from lemons to lemonade: helping students cope with...

From Lemons to Lemonade: Helping Students Cope with

Family Changes

Katherine Henderson

UNC Chapel Hill

Rationale

The construct of family has become a nebulous notion, having expanded and evolved

over centuries on social, emotional, and physical planes. Where one used to think a family

consists simply of blood relations, it has become increasingly evident that DNA is not all that

comprises family. While genetic inheritance is one feature of family, the more poignant

elements of family are those that provide its members with the physical, social, and emotional

support needed to realize their potential and become successfully functioning human beings. No

matter the filial ties, if one does not receive the vital benefits of the family experience, the effects

can be detrimental.

Divorce has been a factor that has affected the family construct for hundreds of years.

Children are especially vulnerable to the developments of divorce. Connolly and Greene found

that,

“Compared to 10% to 15% of children in non-divorced families, studies reveal that 17%

to 25% of children in divorced and remarried families demonstrate clinically significant

internalizing and externalizing behavior problems (Connolly & Greene, 2009).”

These behaviors can include, but are not limited to, increased levels of aggression,

noncompliance, inappropriate classroom conduct, depression, and anxiety; moreover decreased

self-regulation and compromised self-esteem can result. Not only do these behaviors affect

children at home within the social and personal realms, they permeate into academic life as well.

(Connolly & Greene, 2009)

I believe school counselors are in a truly advantageous position to provide beneficial

services to children affected by divorce and changing family constructs. Counseling students

dealing with the trauma of loss has had proven empirical benefits. A study conducted by

Schechtman and Mor found that students that participated in counseling groups experienced

sharp reductions in PTSD, anxiety, and trauma symptoms (Mor & Schechtman, 2010). The

group counseling unit, From Lemons to Lemonade adapted and modified from a unit by Emily

Woodman Scott, is meant to help students cope with and normalize their family changes, as well

as give them an outlet to process them (Goodman, E. 2013). The lessons focus on topics

including grieving loss, strengths in previous transitions, coping strategies, and building

community amongst peers. This unit combines tangible, engaging activities with varying

counseling strategies in an effort to help students manage their family changes.

Group Composition and Selection

The unit is tailored for a group of 8, 4th to 5th grade students dealing with the outcomes

of, or currently involved in, divorce or family changes. The group will be held once weekly for

five weeks. Sessions will last approximately 45 minutes. Scheduling will be based on teacher’s

schedules and their convenience, but sessions will ideally be held at the same time each week.

Selection of students for the group will include teacher or parent referrals and voluntary

participants. It will be advertised through the counseling website and office calendars,

pamphlets to be sent home and in office, mention during classroom guidance, and counselors

consulting with teachers. Screening will take place on an as-needed basis. If more participants

are interested than there are seats available, students, teachers, and/or parents will be individually

contacted to determine students’ eligibility for the group. If there is room in the schedule,

counselor may decide to hold a second group at a different time in the year.

Overall Standards

The following standards from the ASCA National Standards, the Common Core State

Standards, and the NC Department of Public Instruction’s Essential Student Standards are all

addressed and developed within the lessons of the unit.

ASCA National Standards:

Personal/Social Domain:

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help

them understand and respect self and others.

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:A1.10: Identify personal strengths and assets

PS:A1.12: Identify and recognize changing family role

PS:A2.2: Respect alternative points of view

PS:A2.5: Recognize and respect differences in various family configurations

PS:A2.6: Use effective communications skills

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1.4: Develop effective coping skills for dealing with problems

Common Core State Standards:

English Language Arts Standards:

CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on

others’ ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied required

material; explicitly draw on that preparation and other information known about the topic

to explore ideas under discussion.

CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned

roles.

CCSS.ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that

contribute to the discussion and elaborate on the remarks of others.

CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of

information and knowledge gained from the discussions

CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

CCSS.ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Essential Student Standards

Healthful Living – Health Education:

4/5.MEH.1: Understand positive stress management strategies.

http://www.corestandards.org/ELA-Literacy/SL/5/1/

http://www.corestandards.org/ELA-Literacy/SL/5/1/a/

http://www.corestandards.org/ELA-Literacy/SL/5/1/b/

http://www.corestandards.org/ELA-Literacy/SL/5/1/c/

http://www.corestandards.org/ELA-Literacy/SL/5/1/d/


http://www.corestandards.org/ELA-Literacy/SL/4/1/a/

http://www.corestandards.org/ELA-Literacy/SL/4/1/b/

http://www.corestandards.org/ELA-Literacy/SL/4/1/c/

http://www.corestandards.org/ELA-Literacy/SL/4/1/d/

4.MEH.1.1: Summarize effective coping strategies to manage stress.

4.MEH.1.2: Implement healthy strategies for handling stress, including asking for

assistance

5.MEH.1.1: Implement positive stress management strategies.

5.MEH.1.2: Evaluate the effectiveness of stress management strategies.

4.MEH.2: Understand the relationship between healthy expression of emotions, mental health,

and healthy behavior.

4.MEH.2.1: Identify unique personal characteristics that contribute to positive mental

health

4.MEH.2.2: Explain how effective problem solving aids in making healthy choices

5.MEH.2: Understand help-seeking strategies for depression and mental disorder.

5.MEH.2.1: Interpret feelings of depression and sadness as normal responses to loss.

5.MEH.2.2: Summarize how to seek assistance from reliable resources for depression and

sadness.

4.ICR.1: Understand healthy and effective interpersonal communication and relationships.

4.ICR.1.1: Explain the importance of showing respect for self and respect and empathy

for others.

Visual Arts:

4.V.2 :creative and critical thinking skills to artistic expression.

4.V.2.3: Create abstract art that expresses ideas.

4.V.3: Create art using a variety of tools, media, and processes, safely and appropriately.

4.V.3.3: Create art using the processes of drawing, painting, weaving, printing, stitchery,

collage, mixed media, sculpture, ceramics, and current technology.

Science:

5.P.2: Understand the interactions of matter and energy and the changes that occur.

5.P.2.3: Summarize properties of original materials, and the new material(s) formed, to

demonstrate that a change has occurred.

Overall Outcome Objectives and Evaluation Plan

The overall outcomes to this unit are as follows; 90% of participating students will be

able to show their ability to identify and utilize coping strategies to deal with family changes,

90% of students will have perceivably grieved for and processed their family changes; and 100%

of students will exhibit an increase in healthy relationships and participation in community.

Students will exhibit improved behavior or affect within the classroom as well as at home.

Students will exhibit coping skills and know how to ask for help when needed. Ultimately

students will have addressed their challenges with family change, and as a result they will exhibit

a substantial and visible reduction in the unwanted behaviors related to the effects of divorce or

changing families.

The overall evaluation plan includes the collection of process and perception data from

each of the lessons. Process data will include a student sign-in sheet, calendar of held sessions,

as well as the tangible artifacts from each lesson. These tangible artifacts in addition to

individual and group discussions, along with counselor notes, will be used to determine the

perception data. Moreover, counselor will follow-up the group with multiple ways to ensure that

the perception data and overall outcomes are achieved. Counselor will consult with teachers

about improved behavior and/or affect of student. When applicable, counselor will correspond

with parents regarding their students. And most importantly, counselors will follow-up with

individual students, checking in on them in class or at lunch, or other reasonable time. If

necessary counselor will hold individual sessions or in serious cases, refer student to outside

counseling. All of these measures will be taken to promote the efficacy of the small group.

Theoretical Foundation

This unit encompasses a few different theories of counseling. Most prominent is

Cognitive Behavioral Therapy, which centers on restructuring the way a person thinks. In many

of the lessons, students are finding ways to re-story their ideas of loss and family change. For

example, the making of lemonade in the lesson for week three helps students realize that even

though, there are sour parts to divorce (current“stuck” thinking), that like adding sugar to lemon

juice there are ways to make ourselves feel better and there are even positive things about family

change (new story or change in thinking). Another example of CBT is in the fourth week. In

this activity students do a group drawing about things learned from group that is cut up into

puzzle pieces, then put back together. This activity illustrates to students that they may not be

100% the same (hurt feelings=old thinking), but that they can still hold strong and transition into

making new happy memories together and with new families.

