STAR
Skill Training in
Aggression Regulation
A group curriculum aimed to address
female aggression by teaching emotion
regulation, appropriate coping skills, and
conflict resolution by promoting selfconfidence.
Nina Garrovillo and Emily Flitsch
Table of Contents
Introduction…………………………………………………………………………
4
Methods………………………………………………………………………………
7
Session 1………………………………………………………………………..
11
Confidentiality Pledge……………………………………………..
14
People Bingo…………………………………………………………...
15
Session 2……………………………………………………………………….
16
The Many Faces of Aggression Handout…………………….
18
Session 3……………………………………………………………………….
19
Anger Thermometer………………………………………………..
21
Session 4……………………………………………………………………….
22
Knowledge is Power…………………………………………………
24
Answer Key……………………………………………………………...
25
Session 5……………………………………………………………………….
26
Jeopardy Diagram……………………………………………………
29
Jeopardy Q/A……………………………………………………………
30
Session 6……………………………………………………………………….
32
Deep Breathing Prompt……………………………………………
35
Guided Visualization………………………………………………..
36
Session 7……………………………………………………………………….
38
Thoughts, Feelings, Actions Triangle…………………………
41
Session 8……………………………………………………………………….
42
Positive Attributes……………………………………………………
44
Session 9……………………………………………………………………….
45
Goal Sheet……………………………………………………………….
47
Resource Guide……………………………………………………….
48
Session 10…………………………………………………………………….
49
Sample Flower…………………………………………………………
51
2
Appendix A: Teacher Referral…………………………………………
52
Appendix B: Parent Permission……………………………………….
54
Appendix C: Pre/Post Survey………………………………………….
56
Appendix D: Highs & Lows Explanation……………………………
57
Appendix E: Moving Forward Explanation ……………………...
58
Appendix F: Alternative Activity……………………………………..
59
Appendix G: Alternative Activity……………………………………..
61
Appendix H: Group Evaluation………………………………………..
63
References…………………………………………………………………………...
64
3
Introduction
The presence of aggression in the school setting has a variety of
adverse influences on students and the school environment. In the recent
years the topic of bullying has become an increasing concern of parents,
teachers, administrators, and other school staff. As such, it can be seen that
there is an increased awareness of aggression in the schools. However there is
a lack of school personnel with specialized behavior training on how to
address aggressive behaviors. This curriculum hopes to help school
psychologists and other school personnel have a better understanding of why
aggressive behaviors occur and how to decrease these behaviors in the school
setting.
Aggression can be found at both primary and secondary educational
settings. Children that are aggressive in early childhood are often aggressive
into their adolescent years (Broidy et al., 2003). This means that students who
exhibit aggressive behaviors in early elementary are likely to exhibit
aggressive and violent behaviors later in high school. It has been observed
that there is a rapid increase in crime perpetration when students are in high
school (Blonigen, 2010). It may then be assumed that young students who
exhibit aggressive behaviors and do not receive early intervention are at a
greater risk of exhibiting violent and delinquent behaviors in their adolescent
years. In 2012 it was reported that the second leading cause of death for
young people ages 10-24 was homicide (Centers for Disease Control, 2012).
Youth violence is a substantial issue with serious implications and as such it is
important to address the problem of aggression in the school settings.
Aggressive students may be struggling with anxiety, depression, peer
difficulties and a variety of other significant issues. When working with
4
students who often exhibit aggressive behaviors it is important to understand
that these students may be exhibiting these behaviors as a means of coping
with other issues or traumas that they have been affected by. The
phenomenon known as the cycle of violence has shown that victims of
violence are more likely to later become perpetrators of violence (Heyman &
Sleps, 2002). Students who are aggressive are likely to have been victims of
early abuse or early exposure to violence. Students who display aggressive
behaviors might also be rejected by their peers. Peer rejection can lead to
further problems such as later maladjustment, learning problems, mental
health problems, and criminality in adolescents (Zimmer-Gembeck, Geiger, &
Crick, 2005).
In order for reduce students aggressive behaviors it is important that
they adopt appropriate coping skills. Aggressive students need to learn how
to better process social information and use alternate ways of communicating
with their peers. It has been shown that by teaching students skills in
empathy, emotion management, impulse control, problem solving, selfregulation, executive functioning, conflict resolution, and anger management
reduced students self-report of physical aggression perpetration by 42
percent (Espelage et al., 2013). Programs focusing on teaching social skills
and problem solving training have had significant effects on decreasing
physical aggression among the students on the playground (Reid et al., 1999).
Suspensions and fights decreased at one middle school after teaching students
communication and problem solving skills to promote the use of nonviolent
approaches to solve conflicts (Greenburg, et al., 2001).
The purpose of the Skill Training in Aggression Regulation (STAR)
curriculum is to empower students by building awareness around the issue of
5
aggression and teaching emotional awareness, emotional regulation, empathy,
coping skills, problem solving skills, self-esteem, and goal setting. The
curriculum encourages students to change their pattern of behavior by
enabling students to take control of their own lives. The process includes
teaching students about what aggression is, helping them discover why they
become aggressive, increasing empathy for others through teaching the
students ways to take care of themselves, increasing a student’s power of
choice by teaching problem solving skills, and increasing student’s sense of
control in their environment.
Solution focused group counseling will be emphasized because of the
success rate the model has shown in school settings. Solution focused
counseling offers a practical approach for working with students. This
framework holds the belief that focusing on solutions to problems matters
more than focusing on the problem itself. With this framework in mind, the
curriculum will be geared toward educating students and providing them will
tools to help them manage their emotions and other life problems.
Additionally, the students will learn coping skills in the area of anger, selfesteem, stress management, and communication.
