationship.
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Appendix Q

Pre-/Post-Test

Student Name:_________________________________

Student Grade:____________

Date:_________________

Circle a number that best describes how you feel today

1 means you “strongly disagree”
2 means you “moderately or kinda disagree”
3 means you are “neutral or in the middle”
4 means you “moderately or kinda agree”
5 means you “strongly agree”

● I know how to use assertive communication skills: 1 2 3 4 5

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● I know how to respond instead of reacting when I’m upset: 1 2 3 4 5

● I know how to give and receive feedback: 1 2 3 4 5

● I know how to resolve conflicts: 1 2 3 4 5

● I know how to have healthy boundaries: 1 2 3 4 5

● I know what a healthy relationship looks like: 1 2 3 4 5

Total: __________/30
References

American School Counselor Association (2014). Mindsets and Behaviors for Student Success: K-

12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author.

Department of Education (2004).Standards for school counseling programs in Virginia public

schools. Commonwealth of Virginia. Board of Education

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Narrative

Peter Griffin Elementary School had a total of 123 behavioral offenses in the previous

school year, with 69 of those offenses being against other students and staff. In an effort to

decrease the number of verbal offenses, a small group curriculum on communication and

conflict resolution could help students communicate more effectively and thus reduce the

number of outbursts and offenses. Lessons on boundaries and healthy relationships were also

included in this curriculum to help improve cohesion in the hope that this would also decrease

the number of verbal offenses within the school. The school counseling program identified the
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usage of the ASCA National Standards and how they may be best suited for the students; along

with our mission for the school, the idea of establishing individuality and encouraging the

overall development of students, the small group lessons allow us to target the areas where our

students are lacking. Students should have the opportunity to access all resources necessary to

succeed and while collaborating with teachers and identifying what the needs of the school are,

the school counselors developed a program directly for the empowerment of students.