Another theory that is slightly less empirically cited than CBT, but one I unwaveringly

support is the use of the arts in counseling. Three out of five of the activities in the unit have a

connection with visual arts. A study conducted on the ArtBreak program which is designed to

provide therapeutic services for students with academic, social, and emotional needs through the

construction and execution of projects within the arts found that participating students showed

significant improvement in referral goals, behavioral goals, and social goals. Moreover, students

exhibited increases in engagement, focus, concentration, and development of social skills.

(Johanson, King, Pierce, & Ziff, 2012) Though not all of them, employed with Rogerian

empathy, CBT and Art therapy are the two main theoretical approaches to counseling within the

unit.

Multicultural Considerations and Differentiation Strategies

Given that changing families affect people from all walks of life, multicultural

considerations will have to be made. It will be made clear in the very first meeting of the group

that while sharing is genuine appreciated, not everyone has to if they do not want to. This will

accommodate those students’ whose cultures are not inclined to reveal personal issues. The arts

aspect of the activities will also provide multicultural considerations in that each student will be

able to express themselves and their culture or values through their artistic expression. Artistic

expression is different for all people, so it would not be a factor that alienates or singles any

particular student out; moreover art celebrates peoples’ differences and in turn will give student a

chance to showcase their unique strengths.

Differentiation happens in the art piece of the unit as well. There are no expectations for

students’ artistic expression, so there is opportunity for every student to succeed at the activities.

As for the writing portion, counselor can allow students to draw or illustrate things they have

learned in group instead of write them. The biggest differentiation piece within the unit has to do

with the bringing in of objects from home for the memory box. I realize that this may be a

difficult task for some children in certain ways. Whether they just forget or maybe parents won’t

allow them to bring in objects, there need to be provisions made for those circumstances.

Counselor should provide ample art materials including stickers, magazines to cut pictures out

of, crayons, markers, pencils, etc. to allow students who don’t have objects to make tangible

visible representations of their important memories to put in their memory box. In these ways,

all students should be able to participate and ideally receive benefits from the group.

Rationale for Sequence of Events

The Lemons to Lemonade unit is of a fairly linear progressive nature. The students start

out by making memory boxes to honor and validate their previous experiences with family

before the change. The activities and guided discussions then lead students to examine previous

strengths in transitions they’ve experienced before and to recognize positive aspects of the

changes in their family. So the movement is from grieving, to developing coping strategies, to

finally the re-story of student thinking into positivity and the strength to overcome, as well as the

ability to seek comfort in adults and peers when necessary.

Week #1

School Counselor: Katherine Henderson

Activity: Introduction to Group/Memory Box

Grade(s): 4-5th grade

ASCA Student Standards (Domain/Standard/Competencies):










Common Core/Essential Student Standards (Domain/Standard/Competencies):

CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and

expressing their own clearly.



expressing their own clearly

DPI Essential Student Standards:

4/5.MEH.1: Understand positive stress management strategies

4.MEH.2: Understand the relationship between healthy expression of emotions, mental health, and

healthy behavior.

5.MEH.2: Understand help-seeking strategies for depression and mental disorders

4/5.ICR.1: Understand healthy and effective interpersonal communication and relationships



Learning Objective(s):

1. Students will discuss and understand the meaning and purpose of the group.

2. Students will create, discuss, and understand the rules for participation in the group.

3. Students will discuss and exhibit characteristics of honesty, trustworthiness, caring, respect for

others, respect for rules, and citizenship.

Materials:

Large Dry Erase Board/Markers

1 Piece Large Lined Paper/Marker (for rules)

8-10 Shoe Boxes (1 for each student)

Procedure (Introduction/Review, Main Content/Experiential Activities, Processing, Closing):

Introduction

1. When group is all present and accounted for, counselor begins by explaining that we have a

special reason and mission that brings us all together, but that first we should take a minute

to get to know each other since we will be spending so much important time together.

