Six Week Small Group Counseling Curriculum Project

Martha Alvarez
Terrence Belongia
Felix Bobo
Allison Baumsteiger

CSPU 513
Brandman University
We broke down the six week small group counseling project between all four members in our group.

● Terrence Belongia was assigned the introduction and week 1

-Video Link: https://www.youtube.com/watch?v=vQNPKJDBxf0&feature=youtu.be

● Felix Bobo was assigned week 2 and week 3

-Video Links:https://youtu.be/ihftNm9LT-c
https://youtu.be/ozgLeoqTukY

● Allison Baumsteiger was assigned week 4 and 5

-Video Links: https://youtu.be/qV-jhnZiuYY

● Martha Alvarez was assigned week 6 and conclusion

-Video Link: https://youtu.be/PoMGwYnWEV8

Introduction

For our group counseling session we decided to focus on Bullying, but unintended bullying. We discussed at
length how not all bullying is intentional and how sometimes students feel that might be joking around in
good fun but one student or a few students may be offended. Our focus was on middle school, specifically (2)
8th grade students having fun with a 6th grade student.

Parent Consent

PARENT/GUARDIAN PERMISSION FORM

Influence Middle School/Hopeville, CA

Your permission is requested for your student to participate in small group guidance session The group will
meet (6) times. Each session will be about 30 minutes long and take place during the study period per week on
block day (your student will not miss their regularly scheduled classes). The group is titled “Bullying No More”.
Your student will have the opportunity to learn how to identify, prevent, and intervene if a bullying situation
arises. Let me be clear that your child is not accused of bullying or being bullied. This group session is to
identify if such a situation occurred and if so how to prevent a similar situation from happening in the future.
We at Influence Middle School feel that this is a topic that has to be addressed for the safety of our students.
If you have any questions before signing please contact my office.

By signing this form, I give consent for my student to participate in this small group. Please return this form to
the counseling center.

Thank you.
Counselors John and Jane Doe June 23, 2019

J_JDoe@ims.edu
213-555-0100

Five Stages of Group Development

Stage 1 -- Orientation (Forming):
Group members are learning what to do, how the group will operate, what’s expected, and what’s acceptable. Students watch
the facilitator and each other for cues and clues, and seek guidelines and stated expectations. They want to feel safe and
comfortable, and many will do only limited sharing until that comfort zone is established.
Some students will be comfortable sharing openly even on the first day, either because they enjoy this type of interaction, or
because they already feel comfortable with the facilitator and/or the other students in the group. As a facilitator, you can call on
these students to give examples, be the first to answer questions, and model positive interactions for the other group members.
As the group leader, you can also help your students move through orientation successfully by providing clear guidelines,
information, and structure, by listening with compassion and keeping communication open and respectful. You may want to
begin your group with some low risk warm-up activities that help them get to know each other or get more comfortable in the
group setting.

Stage 2 -- Power Struggle (Storming):

A things progress, it’s normal for some power struggles to emerge. As students become more comfortable, they may challenge
each other or the facilitators, attempt to form cliques and exclude or ignore certain students, and push limits. This can be
frustrating for everyone involved, but it helps to know it’s just a stage, and things tend to get much better once it’s past.
As a facilitator, one of your main challenges is to maintain boundaries, be an active but compassionate leader, let everyone be
heard and express thoughts and feelings, while teaching, reminding, and requiring them to stay respectful and productive. You
can acknowledge differences, and still model creative problem solving, helping students to focus on what they have in common,
and building a more cohesive group.

Stage 3 – Cooperation and Integration (Norming):

This is where being in group becomes fun and enjoyable most of the time. Group interaction becomes easier, more cooperative,
and productive, with balanced give and take, open communication, bonding, and mutual respect. If there is a conflict or
disruption, it’s relatively easily resolved and the group gets back on track. Group leadership is still important, but the facilitator
can step back a little and let group members initiate more and move forward together.
As a facilitator, you can stay aware and help the group get back on track as needed, encourage participation and creativity, and
enjoy the flow of the activities. Continue to give support and encouragement, reinforce the positive feel of the group, and fine
tune as needed.

Stage 4 – Synergy (Performing):

Not every group reaches this level, and if you spend most of a school year in Stage 3, it will still be a productive and enjoyable
group. Synergy emerges when the group shifts or evolves into another level, often without realizing what’s happening. Here,
there’s a sense of group unity, group members looking out for each other even outside of the group setting, deepening
friendships or bonds, and a dynamic energy no matter what the task. This is the epitome of “The whole is greater than the sum
of its parts.”
I worked with a group of students in one school over a three-year period, starting when they were in sixth grade. Two of the
students were ready to talk openly on the first day, two didn’t talk much for the first six months, and the rest fell somewhere in
between. The power struggle stage lasted quite awhile with these students, because they all knew each other and had their own
sets of histories and struggles.
I’d say we got to Stage 3 in the second semester of the first year. But in the second and third years, we spent most of the time in
this synergy mode, and it was one of the most productive, enjoyable, funny, connected group of students I ever worked with.
Many of them stayed in touch even after they left our school – some are still connected now.

