FUNGroup

(FriendsUnderstandingNewFeelings)
MeaganMcEachron

GradeLevel:5thgrade
Length:6weeks
LengthofSessions:30minutes
NumberofMembers:6members
GenderofMembers:Mixed

GroupRationale:Theactofbullyingcontinuestobeconsideredanenormousissuein
schools.Onepossiblewayofcombatingthisissueisteachingempathyandunderstandingto
students. Empathy development groups can teach the skills of empathy by enhancing
childrensunderstandingoftheirownfeelingsandthoseofothers.Aschildrenbenefitfrom
moreeffectiveandsatisfyingpeerrelationships,positiveeffectsextendtoothers(Akos,2000).

Goals:
Studentswilllearnhowtoviewnewperspectives.
Studentswillgainanincreasedunderstandingofpeoplesfeelingsindifferentsituations.
Students will be able to recognize the effects of bullying and the importance of
decreasingbullyingbehaviorsinschool.

ASCAModelMindsetsandBehaviorstobeAddressed:
Category2:BehaviorStandards
SocialSkills(2):Createpositiveandsupportiverelationshipswithotherstudents
SocialSkills(4):Demonstrateempathy

TargetPopulation:5th gradestudentsthathaveahistoryofbullyingbehaviortowards
others.

PreScreening:Teachers, administrators, and parents may be able to refer students for this
group. The school counselor will meet with potential group members to discuss the purpose of
the group and ask if they would like to join. Permission slips will be sent home with students, to
obtain parent/guardian consent for their child to participate in group.

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LeadershipStyleThecounselorwillleadinaModifiedDemocraticstylethroughout
thegroupdiscussions.Thecounselorwillkeepthegroupontask,andwillbefirmbutfairwhen
itcomestodiscipline.Itisimportanttoprotectthegroupmembersandencourageparticipation
frommembersasthegroupislead.

EvaluationThegroupwillbeevaluatedwithapreandposttestregardingtheirknowledge
ofbullyingandunderstandingothersfeelings.Theeffectivenessofthegrouplessonscanbe
seenbasedontheanswersontheposttest;haveanswerschangedbasedonwhatwastaughtin
thelesson?Weeklyjournalassignmentswillalsobeusedtoevaluatethestudents
understandingofgrouplessons.

WeekOneIntroductionsandEmpathy

Objective/Outcome Evaluation/Assessment
Studentswillbeabletorecitethe Assessment=monitoreddiscussion
meaningofthewordempathy. Evaluation=100%ofstudentswillbeableto
tellthecounselorthemeaningofempathyin
theirownwords.
Materials:FeelingChart,Computer/Screenforshowingvideo.

Procedure:
1. Greetthestudentsandexplainroleasaschoolcounselor.
2. Discusstheoverallgoalofthegroupandcreatethegroupagreementswithstudents,such
asrespectingothersinthegroup,onlyonepersonspeaksatatime,alloweveryonethe
opportunitytospeak,anddonotsharewithotherswhatissaidinthegroupleadingtoa
discussionaboutconfidentialityanditslimits.Askthegroupifthereareanyother
agreementstheywouldliketoaddbeforemovingon.
3. Passoutthepretest/posttestandexplainthatitisonlyseenbyyou,theschoolcounselor,
andallowforafewminutestofillitout.Collectthemwhentheyarefinished.*
4. Introducethefeelingchart.Goaroundinacircleandallowstudentstoeachsharehow
theyarefeelingandwhy,iftheywish.*
5. Icebreaker:HumanScavengerHunt.*Havethestudentsgoaroundandfindsomeone
thatmatchesthatdescriptionandwritetheirnamenexttoitonthepaper,untiltheir
papersarecomplete.Everymemberhastohaveallofthegroupmembersnamesontheir
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 paperbytheendofthegame.Discusswhatstudentslearnedaboutothersanddiscuss
commoninterests.
6. Defineanddiscussthemeaningofthewordempathy.Showvideotoclass.
7. Leaddiscussionaboutvideoandaskifthereareanyquestionsaboutwhattheysaw.

Closing:
1. Passoutjournalsandaskstudentstowritedownatleastonetimethattheyempathized
withsomeonefornextweeksgroup.
2. Conductfeelingcheckout
3. Remindstudentsaboutconfidentialityandthankthemforparticipatinginthelesson.

