Stress Busters

A Small Group for Students to Learn Coping Skills to

Fight Against Stress

By: Ashley Neels

2014
All Rights Reserved

Table of Contents
Introduction...3
Pre-Group Planning..5
Consent Letter...6
Teacher Pre-test/Post-test..7
Student Pre-test/Post-test...8
Parent Pre-test ..9
Parent Post-test....10
Session One Sweet Introductions11
Session Two Stress VS. Calm..12
Session Three iPicture..13
Session Four Moving Mindfully.14
Session Five Worries in a Jar.....15
Session Six Paving my way to Peace..16
Appendix A..17
Appendix B..18
Appendix C 20
References...21

Introduction
Stress Busters
By: Ashley Neels
It is somewhat of a common sense assumption that adults experience stress, however,
it is less researched and less talked about in regard to children experiencing stress
(Greenberg & Harris, 2012). Children experience depression, loneliness, aggression, and
anxiety, many of which are brought on by stress (Onchwari, 2010). Onchwari explained stress
as a situation is said to be stressful when the demands and expectations surpass the
individuals ability to manage with the perceived threat (2010). If the situation we are being
faced with is too large and too unfamiliar to us, we will have a stress response. For example,
a student who is suddenly expected to help care for younger siblings while the parents are
at work. To truly understand stress in children, it is necessary to look at the causes and effects
it may bring.
The causes for an adult to experience stress and the causes for a child to experience
stress can at times be similar to those stressors experienced by adults. One explanation of the
stress that children experience can be tied to Bronfenbrenners Ecological Model as
explained by Onchwari (2010). The child experiences interactions at all levels of his or her
environment; the microsystem, the mesosystem, the exosystem, macrosystem and lastly, the
chronosystem. The childs stress, coping abilities, and resilience is affected with the
interactions of all these levels. The emphasis is on the resilience of the child, put another way,
his or her ability cope (Onchwari, 2010).
While there are other life factors that can lead to a students perceived stress levels,
academics is also an area worth looking into. Brown, S.L., Nobiling, B.D., Tuedel, J., & Birch,
D.A (2011) looked at 882 children ranging from ages nine to 13 and found that those who
reported two or more hours of homework per night experienced the most stress. It was
suggested that children who have more control and autonomy in their schedule were less
likely to experience stress than those who felt they had less control over their life (Brown et al.,
2010).
Just as there are many causes for stress, there are many different effects that stress
can be exemplified in the individual who is experiencing stress. Stress in children has been
shown to effect or lead to issues with academic performance, substance abuse violence
and obesity (Greenberg & Harris, 2012). Onchwari researched the effects stress plays on a
child and found that reduced helplessness, reduced self-esteem, and development external
locus of control are common occurrences. It was also noticed that stress seemed to interfere
with the childs cognitive functioning, therefore inhibiting the childs ability to take part in
higher order thinking (Onchwari, 2010). The lack of higher order functioning may impair the
childs ability to respond to the stress in a healthy or logical manner.
While it is clear that stress often plays a negative role in childrens lives, it is also
somewhat necessary. It is tempting to wish a non-stressful life for a child, but with stress
3

comes coping skills that builds resilience for the child which as a result builds the ability for the
child to handle stress and anxiety (Bauwnes & Hourcade, 1992).
After taking a look at the development of stress and the effects it may play in a childs
life, it is clear that this is an essential area for school counselors to step in. Through the
comprehensive guidance program, school counselors are often in classrooms or leading
small groups that help to teach students the necessary skills to live a happy and healthy life.

Pre-Group Planning
Before beginning the Stress Busters Small Group, the group members need to be
chosen in a careful, well thought out manner. Group members should be chosen by the
counselor, or from teacher or parent recommendation. This group curriculum was
developed for third through fifth grade students in mind, although, changes can be made to
make it appropriate for students younger or older. The ideal group size is four to eight
members in the group.
It is essential that the professional school counselor to meet with and screen each
student to ensure they are a good fit for the group prior to beginning the group. During this
meeting, the student should complete the pre-assessment. If the counselor does not feel the
student is a good fit for the group, the counselor should meet with the student individually
until the student is able and ready to participate in a small group. Once the group members
have been chosen, the group will meet once a week at the same day and the same time
for 45 minutes.