6
Methods
Participants
The Skills Training in Aggression Regulation (STAR) curriculum is
designed for high school girls who are identified as being aggressive by
teachers and/or school staff. By participating in this group, students will
learn to identify different types of aggression, become aware of their
emotions and how to regulate them, learn problem solving skills, and
increase their self-esteem. The ideal group will be comprised of a
minimum of eight and a maximum of ten girls. The group will meet for
approximately 45 minutes on a weekly basis for ten sessions.
Referrals:
The school psychologist should inform teachers, administrators, and
counselors about group counseling and the purpose of STAR. The school
psychologist should explain that this group is targeting individuals who
have a history of being aggressive towards their peers. Referral forms
will be placed in each teacher’s box asking for information on individuals
that might benefit from this group (Appendix A). Counselors and
administration should also get referral forms as they will have contact
with targeted students. From the referrals, the students will be
interviewed to see whether the group is appropriate for the student. If
there are many students that may benefit from STAR, it may be
appropriate to hold additional groups throughout the academic year.
Screening/Interviewing:
It is important to screen referrals for STAR to select students who will
benefit from the group as well as contribute to the group experience of
others. Given the nature of the group topic it is important to consider
7
social dynamics and ask students what other students they do or do not
get along with. This is an important aspect to consider as the group
should be a safe place for students to be able to talk without feeling
threatened. During the interview, the goals of the group will be
discussed, as well as confidentiality requirements. Confidentiality will be
emphasized and the students will be told that if a group member
indicates that they are at risk of harming themselves, others, or being
harmed by someone else, confidentiality will have to be broken. Students
will be asked about their interest in the group, ability to follow the
confidentiality rule, willingness to make up missed assignments, and any
questions and concerns they may have. At this time, a self-evaluation will
be administered (Appendix C). This questionnaire will be used as a preand post-evaluation. Students who are not chosen for STAR will be given
additional resources and will be considered for future group or
individual counseling.
Parent Permission:
A permission letter will be sent home to parents/guardians to inform
them that their student has been invited to participate in STAR
(Appendix B). The letter will give parents information regarding the
group. The information will include: the topics that will be discussed, the
time and location of meetings, confidentiality, and legal obligations of
the group facilitator. The group facilitator’s contact information will be
provided in case parent(s)/guardians have any questions or concerns.
The permission letter must be signed and returned in order for students
to participate in STAR.
8
Pre/post self-evaluation:
The group members will be given a self-assessment questionnaire at the
screening interview for STAR. The intention of this assessment is to
understand how the students feel about themselves, how the students
deal with their aggression, their awareness of their emotions, and their
coping and problem solving skills. The pre self-evaluation will be given
to students during the screening process and the post-questionnaire will
be given to students at the last meeting. The self-evaluations will
measure if any progress was made through the group experience. In
addition, the questionnaire will be administered a month after the
conclusion of the group to see if students retained the skills learned from
the group experience.
Sessions:
The activities in the group sessions are designed to educate students on
issues surrounding aggression and give them tools to solve social
problems in more pro-social ways. The goal is to increase: knowledge of
aggression, empathy for others, and problem solving skills. The group
members will meet once a week for ten weeks; each session will be
approximately 45 minutes long. Session times will change each weak so
that students do not miss the same class continually. Each session will
focus on a different aspect of aggression regulation.
Group Evaluation:
Towards the end of the group sessions, the students will be given an
evaluation to complete (Appendix H). The purpose of the evaluation is to
allow group members a chance to give feedback to the group facilitator.
Feedback will include: what the group members liked/disliked about the
9
sessions, their favorite activity, and recommendations for future groups.
The group members will be assisted in completing the form, if needed.
The group facilitator evaluation will serve as an additional measure of
the group’s effectiveness.
Alternative Activities:
Alternative Activities are provided as possible substitutions for other
activities (Appendix F & G). In the event that a group facilitator is
uncomfortable with an activity or complications arise with a given
activity the group facilitator can modify the sessions. Some facilitators
may be uncomfortable talking about substance use and therefore it is
recommended to leave out the drug and alcohol education portion of
session four. There is an alternative activity in the following session if
the group facilitator does not wish to cover substance use. An additional
self-esteem session is also included.
Question & Answer Box:
It is suggested that the facilitator have a question & answer (Q&A) box
where students can anonymously enter questions at the end of each
session. The facilitator will screen these questions and answer
appropriate questions if time is available at the end of the next session.
Time will be allotted during the last session to address any unanswered
questions from the Q&A box. It will be important for the facilitator to
screen all questions for appropriateness before answering them.
10
Session 1
Part 1- Icebreaker/ The Name Game: (5 minutes)
The Name Game (adapted from Knox, 2009)
Goal: Create an engaging environment in which students can become
acquainted and comfortable with one another.
Materials: None
Procedure: Opening Statement:
Today we are going to learn each other's names and get to know a little
bit about each other by playing a fun name game.
1. Instruct students to individually choose an adjective that positively
describes an aspect of their personality, and also starts with the same
letter as the first letter of their first name. For example: Enthusiastic
Emily, Nobel Nina, or Assertive Addison.
2. The leader should start this activity by giving her name and an adjective.
Students will take a turn introducing themselves to the group using
their adjective and first name. The next person must remember the
adjective and names of the all the group members that went before
them. For example: If Assertive Addison went third, she would need to
remember Enthusiastic Emily and Nobel Nina, and say it aloud to the
group before she introduced herself.
3. Note that if a student stumbles or has a difficult time recalling their
group members' adjectives and names, the leader of the group should
remind the student that it is okay to ask the other members for
assistance. By the conclusion of this game, group members will
remember each other's names and learn about one character trait each
person values about themselves.
Part 2- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 3- Establishing Guidelines for the Group: (10 minutes)
Goal: To establish rules and protocols that will be used to guide each group
session.
Materials: Chalk or whiteboard and writing utensil for brainstorming.