Stage 5 – Closure (Adjourning):

The closure stage of a group can be confusing and disconcerting if you don’t know it’s coming. After weeks or months of a
smoothly running group, as the end of group or the school year approaches, things may start to fall apart for no apparent
reason. Students may bicker with and criticize each other, and anger may surface in unexpected ways.
This is a normal part of group process. Many students (and adults, for that matter) have no idea how to deal with endings,
goodbyes, or losses, and they don’t know how to find closure. Being angry with each other, or in conflict, is easier for many
students than feeling or addressing the sadness of saying goodbye. It’s easier for most to be angry than to be vulnerable.
Students who have abandonment issues may become especially argumentative or unruly.
As a facilitator, one of the best things you can do is explain to the students what’s happening, validate their feelings, set clear
boundaries, and treat the whole situation as another opportunity to learn and practice a vital skill – how to say goodbye. You can
facilitate a group closure activity, a party, or a ceremony, and find ways for students to thank and celebrate each other, and
honor what they’ve achieved as a group.
http://www.school-counseling-zone.com/stages-groups.html

Bullying Group Session

Lesson Plan

Bullying No More (Six Weeks)

Introduction & Guidelines (Week # 1)

Domain: Personal/Social Development

Standard: Stage 1 -- Orientation (Forming) PS: A1.6 Distinguish between appropriate and inappropriate
behavior, PS: B1.2 Understand consequences of decisions and choices PS: A2.1 Recognize that everyone has
rights and responsibilities PS: A2.2 Respect alternative points of view PS: A2.3 Recognize, accept, respect and
appreciate individual differences

Video Link: https://www.youtube.com/watch?v=vQNPKJDBxf0&feature=youtu.be

● Materials Needed (if any):

N/A

● Lesson Objective (s): Group members are learning what to do, how the group will operate, what’s
expected, and what’s acceptable. Students watch the facilitator and each other for cues and clues, and seek
guidelines and stated expectations.

● Opening/Icebreaker: Ask Students what is their favorite movie and why? Time: 3 to 5 minutes

● Instruction: Counselor will advise students about the process of group counseling. What is and is not
appropriate. Counselor will look to see which students seem more comfortable in the initial stage and rely on
them to help others participate. Time: 3 minutes

● Description of Activity & Purpose: Counselor will go over confidentiality and how it differs in a group
setting. All students must agree to keep not only what they say but what others say as well in the session and
it is not to be spoken outside of the counseling room. Remind students there will be consequences if these
rules are not met. Counseling will go over why we are having the group counseling session. Time: 7 Minutes

● Connection/Closing Statement: Thank students for participating in the session, praise them for being open
and honest and making progress towards a resolution, ask if any of them would like to meet one on one
before the next session. Time 3 to 5 minutes

● Outside Practice (if any):

N/A

● Student outcomes/Evaluation component: Main goal of this session is that the students understand the
rules and expectations of the group counseling session and start to participate and work towards feeling
comfortable

--------------------------------------------------------------------------------------------------------------------------------------------------
-
Bullying No More (Six Weeks)

Leadership Focus (Week # 2)

Domain: Personal/Social Development

Standard: PS:A1.2 Identify values attributes and beliefs, PS:A1.5 Identify and express feelings, PS:A1.6
Distinguish between appropriate and inappropriate behavior, PS:A1.9 Demonstrate cooperative behavior in
groups, PS:A2.1 Recognize that everyone has rights and responsibilities, PS:B1.1 Use a decision-making and
problem-solving model, PS:B1.3 Identify alternative solutions to a problem

Video Link

https://youtu.be/ihftNm9LT-c

Materials Needed (if any):

N/A

Lesson Objective (s):

To have students analyze their decisions and habits from the lense of developing lifelong leadership
goals.

Opening/Icebreaker: Check in (5-7 min)

Ask students to describe how they are feeling today in one word. If the opportunity and/or time is
available have students expound upon their feelings. This focus is to continue building relationships
from the previous week. (Beginning Stage)

Instruction:

Counselor and students will discuss why it is important to be a leader.

Description of Activity & Purpose: (15 Minutes)

SC- Counselor will ask students….

o “Do you think Leadership is Important”

o Why do you think leadership is important
 o Think of a time when you had to display leadership.
▪ Students share out
o How did that make you feel?
▪ Share out
o if needed: additional probing question

Students will understand why leadership is important in life and how being a positive leader can be a
rewarding experience.