Stress Busters
Dear Parents/Guardian/Student,
As part of our schools Comprehensive Guidance Program, I am in your childs classroom weekly to teach
lessons on academic development, career development, and personal and social development. Additionally, I
often lead small groups on a variety of topics. In the next six weeks, I will be leading a group on Stress
Management. Each group will meet once a week for approximately thirty minutes each week.
This small group is perfect for children learning to deal with life and stressors that may arise. Through
participation in this small group, students will learn healthy coping strategies, develop interpersonal
skills while working with other students, and lastly, learn about self-care.
Please note that participation in the group is completely voluntary and confidentiality will be addressed and
respected. Please sign the form below to indicate your consent (or non-consent). Please include comments
that might be beneficial when working with your son or daughter. Complete and return the consent portion to
the Counseling office no later than (date). If you have any questions, feel free to contact me at (contact
number).
Sincerely,
(signature)
- - - - - - - - - - - - - - - - - - - -- - - - - - - - cut here and return lower portion - - - - - - - - - - - - - - - - - - - - - - - - - Consent for Participation in: Stress Busters Group
Please Return to the Guidance and Counseling Office by: (date)
Student Name: ____________________________________________________________
Student Signature* _________________________ Date _____________________

I give my consent for my son or daughter to participate in the __________________Group.

I do not give my consent for my son or daughter to participate in the _____________ Group.

Parent/Guardian (please print) ____________________________________________________

Parent/Guardian Signature _______________________________

Date ____________

SMALL GROUP COUNSELING

TEACHER PRE-POST-GROUP PERCEPTIONS
Individual Student Behavior Rating Form
(Adapted from Columbia Public Schools Student Behavior Rating Form)
STUDENT_____________________GRADE __________TEACHER ____________________
DATE: Pre-Group Assessment ___________Date: Post-Group Assessment_______________
Pre-Group Concerns

Student Work Habits/Personal Goals Observed

Post-Group Concerns

Rank on a scale of 51

Colleagues, will you please help us evaluate the counseling

group in which this student participated. Your opinion is
extremely important as we strive to continuously improve
our effectiveness with ALL students!

Rank on a scale of 51

(5 = HIGH1 = LOW)

Academic Development
Follows directions
Listens attentively
Stays on task
Compliance with teacher requests
Follows rules
Manages personal & school property (e.g., organized)
Works neatly and carefully
Participates in discussion and activities
Completes and returns homework

Personal and Social Development

Cooperates with others
Shows respect for others
Allows others to work undisturbed
Accepts responsibility for own mis-behavior (e.g., provoking fights,
bullying, fighting, defiant, anger, stealing)
Emotional Issues (e.g., perfectionism, anxiety, anger, depression,
suicide, aggression, withdrawn, low self-esteem)

Created by: Ashley Neels2014

Adapted from:
RSSmallGroupUnitLifeChanges-SelfAwareness3-5
MCGP Writing Team, 2009
By Ashley Neels

(5 = HIGH1 = LOW)

Student Pre-Test/Post-Test
Name: ______________________________ Date:_____________
1.

I get mad and/or stressed out easily.

= I agree

2.

= Im not sure

= I disagree

I know how to get along with friends and others at school.

= I agree

4.

= I disagree

I can calm myself down when Im feeling mad and/or stressed out.
= I agree

3.