Leader should also have a piece of paper (8’x11’) to record the
guidelines once the group has come to a final agreement.
11
Procedure:
1. Group leader should say: What guidelines and rules would be helpful in
ensuring that everyone has a chance to share and be heard during our
sessions together?
2. Group leader will then write down group members' ideas and
suggestions for group guidelines and rules. Ensure students are
phrasing the guidelines in positive terms. For example if a student says
“Do not interrupt each other,” the group leader should rephrase the
guideline as
“Raise your hand if you want to speak”. Additionally, the leader should
make sure that confidentiality is addressed and added as one of the
guidelines to follow.
3. Group members will come up with 3-5 guidelines.
4. Once complete, each group member will sign the “Guidelines” sheet just
created as well as a “Confidentiality Pledge” (following session).
5. Group leader will bring the signed Guidelines to each session so that all
group members recall the rules.
Part 4- People Bingo: (5-10 minutes)
People Bingo (adapted from Bordessa, 2006)
Goal: To get group members to know more about each other.
Materials: A “People Bingo” worksheet (following session)
Pen/pencil for each student
Procedure:
1. Handout a copy of the bingo-style grid worksheet and pen/pencil to each
student.
2. Instruct students to move around the room and find another group
member who fits the description of a square on the grid. Then have that
student sign her name.
3. The students may sign each card up to three times.
4. Give a time limit of five to ten minutes to collect signatures. If a student
gets five squares in a row before time is up they are to shout BINGO!
Part 5- Discussion: (10-15 minutes)
Goal: To explain the purpose of the group as well as explore what aggression
means to group members and how it has affected them.
The group leader should say:
12
Over the next few weeks we will be learning about aggression. We will
explore the different types, discuss benefits and consequence of
aggression, learn how to appropriately cope with our feelings and
discover how to be the best version of ourselves for the future. Now that
we have gotten to know each other a little bit I would like to start talking
about aggression and what role it has played in your life.
1. What does the word aggression mean to you?
2. How has aggression helped you in the past?
3. How has aggression been destructive to you?
4. In what ways can aggression affect relationships or friendships?
Part 6- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
13
Confidentiality Pledge
Valued STAR Group Member:
We are very excited that you have decided participate in this
group experience. During the next ten group sessions, we will be
discussing many ideas and issues that relate to you and your peers.
Throughout the group sessions, you will be asked to share your
experiences with other group members. The most important rule is
confidentiality. Confidentiality means that group members will not share
or gossip about what we talk about in the group with anyone who is not a
group member. Keep in mind that the group leader is a mandated
reporter; therefore, in the event that a group member reveals that she is
being hurt, plans to hurt herself, or someone else, the leader will have to
report her concern. Please think carefully about the confidentiality
requirement of being part of this group, and sign the pledge below if you
agree to follow the requirements of the confidentiality agreement.
I, _________________________________________, understand what confidentiality
means, and I promise I will not discuss any information about another
group member to anyone outside of the group. I also understand that if I
reveal information about someone hurting me, plans to hurt myself, or
plans to hurt others, the group leader will have to report this information.
Your signature _____________________________________ Date __________________
14
People Bingo
Go around the room and find someone who fits one category; ask them to sign
their name. One person can sign up to three times on your card. This is your
chance to get to know people! HAVE FUN!!
Can do a
handstand
Knows how to
snowboard
Likes scary
movies
Likes to sleep
Plays an
instrument
Likes to cook
Rides the bus
to school
Has curly hair
Is artistic
Likes to read
Is left handed
Has been on
a motorcycle
Does not like
sweets
Has traveled
outside of
the country
Is an only
child
Wants to go
to college
Owns a dog
Was born in
another state
Has green
eyes
Is a night-owl
Likes roller
coasters
Plays a sport
Is a
vegetarian
Is afraid of
spiders
15
Session 2
Part 1- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 2- Two Truths and a Lie: (5 minutes) (adapted from Knox, 2009)
Goal: Group members will learn more about each other by guessing which
personal information is “true” and which one is a “lie.”
Materials: A piece of paper and a pen or pencil for each group member.
Procedure:
1. Pass out a piece of paper and pen/pencil to each group member. Ask the
members to write three things about themselves on the paper provided.
These three details may or may not be known to the other students in
the group. Two of the details must be true and one is must be a lie. The
leader will give examples about him/herself such as “I drive a yellow
car. I have been to Mexico. I speak German.” The leader will allow
students to discuss which of the three details they believe is the lie.
2. Have the group members take turns reading their three things about
themselves to the group. The group then votes on which two pieces of
information seem to be true and which one is a lie.
Part 3- The Many Faces of Aggression: (20-25 minutes)
Goal: Group members will learn the different modalities of aggression and be
able identify which type of aggression is at play when given situations.
Materials: Each member will need The Many Faces of Aggression Handout
(following session).
Procedure:
1. Pass out the handout to each group member. The leader will explain
that today’s discussion will be on the different types of aggression.
2. The group leader will read the definition of each type of aggression
from the handout or ask if a student wants to volunteer reading the
definition.
3. After reading the definitions the leader should ask if there are any
questions about the types of aggression. The group leader should
clarify any words members did not understand in the definitions.
4. If the members ask about other types of aggression it will be up to the
leader to decide if they want to explain that type of aggression. If
members ask about a certain situation the leader should tell them that
16
they will be discussing personal experiences towards the end of the
session and should remember that example for later.
5. The group leader should then read the first situation on the handout
out loud to the group. Ask the group members to discuss what type of
aggression is seen in that particular situation and why.
6. Once the members have discussed the first situation continue to read
the remaining situations following the same discussion format.
