Service

Learning
Group
Guide

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 Group Rules
These rules provide a common ground of acceptable behavior for the group.

Note: The facilitator may want to write these on the board or make a poster for use at each session.

1. ONE PERSON TALKS AT A TIME.

When the children are in group, we want them to feel “heard” so we ask that
they take turns speaking.

2. RESPECT EACH OTHER. (BE NICE!)

We want everyone to feel welcome and an equal in the group. No one is
more important than anyone else. So let's be kind to one another.

3. NO NAME CALLING!
No use of derogatory or abusive terms for other people. In other words, no
put-downs.

4. RIGHT TO PASS.
We want children to be able to participate in the groups when they feel
comfortable. They have the right to remain quiet but they must stay in the
group and be respectful.

5. WHAT WE SAY HERE, STAYS HERE.

Children talk more freely and share feelings more openly when they believe
what they say will not be discussed outside of group or told directly to their
parents. In reviewing the rules, we always inform the children that if they
share information in group that makes us suspect their safety is in jeopardy,
we may have to act on that information to help them stay safe.

Consequences
STRIKE ONE: A WARNING. A quiet reminder to follow the rules.
STRIKE TWO: TIMEOUT! Move the child to a new seat or give the child a short
timeout (1-3 minutes) sitting outside the group. Doing so allows him or her to
refocus and rejoin the group.
STRIKE THREE: YOU'RE OUT! Escort the child outside of the group room to
return to the general population for the rest of the session. Make sure to let
the teacher, counselor or supervisor know the child has returned to their
care.
Facilitator’s Role
Children's group facilitators can make a real difference in a child’s life. By
following the process outlined below, facilitators can relate to young people
in a manner that can provide significant support and assistance to them.

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1. Listen
Listen to what the children are saying. Listen with your eyes. Give them
focused attention with sustained eye contact and active listening. Show
them that you care by entering their world and respecting what they have to
say.

2. Observe
Watch for nonverbal forms of communication as well. Be aware of facial
expressions, body language, and the manner in which children respond to
others. Be mindful of their general appearance, who sits next to whom, and
their attitude from group to group. Tone of voice also provides distinct clues
about what's going on for a particular child.

3. Validate
Let the children know that you heard and understood what they were
communicating in group. Acknowledge what was said, ask relevant and
meaningful questions to show your concern, and reflect the children's
feelings in a caring and nonjudgmental manner. By validating a child's
perceptions and feelings, you show children that their feelings are real and
important.

4. Educate
Give children basic information in a way they can understand. Introduce
them to a variety of healthy living skills, including the identification and
expression of feelings, problem solving and self-care strategies, and
exercises building self-worth.

5. Empower
Help children identify safe people to whom they may turn for support and
guidance, such as those individuals who truly care about them and are
trustworthy. Safe people may be parents, siblings, other relatives, neighbors,
teachers, ministers, coaches, or counselors. Help children realize that they
don't have to be alone anymore.

Key Things to Remember

1. Children should not be left unattended for any reason. If a child needs to leave
group, he/she should be accompanied by the co-facilitator, or, where applicable,
a staff member.
2. Covering one or two of the key concepts in one session is effective.
3. Children who do not participate in all sessions are not failures. Each session is a
gift.
4. If you have children entering after the first session, it is important to spend more
time on ice-breakers and opening group activities to assist with bonding and
comfort.

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5. It is okay for a child to repeat the program. New insights and varied activities
can help deepen understanding.
6. To be effective in assisting young people, group facilitators need to:
 Enter the children's world
 Give children focused attention
 Listen to what children say, both verbally and nonverbally
 Understand from the children's perspective
 Give children age-appropriate information they can understand
 Introduce children to a wide variety of fun and relevant activities
 Be a healthy role model to children
 Give children options and choices to solve problems and take good care of
themselves
 Respond to children in non-judgmental ways
 Constantly observe the group members' behavior in and out of the group
 Develop plans and activities to best meet the children's needs
 Maintain a personal support system to stay healthy and have positives to
give to the children.
7. Have fun!

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 Group Openings/Icebreakers
One or more of the following questions can be used at the beginning of a group
meeting to break the ice and encourage the young people to share their thoughts
and feelings.