= Im not sure

= Im not sure

= I disagree

I know how to take care of myself when I do feel upset or stressed out.
= I agree

= Im not sure

= I disagree

5. When I am feeling mad or stressed out, I can (Please write answer on the back)

Created by: Ashley Neels2014

Adapted from:
RSSmallGroupUnitLifeChanges-SelfAwareness3-5
MCGP Writing Team, 2009
By Ashley Neels
*Adapted by Matthew B. Tolliver (2016)

Parent Pre-Test
Dear Parent or Guardian, your child is about to participate in a small group where
he or she will learn more about managing stress and developing positive coping
strategies. Please fill out this pre-test and return to (school counselor) by (date).
Completing this assessment will help us to understand the needs and effectiveness
of this small group.
Please answer the following questions
regarding (Students Name)

Strongly Agree Unknown Disagree Strongly

Agree
Disagree

My child is able to identify when he or she

is experiencing stress.

When my child is experiencing stress, he or

she is able to cope with the stress in a
healthy way.

My child is able to relate to other students

in a positive manner.
My child experiences a significant amount
of stress or appears to be overwhelmed in
his or her day to day life.

Other comments:

Pretest created by Ashley Neels, 2014

Parent Post-Test
Dear Parent or Guardian, your child participated in a small group where he or she
learned about managing stress and how to develop positive coping strategies.
Please fill out this post-test and return to (school counselor) by (date). Completing
this assessment will help us to understand the needs and effectiveness of this
small group.
Please answer the following questions
regarding (Students Name)

Strongly Agree Unknown Disagree Strongly

Agree
Disagree

My child is able to identify when he or she

is experiencing stress.

When my child is experiencing stress, he or

she is able to cope with the stress in a
healthy way.

My child is able to relate to other students

in a positive manner.
My child experiences a significant amount
of stress or appears to be overwhelmed in
his or her day to day life.

Other comments:

Posttest created by Ashley Neels, 2014

10

Mindful Stress Busters

Session Title: Sweet Introductions
Grade Level: 3

Session # 1 of 6
Estimated Time: 45 mins

Small Group Counseling Session Purpose: In this session, students will become acquainted with
the other group members and will begin to build rapport. Students will build this relationship with
each other by creating group name and group rules. Students will begin to learn how to
breathe in a relaxing and calming manner.
Missouri Comprehensive Guidance Big Idea:
PS 1. Identify and demonstrate ways to participate in team building.
PS 2. Interacting with others in ways that respect individual and group differences.
PS 3. Identify coping skills for managing life changes or events.

Materials
M&Ms and Skittles
M&M/Skittles Color Key- Appendix A
Rocks
Art Supplies- Crayons, Markers, Paint, Permanent Markers ETC.
Zip-Lock Bag
Computer with internet access
Smart Board or Screen Projector to play YouTube video

Lesson: 1 of 6
1. Start by introducing group members and explain the purpose of the group. Describe that
the purpose of this group is to help students learn healthy coping skills to reduce stress.
Next, go over confidentiality in a group setting and what it means to be a member of a
group.
2. Instruct students to choose a pack of skittles or M&Ms. Students will share something
about themselves for every candy they have. Write on the board that Yellow= Something
that you love; Blue/Purple= Dream Vacation; Red= Something you are good at; Orange=
Something you wish for; Green=Your Choice! (Anything you would like to share about
you). Brown= Something you couldnt live without. See appendix A for sheet. (Katie,
2012).
3. Encourage students to brainstorm together and think of a name for the group.
4. Encourage students to state the rules they want the group to follow. The counselor should
write the rules on a large piece of chart paper that can be saved for future sessions.
5. Ask students to set three goals for themselves and three group goals that they hope to
accomplish through the group. Students should write down goals on paper, and the
counselor should write the group goals on a large piece of chart paper.
6. Explain and discuss breathing and the benefits it can have. Discuss what it feels like when
you breathe stressed verses not stressed. Play YouTube video that teaches students to
breathe. http://www.youtube.com/watch?v=Uxbdx-SeOOo(Gozenonline, 2012).
7. Allow students to choose a rock and to decorate the rock based off of todays activities.
Explain to students that the counselor will hold on to all of the rocks until a later time.
Students should place rocks in zip-lock bag with their name on it.
8. End session with five deep breaths.