7. The answers are as follows
a. Situation 1: Direct and Emotional
b. Situation 2: Indirect and Relational/Emotional
c. Situation 3: Electronic, Direct, Physical; Possibly Emotional or
Relational
Part 4- Discussion: (5-10 minutes)
1. Would anyone like to share an experience they have had with one of
these types of aggression?
2. Was there anything surprising that you learned?
3. What kind of aggression do you think is most common at this school?
4. What types of aggression have you used in the past?
Part 5- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
17
The Many Faces of Aggression
Direct: Aggressive behavior that involves face-to-face confrontation. Typically,
this is thought of as physical violence; however it also includes verbal
aggression and other forms of face-to-face aggressive interactions.
Indirect: Aggressive behavior that is able to harm the victim done in a sneaky
way so the victim cannot easily identify the aggressor.
Physical: Aggressive behavior causing or threatening physical harm towards
others. It includes hitting, kicking, biting, using weapons, and breaking
possessions.
Emotional: Aggressive behavior causing psychological harm towards others. It
includes name calling, insulting, and verbal threats.
Relational: Aggressive behavior intending to damage to ones relationships or
social status.
Electronic: Aggressive behavior such as harassment or bullying that occurs
through social media, email, text messaging, and instant messaging.
Situations
1. Molly is anger with her friend Sue because she has been talking to Tom,
who Molly has a crush on. When Molly confronts Sue, Sue denies
talking to Tom. Molly gets more angry and begins insulting Sue and
getting in her face.
What type of aggression is this?
2. Alex doesn’t like the new girl at school, Michelle. Alex tells her friends
that Michelle is selling prescription pills on campus so they should not
hang out with her.
What type of aggression is this?
3. Ann posts a picture of Tiffany making out with a football player on
Instagram with the caption saying ‘Tiffany is a slut.’ The next day
Tiffany finds Ann in the cafeteria and punches her in the face.
What
type of aggression is this?
18
Session 3
Part 1- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 2- M&M Game: (5 minutes)
Goal: To discover new information about other group members.
Materials: M&M’s; enough small packets for each student
Procedure:
1. Give each student one small package of M&Ms.
2. Instruct them that they can eat all but one color.
3. They must then answer the question coded with the color of the candy
they saved:
 Red: What do you do to relax?
 Orange: How do you tell someone you are angry with them?
 Yellow: What helps you fall asleep at night?
 Green: What does it look like when you are happy?
 Blue: How do you cheer yourself up when you are sad?
 Brown: What does it look like when you are sad?
4. Go around to each group member and ask them to share their answer out
loud.
Part 3- What does your anger look like?: (10-15 minutes)
(Adapted from Cyhanenko, Madrigal, To, & Yu, R., 2007)
Goal: Be able to describe both internal and external body cues that are
associated with becoming angry.
Materials: Whiteboard or chalkboard with writing utensil.
Anger thermometer handout (after session)
Procedure:
1. Explain to students that this activity what cues our body shows when we
are angry. Explain these are called anger cues.
2. Split the group into two smaller groups. The leader can allow students to
pick their own group or the leader may decide to split the group up
herself.
19
3. Have each group nominate one member as the writer. Once the writer is
nominated the leader should give them a writing utensil (chalk or
marker).
4. The leader should say, “I am going to ask you some questions about being
angry. Once I ask the question discuss with your small group and write all
your answers on the board.”
5. Below are the three questions the leader should ask. Give student 1-2
minutes to answer each question before moving on to the next.
a. How do you know when you are angry?
b. What does it look like when you are angry?
c. What is happening on the inside of your body when you are angry?
6. Once the groups have written their answers to all the questions on the
board, have them come back together as one group. Tell students they
will have a chance to share their answers in the following discussion.
7. Give all students a copy of the anger thermometer (following session).
They can use this as a tool in the following discussion.
Part 4- Discussion: (10-15 minutes)
1. What are some ways that our bodies show we are angry?
2. Look at the anger thermometer. What does it look like when you are at 30
degrees angry? What about 60 degrees? 90 degrees?
3. How do you feel on the inside when you are 30 degrees? What about 70
degrees? 100 degrees?
4. How do you calm down when you are angry? Does the same technique
work if you are at 30 degrees versus 90 degrees?
5. What is a way to calm down if you are at 30 degrees? What about 60
degrees? 90 degrees?
6. Personally, what degree of anger do you get the most often?
7. Moving forward, what is a new technique you can try to calm down
when you are angry?
Part 5- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
20
Anger Thermometer
100o Vicious
90o Furious
80o Irate
70o Livid
60o Fuming
50o Angry
40o Irritated
30o Annoyed
20o Grouchy
10o Ruffled
0o Idle
21
Session 4
Part 1- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 2- Knowledge is Power: (20 minutes)
Goal: Group members will learn about substance use and laws surrounding
aggressive behaviors.
Materials: Knowledge is Power worksheet
Procedure:
1. Explain to the group that the goal of this session is to inform the
students on aggression and substance use, and legal repercussions of
aggressive behaviors.
2. Pass out a “Knowledge is Power” worksheet to each group member (at
the end of Session 4)
3. The group leader will go through the worksheet with the group
members and provide them with the missing information on their
worksheet using the Answer Key
4. When completed the group leader will allow the students to ask any
questions they may have.
Part 3- Cross The Line: (10 minutes) (adapted from: L. Cooley, in-class
activity, August 2011)
Materials: Masking Tape, List of low-risk questions/statements
Procedure: Before beginning, place a long line of masking tape down the
center of the room.
1. Have the group member’s line up along-side each other facing the line
of masking tape on the ground.
2. Explain to the group that when the leader reads a statement from the
list below they should step to the line if they have experienced what
you have read. Have them stand there for a few seconds and then
return to the original line. Leader may initiate some discussions on
specific questions if she/he sees fit. For example, if a few students step
to the line when asked if they play a sport, the leader might ask all or
some of them what sport they play.
