Small Group Curriculum

Name of Group: Students Who Bully (unofficial name)

Focus of Group:
Statistically, many sources suggest that bullying is typically under
reported by students. Research from Pacer has found that only 36% of bullying is
officially reported to faculty or staff. In our needs assessment 23% of all students
who took the survey reported being bullied by a peer at some point. Additionally,
57% of all students who participated reported witnessing a peer being bullied.
These statistics show that there is a need for a program addressing bullying at
Kenwood. Research by CASEL has shown that social emotional learning at all levels
in the school can help prevent bullying. This research also points out that these
social-emotional skills improve with practice. As with any subject in school, students
need to learn skills and have a space to practice these types of skills to be competent
in their use. By providing Students Who Bully to students who are struggling with
social-emotional issues they will be able to assess and understand their own
feelings, empathize and understand others, establish and maintain healthy
relationships, and communicate those feelings more effectively.
Goal:
Help students foster and improve social/emotional learning skills related to
bullying other students.
Number of Students:
8-12 students who have been identified as bullying other
students. Students can be referred by teachers, administrators, or parents.
Grade Level:
Group is open to freshman through seniors. The group is structured to
allow students who bully others to interact with one another regardless of grade
level.
Adult Leader:
Professional school counselor familiar with bullying and
social-emotional learning.
Number of Session:
There will be four sessions held during the lunch period every
Monday of November, 2015 (11/2, 11/9, 11/16, 11/23).
ASCA National Standards for Students:
StandardA:Studentswillacquiretheknowledge,attitudesandinterpersonal

skillstohelpthemunderstandandrespectselfandothers.
o PS:A1AcquireSelfknowledge

PS:A1.5Identifyandexpressfeelings

PS:A1.6Distinguishbetweenappropriateandinappropriate
behavior

PS:A1.8Understandtheneedforselfcontrolandhowtopractice
it

o PS:A2AcquireInterpersonalSkills

PS:A2.3Recognize,accept,respectandappreciateindividual

differences

PS:A2.6Useeffectivecommunicationsskills

PS:A2.8Learnhowtomakeandkeepfriends

StandardB:Studentswillmakedecisions,setgoalsandtakenecessaryactionto
achievegoals.
o PS:B1SelfknowledgeApplication

PS:B1.3Identifyalternativesolutionstoaproblem

PS:B1.6Knowhowtoapplyconflictresolutionskills
StandardC:Studentswillunderstandsafetyandsurvivalskills.
o PS:C1AcquirePersonalSafetySkills
PS:C1.2Learnabouttherelationshipbetweenrules,laws,safety
andtheprotectionofrightsoftheindividual

PS:C1.4Demonstratetheabilitytosetboundaries,rightsand
personalprivacy

PS:C1.10Learntechniquesformanagingstressandconflict

ASCA School Counselor Competencies:

I-A-5. Individual counseling, group counseling and classroom instruction ensuring
equitable access to resources promoting academic achievement, career
development and personal/social development for every student
I-A-9. The continuum of mental health services, including prevention and
intervention strategies to enhance student success
IV-A-4. Counseling theories and techniques in different settings, such as individual
planning, group counseling and classroom lessons
IV-B-1d. Develops materials and instructional strategies to meet student needs and
school goals
IV-B-3a. Lists and describes interventions used in responsive services, such as
individual/ small-group counseling and crisis response
IV-B-3c. Demonstrates an ability to provide counseling for students during times of
transition, separation, heightened stress and critical change
Materials:
Pre and Post tests for each group
Paper and pencils
Anger Management Worksheet
Progressive Muscle Relaxation Worksheet
Responsible Action Worksheet
Funderstanding Activity Worksheet

Description of Group:
Each group will consist of 50% psychoeducational, 50%
discussion/reflection

SessionOne:
This would be opening session for the group and include:
1. Introductions
2. Explain purpose of group
3. Establish group norms (allow students to come up with and agree on
norms).
4. Allow students to share what they want to learn/get out of group.
5. Allow students to take ownership of group and come up with group name
6. Counselor will facilitate, taking notes of what students hope to gain from
group, providing examples when and if necessary.
Session Two:
focus on identifying feelings (self)
1. Define seven main feelings: anger, contempt, fear, disgust, happiness,
surprise
2. Introduce concept of verbal and nonverbal expression of feelings
3. Open discussion to the group on how they feel when they get angry such as
physical signs or thoughts. Pass out the
Anger Management Sheet
after
discussion. Have students circle the signs that apply to them.
4. Short lesson on
Progressive Muscle Relaxation
to help control feelings.
Practice for last few minutes of session.
Session Three:
understanding the emotions of others (others)
1. Revisit previous session including basic emotions and discussion. Explain
focus of todays group session.
2. Do
Funderstanding Acting
activity
3. Close session with
Progressive Muscle Relaxation.
Session Four: communicating feelings and interacting with others
(self &
others)
1. Revisit previous session topics of feelings related to selves and others. Group
for today will focus on interaction.
2. Have students fill out
Responsible Action
sheet
.
Once
Responsible Action
sheet
is completed students share with the group their responses to feeling angry,
sad, and silly. During sharing group discusses healthy expression of feelings
using Thumbs up/Thumbs down.
3. Close session with
Progressive Muscle Relaxation.

Plan For Evaluation:

Process Data: Have 8-12 students participate in Students Who Bully

Perception Data: 100% of students who participate are able to identify healthy
communication skills, their own feelings and the feelings of others
Outcome Data: 5% decrease in incidences of bullying.
Follow Up: Follow up with students individually or as a group to assess progress