1. What is your favorite day of the year?

2. If you had all the money in the world what would you do?
3. What famous person would you like to meet?
4. What kind of food would you be on a cold day?
5. What's one thing you'd like to be remembered for?
6. What kind of animal do you feel like today?
7. Who are your heroes?
8. If you could have only one wish, what would you wish for?
9. What is your favorite movie?
[Link] is something you find really funny?
[Link] is one of your special qualities?
[Link] food do you think is gross?
[Link] do you like to do for fun?
[Link] you could do anything you want tomorrow, what would you do?
[Link] is the best gift you've given someone?
[Link] would you like to be famous for?
[Link] kind of animal would you like to be?
[Link] would you like to be doing 10 years from now?
[Link] subject would you like to teach others?
[Link] you could have one wish that would help your family, what would you wish
for?
[Link] you could go anywhere on an adventure, where would you go?
[Link]'s something you would like to learn more about?
[Link] is a safe person you can talk to?
[Link] you could spend the day with a famous person, what would you do?
[Link] special quality would you like to have?
[Link] feeling is difficult for you to express?

Group Closings/Good-Bye Exercises

The following activities help the group wind down and provide a transition for
closure. They also empower youngsters with strategies and important
messages to assist them until the group meets again.

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Paragraph Giraffe
The facilitator writes the words, “Today in group, we...” on the board. Every
group member has the opportunity to add a sentence that fits the sentence
that precedes it.

Rainbow
Sitting in a circle, all children share their hopes and dreams, specifically what
their "pot of gold" at the end of the rainbow looks like.

Hand Squeeze
With the group standing in a circle and members holding hands with one
another, the facilitator begins by gently squeezing the hand of the person on
his or her right. The squeeze then continues around the circle of children.

Fun Factory
Group members share something fun they hope to do before the next group.

Group Hug
Members stand in a circle and place their arms on the shoulders of the
person on each side. Everyone gently gives a squeeze on the shoulders.

Gifts Galore
Sitting in a circle, everyone gives a special "gift" to the person on his or her
left, such as the gift of playfulness, the gift of understanding, the gift of love,
or the gift of joy.

Joke Time
Members have the chance to share a joke.

Song
Some groups adopt a song as the group song. You can either play the song
or have the group sing it.
Social Skills Groups
The social skills groups should have a constructive climate.  As helpers we are supporting
resilience and working from a strengths perspective.

Social skills are the ability to be aware of how we communicate with others.

Session 1 Topic- Understanding Feelings & Dealing with Anger

 Goal is to teach communication skills; specifically the ability to identify and express feelings.
Session 2 Topic- Healthy Decisions
 Goal is to teach decision-making skills; specifically to use a rational thinking process to make
good decisions.
Session 3 Topic- Problem and Solution Game
 Goal is to teach problem-solving skills; specifically to identify problems and evaluate possible
solutions.

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Session 4 Topic- Self-Care Bags
 Goal is to teach intrapersonal skills; specifically positive coping and self-care.

Professionalism
Please represent the Department of Social Work well, and the University of Memphis. It is
very important that you commit to attending each of the four sessions! The person you are
paired with is learning the ropes, just like you are. It goes without saying, that you must be
on-time for your session. If you know you will be late or cannot make it to your session
please text or email me (and your team partner) ASAP!

For many of you this is the semester before you start your field internship. I keep Ms. Laura
Taylor informed about the strengths each person demonstrates, as well as any areas of
concern, as they complete this actual group leadership experience. This information helps
her with placement decisions.

How to dress (from Ms. Mills, School Counselor):

Please encourage the students to wear appropriate attire for school. (Should not be worn:
Tight clothing, revealing clothing, shorts, short skirts, short dresses, low cut clothing, ripped
clothing, and/or pants worn below the waist) This list is not meant to insult the students’
intelligence, but serves as a guide. They just need to remember that our students are in
middle school. Our boys have raging hormones and any sign of skin or imprints will throw
them in overdrive. The students need to remember that when they become group leaders,
the students will look at them as role models. Therefore, they should aim for professionalism
at all times. Further, as a professional social worker, they will be expected to be
professional in all things.

Ms. Latangla Mills

Professional School Counselor
Southside Middle School
Session 1
This week will begin your first of four group sessions with the middle school students!

Session 1 Topic- Understanding Feelings & Dealing with Anger

 Goal is to teach communication skills; specifically the ability to identify and express feelings.