2. Counselor models a handshake and introduction/greeting with one of the group members

and then shares with them their favorite dessert(ice breaker). Have the student do the same

back to you. Remind students that when you shake someone’s hand you are telling them that

you are interested in knowing them and hearing them and you do this by body language and

eye contact (leader models). After this has been modeled, let students take turns

introducing themselves to the person on their left. They take turns saying their names and

their favorite dessert. Students go around the circle until all have been introduced.

Main Content/Experiential Activities:

1. After all students have been introduced ask students what ideas they have about why they are

here. List some on the dry-erase board. After ideas have been discussed, leader of the group

should add to and develop any ideas that have been left out; but most importantly that the

purpose of the group is to talk about the changes in their family, how it makes them feel, and

how they can learn to feel better about it and ways to start to deal with the changes.

2. Move into rule making process. Remind students that in the group they will be talking about

some important things and that we must have some rules. Ask students about their ideas about

confidentiality and what it means. Explain what it is and what it means and get student input.

3. After the conversation about confidentiality explain that as a group we are going to come up

with the rest of the rules together. As the group discusses what they think are important rules,

leader will scaffold by asking questions such as, “What does a good listener do?” “How do we

show respect?” “How can you show people you care about them?” “What should you do when a

group member is talking?” “What are some nice words that we can use?” “What are some not

nice words we shouldn’t use?” “Do you HAVE to share (not if you don’t want to)?” “How should

we let each other know that we want to share(raise hands, other signals)?” etc.

4. When rules have been selected write them down on the dry-erase board (for next class transfer

the rules from the board to the paper so that they can be on display each session). Leader

should make sure rules that are settled on are concise and developmentally appropriate.

Processing:

1. After rules have been discussed and agreed upon, ask students to tell you what they’ve learned

about being in a group and what the goal of our group will be. Ask them also if they have any

questions so far about any of what we have discussed/decided upon. Leader will check in and

ask for a thumbs up or down about whether students understand and/or are ok.

Closing:

2. Tell students what a great job they have done today and how impressed you are with their

sharing. Pass out the shoe boxes and explain that they have a fun job to do before the next group,

to take home the boxes and fill them with small items that are very memorable for them of the

time before the family change. For example they could be pictures of family, pets, from their

room, their backyard or favorite swing set, favorite toy, a leaf from their favorite tree, a piece of

a favorite blanket or fabric, anything that reminds them of before the family change. Tell them

this will be their memory box. Ask students to think of a suggestion of an item if they want to

/you have time. (some students may not be able to bring in any items, assure them that you will

provide art materials so that they can draw/color/cut pictures to put in their box)

3. Ask students if they have any questions about the assignment. Remind them one more time how

proud you are and that you look forward to the next time group session.

Plan for Evaluation: How will each of the following be collected?

Process Data: Group will discuss and decide on a set of rules that will be displayed at all sessions; group

sign-in sheet

Perception Data: Will be represented by the rules that the group decides upon and within the

discussions the group has about the meaning and mission of the group. 80% of group can/will verbalize

why they are in the group. 70% of group will participate in rule making process. 100% can write down

at least one thing they learned in group that day.

Week #2


Activity: Memory Box Cont’d

Grade(s):4-5th grade






















4.MEH.2: Understand the relationship between healthy expression ofemotions, mental health, and

healthy behavior.



4.V.2.3: Create abstract art that expresses ideas

4.V.3.3: Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed

media, sculpture, ceramics, and current technology.




1. Students will collect, reflect, and recount memories of family life before change.

2. Students will be comforted by tangible reminders of their previous family structure/life.

3. Students will grieve for and eventually find closure regarding those changes

4. Students will identify past strengths in transitions and apply those strengths to current family

situation.

5. Students will continue to exhibit characteristics of honesty, trustworthiness, caring, respect for others,

respect for rules, and citizenship.

Materials:

Shoe Boxes Filled with Items from Home (one or two empty ones in case someone forgot or couldn’t

participate)

Crayons or Markers

Construction Paper

Stickers (or other art supplies like glitter, sequins, magazines to cut out etc.)