Process:
At the end of the session, students will have time to share their feelings about the group and
todays activities. Students will have time to process while decorating his or her rock.

Created by Ashley Neels 2014

11

Mindful Stress Busters

Session Title: Stress VS. Calm
Grade Level: 3

Session # 2 of 6
Estimated Time: 45 mins

Small Group Counseling Session Purpose: In this session, students will continue getting to know
each other while learning more about stress and the personal stress triggers they each may
have.
Missouri Comprehensive Guidance Big Idea:
PS 1. Identify and demonstrate ways to participate in team building.
PS 2. Interacting with others in ways that respect individual and group differences.
PS 3. Identify coping skills for managing life changes or events.

Materials
Rocks
Art Supplies- Crayons, Markers, Paint, Permanent Markers ETC.
White and Construction Paper

Lesson: 2 of 6
1. Review breathing technique and begin session with five deep breaths.
2. Allow for each student to take a turn sharing about anything they would like for 30
seconds each.
3. Review group rules that were written on the poster board with the students.
4. Students will continue building rapport with each other by sharing and discussing what
stress means to them. Additionally, counselor will encourage students to share what
they are feeling stressed about now. Lastly, the counselor should lead a discussion
where students share what helps them to feel better when they are experiencing
stress.
5. Give each student a piece of paper and spread out art supplies. Ask students to show
in whatever way they see fit how they feel when they are experiencing stress verses
when they feel calm and relaxed. Provide time for students to share and discuss each
others pictures.
6. Allow students to choose a rock and to decorate the rock based off of todays
activities. Explain to students that the counselor will hold on to all of the rocks until a
later time. Students should place rocks in zip-lock bag with their name on it.
7. End session with five deep breaths.

Process:
Provide time students time to discuss how they are feeling about being in a group and how
things are going. Students will have time to process while working on their rock.
Created by Ashley Neels 2014

12

Mindful Stress Busters

Session Title: iPicture
Grade Level: 3

Session # 3 of 6
Estimated Time: 45 mins

Small Group Counseling Session Purpose: In this group session, students will continue building
rapport with each other while participating stress management activity.
Missouri Comprehensive Guidance Big Idea:
PS 1. Identify and demonstrate ways to participate in team building.
PS 2. Interacting with others in ways that respect individual and group differences.
PS 3. Identify coping skills for managing life changes or events.

Materials
Rock
Art Supplies- Crayons, Markers, Paint, Permanent Markers ETC.
White Paper and Construction Paper
Guided Meditation (Sivak)-Appendix B

Lesson: 3 of 6
1. Review breathing technique and begin session with five deep breaths.
2. Allow for each student to take a turn sharing about anything they would like for 30
seconds each.
3. Explain what a guided meditation is and the challenges that may arise (i.e: distractions).
Ask students to find a comfortable position either on ground, or sitting in a chair. Once
the students are comfortable, the counselor should read the peaceful guided
meditation located in appendix A. (Sivak)
4. Spread out papers and art supplies. Encourage students to draw or write about their
peaceful place they pictured in the guided meditation. After students have finished their
pictures, encourage students to talk and share about their special place while also
discussing how they felt about the guided meditation.
5. Allow students to choose a rock and to decorate the rock based off of todays activities.
Explain to students that the counselor will hold on to all of the rocks until a later time.
Students should place rocks in zip-lock bag with their name on it.
6. End session with five deep breaths.