3. It is important to tell the students that it is up to them if they want to
cross the line.
22
Cross the line if…




You live in (city/town where students go to school)
You like the color yellow
You have family members who live in another state
Your parents are divorced















You have a pet
You have seen your parents yell at each other
You ever felt like a victim of aggression
You have any brothers or sisters
You have gotten into a physical fight
You like fashion
You have spread a rumor about someone
You like to dance
You have purposefully tried to kick a friend out of your group
You write in a journal or diary
You know how to calm yourself down when your upset
You like to go shopping
You feel like your family is aggressive
You have been to an amusement park
You feel like you know how to solve problems with people
without being aggressive
 You like to watch horror movies
 You want to be able to control your aggression
Part 4- Discussion: (5-10 minutes)
1. What did you discover about others and yourself during this activity?
2. Was there anything surprising that you learned during this activity?
3. How has what you learned today changed how you feel about
aggression?
4. How can you use what you learned today to change your views on
aggression?
Part 5- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
23
Knowledge is Power
Alcohol & Aggression
1. The legal drinking age in the United States is _________
2. By age _________, more than _________% of teens have had at least 1
drink.
While young people drink less often than adults, they drink more when they
do drink. On average young people have about 5 drinks on a single occasion
which can be considered “binge drinking”.
3. Binge drinking:
4. Moderate drinking for a woman is no more than _________ drinks on a
single day and no more than _________drinks per week.
5. What is a drink?
_________ fl oz of regular (5% alcohol) Beer
_________ fl oz of table wine (12% alcohol)
_________ fl oz shot of 80 proof spirits (40% alcohol)
6. Underage drinking risks include:
a. Deathb. Serious Injuryc. Impaired Judgmentd. Increased risk for physical and sexual assaulte. Brain Development ProblemsAggression and the Law
1. Assault:
2. Aggravated Assault:
3. Battery:
24
Answer Key
Alcohol and Aggression
(Retrieved From National Institute on Alcohol Abuse and Alcoholism)
1. 21
2. 15, 50
3. Drinking so much within about 2 hours that blood alcohol concentration
(BAC) reaches .08. This usually occurs after about 4 drinks for women.
4. 3, 7
5. 12, 5, 1.5
6. Death- 5,000 people under the age of 21 die each year from alcohol related
car crashes, homicides, suicides, alcohol poisoning, and other injuries such
as falls, burns, and drowning.
Injury- More than 190,000 people under the age 21 visited an emergency
room for alcohol related injuries in 2008 alone.
Judgment- Drinking can cause poor decision making, which can result in
risky behavior like drinking and driving, sexual activity, or violence.
Assault- Youths who drink are more likely to carry out or be the victim of a
physical or sexual assault
Brain- Research shows that brain development continues well into a
person’s twenties. Alcohol can affect development, and contribute to a
range of problems.
Aggression and the Law
(Retrieved from Cornell University Law School, Legal Information Institute)
1. Assault: Threat of bodily harm, and the ability to cause the harm. A threat
alone might not be sufficient however a threat combined with a raised fist
may be. Assault is punishable by a fine, imprisonment, or both. A victim of
assault may also sue for damages.
2. Aggravated Assault: Is committed when someone does more than merely
frighten the victim, it is assault accompanied by intent to kill or rob
someone. It also includes assault with a dangerous weapon. Punishable in all
states as a felony.
3. Battery: Harmful or offensive contact. Punishable by a fine, imprisonment or
both. Victims may also sue for damages.
25
Session 5
Part 1- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 2- Jeopardy! : (20 minutes)
Goal: Group members will review information they have learned in the past
sessions
Materials: White board and white board markers or butcher paper and
markers, 2 bells or other noise makers, Jeopardy diagram, Jeopardy Q&A
sheet (end of session 5).
Procedure:
1. Before the group meeting create the Jeopardy board either on a white
board or large piece of butcher paper. A diagram of what the Jeopardy
board should look like is included at the end of Session 5.
2. Explain to the group that we will be playing Jeopardy; the questions will
be based on the things the group has learned over the past few sessions.
3. The group leader will divide the group into two teams and each team
will be given a bell (or other noise maker)
4. Allow the groups a few minutes to come up with team names and write
the team names on the board.
5. Explain to the groups the rules of Jeopardy:
a. All answers must be in the form of a question (Example. What is
electronic aggression?) otherwise the answer will be considered
incorrect.
b. The groups must work together to come up with answers and
must ring the bell when they have the answer to a question. Once
their bell has been rung the group has 3 seconds to tell the group
leader the answer.
c. If an answer is considered incorrect or a group does not provide
an answer after three seconds the other team has a chance to
“steal” the question.
d. Groups will be awarded the number of points a question is worth.
6. Flip a coin to decide which group will go first and allow the first team to
choose a square on the Jeopardy board
7. When a square is chosen read the corresponding answer from the Q&A
sheet
26
8. Call on the team that rings their bell first and allow them three seconds
to answer. If they answer correctly write the amount of points they won
under their team name. If they answer incorrectly allow the other team
to answer the question. If neither team answers correctly read the
correct answer and do not award points to either team.
9. When the game is over congratulate the winning team and thank the
group for participating.
Part 3- A Hand Full of Marbles: (5 minutes)
Materials: A bag of marbles, enough that one would not be able to hold them
all in their hands (bigger marbles may be easier) , a white board and markers
or a piece of paper and markers.
Procedure:
1. Explain to the group that everyone is affected by a number of challenges
in life such as school, family, friends, sports, boyfriends/girlfriends etc.
2. Have the group yell out different life challenges that impact them and
write them on a white board or piece of paper. Make sure that there are
enough so that each marble can represent a different life challenge.