Connection/Closing Statement: (10 Min)

SC- Counselor will help students to make the connection that leaders do not encourage, participate or spectate
in bullying.

o What would a leader do if they witnessed someone being bullied?

▪ Students share out
o As a leader, what can you do to prevent yourself or others from bullying others?
▪ Students share out

Outside Practice (if any):

Have students come prepared to discuss at the next group session a positive leader in their lives and the
traits that makes that person a positive leader.

Student outcomes/Evaluation component:

Students seemed to really understand the role of a leader. All students in group seemed to strive to be
leaders and develop lifelong leadership skills.

Action items for SC

● Individual counseling sessions
● Speak to student’s teachers about any changes in behavior
● Research a leader that have influenced my life to share with students

--------------------------------------------------------------------------------------------------------------------------------------------------
-
Bullying No More (Six Weeks) Session 3

Empathy Focus (Week # 3)

Domain: Personal/Social Development

Standard: PS:A1.2 Identify values attributes and beliefs, PS:A1.5 Identify and express feelings, PS:A1.6
Distinguish between appropriate and inappropriate behavior, PS:A1.9 Demonstrate cooperative behavior in
groups, PS:A2.1 Recognize that everyone has rights and responsibilities, PS:A2.3 Recognize, accept, respect
and appreciate individual differences,PS:A2.8 Learn how to make and keep friends, PS:B1.1 Use a decision-
making and problem-solving model, PS:B1.3 Identify alternative solutions to a problem, PS:C1.7 Apply effective
problem-solving and decision-making skills to make safe and healthy choices

Video Link:

https://youtu.be/ozgLeoqTukY

Materials Needed (if any):

Different color candy

Video Devices - https://youtu.be/AZ-pU7ozt3g

Lesson Objective (s):

Students will learn what it means to be empathetic towards others and students will start to appreciate
the feelings of people involved in negative experiences..

Opening/Icebreaker: (5-7 min)

Candy Confessions
➢ Have students select a piece of candy. Students are able to 1-3 pieces of candy.
➢ Prior to passing our the candy, instruct students not to eat them right away but wait until
further instructions.
➢ Once students have selected candy SC will reveal the questions that are associated with that
candy color. (feel free to create your own questions)
○ Red- Share HW from last session
○ Pink - Share a takeaway from last session
○ Yellow - Describe a time when you had to be brave
○ Orange - Describe a time when you were rewarded or praise for doing something good
➢ After students have shared they are able to eat candy
Instruction: (15-20 min)

● SC and students through dialogue will discuss the importance and influence that empathy can have on
a person's life.

Description of Activity & Purpose:

➢ Introduce the word of the day- EMPATHY

➢ Ask students if they know what the word means and to describe a time they had empathy
○ If students do not know what empathy means show video and then ask the question
again.
➢ Play Video
○ https://youtu.be/AZ-pU7ozt3g
➢ Have students share their feelings and thoughts about the video
➢ Possible SC questions.
○ Do you think we have students that might have problems/challenges outside of school?
○ Do you have problems are challenges outside of school?
○ Do we always know what challenges people have?

Students will understand that although we might not know what people in our lives are going through it is
important to be a leader through kindness and respect for others.

Connection/Closing Statement: (5-7 min)

● What are some things we can do to being leaders in this area?

● What are some of the positive outcomes when we view others through a lens of not knowing
what they are going through?

Outside Practice (if any):

● N/A .

Student outcomes/Evaluation component:

● Students will share at least one takeaway and commitment from today's session.

--------------------------------------------------------------------------------------------------------------------------------------------------
-

Bullying No More (Six Weeks)

Communication (Week # 4)
Domain: Personal/Social Development

Standard: Social Skills (C) BSS1 Use effective oral and written communication skills and listening skills.
BSS2 Create positive relationships with other students. BSS3 Demonstrate empathy. BSS4 Demonstrate ethical
decision making and social responsibility.

Video Link : https://youtu.be/qV-jhnZiuYY

Materials Needed : None

Lesson Objective (s): Teach students coping skills for how to effectively communicate instead of
reacting.

Opening/Icebreaker:( 5 minutes ) Counselor: Ask, “How is everyone’s week going?”

“I would like everyone to please share one expereince that had this week where they felt like they made
a good choice when responding to a peer.”

After each share, reiterating how it was a great choice let students respond to each other

Instruction: 5 min
Explain to the students what role-playing is.

Pair up the students.

Explain to the students, “You are now going to role play out a conflict scenario. Please have on of you
be the person that initiates and the other the reacter. “

Description of Activity & Purpose: (15 min) How to communicate when someone has mentally or
physically harmed you . Have students practice making good choices and utilizing their coping
mechanisms.

Pass out scenarios

Have one pair act while the others watch.

After the scenario ask the students

“What could they have done differently? What are some of your coping mechanisms that help you
make good choices when in a conflict?”