To summarize your first session:

1. Each co-leader introduces themselves; tell the students what your major is, and
where you are in your college process.
2. Tell the students the purpose of group- This is a short-term social skills building
group that meets for four (4) sessions. Social skills are the ability to understand
yourself and others. [Some specific social skills are: communicating, listening,
resolving conflict, expressing emotions, etc.]
 You can ask the students if they have any expectations of the groups. If so,
what are they?
3. You can have the students introduce themselves and answer the icebreaker at
the same time.
4. Bring up the rules in the group. Any other rule they would like to add?

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5. Introduce the topic of session one:
FEELINGS! Show them the worksheet,
describe the activity and go! You should
bring some extra pens or pencils in case
the students forget theirs.
6. Make sure one of the co-leaders is a time
keeper! Stop about 5 minutes from the
ending time and ask the evaluation
questions and let each child take
something from the goodie bag.
7. Thank them for their participation and tell
them you will return in one week for
session 2. 

Social Skills Group

Session 1

The general format of the group will be:

Welcome 5 Min Introductions

If you won the lottery and had a million
Icebreaker 5 Min
dollars, what would you do with it?
One person speaks at a time
Respect each other
Review Group Rules 5 Min No name-calling
Right to pass
What we say here, stays here
Activity 1 & 15  Feelings Worksheets- (need handouts &
Discussion Min pencils)
Activity 2 & 15  Dealing with Anger- (need handouts &
Discussion Min pencils)
Closing & Evaluation 5 Min Choose an item from the goodie bag

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Evaluation: Ask these questions as an evaluation of the group session. With
only 6 group members you can verbally ask them and write their answers
down yourself.

1. How much did you enjoy the

group session today (scale of 1-
10)?

2. What did you like best?

3. Was there anything you would

have liked to be different?

Feelings Face Case

This activity introduces young people to a wide variety of feelings and
reinforces the concept that all feelings are okay.

Description
The facilitator reminds the children that people can have many different
emotions on a daily basis. Children will be given a chance to share from their
own experiences as they write captions for each of the faces.

After a brief discussion on feelings, the facilitator passes out the Feelings
Face Case worksheets to each group member. Ask the students to write what
feeling that the face is expressing next to it. Was there ever a time that the
student felt that feeling? Write that down as well. They can work in pairs if
desired. (This option can help facilitate the socialization process for them.)
The facilitator, offering any assistance the children may need to complete
this activity, moves about the group and checks in with each child. The
facilitator should remind the children that it's okay to ask for help with this
exercise and that he/she is available for that purpose.

After everyone has finished writing, go through each of the faces, taking
turns, with one student sharing what feeling he/she wrote for any facial
expression and relating an occasion when they had a similar expression,
describing the circumstances and the feelings that accompanied that
expression. The activity is concluded by talking about the freedom that
comes from letting go of feelings by sharing them with safe people.

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 Feelings Face Case Worksheet
What feelings do you suppose each person is experiencing? Why do you
suppose they are having those feelings?

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Feelings List

Afraid
Angry
Bored
Confused
Content
Depressed
Ecstatic
Embarrassed
Enraged
Excited
Frightened
Frustrated
Happy
Hopeful
Hopeless
Hurt
Lonely
Nervous
Sad
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Shocked
Surprised
Worried

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 Dealing with Anger
This exercise introduces the discussion of anger and healthy ways for
children to deal with it.

Read or summarize the following points:

Anger is a very natural and normal feeling. Children may feel different kinds
of anger during a regular day. They may feel upset when a little brother or
sister messes with a prized possession, or mad when a friend tells others
something said in confidence.

It's okay to feel angry; however, how you handle it is very important. There
are healthy ways to deal with anger.

There are three important guidelines to remember when sharing anger:

1. Respect others.
2. Respect yourself.
3. Respect property.

List the above three guidelines on the board or flip chart as you discuss
them. Distribute the exercise on Anger on the following page to children.

Dealing with Anger

It is okay to feel angry. How you handle it is very important. Fill out this
sheet. We will then talk about it as a group.

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I feel angry when ________________________________________________

I feel angry when ________________________________________________

I feel angry when ________________________________________________

I feel angry when ________________________________________________

I feel angry when ________________________________________________

Healthy ways to deal with anger

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 Keeping Calm
Here is a list of things that some people do in order to help them to calm
down when they recognize the feelings that go along with being angry.

