Kanika Spears, LMSW, SSWKenbrook Elementary

Farmington Public Schoolskanika.spears@farmington.k12.mi.us

klspears@hotmail.com

  Objectives  Defining Psycho-educational Groups  Identifying Students for Group  Formulating a custom curriculum for

groups in schools  Listing lesson/activity focuses  Organizing lessons/activities   Watching for progress  Group Case Study

  CALM Group  CALM Group Session Specs  CALM Focuses & Lessons

  Group Name Ideas  Book Hodge-Podge  Resource Hodge-Podge

Agenda

Objectives Identify key components

for designing a curriculum for psycho-

educational groups

Examine a group case study and the corresponding

curriculum implementation

Review forms designed to document group progress after the

curriculum is developed

List lesson/activity focuses which they

intend to use during their group sessions

  Use “group-based educational and developmental strategies”  role playing   problem solving   decision making  communication skills training

  Teach specific skills and coping strategies in an effort to prevent problems   anger management,   social skills,   self-esteem, assertiveness  making friends

Defining Psycho-educational Groups

Source: Wilson, R. F. (2010). Planning for group work in the schools. In B. Erford (Ed.), Group work in the schools (pp. 79–91). Boston, MA: Pearson.

 Use Behavior Rubric* Use a district-wide, universal Student Risk Screening Scale

  hcps://miblsi.org/evaluation/student-assessments/student-risk-screening-scale

 Use Teacher Input/Referral Use SSW’s Observations of Student Behavior Use a Combination of everything used.

Identifying Students for Groups

  Target Skill (i.e. Anger Management, Social Skills, Self-Esteem, Organization, etc.)

  Group Name (Acronyms)  Group Goal/Purpose  Session Specs

  Number of Sessions (10 sessions for the year)  Frequency (weekly, bi-weekly, etc.)  Duration (15, 20 or 30 minutes long)   Time (During School, After School, During Lunch, etc.)  Start Date - End Date (school calendar, look at breaks, testing, etc.)  Termination (when you plan to begin to terminate group)

Formulating a Custom Curriculum

 Cognitive Behavior Therapy (CBT)   hcp://www.therapistaid.com/worksheets/cbt-model-

worksheet.pdfFeelings  hcp://www.therapistaid.com/therapy-worksheets/cbt/children

 Games  hcp://www.jenga.com/  hcps://www.youtube.com/watch?v=FjqwG8KdjLg

Listing Lesson/Activity Focuses

 Kinesthetic (Movement)  hcps://www.youtube.com/watch?v=iN10xWbxr5Y

 Assertive Communication  hcp://www.therapistaid.com/therapy-worksheet/i-statements/

communication/none Coping Skills

  hcps://www.teacherspayteachers.com/Product/Coping-Skills-Bingo-Game-for-Kids-and-Teens-Helpful-School-Counselor-1277724

 Arts N Crafts  hcp://www.wikihow.com/Create-a-Stress-Ball

Listing Lesson/Activity Focuses – CONT.

 Have you?  Identified target population  Surveyed teachers and other staff   Sent out your SW consent forms

  Select your lessons, activities, worksheets, etc. for each group  Should correspond with target skill, name, and goal of group

 Things you will need:  Folders (1 per student)  Pencils  Materials for activities when needed

Organizing Lessons/Activities

Organizing Lessons/Activities – FORMS* CALM - Anger Management Group

Controlling Anger L earning to Manage

This folder belongs to: ___________________________________________________________________

 Group Name Folder Cover Group Table of Contents Parent Inform Lecer Pre-Post Test Group Progress Note Group Schedule

*A sample, electronic copy of each form for CALM group can be found on MASSW’s website.

Watching for progress   Progress Monitoring Forms

  Group Progress Note*   Pre-Post Test*

  Worst Group/Best Group Session Activity  How did I Know (evidence)?

  Looked at Progress Note  Engagement/Participation???  Behavior???  Reviewed the Group Progress Notes

  Focus Group Obstacle Course*

  SSW met with the 2nd and 3rd grade teachers during their prep time as scheduled. Both teachers reported higher incidences of conflict during unstructured times like lunch and recess. They both reported the need for discipline after the following behaviors:

GROUP CASE STUDY

PATTERNS

CALM GROUP

C • Controlling

A • Anger

L • Learning

M • Manage

Group Purpose: Students will learn

how to identify triggers to anger and express their anger in

a healthy way.

 Number of Sessions  10 sessions for the year

 Frequency  bi-weekly on Mondays

 Duration  30 minutes

CALM GROUP SESSION SPECS

 Time  During 1st Lunch

 Start Date - End Date  11/17/2016 - 5/22/2017

 Termination 2 weeks prior on 5/8/17

CALM GROUP FOCUSES & LESSONS Arts N Crafts

Kinesthetic (Movement)

Feelings

Cognitive Behavior Therapy

Coping Skills

Assertive Communication

Role-play

23456

7-8

9

Stewart, J. (2003). Learning About Anger. Alameda, CA: Hunter House.

Refer to CALM Table of Contents

Form

GROUP NAME IDEAS SHINESelf-Esteem

• Self-Esteem• Happiness•  Inspiration• Nutrition• Exercise

FOCUSInacention/Hyperact.

• Finding• Organization• Concentration• Understanding• Success

Social STARSSocial Skills

• Students• That• Are• Reaching for • Success

RADIANTAnger Mgmt. 4 Girls

• Removing • Anger• Demanding •  Intelligence• Avoiding • Negative

Thoughts

BOOK HODGE-PODGE

ISBN 0-938510-30-4

ISBN 1-880396-26-2

ISBN 1-885473-39-7

ISBN 978-1-59850-112-4

ISBN 978-159850-149-0

RESOURCE HODGE-PODGE