887 Group Proposal

JCMS Regulators

Participants

There will be at least one boy and one girl who are good at emotional regulation, with a

third student who struggles to regulate their emotions, from each 8th grade team. This would

create a group of 9 students with a minimum of 3 boys and 3 girls, and a ratio of 2:1 students

who regulate fairly well to students who struggle to regulate.

Recruitment

Students will be selected by looking over SAEBRES data and asking teachers who they

think would be a good fit for the group. The focus will be primarily on students that are likely to

see the most growth in a short time through peer influence, so some of the more deviant students

will likely not be included.

Rationale

This group will work to promote self-regulation amongst themselves and their peers.

Many of the students at JCMS struggle to regulate when something gets them amped up. Some

have extremely short fuses, and fights are not uncommon. This group would work to teach some

of the students that are struggling to control their emotions some skills in how to control their

emotions through peer interaction and modeling.

Objectives

By the end of the 6th session, participants will be able to accurately identify when they

are becoming dysregulated. They will also be able to name and utilize at least 1 strategy to help

them regulate again while in this state. This will allow them to better regulate themselves while

dealing with stressors at school.

Group Outcomes

The effectiveness of this group will be measured through a short pre/post questionnaire

that will be answerable on a 9-point Likert-type scale. The questions present on the pre/post

assessment will be:

1. I know what the term dysregulated means and what that looks like.

2. I know how I act when I am dysregulated.

3. I know what makes me feel dysregulated.

4. I know at least one healthy coping strategy to use to help regulate myself again.

Time and Location

This group will meet during CAT time (homeroom) on Tuesdays and Fridays in the

counseling conference room for 6 sessions. Each session will last about 15 minutes. This will be

to minimize time of missing classes, especially core classes, as well as missing important days of

CAT time.

Privacy and Confidentiality

See attached.

Group Rules

Prior to the first meeting, I will have these rules printed to hand out to all students in the

group. I will then go over these rules with everyone in the group as we start the first meeting.

1. Show JCMS PRIDE.

2. Do not interrupt others while they are speaking.

3. We keep our hands to ourselves.

4. Have Fun!

Initial Meeting
 See the attached document titled “JCMS Regulators Introduction.”

Group Session Outline

1. Introduction Session (see previous)

2. Learning what dysregulation looks like in others.

a. Title: Dysregulation in Others

b. Icebreaker: Share with Team Groupings one thing that happened to you since our

last meeting, how it made you feel, and what you did following.

c. Activity: Develop a skit to demonstrate dysregulation to show to the group.

d. Key Question: What does dysregulation look like in others? What are signs that

someone else is dysregulated?

e. Goal: Help the students begin to identify what dysregulation looks like.

3. Learning what dysregulation looks like in ourselves.

a. Title: Dysregulation in Myself

b. Icebreaker: Share with Team Groupings one time you saw someone else

dysregulated this week.

c. Activity: What Pushes Your Buttons worksheet and discussion. This helps to

identify triggers.

d. Key Question: What does it look like when I am dysregulated? What makes me

feel dysregulated?

e. Goal: Help the students identify when they are dysregulated and what triggers

them.

4. Learning what coping strategies are already in use.

a. Title: My Current Regulation Strategies

 b. Icebreaker: Share with team groupings one time you were dysregulated in the

last week and what triggered you.

c. Activity: Coping Strategies worksheet and discussion.

d. Key Question: What coping strategies are already in use by the group?

e. Goal: To help students identify the protective factors they already have in place.

5. Learning coping strategies for dealing with dysregulation.

a. Title: Learning a New Strategy, Part I

b. Icebreaker: Share with the group something they already know how to use to

regulate themselves in a healthy manner.

c. Activity: Participate in progressive relaxation and drawing/journaling feelings

and thoughts.

d. Key Question: What are some ways we can aid in our own regulation?

e. Goal: Help students to learn at least one new strategy they can use within the

classroom to regulate themselves.

6. Learning another short coping strategy, post-test, and termination.

a. Title: Learning a New Strategy, Part II

b. Icebreaker: Share within team groupings one way they used or helped someone

else use a regulation strategy in the last week.

c. Activity: Participate in the 54321 Grounding Activity. Additionally, participate in

the “One Wish” activity.

d. Key Question: What is one more helpful strategy for regulation? How do we go

forward as we part ways?

e. Goal: To develop on last regulation strategy and successfully terminate the group.