1. Walking away from the incident.

2. Take a time-out.
3. Counting to ten.
4. Talking yourself into feeling calm.
5. Using a slogan. (Easy does it, Live and let live)
6. Pretending to be somewhere else.
7. Hiding behind an imaginary shield.
8. Using the turtle technique and protecting yourself inside your shell.
9. Participate in physical activities - running, football, shooting baskets.
[Link] a special place to go.
[Link] a special person to be with.
[Link] to music.
[Link] deeply and slowly.
[Link] clenched muscles.

Session 2
The groups that started last week will have their second session this week; the session topic
is on Healthy Decisions.

Session 2 Topic- Healthy Decisions

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  Goal is to teach decision-making skills; specifically
to use a rational thinking process to make good
decisions.

Start by engaging the children a bit about making

decisions (with the focus on the children). What kind
of decision-makers are they? Has anyone ever
regretted a decision they’ve made? How do they
normally make decisions? What do you do when you
can’t decide? Do you flip a coin?

In its simplest sense: 'Decision Making is the act of

choosing between two or more courses of action'.

Then give them the handout, Healthy Decisions Worksheet. You should practice using this
worksheet yourselves with at least one situation as an example. Go over the worksheet with
the children using your example so they understand how to do it. Try to use at least two
choices; one positive, one negative. Then discuss the outcomes of each choice. Let each
student say what choice would be best for them and why.

Bring situations from the “Situation Cards” for the children choose from (fold them or turn
them upside down so it is a random pick). You can write different situations on slips of paper
if you want to think some up. One at a time let each child pick a situation, read it aloud, and
prompt them by asking each question on the worksheet. If they get stuck, see if one of their
peers can help them or you can suggest something. Make sure each child gets to do this at
least once. Go around again, if time permits.

To summarize the second session:

1. Welcome the group! Re-introductions if needed. Do icebreaker, review group rules.

2. Introduce the topic of the day’s session: DECISIONS! Before you go into the worksheet
talk a bit about making decisions.
3. Give them the worksheet and explain how to make healthy decisions by using an
example situation.
4. Make sure one of the co-leaders is a time keeper! Stop about 5 minutes from the ending
time and ask the evaluation questions and let them each take something from the
goodie bag.
5. Thank them for their participation and tell them you will return in one week for session 3.


Social Skills Group

Session 2

The general format of the group will be:

Welcome 5 Min Introductions

15
 If you could describe yourself in terms of a
Icebreaker 5 Min
flavor what would you be? Why?
One person speaks at a time
Respect each other
Review Group Rules 5 Min No name-calling
Right to pass
What we say here, stays here
Activity 1 & 15  Healthy Decisions- (need situation cards )
Discussion Min
Closing and
5 Min Choose an item from the goodie bag
Evaluation

Evaluation: Ask these questions as an evaluation of the group session. With

only 6 group members you can verbally ask them and write their answers
down yourself.

1. How much did you enjoy the

group session today (scale of 1-10)?

2. What did you like best?

3. Was there anything you would

have liked to be different?

Healthy Decisions
This activity helps children identify how feelings are associated with decisions they
make and how they can make decisions to take good care of themselves.

Explain the directions to the children:

Today we will learn to use a decision-making formula that can help us make healthy
decisions. The facilitator hands out the decision-making worksheets. Let's go
through an example of how this formula works. You use this formula when you have
a decision you need to make. For example, let's say you've found out that a friend
has told something you shared with them that you wanted to be a secret. We'll call
this the situation.

Next you think about your feelings about the situation. What might some of your
feelings be? (Wait for answers.) What are some choices you could make based on

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your different feelings? (Wait for answers. Identify two or three choices, make at
least one of those a healthy choice.) If you made each choice, what might happen?
(Wait for answers for each choice.) If each of these things happened, what feelings
would you have? (Wait for answers.) Finally, think about which choice works best for
you. That choice is usually the best decision.

Let's try the formula using the Situation Cards or our own situations. Pick a Situation
Card or write a problem you are dealing with that you would like some help on. Drop
your card into this container. Who would like to draw a situation from the container?
(Select a volunteer, if no one responds.) Now let's use the Healthy Decisions
worksheet to solve the problem. (Point to the appropriate steps of the formula as
you ask the following questions.)
 Who can tell the group what the problem is in their own words? (Situation)
 How might you be feeling in this situation? (Associated Feelings)
 What are some choices for this person? (Choices)
 If a person were to do this or make this choice, what could happen as a result?
(What Might Happen)
 How might a person feel if he/she made each choice? (Associated Feelings)
 If this were you, what would you do? (My Decision)

Let's try another one. Repeat the process until all children have had a chance to
share their Healthy Decisions worksheet.