Process:
At the end of the session, students will have the opportunity to share their feelings about todays
activity and their view of the group. Students will have time to process while creating their rock
they decorated from todays activity.
Created by Ashley Neels 2014

13

Mindful Stress Busters

Session Title: Moving Mindfully
Grade Level: 3

Session # 4 of 6
Estimated Time: 45 mins

Small Group Counseling Session Purpose: The purpose of this activity is for students to learn a stress
management activity and that their body is a tool to help fight and prevent stress.
Missouri Comprehensive Guidance Big Idea:
PS 1. Identify and demonstrate ways to participate in team building.
PS 2. Interacting with others in ways that respect individual and group differences.
PS 3. Identify coping skills for managing life changes or events.

Materials
Rock
Art Supplies- Crayons, Markers, Paint, Permanent Markers ETC.
Computer with internet access
Smart Board or Screen Projector to play YouTube video

Lesson: 4 of 6
1. Review breathing technique and begin session with five deep breaths.
2. Allow for each student to take a turn sharing about anything they would like for 30 seconds
each.
3. Ask students what they know about yoga and how it can help a person. The counselor should
lead a short discussion about how our body is a tool to help fight stress.
4. Ask students to spread out in room. Once the students are spread out, the counselor will play
the YouTube video. http://www.youtube.com/watch?v=EmeTZGr_R5Q (YogaToday, 2009).
5. After the yoga video, the counselor will lead a short discussion about how the students felt
about participating.
6. After the yoga discussion, the counselor will talk about and explain what a progressive muscle
meditation is. After a short discussion, the counselor will play the video and the students will
participate. http://www.youtube.com/watch?v=RUY0HEVbD1s (MindfulnessforMums, 2013).
7. After the progress muscle relaxation video, the counselor will lead a short discussion about
how the students felt about participating.
8. Allow students to choose a rock and to decorate the rock based off of todays activities.
Explain to students that the counselor will hold on to all of the rocks until a later time. Students
should place rocks in zip-lock bag with their name on it.
9. End session with five deep breaths.

Process:
Allow for students to process activity at the end of the group session. Check in with students on how
they are feeling about the group and the progress thus far. Students will have time to process while
creating their rock they decorated from todays activity. Students will discuss how their bodies felt
during and after participating in yoga and meditation.
Created by Ashley Neels 2014

14

Mindful Stress Busters

Session Title: Worries in a Jar
Grade Level: 3

Session # 5 of 6
Estimated Time: 45 mins

Small Group Counseling Session Purpose: In this session, students will continue to build rapport with each other by
participating in group discussions and sharing materials. Students will create their own relaxation jar to take home
with them and use as needed.
Missouri Comprehensive Guidance Big Idea:
PS 1. Identify and demonstrate ways to participate in team building.
PS 2. Interacting with others in ways that respect individual and group differences.
PS 3. Identify coping skills for managing life changes or events.

Materials
Bottles or Jars With Lid
Glitter
Hot Water
Corn Syrup
Dish Soap
Utensil for stirring and Measuring Cup
Rock
Art Supplies- Crayons, Markers, Paint, Permanent Markers ETC.

Lesson: 5 of 6
1. Review breathing technique and begin session with five deep breaths.
2. Allow for each student to take a turn sharing about anything they would like for 30 seconds each.
3. Counselor will notify students that including today, there are two sessions left. A short discussion regarding
termination will follow.
4. Begin discussion of what it feels like it your head when you have too much stress. Encourage students to
share their perspective of what stress feels like to them. Explain that stress can feel like a messy tornado
(kind of like relaxation jar when it is shaken up).
5. Set up and pass out materials for creating relaxation jar. See appendix C for detailed instructions.
(MamaOwl, 2012).
6. Explain to students that when they are feeling stressed, shaking their relaxation jar can help them to feel
calmer. Explain that if we become still like the jar, we begin to feel more relaxed as well.
7. Allow students to choose a rock and to decorate the rock based off of todays activities. Explain to
students that the counselor will hold on to all of the rocks until a later time. Students should place rocks in
zip-lock bag with their name on it.
8. End session with five deep breaths.