Scissors

Tape or Glue

Paper/Pencil


Introduction/Review:

1. After all students are present and seated comfortably, ask for students to try and recall what

was discussed last session, if they can remind you/each other of some of the things we discussed

about being in a group, why they are here, and/or the rules we came up with.

2. After these ideas suggestions, tell students that you transferred the rules to paper and will

display them each time. Read over the rules with students.

Main Content/Experiential Activity:

1. Ask everyone to take out the box with the items they collected from home. Explain that they will

now use the art materials provided and decorate the box ANY way they want to, that it is theirs

alone to keep and to make it look like it represents them. Ask for questions before they start.

Group leader watches while students decorate, using verbal encouragers liberally.

2. For those students that have forgotten or were unable to participate have them use the art

supplies to draw pictures or representations of a few things to put in the box while they are

decorating it. Group leader may have to spend individual attention with the students who have

not brought in specific items, using the listening sequence and asking them appropriate

questions to help them think of things to put in the box. Leader could also let students who

didn’t bring items work together so they could discuss possible things to draw/represent. Ask if

anyone has any questions before they start.

3. When sufficient time for decoration has been given, bring students back to the sharing area. Let

the students take turns in a round sharing as much or as little as they would like to about their

boxes, what’s inside and why it’s important as well as decorations and anything else they would

like.

Processing:

1. After everybody has shared, ask students to place memory boxes under chairs or on floor next to

them. Let them know that now it is time to take turns talking about the way that making the

memory box made them feel. Remind students of the rules they decided on and what it means

to be respectful listeners.

2. At this time, use this discussion to relate to children that they have good memories, their

memories are valuable and should be kept, but also that they will be able to make new

memories and relationships that will be good too and that new isn’t always bad, just different.

Ask questions regarding the feelings of the students. Make sure you let students speak and use

what they say to guide scaffolding questions. Ex. “Does anybody else feel similarly/differently?”

Let students respond to what others say. Periodically check in to see if students are

understanding or if they have any questions. Some questions to use during this time are:

“I see you have many wonderful memories in your boxes, how did it

feel to collect or draw these items?”

“When you were very first born, or when you first moved in with your

family, did you have these memories?”

“How did you get these happy memories?”

“When you move(d) into your new home or when your family changes

(d), what can be some ways you can create new good memories, just

like these, in the future?

Closing:

1. Have students write down one or two things that they learned in group that day, and what their

favorite OR worst part of group was. Collect.

2. Thank everybody for their hard work and good sharing and tell them that next week we are

going to be doing something pretty fun and that you are excited to see them again soon.


Process Data: Group will decorate or design memory boxes; group sign in sheet

Perception Data: Group’s discussion about the contents of the memory box and the two things that

each student writes about what they learned in group that day will represent the perception data. 75%

of group will be able to share about the contents of their memory box and the way it made them feel.

60% of group will make connection that new good memories can be made. 100% of group can write at

least one thing they learned.

Week #3


Activity: Family Changes: Lemons to Lemonade




















5.P.2.3: Summarize properties of original materials, and the new material(s) formed, to demonstrate

that a change has occurred



healthy behavior.


4.ICR.1: Understand healthy and effective interpersonal communication and relationships




1. Students will identify and communicate challenging aspects of family changes.

2. Students will identify and communicate coping strategies that they can, or have used in the past, to

help deal with family changes.

3. Students will identify and communicate positive aspects of family changes.

Materials:

3 small paper cups per student

Bottle of lemon juice

Sugar

Bottle of water

Plastic spoon per each student

Napkins

Paper/Pencils



1. Greet students warmly, remind them to sign in. When everyone is settled ask if anyone

remembers what we talked about last session and if they have any questions or comments.

Explain that you need their help to do a little experiment today.


1. Have a few students help distribute the supplies. Every student should get 3 cups, a plastic

spoon, and a napkin. Tell students you are going to pass around the lemon juice and that they

need to pour some into one of their cups. Now ask them to taste it.