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 HEALTHY DECISIONS WORKSHEET

1. Identify the problem or situation.

2. How might you feel in this situation?

3. What choices could you make?

a)
b)
c)

4. Consider the outcome. If you made each choice, what might happen as a result
of the decision?

a)
b)
c)

5. Make the choice that works best for you.

6. Evaluate your decision. Why do you think this is the best decision possible?

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 Situation Cards
Note: All Situations are appropriate for middle school children.

 Your friend has started shoplifting. What would you do?

 Your sister is not old enough to drink, but you find empty beer cans in her closet.
What would you do?

 Your friends are teasing a kid who is different. They want you to join in. What
would you do?

 Your sister keeps coming into your room without knocking. What would you do?

 A new friend asked you over and you said "yes." Now your best friend calls and
asks you over. You would rather go with your best friend. What would you do?

 The person sitting next to you in math wants to see your answer sheet to the
test you are both taking. What would you do?

 Kids make fun of you because you're poor and don't have nice clothes. What
would you do?

 You've been asked to go to two different places at the same time.

 Your friend asks you to go to a place where you won't get caught and smoke a
cigarette.

 Your friend took $5 from someone's purse and wants you to promise not to tell.
What would you do?

 There is a new kid at school you would like to be friends with, but your best
friend doesn't like you to be friends with anyone else.

 The children on the bus are threatening you. What would you do?

 A not so popular student has invited you to a sleep over at a birthday party on
Friday night. You have accepted the invitation and are planning to attend. Later
you are invited to a boy-girl party for the same Friday night by one of the most
popular students in your school. What do you do?

 Your favorite team is playing in a basketball game on a school night. You have
homework due the next day. Should you go? If you went to the game and didn’t
do your homework, should you copy it from a friend?

 John is new in school and wants to make some friends. He's always been a good
student, but the guys he's met don’t think it's cool to get good grades. The guys
want John to cut class with them one day. What would you do?

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 Some of Jamal's friends have begun to smoke. One day they offer him a
cigarette. What would you do?

 You are waiting in the hallway for school to start and you see a couple of your
friends are sitting against the lockers. You go over to talk to them and see that
one is copying the other’s math homework. What would you do?

 You are eating lunch in the cafeteria and see some girls get up to go to the
vending machines. They left their backpacks at their table, and while they’re
gone, another student comes by and takes one student’s iPhone out of the front
pocket. No one else seems to notice. What would you do?

 Every day some kids bully a student in your class. They tease him and
sometimes even push him around. Your teacher doesn’t see them harassing this
student. What would you do?

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 Session 3
Session three is on Problems and Solutions.

Session 3 Topic- Problem and Solution Game

 Goal is to teach problem-solving skills; specifically to identify problems and evaluate possible
solutions.

This session will capitalize on the healthy decision model you used last week. You don’t have
to use the template but you can recall the questions to help children find healthy solutions
to their problems. As children in middle school are typically social and peer-oriented,
empathy is a key component in maintaining their positive relationships with each other, as
well as, for decreasing bullying behaviors. Be sure to reinforce any positive social skills they
demonstrate by praising them when they act appropriately. Let the children know that this is
session #3 out of 4, so today is the next-to-last time you will be with them.

Start by engaging the children a bit about problems children in middle school might face.
What problems do they see their friends having? What kind of solutions to problems would
be most constructive?

This group activity is fun! Each member gets an index card and draws a picture of a
“problem” they are having in their own lives. Give the children the markers to draw with. No
names on the cards. When everyone is finished drawing their “problem picture” collect them
and put them in the envelope. Whoever goes first choses a card from the envelope (not their
own) and shows the picture to the group. Then the child interprets what the problem is from
the picture on the card. Do not ask, “Who drew this picture?” Let children remain
anonymous if they choose. Once they have shared their interpretation of the problem,
inquire from the group, what some solutions to this problem could be? You could encourage
everyone to brainstorm as many ideas as possible and then go around in a circle getting
responses one-by-one, or you can let children yell them out. The person who chose the
picture writes several solutions on the back of the same index card (three solutions is
plenty). Make sure there are realistic and healthy choices in the mix. Then the next person
pulls out an index card and repeats the process, until every child gets to choose an index
card and they have all been discussed. If there is more time you can have them draw
another set of “problem pictures” and repeat the process.