Process:
Allow for students to process activity at the end of the group session. Check in with students on how they are
feeling about the group and the progress thus far. Students will have time to process while working on their rock.
Created by Ashley Neels 2014

15

Mindful Stress Busters

Session Title: Paving my way to Peace
Grade Level: 3

Session # 6 of 6
Estimated Time: 45 mins

Small Group Counseling Session Purpose: The purpose of this session is to provide a terminating
activity that will sum-up what the students have learned and help to bring closure to the group.
Missouri Comprehensive Guidance Big Idea:
PS 1. Identify and demonstrate ways to participate in team building.
PS 2. Interacting with others in ways that respect individual and group differences.
PS 3. Identify coping skills for managing life changes or events.

Materials
Students Rocks from Previous Group Sessions
Small Plastic Box
Sand
Fork or Stick

Lesson: 6 of 6
1. Review breathing technique and begin session with five deep breaths.
2. Allow for each student to take a turn sharing about anything they would like for 30
seconds each.
3. Provide time for students to share and discuss feelings about the group coming to an
end.
4. Give each student a plastic box with enough at least enough sand to cover the bottom
of the box. Pass back each students bag of rocks. Pass out forks or small sticks for
students to use in the sand. Explain to students that they are creating a garden for their
rocks to stay. The box will be a reminder of what they have learned in the group and a
place for them to go to when they are needing some reminders. Encourage for students
to share their rocks and gardens that they have created.
5. Have students complete Post-Test.
6. End session with five deep breaths.

Process:
Allow for students to process activity at the end of the group session. Students will process
feelings about this being their last session through group discussion.
Created by Ashley Neels 2014

16

Appendix A
Sweet Introduction Activity

Yellow= Something that you love

Blue/Purple= Dream Vacation
Red= Something you are good
at
Orange= Something you wish for
Green=Your Choice!
Brown= Something you couldnt
live without

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Appendix B
Peaceful Guided Meditation
For the next few moments, focus on calming your mind by focusing on your
breathing. Allow you breathing calm you and relax you. Breathe in.... and out.
In..... out.....
In.... Out.....
Continue to breathe slowly and peacefully as you allow the stress to start to
leave your body. Relax any tight muscles, feeling your muscles relax and
become more comfortable with each breath.
Continue to let your breathing relax you....
Breathe in....2...3...4.... hold....2.....3...... out...2...3....4...... 5
again....2.....3....4
....hold....2....3.... out...2...3....4.... 5
Continue to breathe slowly, gently, comfortably.....
Let the rate of your breathing become gradually slower as your body relaxes.
Now begin to create a picture in your mind of a place where you can
completely relax. Imagine what this place needs to be like in order for you to
feel calm and relaxed.
Think about what this place looks like..... where is this peaceful place? This place
might be outdoors.... or indoors..... it may be a small place or large one..... in
your mind, create a peaceful image of what your peaceful place
Now picture some more details about your peaceful place. Who is in this place?
Are you alone? Or maybe you are with someone else? Are there other people
there? Animals? Birds? Imagine who is at your place, whether it is you only, or if
you have company.(pause)
Imagine even more detail about your surroundings. Focus now on the relaxing
sounds around you in your peaceful place.
Now imagine any tastes and smells in your special place.
Imagine the sensations of touch... including the temperature, any breeze that
may be present, what are you sitting or standing on.... imagine the details of this
calming place in your mind.
Focus now on the sights of your place
-colors, shapes.... objects.... plants..... water..... all of the
18

beautiful things that make your place enjoyable.