*SeeAppendixAforPretest/Posttest
*SeeAppendixBforFeelingChart
*SeeAppendixCforScavengerHuntWorksheet

Reference:
https://www.youtube.com/watch?v=aU3QfyqvHk8

WeekTwoMagazineCollageRecognizingEmotions

Objective/Outcome Evaluation/Assessment
Studentswillbeabletoidentifyatleast Assessment=PictureCollage
3emotions. Evaluation=100%willrecognizeand
portray3differentemotions.
Materials:Posterboard,magazines,scissors,glue.

Procedure:
1. Welcomestudentsbacktogroup.
2. Goovergroupagreementsandreviewlessononempathyfrompreviousweek.
3. Facilitatefeelingcheckin.
4. Icebreaker: M&MGame.Eachstudentreceives5M&Mcandies.Thegroupgoesina
circleandsharesonethingaboutthemselvesbeforeeatinganM&M.Thiscontinuesuntil
thecandiesaregone.

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 5. Askforvolunteerstoshareanddiscussjournalentriesfrompreviousweek.Explainthat
sharingjournalentriesisnotmandatory,andthattheentrieswillonlybeseenbythe
schoolcounselor.
6. IntroduceCollageActivity.Dividemembersintothreeteamsof2.Assigneachpairan
emotion(e.g.,happy,angry,sad).Explainthateachpairwillworkonacollagecomposed
ofpicturesthatconveytheirassignedemotion.Allowforafewminutestoconstruct
collage.
7. Whentheallottedtimeisup,studentswillhangtheircollage,andtheothermemberswill
guesstheirassignedemotion.
8. Afterrevealingtheiremotion,adiscussionwillbecenteredonhoweachpicturemadethe
studentsfeelandwhytheychoseit.
9. Discusstheimportanceofrecognizingotheremotions,whilealsohavingawarenessof
ourown.Explainthatnoticingotherpeoplesemotionsareagoodindicatorofhowthey
arerespondingtoagivensituation.Statethatsomestudentsmaynotbeawareofhow
theyaremakingothersfeel.However,recognizingthedisplayofanegativeemotion,can
helptodecreasebullyingbehavior.

Closing:
1. Askstudentstowrite3emotionsintheirjournal,thattheysawbeingportrayedbypeople
indifferentsituations.Bringthejournalbacktogroupnextweekfordiscussion.
2. Conductfeelingcheckout
3. Remindstudentsaboutconfidentialityandthankthemforparticipatinginthelesson.

Reference:
Akos,P.(2000).Buildingempathicskillsinelementaryschoolchildrenthroughgroup
work.JournalForSpecialistsInGroupWork,25(2),214223.
doi:10.1080/01933920008411462

WeekThreeHowwouldyoufeel?

Objective/Outcome
Studentswillbeabletodemonstrateat
leastonenewperspectivetoagiven
situation.
Evaluation/Assessment
Assessment=monitoreddiscussion/role
playing
Evaluation=100%ofstudentswillactouta
newperspective,otherthantheirown

Materials:FeelingChart,Listofsituations
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Procedure:
1. Welcomestudentsbacktogroup.
2. Goovergroupagreementsandreviewlessonsfrompreviousweeks.
3. Facilitatefeelingcheckin.
4. Icebreaker:Wouldyourather?Goaroundthecircleandaskeachmemberofthegroupa
questionaboutwhattheywouldratherdo.Example:Wouldyouratherhavetheabilityto
flyorreadpeople'sminds?
5. Askforvolunteerstoshareanddiscussjournalentriesfrompreviousweek.Explainthat
sharingjournalentriesisnotmandatory,andthattheentrieswillonlybeseenbythe
schoolcounselor.
6. IntroduceActivity.Alistofeventswillbereadoutloudbytheschoolcounselor.
Studentswillactouthowtheywouldfeelinthatgivensituation.Examplesituations
include:yourfriendbrokehisleg;schooliscancelledfortheday;oryoufindadollar.
Askeachstudenttotaketurnsactingouthowtheywouldfeelaboutthissituation.Then
askstudentstoactoutthesameeventusinganewperspective.Ifstudentshavetrouble
thinkingofideas,thenthecounselorcanoffersuggestions.Forexample,ifastudentacts
outheissadthathisfriendbrokehisleg,youcouldaskhimtoillustratehisfriendbeing
happythathedoesnthavetodochores.
7. Facilitatediscussionaboutdifferentperspectivesandexplainthatitisokayforpeopleto
feeldifferentlyaboutsimilarsituations.