3. Ask for a volunteer from the group to come up to the front.
4. Show the group the marbles and explain to them that each marble will
represent a different life challenge. Ask the volunteer to hold out one of
their hands. Say, “This marble represents (life challenge)” and put it in
volunteers hand and tell the volunteer to make sure to hold on to it
because it is very important. Say “This marble represents (another life
challenge” and put that marble into the volunteer’s hand with the other,
again emphasize that the volunteer needs to hold on to their life
challenges.
5. Continue to add marbles into the volunteer’s hand and saying what they
represent. As the volunteer appears to have difficulty holding on to all
of the marbles with one hand, ask how she is doing.
6. Continue to add more marbles until the volunteer drops some or is
unable to hold them all.
7. At this point allow the volunteer to put away the marbles and ask her
the following questions:
a. How did it feel to have to hold on to all of the life challenges?
b. How were you able to hold on to so many at one time?
8. Thank the volunteer and explain to the group that each person has her
own special set of marbles, or life challenges, and that some marbles can
be much bigger and heavier than others. Sometimes it seems impossible
27
to hold onto, or deal with all the challenges life can give you. It is
important to understand that you may not know how many marbles
someone else may have, or how many challenges one person may be
facing. Remember that your actions can have a great impact on
someone, especially if they are already trying to hold onto their hand
full of marbles. Instead of adding marbles into some one else’s hand, we
may be able to help them by taking some away.
Part 4- My Story Discussion: (10 minutes)
Materials: A blank piece of paper per student and writing utensils
1. Pass out a blank piece of paper and a pen or pencil to each group
member
2. Have the students write the following statement at the top: “If you
really knew me you would know…”
3. The group leader will instruct the group members to write down a life
challenge that others might not know that they are dealing with. The
group leader will give an example from his/her own lives. (Examples
may include: If you really knew me, you would know that… I am
currently going through school, I am a mother, etc.)
4. Allow the group members about a minute to think about their answers.
5. Have each group member share what they wrote down.
6. Ask the following reflection questions:
a. What surprised you about the things that were shared?
b. How does this change your understanding of how you impact other
people’s lives?
c. How did this activity make you feel?
Part 5- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
28
Jeopardy Diagram
Aggression
Emotions
Alcohol
The Law
$200
$200
$200
$200
$400
$400
$400
$400
$600
$600
$600
$600
$800
$800
$800
$800
$1000
$1000
$1000
$1000
29
Jeopardy Q&A
Aggression
$200
Read: Face to face
Answer: What is direct aggression? (Accept: physical aggression)
$400
Read: Pushing, hitting, slapping, throwing something at someone
Answer: What is Physical Aggression (Accept: Direct aggression)
$600
Read: Spreading rumors and calling someone names behind their back.
Answer: What is indirect aggression? (Accept: emotional aggression)
$800
Read: Name calling and putting someone down.
Answer: What is Emotional Aggression? (Accept: Direct aggression)
$1000
Read: Kicking someone out of your group of friends, or spreading
rumors in order to make others disown their friends.
Answer: What is Relational Aggression? (Accept: Indirect or Emotional
aggression.
Emotions
$200
Read: Annoyed, angry, vicious
Answer: What are degrees of anger?
$400
Read: Ways that you know you are getting angry
Answer: What are Anger Cues?
$600
Read: When you are vicious versus annoyed
Answer: When is it harder to calm down (What is, it is harder to calm
down when?)
$800
Read: When you are irritated versus livid
Answer: When is it easier to calm down? (what is, it is easier to calm
down when?)
$1000
Read: You feel irritated, so you decide to write down how you feel
Answer: What is calming down?
30
Alcohol
$200
Read: 3 drinks on a single day, or 7 in a week
Answer: What is moderate drinking for an adult woman? (Allow
variations of this answer)
$400
Read: 5 drinks on a single occasion
Answer: What is the average amount of drinks young people drink?
(Allow What is binge drinking)
$600
Read: Occurs usually after 4 drinks
Answer: What is Binge Drinking?
$800
Read: 12 ounce beer, 5 ounces of wine, and 1.5 ounces of liquor
Answer: What is a drink?
$1000
Read: Until you are in your mid-twenties
Answer: What is your brain is developing?
The Law
$200
Read: This is considered a felony
Answer: What is Aggravated Assault?
$400
Read: Threat of bodily harm, and the ability to cause the harm.
Answer: What is Assault?
$600
Read: The difference between assault and aggravated assault
Answer: What is Intent to Kill or rob? Or What is using a deadly weapon?
$800
Read: Harmful or offensive contact
Answer: What is Battery?
$1000
Read: Punishments of Assault and/or Battery
Answer: What is a fine, imprisonment, or both? Or What is getting sued?
31
Session 6
Part 1- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 2- What do you do? Discussion : (10 minutes)
Goal: Group members will examine how they cope with their emotions.
Materials: White board and markers or large sheet of paper and markers.
Procedure: Prior to starting this activity write “What do you do?” on the top
of the white board or piece of paper.
1. Ask the group to listen to the following scenario:
a. “Consider this for a moment: Imagine a student your age, she is
arguing with another person. All of a sudden she feels her heart
beat really fast, her hands are balling into fists, the volume of her
voice is rising, her neck, back and shoulders stiffen up. She feels
hot, her stomach is in knots, and a surge of energy rushes through
her body. She feels like she is going to explode, but maybe that is
not an option at the moment…
2. Ask the group the following questions:
a. What is happening?
b. What might this person be feeling?
c. Have you ever experienced a time when you felt this way?
3. After discussing the previous questions explain to the group that we
will be learning ways to handle situations where we feel angry or
aggressive in a positive and healthy way so that you all will know what
to do next time you start experiencing situations like the one we
discussed. The first step in learning how to handle these situations is
empowering ourselves to take control of our emotions.