At the end of the session lay out all the index cards with the solutions written on the back
and let the students know they are welcome to take the index cards with them (or you will
bring them next week and they can put them in their self-care bags).

When asking for their evaluation of this session you should engage in some preparation for
the final session next week. You are welcome to plan something special to celebrate AFTER
you finish the last group activity. Keep yourself upbeat and positive about the ending. We
want to leave the students with a good memory of this experience. Always end (your session
and your group experience) on a positive note!

 Thank them for their participation and tell them you will return in one week, for the
last time, session 4.

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Social Skills Group
Session 3

The general format of the group will be:

5
Welcome Mi Introductions
n
If you could transport
5
yourself anywhere
Icebreaker Mi
instantly, where would
n
you go and why?
One person speaks at a time
Review 5 Respect each other
Group Mi No name-calling
Right to pass
Rules n What we say here, stays here
 Problems & Solutions
15 - (need large
Activity 1 &
Mi envelope, index
Discussion cards, markers)
n

5
Closing and Choose an item from the
Mi
Evaluation goodie bag
n

Evaluation: Ask these questions as an evaluation of the group session. With

only 6 group members you can verbally ask them and write their answers
down yourself.

1. How much did you enjoy the

group session today (scale of 1-10)?

2. What did you like best?

3. Was there anything you would

have liked to be different?

Problems & Solutions

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This activity helps children see that their problems are not unique.

The facilitator explains to the children that they are going to be able to
share their own problems with the group, the feelings involved, and the
ways they can deal positively with their problems.

This activity is best done in a wide, open space where children can sit
comfortably on the floor. Spread colored markers, crayons, and index cards
on the floor. Allow children to find a space for themselves with lots of room.

The facilitator passes out index cards. Using colored markers or crayons,
children draw or write about problems in their own lives on the index cards.
The facilitator emphasizes that they don't have to write their names on the
cards. Children can thus draw or write about a problem that they might not
otherwise have been willing to share.

When all are finished, the facilitator collects their cards and puts them in a
large envelope for “problems.” Taking turns, each child pulls out a card and
read or describes the problem on the card they have chosen. The group
brainstorms ways to solve the problem. Children can tell how they've solved
similar problems in their own lives. The child who pulled out the index card
writes or draws a couple of possible solutions on the back of the card. Once
thoroughly discussed, the card is placed in the “solution pile.”

Session 4
Session 4 Topic- Self-Care Bags
 Goal is to teach intrapersonal skills; specifically positive coping and self-care.

This week will be the last session of your Service Learning Group!! That is very exciting and
sad. Exciting because you and the students had an opportunity to meet and get to know
each other, and sad because now it is time to say goodbye. Remember your professional
boundaries – Do NOT make any promises to see them after the last group. You should

23
experience the process and feelings of group termination.

Endings are often marked by ceremonies and rituals.

Celebratory rituals symbolize the significance of the time you
have spent together and help them remember the things
they learned in a positive light. The last session will be the
“Self Care Bags” where you will encourage the students to
take care of themselves physically, emotionally and
mentally. Please end the last session on a positive note! It is
helpful for the students to be open to having this type of
experience again.

“Self-Care Bags”
1. Bring a brown paper bag for each child
2. Markers to decorate the bag
3. Index Cards to write their self-care strategies

The tasks of the final stage of a group are to

Help members’ process feelings of ending, loss, or separation.
Review the group experience.
Help them say anything left unsaid.
Help members commit to future goals.
Discuss ways the member will carry their learning further.
Help members say goodbye.

Reminder:
 When finished with your last session of the group please return any of the leftover
supplies, including the markers. They will be used again next semester.

Thank you.

Social Skills Group

Session 4

The general format of the group will be:

Welcome 5 Min Introductions

Icebreaker 5 Min What is your favorite television program?
Review Group Rules 5 Min One person speaks at a time
Respect each other
No name-calling
Right to pass

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 What we say here, stays here
 Self-Care Bags- (need small paper lunch
Activity 1 & 15
bags, markers, index cards)
Discussion Min
Closing 5 Min Choose an item from the goodie bag

Evaluation: Ask these questions as an evaluation of the group session. With

only 6 group members you can verbally ask them and write their answers
down yourself.