Closing:
1. Askstudentstowriteintheirjournalaboutatimethattheyhadadifferentperspective
fromsomeoneelseorfeltdifferentlyaboutacertainsituation.
2. Conductfeelingcheckout
3. Remindstudentsaboutconfidentialityandthankthemforparticipatinginthelesson.
4. Remindstudentsthatgroupisabouthalfwaydone,andtherearethreesessionsleft.

Reference:
Akos,P.(2000).Buildingempathicskillsinelementaryschoolchildrenthroughgroup
work.JournalForSpecialistsInGroupWork,25(2),214223.
doi:10.1080/01933920008411462

WeekFourCommunication

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 Objective/Outcome Evaluation/Assessment
Studentswillbeabletolistatleastone Assessment=monitoreddiscussion/journal
personthattheyareabletocommunicate entry
theirfeelingswith. Evaluation=100%ofstudentswillwriteat
leastonepersontheyareabletosharetheir
feelingswith.
Materials:Ahat,smallpiecesofpaper,constructionpaper,andcrayons.

Procedure:
1. Welcomestudentsbacktogroup.
2. Goovergroupagreementsandreviewlessonsfrompreviousweeks.
3. Facilitatefeelingcheckin.
4. Icebreaker:FearinaHat.Studentswritedownapersonalfearonapieceofpaper
(anonymously)tobecollectedinahatandreadaloud.Eachpersonthentriestodescribe
theirunderstandingofthepersonsfear.
5. Askforvolunteerstoshareanddiscussjournalentriesfrompreviousweek.Explainthat
sharingjournalentriesisnotmandatory,andthattheentrieswillonlybeseenbythe
schoolcounselor.
6. ReferentialCommunicationActivity.Thisgameattemptstohavegroupmembersassume
theperspectiveofanotherthroughcommunication.
7. Havegroupmemberssitinalargecirclefacingout.Eachmemberisinstructedtolisten
tothecommandsofeachmembertohelpthemdrawapicture.Encouragegroup
memberstotalkaboutshapes,colors,andspecificdirections.Starttheactivitywiththe
firstcommand.Forexample:Makeagreentriangleinthemiddleofyourpaper.Then
proceedaroundthecircleuntileachmemberhasaturngivingadirectionwhile
constructingtheirpictures.Groupmembersarenotallowedtolookateachotherspapers
untiltheendoftheactivity.
8. Aftereachmemberhasaturngivingacommand(ortwodependingontime)comparethe
pictures.Discusssimilaritiesanddifferences.Discussthedifferentdirectionsgivenby
thegroupmembersandhoweasyordifficultitwastounderstandtheperspectiveofeach
command.
9. Thiswillleadintoadiscussionaboutlisteningwhenpeoplearetellingyouwhattodoor
howtheyfeel.Forexample,ifsomeonetellsyouthattheydontlikethenameyouare
callingthem,thenyoushouldstop.Italsoopensthediscussionaboutstudentsknowing
whotheycantalktoiftheyfeelasthoughpeoplearenotlisteningtothem,orrecognizing
someonetheycanexpresstheirfeelingsto.
10.Remindstudentsthattheirschoolcounselorisjustoneexampleofsomeonethattheycan
talktoaboutanyconcernstheymayhave.
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Closing:
1. Askstudentstowriteintheirjournalalistofpeopletheyfeelthattheycancommunicate
andsharetheirfeelingswith.
2. Conductfeelingcheckout
3. Remindstudentsaboutconfidentialityandthankthemforparticipatinginthelesson.

Reference:
Akos,P.(2000).Buildingempathicskillsinelementaryschoolchildrenthroughgroup
work.JournalForSpecialistsInGroupWork,25(2),214223.
doi:10.1080/01933920008411462

WeekFiveEffectsofBullyingBehaviors

Objective/Outcome Evaluation/Assessment
Studentswillbeabletolistoneeffect Assessment=monitoreddiscussion/journal
ofbullyingbehaviors. entry.
Evaluation=100%ofstudentswillwriteat
leastoneeffectofbullyingbehavior.
Materials:FeelingChart,Computer/Screenforshowingvideo,beachball.