4. Ask the students the following question and write down their answers
on the white board or sheet of paper (If the group has difficulty coming
up with ideas suggest a few healthy and unhealthy ways to deal with
emotions):
a. What do you do or what have you done in the past to calm
yourself down when you are overwhelmed with emotions?
5. Ask the students to decide whether the coping mechanisms they use are
healthy or unhealthy and ask them why they think so (examples:
Writing in a journal or taking a walk may be healthy ways to calm down,
32
while drinking, getting into a fight, or spreading rumors to calm down
are unhealthy)
6. Once the group leader believes the students can identify healthy versus
unhealthy ways to cope with overwhelming feelings thank the students
for participating and notice that they already have tools that they
already knew about to empower them to take control of their emotions.
Part 3- Deep Breathing: (10 minutes)
Procedure:
1. Read the Deep Breathing prompt included at the end of this session.
2. After completing the activity, explain to the students that this is an easy
way to help them calm down; they can do it anywhere and at any time.
Mention that this is called four by four breathing and that one variation
is to exhale for eight seconds rather than four.
3. Discuss the following questions with the group:
a. What was this like for you?
b. Does your body, or do your thoughts feel different?
c. How do you think you can use this in the future?
Part 4- Guided Visualization: (10 minutes)
1. Explain to the group that the next activity is called guided visualization.
2. Read the guided visualization prompt that is at the end of this session.
3. Explain to the group that while this is probably not something that they
can do anytime or anywhere, but it is a good way to calm down when
they are by themselves.
4. Discuss the following questions:
a. How did guided visualization make you feel?
b. What did you like or dislike about the experience?
c. How do you think you could use this in the future?
Part 5-Discussion: (5 minutes)
1. Discuss the following questions:
a. Which of the emotion management strategies discussed today,
including the ones we listed in the beginning, do you think will be
most helpful to you in the future and why?
b. When do you think it is important to use these strategies?
c. How will you know when you have control of your emotions?
d. Can anyone think of any other ways they can take control of their
33
emotions?
Part 5- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
34
Deep Breathing Prompt
Read the following in a soft, calm voice:
 Get comfortable in your seats and place both feet on the ground, slightly
apart from each other.
 Place one hand on your stomach, and one hand on your chest
(demonstrate). You can close your eyes at any time if you feel like it.
 Now, take a breath in through your nose, and let it out through your mouth.
Focus on your breathing and notice which hand is rising and falling with
each breath you take.
 Gently exhale most of the air out of your lungs.
 Next, slowly breathe in through your nose, as you count to four silently in
your mind. (Group leader may wish to count slowly aloud for the group)
Fill your stomach with air and feel that you are pushing your hand on your
stomach out. Make sure your chest and shoulders are not moving much.
 As you breathe in, imagine the warm air flowing in and reaching all parts of
your body.
 After you inhale your next breath, pause for a second, then slowly let the air
out through your mouth as you count to four silently in your mind. (Again
the group leader may wish to count to four slowly aloud for the group)
 As you breathe out, your hand on your stomach should be moving toward
your body, as if your hand is pushing the air out of your stomach, all the way
out through your mouth. Good.
 As the air flows out imagine all of your overwhelming emotions leave your
body.
 Continue to breathe in through your nose as you count to four, filling your
stomach with air.
 Feel your hand on your stomach rise with each breath.
 Hold your breath for a second and gently push the air out of your stomach
with your hand, out through your mouth, as you slowly count to four.
 Feel your body relaxing.
Continue to have the group practice deep breathing, inhaling for four seconds
and exhaling for four seconds until the students appear to be relaxed. The group
leader should participate and demonstrate for the students, it may be helpful for
the group leader to exaggerate her breathing so the students can hear each
inhale and exhale. Refer back to the activity instructions for further discussion
questions.
35
Guided Visualization
The group leader should read what is italicized below:
To visualize is to make real in your mind’s eyes. Visualization is used in emotion
management to achieve deep relaxation. It is also used to reprogram destructive
thoughts and behaviors and replace self-defeating thoughts with more realistic
and positive ones. You can visualize to clear your mind, prepare for a test, help
yourself get to sleep, or just to relax.
Please sit up straight in your chairs this tool is called guided visualization and
we will use it to create a special place for yourself. I will read to you from a
prompt, I will be asking some questions but I do not want you to answer out loud,
picture your answers in your mind.(The leader may choose to play relaxing
instrumental music, or sounds of nature if they wish)
Read the following slowly. When there is a “…” pause for a moment, where
there is a break between paragraphs pause for a few moments.
To go to your safe place, lie down, or in this case sit and get as comfortable as
you can. You can practice deep breathing during this exercise if you wish, or
simply breathe in through your nose and out through your mouth slowly. Please
close your eyes…walk slowly to a quiet place in your mind…your place can be
inside or outside…it needs to be a peaceful and safe place…
Picture yourself unloading your emotions, anxieties, or worries…Notice the view
in the distance…what do you smell?...what do you hear?...
Notice what is before you…Reach out and touch it…how does it feel?...smell
it…hear it…
Make the temperature comfortable…be safe here…Look around for a path to
this special spot, a private place…find the path to this place…feel the path to this
place…
Feel the ground at your feet…look above you…what do you see?...what do you
hear?...what do you smell?...walk down this path until you can enter your own
quiet, comfortable, safe place.
You have arrived at your special place…what is at your feet?...how does it
36
feel?...take several steps…what do you see above you?...what do you hear?
Do you hear something else?...reach out and touch something?...what is the
texture?...are there pens, paper, or paints nearby?...is there sand to draw in or
clay to work?
Go to them, handle them, smell them…These are your special tools, the tools for
your inner guide to reveal ideas or feelings to you…
Look as far as you can see…what do you see?...what do you hear?...what aromas
do you notice?
Now you need to find a place for your inner guide and a path from which your
guide can enter.