1. How much did you enjoy the

group session today (scale of 1-10)?

2. What did you like best?

3. Was there anything you would

have liked to be different?

Self-Care Bags
This activity empowers children to incorporate self-care strategies into their
daily lives.

The facilitator distributes small paper lunch bags and instructs the children
to decorate them. They may do so with crayons, colored pencils, and
markers in any way they like, just as long as each child writes his/her name
on the bag. Have extra bags available in case someone makes a mistake or
ends up disliking his/her design.

After the bags are finished, the facilitator hands each child seven index
cards. The facilitator can ask the children to write down a self-care idea (for
example: exercise, play a game, read, draw feelings) on each side of the
seven index cards.

The facilitator tells the group to write suggestions for each of the areas
(Body, Mind, Feelings, Spirit, and Being A Kid ) so that youngsters
will be sure to include ideas for taking good care of their bodies, minds,
feelings, spirits, and the little kid inside each of them.

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After the children have completed this phase, the facilitator instructs them to
put their completed index cards into their care bags.

Sitting in a circle, the children, one by one, take out a card and read each
side for self-care ideas. The facilitator explains the importance of having a
suggestion on both sides, as children have choices in how they can take care
of themselves. A discussion ensues about the importance of caring for
oneself. Children take home the selfcare bags to keep in mind the
importance of taking time out for themselves because they are worthy and
deserve it. The facilitator brainstorms with the group ways that they can
use their bags when they get home: "If you're ever bored or not feeling
very good about yourself, pull a card out of the bag and follow the
instructions; use your self-care bag every day." Remind them they can use
this bag after group ends, when they need to think of a safe way to take care
of themselves.

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 Thirteen Ways to Increase Your Self -Esteem
BUILD CONFIDENCE
Confidence stays on the inside and builds from there. Whenever you want to
accomplish something, picture yourself already there. See yourself as
successful. Make it real in your mind. Close your eyes and fill in all the
details--how it would feel, how you would behave, how others would react in
response. Then put what you see into action. As you think, so you are.

REACH OUT TO OTHERS

Say nice things to other people. Make a list of the things you like and
appreciate in others. Lend a helping hand when you can. By helping others,
we feel more in control of our own lives.

AVOID PERFECTIONISM
Perfectionism paralyzes you and keeps you from accomplishing your goals.

TAKE CARE OF YOUR PHYSICAL APPEARANCE

Your physical appearance is a critical factor in your self-esteem. Resist the
urge to be sloppy on days when you feel bad. In fact, those are the days
when you should take extra care to look your best.

GET IN TOUCH WITH YOUR OWN CREATIVE ENERGY

Get regular exercise; when you can use your body effectively, you feel more
in control. Listen to music, commune with nature, meditate. Daydream and
center yourself. What were your passions as a child? What do you fantasize
about now?

RESPECT YOURSELF
List 50 reasons why you can respect yourself. If you get stuck, think of
people who admire you or have admired you, and write down what they
would say about you.

LOOK FOR A SILVER LINING

When you’re going through tough times, find the strength and the
knowledge that you would not otherwise have were it not for this particular
situation.

ACT IN ACCORDANCE WITH YOUR OWN VALUES

Sometimes values conflict. In that case, practice role-playing with a friend
and explore the various consequences of each action. Then choose what
feels best for you.

BE GOOD TO YOURSELF ON A DAILY BASIS

Do something that makes you feel good -- something that's just for you --

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every day.

CHALLENGE YOURSELF
Take a course, travel to a new place -- it's easier to try out new aspects of
your personality when you are away from the familiar. As you meet new
challenges, you gain new confidence and enhance your sense of
accomplishment.

PRACTICE OPTIMISM
Disagree with your negative beliefs. Think of troubles as temporary instead
of permanent. It allows hope for improvement.

DON'T TAKE THINGS SO PERSONALLY

When somebody behaves in a manner that you find rude or abrasive, that
tells you something about that person and how he or she is feeling at the
moment. Try to see the pain or fear the other person is experiencing and
tackle it from that perspective.

DON'T TAKE THINGS SO SERIOUSLY

See the humorous side of life's everyday mishaps. When you can see both
the serious and humorous side of a given situation, your perspective and
your approach will be more balanced. So lighten up. You'll bounce back from
disappointments and embarrassing moments more quickly, and people will
like you better, too.

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