Ask how does it taste? (students respond with things like sour, bad, gross, bitter,

etc.)

Ask how is your family change like this lemon juice? Then discuss the

sour/bitter/difficult parts of the family change (ex. Missing dad/mom, etc.).

2. Tell students that next, we will add some water. Pass around the bottle of water, have students

pour some in an empty cup. Have them pour the water and ask them what they think will

happen when you add the water (taste less strong, make it weaker, less bad, etc).

Ask students to taste the mixture to see what will happen. Ask how does it taste?

Tell them that like you talked about, your family change is like this lemon juice that

tastes sour and bad. Pouring water into the lemon juice weakens the lemon juice,

so it is not as sour, or taste as bad.

Tell students that just as the water makes the lemon juice less sour, we can do

things to feel better when we are sad. When you miss mom/dad and are sad about

your family change, what might be some things you could do to make yourself feel

better? Students may need prompting. Ask what are some activities you do that

make you feel really good? (Ex. Suggestions: some people ride bikes, play soccer,

do art, read a book, write a journal, play outside/with friends or siblings or pets,

etc.)

3. “And lastly we have the sugar!” Ask students how they think the sugar will taste. (Ex. responses

sweet, good, yummy, etc.)

Ask students what will happen when they pour the sugar in the cup? (It will be

sweeter, taste better, etc.)

Tell students that just like there are sour parts to family change that are hard/sad,

but that there can also be parts about family change that can be good or sweet like

the sugar.

Pass sugar around and tell students to pour some into their cup. Ask students what

parts about your family change have been good or sweet?

Ask students to pour sugar into the lemon juice mix and stir with the plastic spoon.

Ask them now that you have mixed lemon juice, water, and sugar together, what

have you made? (lemonade!)

Processing:

1. While students sit as a group and enjoy their lemonade, ask them to take turns discussing how

their family changes are like this lemonade? (mixture of sour/bad/sad, sweet/good, and coping

skills you use like the water)

Closing:

1. Ask students to write down two things they learned in group that day as well as their favorite

OR least favorite part of the group. Collect.

2. Thank students again for coming, tell them how well they did and that you had fun making

yummy lemonade.


Process Data: Students prepare cups of lemonade to compare to family changes; sign-in sheet

Perception Data: Collected sheets with two things students learned and discussions regarding

comparisons to lemonade will show perception data. 80% of group will be able to make at least two

accurate comparisons between the lemonade /making process and their family change. 100% of

students will write at least one thing they learned during that session.

Week #4


Activity: Group Wrap-Up Part 1: Putting the Pieces Back Together























healthy behavior.



4.V.2.3: Create abstract art that expresses ideas


media, sculpture, ceramics, and current technology




1. Students will continue to normalize their family changes.

2. Students will have an outlet to process their family changes.

3. Students will recognize that there are many puzzle pieces that make up their family story.

4. Students will continue to exhibit characteristics of honesty, trustworthiness, caring, respect for others,

respect for rules, and citizenship.

Materials:

1 large piece of white art butcher paper

Crayons

Markers

Scissors

Pencils

Paper




1. After students settle in, check in with them about last week. Ask what they remember, learned

or liked. Let students comment on each other’s statements.


1. Start the lesson by reminding the students that we have talked a lot about family changes so far

in this group. Have the students gather around the large piece of paper with crayons and

markers. Ask students to all draw a picture on the paper that represents the group or

something they learned in group. Give them about 15 minutes for this.

2. After they have completed this, have students present the drawing to you, taking turns

explaining their creation.

3. Discuss with the children that we have been talking about pieces of our family and our family

change throughout this group, much like pieces in a puzzle. Tell the students you will now cut

their drawing into a special puzzle that represents our group. Cut the puzzle into pieces giving

each student two pieces.

4. Students will now separate into quieter places in the room. Ask students to write down two

things they learned or thoughts from the whole group process. Tell them not to write their

name on it because these thoughts are their true thoughts and they are important and unique to

this group. Give students about 10 minutes for this.