To add further detail to this relaxing scene, imagine yourself there. What would
you be doing in this calming place? Perhaps you are just sitting, enjoying this
place, relaxing. Maybe you imagine walking around.... or doing any other
variety of activities.
Picture yourself in this peaceful place. Imagine a feeling of calm..... of peace.....
a place where you have no worries, cares, or concerns.... a place where you
can simply relax, and enjoy just being. (pause)
Enjoy your peaceful place for a few more moments. Memorize the sights,
sounds, and sensations around you. Know that you can return to this place in
your mind whenever you need a break. You can take a mental vacation to
allow yourself to relax and become calm before returning to your regular roles.
In these last few moments of relaxation, create a picture in your mind that you
will return to the next time you need a quick relaxation break. Picture yourself in
your peaceful place. This moment you are imagining now, you can picture
again the next time you need to relax.
When you are ready to return to your day, file your peaceful place in a special
part mind, where it will be waiting for you the next time you need it.
Slowly turn your attention back to the present. Notice your surroundings as your
body and mind return to their usual level of alertness and wakefulness. Keep
with you the feeling of calm from your peaceful place as you return to your
everyday life

Adapted from:
http://www.therapysites.com/userfiles/2139734/file/Grounding Exercises.pdf
By: Sivak
19

Appendix C
Relaxation Jar Instructions
Materials Needed Per Jar
Hot Water -1/2 Cup
Corn Syrup- Cup
Glitter 1 teaspoon
Dish soap- 3-4 drops
Pint Size Jar
Utensil for Stirring
Measuring Cup
Instructions
1.
2.
3.
4.
5.
6.

Pass out a jar to each student.

Assist students in measuring out hot water if needed.
Pour hot water and corn syrup into jar.
Mix hot water and corn syrup together until well blended.
Add glitter.
Add dish soap.
Helpful Hints
-With the recipe above, it should take about 2-3 minutes for the
ingredients to settle.
-If you want the solution to settle quicker, change ingredients to a higher
ratio of water to corn syrup.
-If you want the solution to take longer to settle, change ingredients to
have a higher ratio of corn syrup to water.
-If you are worried about spills, you can hot glue the lid shut on the jar.

Adapted from http://mommaowlslab.blogspot.com/2012/02/science-thursday-glitterjars.html

20

References
Bauwens, J., & Hourcade, J. J. (1992). School-based sources of stress among elementary
and secondary at-risk students. School Counselor, 40(2), 97.
Brown, S. L., Nobiling, B. D., Teufel, J., & Birch, D. A. (2011). Are Kids Too Busy? Early
Adolescents' Perceptions of Discretionary Activities, Overscheduling, and Stress.
Journal Of School Health, 81(9), 574-580.
Gozenonline. (2012, December 4). 4-7-8 Breathing Exercise by GoZen [Video file].
Retrieved from http://www.youtube.com/watch?v=Uxbdx-SeOOo
Greenberg, M. T., & Harris, A. R. (2012). Nurturing Mindfulness in Children and Youth:
Current State of Research. Child Development Perspectives, 6(2), 161-166.
doi:10.1111/j.1750-8606.2011.00215.x
Henkes, K. (2000). Wemberly worried. New York: Greenwillow Books.
Katie. (2012, May 14). [Web log message]. Retrieved from
http://www.livecrafteat.com/live/skittles-ice-breaker-game/
Mama Owl. (2012, February 24). [Web log message]. Retrieved from
http://mommaowlslab.blogspot.com/2012/02/science-thursday-glitter-jars.html
MCGP Writing Team, 2009. Small group counseling module.
http://www.missouricareereducation.org/project/smallgroup
Mindfulnessformums. (2013, May 9). Progressive Muscle Relaxation Meditation for
Mothers & Children [Video file]. Retrieved from
http://www.youtube.com/watch?v=RUY0HEVbD1s
Onchwari, J. (2010). Early Childhood Inservice and Preservice Teachers Perceived
Levels of Preparedness to Handle Stress in their Students. Early Childhood
Education Journal, 37(5), 391-400. doi:10.1007/s10643-009-0361-9
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Sivak, K. (n.d.). Grounding exercises. Retrieved from

http://www.therapysites.com/userfiles/2139734/file/Grounding Exercises.pdf
Yoga Today. (2009, March 15). Yoga for Kids [Video file]. Retrieved from
http://www.youtube.com/watch?v=EmeTZGr_R5Q

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