Have the students brainstorm other ways they could have reacted in that situation to make a good
choice.

Then have them practice the same scene again and have the students choose a coping mechanism and
a better choice of how to react.

Have the students switch roles, and create a new scene.

 Connection/Closing Statement: 5 min

“Do you feel different after doing these roleplays?” How can you use coping mechanisms in your life to
help you in times of conflict?”

Outside Practice (if any):

Further groups counseling sessions

One on one sessions to go over individual coping mechanisms.

Student outcomes/Evaluation component:

Students will leave empowered to use their coping mechanisms instead of reacting to their peers.

Encourage them to go home and write down a list of as many coping mechanisms they can think of,
things that they love to do, that they can utilize when faced with a difficult situation.

--------------------------------------------------------------------------------------------------------------------------------------------------
-
Bullying No More (Six Weeks)

Week 5 (Communication Continued)

Domain: Personal/Social Development

Standard: PS:A1.9 Demonstrate cooperative behavior in groups, PS:A2.1 Recognize that everyone has rights
and responsibilities. PS:A2.2 Respect alternative points of view

Video Link:

● Materials Needed (if any): Markers, Butcher paper, Poster board, button maker and button supplies.

● Lesson Objective (s): Finalize coping skills and further group communication methods

● Opening/Icebreaker: “Hello!” How did all of your homework go?” Did you learn some new coping
mechanisms? 5 Min

● Instruction: “Hello everyone! For this week we are going to be creating an anti-bullying campaign at
school.” So for our time together I would like you to brainstorm different sayings that could be made into signs
to put up around the school. After you brainstorm, there are art supplies here that you can use to make
posters and signs.” 15 Min

● Description of Activity & Purpose: ● Description of Activity & Purpose: To involve students in the school
community and instill a sense of leadership and responsibility in the students.
Sign up students for shifts running a booth at lunch to create buttons with the school students. Make signs
and posters for the campaign. Have students sign up to speak at morning announcements and also at lunch
time to introduce the campaign.

● Connection/Closing Statement: Now that we have had multiple weeks of roleplay, do you feel you can
understand how your actions can affect someone other than the way you intended. 10 Min
● Outside Practice (if any): Students will run a booth at lunch time for other students to create buttons with
anti-bullying themes. An example would be , upstander, kindness rocks, friendship, etc. That was their are
symbols reminding the students that they are responsible for creating the culture of kindness around the
school.

● Student outcomes/Evaluation component: The students will be responsible for the campaign and check in
with me about their assigned shifts and when to do announcements.

--------------------------------------------------------------------------------------------------------------------------------------------------
-

Bullying No More (Six Weeks)

Planning an Anti-Bullying Week (Week # 6)

Ending stage: Adjourning

Domain: Personal/Social Development

Standard: PS:A1.4 Understand change is a part of growth

PS:A1.5 Identify and express feelings
PS:A1.9 Demonstrate cooperative behavior in groups
PS:A2.3 Recognize, accept, respect and appreciate individual differences
PS:B1.12 Develop an action plan to set and achieve realistic goals

Video Link

https://youtu.be/PoMGwYnWEV8

Materials Needed (if any):

Recognition certificate awards

Posters and computer

Lesson Objective (s):

To make students aware of the ways they can help prevent bullying when it is experienced by others and show
students how they can become advocates by organizing an anti-bullying week for the school.

Opening/Icebreaker: Check in (5 min)

Counselor would remind the students that it is the last group counseling session. The counselor would also
remind the students about confidentiality. Counselor would make students aware of everything they have
learned from the beginning to the end and tell them they all have grown together as a group.

Instruction:

Counselor would ask students to reflect on what was the most important thing learned throughout the six
weeks and then students and counselor will plan an anti-bullying week for the school

Description of Activity & Purpose: (15 Minutes)

Counselor would ask students what was the most important thing they learned throughout our group
counseling sessions.

Counselor would recognize students with a certificate of bullying awareness to thank them for attending the
group counseling sessions.

Connection/Closing Statement: (10 Min)

Counselor will help students plan out the anti-bullying week.

Counselor will have the students make posters and flyers to post and pass out around the school to promote
the anti-bullying week.

Outside Practice (if any):

Counselor would talk to administrators, staff, and teachers about what the activities the students came out
with for the anti-bullying week.

Student outcomes/Evaluation component:

Students learned about personal and social development.

Students understood why making others aware of bullying is important.

Conclusion

As the group ( two 8th grade students & a 6th grade student) attended the counseling sessions, they went
through the stages of group development which are forming, storming, norming, performing, and adjourning.
They learned about respect, leadership, empathy, communication and influence.The group was able to go
through various ice breaker activities and share among themselves and the counselor The counselor will
continue supporting the team as they organize the anti-bullying week, where the students will get to show
everything they learn to other students who might experience unintended bullying.