Processing:

1. Have students gather on the floor in a circle. Mix up the puzzle pieces and read them aloud.

Spread out the pieces on the floor and have the students put the puzzle back together, drawing side up.

Ask students to reflect and share about how their family change is like this puzzle. (our family fell apart

and we are trying to put the pieces back together)

2. Discuss with them the fact that our families have changed, and we are used to the change but

there are still cracks where our families aren’t like they were before. This is exactly like the

puzzle pieces, the picture isn’t exactly the same as it was before,

Closing:

1. Remind students that there is only one session left. Ask if anybody has any thoughts or feelings

about that. Tell them that you will have a celebration and that you look forward to it.

2. Thanks them again for their hard work and tell students something you saw them do great

today.


Process Data: Students will create a group drawing/puzzle reflecting what they’ve learned; sign-in

sheet

Perception Data: Drawing, thoughts on puzzle pieces, and discussions will reflect perception data.

90% of group will make connections between puzzle and family changes. 100% will be able to identify

at least one or more thing they learned from this group.

Week #5


Activity: Wrap-Up Celebration: Taking Lemons and Making Lemonade






















4.MEH.2: Understand the relationship between healthy expression ofemotions, mental health, and

healthy behavior.




1. Students will continue to normalize family changes.

2. Students will recognize connections made throughout the group.

3. Students will recognize relationships built with group members over time.

4. Students will continue to exhibit characteristics such as honesty, trustworthiness, caring, respect for

others, respect for rules, and citizenship.

Materials:

Lemonade

Cups

One spiral notebook or small notepad for each student

Stickers

Pictures of lemons, lemonade, puzzle pieces

Glue

Markers


Introduction/Reivew:

1. Counselor will remind students that today is the last session of group and that we are having a

celebration at the end!


2. Counselor will ask for any comments or reminders about last group meeting, or if anyone has

had any new thoughts since then. Students discuss briefly.


1. Counselor passes out a notebook to each student and explains to them that it is their journal to

take home from the group. Explain that even though we don’t have group anymore, students

can use this journal to record thoughts and help process feelings.

2. On the front, have students decorate with stickers and markers/crayons, and write their name

on it. Inside the front cover students glue pictures of lemons, lemonade, and puzzle pieces. Have

Ask students to write on the first page a couple reminder of things they learned or thoughts they

can take away from group.

Processing:

1. Next, have students sit on the floor in a circle. On the back page of the book, have students write

their name at the top. Then have them pass their notebook to the person on their right. This

person writes one encouraging note to their classmate. (Counselor should model first) This

continues until each of the students have written in each of the other group member’s journal.

2. Have students reflect on the sharing they just did, some things they will take away from group,

and any final thoughts.

Closing:

1. Give students lemonade and let them socialize/play with materials for last 10-15 minutes of

session for their celebration.


Process Data: Students will write thoughts and encouraging statements in journals; sign-in sheet;

Perception Data: Items written in journal and discussions about group, things students will take away,

encouraging statements shared, and final thoughts will represent perception data. 90% of students will

make connections with topics from group. 80% will recognize at least one coping strategy they can use

outside of group. 80% of students will recognize that they have built relationships with other students in

the group. 100% will recognize at least one thing they learned in group.

References

Connolly, M. E., & Green, E. J. (2009). Evidence-Based Counseling Interventions with Children

of Divorce: Implications for Elementary School Counselors. Journal Of School

Counseling, 7(26), 1-37.

Goodman, E. (2013). Group Counseling Activities. Retrieved from

http://freepdfdb.org/pdf/group-counseling-activities-48422152.html

Mor, M. and Schechtman, Z. (2010). Groups for Children and Adolescents with Trauma-Related

Symptoms: Outcomes and Processes. International Journal of Group Psychotherapy,

60(2), 221-24

Ziff, K., Pierce, L., Johanson, S., & King, M. (2012). ArtBreak: A Creative Group Counseling

Program for Children. Journal Of Creativity In Mental Health, 7(1), 108-121.

http://freepdfdb.org/pdf/group-counseling-activities-48422152.html

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