Procedure:
1. Welcomestudentsbacktogroup.
2. Goovergroupagreementsandreviewlessonsfrompreviousweeks.
3. Facilitatefeelingcheckin.
4.Icebreaker:BirthdayLineUp
.Askthestudentstolineupinorderoftheirbirthdaysfrom
JanuarytoDecemberwithouttalking.
5. Askforvolunteerstoshareanddiscussjournalentriesfrompreviousweek.Explainthat
sharingjournalentriesisnotmandatory,andthattheentrieswillonlybeseenbythe
schoolcounselor.
6. Askstudentswhatitmeanstobullysomeone,andhowitwouldfeeltobebullied.
7. Showvideotostudents

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 8. Haveadiscussionaboutvideoandhowbullyingeffectspeople.Discussthatbullyingis
notokay,andthatstudentsbeawareofwhethertheirbehaviorishurtingsomeones
feelings.
9. BeachBallActivitytoendthesession.Counselorwritesaquestiononeachsectionofa
beachball.Theballisthentossedtodifferentmembersofthegroup,withtherecipient
answeringthequestionthattheirright(orleft)handfallson.

Closing:
1. Askstudentstowritedownintheirjournalsatleastonewaypeopleareeffectedby
bullying,andalsowaysthattheycouldmakepeoplesmilefornextweekslesson.
2. Conductfeelingcheckout
3. Remindstudentsaboutconfidentialityandthankthemforparticipatinginthelesson.
4. Remindstudentsthatnextweekisourfinalgroupsession.

Reference:
https://www.youtube.com/watch?v=gvuEu8N_KJc

WeekSixPositivity&tyingitalltogether.

Objective/Outcome
Studentswillbeabletodemonstrateat
leastonepositivebehaviortoencourage
othersandmakefriends.
Materials:Constructionpaper&Markers
Evaluation/Assessment
Assessment=monitoreddiscussion/posttest.
Evaluation=100%ofstudentswillwrite
onewayinwhichtheycanillustratepositive
behaviortoencourageothersandmake
friends.

Procedure:
1. Welcomestudentsbacktothelastgroup.
2. Goovergroupagreements.

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 3. Facilitatefeelingcheckin.
4. Revieweverythingthattheyhavelearnedinthelastfiveweeks.
5.Icebreaker:HumanKnot.Askstudentstoformacircleandreachtheirlefthandoutand
grabtheperson'shandacrossfromthem.Thenaskthemtoholdtherighthandofanother
groupmember.Thetaskistounravelthespiderwebofinterlockingarmswithoutletting
goofanyone'shands.Givethematimelimittocompletethetask.
6.Askforvolunteerstoshareanddiscussfinaljournalentriesfrompreviousweek.
7. IntroduceFiveFingerFriendshipChallengeActivity.Askstudentstooutlinetheirhands
onthepieceofpaper.Thenaskthemtowriteonewayoneachfingerthattheyareagood
friend.Underneaththeirhandaskthemtowritedownwaysinwhichtheycouldtrytobe
anevenbetterfriendormakeotherpeoplesmile.
8. Allowafewminutesforstudentstofinishandthendiscusswhattheyhavewritten.
9. EndfinalsessionwithagameBackwardClumps.Pairstudentsupwithsomeoneandask
themtositwiththeirbackstogetheronthefloorwiththeirfeetoutandarmsinterlocked.
Theirtaskistostanduptogether.Aftereveryonehasdonethis,jointwopairstogether
foragroupoffour.Oncetheysucceed,addanotherpairuntileveryoneinthegroupis
tryingtostandtogether.

Closing:
1. Conductfeelingcheckout.
2. Passoutthepretest/posttestandexplainthatitisonlyseenbyyou,theschoolcounselor,
andallowforafewminutestofillitout.Collectthemwhentheyarefinished.
3. Remindstudentsaboutconfidentialityandthankthemforparticipatingingroup.
AppendixA

Pre/PostTest
EmpathyandUnderstandingNewPerspectives

Name:________________________Date:___________________

1. Whatdoesempathymean?

2. Name3differentemotionsandexplainasituationtheymaybeusedin.

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3. Isthereonlyonewaytorespondinanygivensituation?Explain.

4. Whatdoesitmeantobullysomeone?Circleallthatapply.
a. Teasingisaformofbullying
b. Callingsomeonenames
c. Hittingorkickingsomeone
d. Refusingtositnexttosomeone
e. Startingrumorsaboutsomeone

5. Whataresomeeffectsthatpeoplewhoarebeingbulliedexperience?

6. Whatisonewayyoucanmakesomeonesmileormakeanewfriend?

AppendixB

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 AppendixC

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