Sit or lie in your special place…notice its smells, sounds, and sights…this is your
place and nothing can harm you here…if danger is here, expel it…
Spend a few moments realizing you are relaxed, safe and comfortable.
Memorize this place’s smells, tastes, sights, and sounds…you can come back and
relax here whenever you wish…
Say an affirmation such as, “I can relax here,” or “This is my special place. I can
come here whenever I wish.”
Now open your eyes and spend a moment appreciating your relaxation.
Refer to the activity instructions for discussion questions.
37
Session 7
Part 1- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 2-Activity: Feelings, Thoughts, Actions : (10 minutes) (Adapted from:
Le Croy, C.W. (2008) Handbook of evidence-based treatment manuals
for children and adolescents. New York: Oxford University Press, Inc.)
Goal: Group members will begin to think about the roles of their feelings,
thoughts, and actions.
Materials: White board and markers or large sheet of paper and markers
Procedure:
1. Draw a triangle on the board with a circle at each corner, write “FTA”
in the middle of the triangle (Diagram included at the end of this
session).
2. Ask the group to brainstorm about possible meanings of FTA. After
some discussion write the words “Feelings, Thoughts, and Actions” on
the board next to the triangle. Ask the students to think about which
corners of the triangle each word should go.
3. Ask the students if it matters where they put each label? Is there a
logical order? Typically which one of these events comes first? Are
there times when one of these events is skipped over all together?
4. Are there times when the group has had an automatic action response
to a feeling? An example might include pulling your hand away after
accidentally touching a hot plate. Are there times when a thought
elicits an automatic action? An example might be thinking about what
time it is and checking your watch.
5. Thoughts and feelings usually precede actions. Many actions are not
automatic; rather they are a result of a response to feelings or
thoughts. Can the group think of any actions which follow thoughts or
feelings?
6. Finish the activity by writing “Thoughts, Feelings, and Actions” at each
corner of the triangle and noting that thoughts, feelings, and actions
often closely connected. Sometimes your actions can cause you to think
and feel in certain ways; other times your thoughts or feelings make
you act in different ways. Ask the group which of these three they feel
they would have the easiest to take control of? How can you change
your thoughts, feelings, or actions? How can your change your
38
thoughts, feelings, or actions?
Part 2- Be a super S.T.A.R. : (10 minutes)
Goal: Group members will learn about problem solving skills and how to
apply them.
Materials: White board and markers or large sheet of paper and markers.
Procedure:
1. Explain to the group that now that they have learned about ways to help
take control of their feelings in the past session, today’s focus will be
how to solve problems that they face. Tell the students that they will
learn how to deal with stressful or anger provoking situation like a
super STAR. STAR is a great way to cope with situations appropriately
and it involves being aware of their thoughts, feelings, and actions.
2. Write on the board the S.M.A.R.T. acronym:
Stop and state the problem.
Think about ways to solve the problem.
Actions
Review what happened
3. Talk about the first step: Stop and state the problem. It is important that
when we recognize when we are angry that we stop and calm ourselves
down first. Take a deep breath and realize what it is that is making you
angry.
a. Ask the students how they will know when they need to stop and
state the problem?
b. What are different ways you can calm yourself down when you
stop?
4. Talk about the second step: Think about ways to solve the problem.
Think about what your options are and what the positive and negative
consequences of those options might be. It is important to realize that
there are a number of ways to handle the situation and if they can only
think of one option, they may need to go back to step one and continue
to calm themselves down.
a. Think of the last time you dealt with a challenging situation, can
you share some different options you may have had to solve the
problem?
5. Step three: Actions. Once you have decided on what you believe is your
best option it is time to take action and solve the problem in an
39
appropriate way.
a. What are some ways you have solved problems in the past?
6. Step four: Review what happened. Once you have dealt with the
problem, review what happened. Look at how you handled the situation
and if it was successful. If it was not, think about what you could have
done differently.
a. When have you successfully solved a problem?
b. How did you know it was successful?
Part 3- Role Playing: (10 minutes)
Procedure:
1. Ask for two group members to participate in a role playing activity.
Ask the group if they can think of an example situation that they may
have dealt with or use the following example:
a. Jenna is hitting on Caitlin’s boyfriend, Caitlin confronts her.
2. Assign roles to the two participants and remind them to use their
Super STAR problem solving skills.
3. After the role-playing ask the students the following questions.
a. When did you think it was appropriate for the accuser to stop?
Why is it important to stop?
b. What do you think are her options? What are the pros and cons
of his options?
c. How can the accuser act differently to manage the problem? How
could you act differently to manage the problem?
d. Upon review, what could have been done to avoid the problem?
4. If time allows, provide opportunity for additional role plays. Again
ask for examples from the group or use the following examples: 1)
Olivia accuses Tasha of purposefully pushing her in the hallway.
Tasha says it was an accident and doesn’t want trouble. 2) Tiffany
thinks Erica stole her cell phone and Tiffany confronts her. Later
Tiffany finds her cell phone under her car seat and Eric never had it.
3) Alison found out that all of her friends are going to Beth’s birthday
party and Alison was not invited.
Part 5- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
40
Thoughts, Feelings, Actions Triangle
Thought
s
TFA
Triangle
Feelings
Actions
41
Session 8
Part 1- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 2- Hidden Strengths in Me: (10-15 minutes) (adapted from L. Cooley,
in-class activity, October 2011)
Goal: To help student discover hidden positive attributes about themselves.
Materials: A piece of paper as well as a pen/pencil for each group member.
The list of pre-written positive attributes (following session)
written on a poster or whiteboard/chalkboard.
Procedure:
1. Pass out a pencil or pen and a piece of paper to each group member.
2. Explain that each group member is to think of five people they admire
the most, and that their five people can be anyone in the world, living or
deceased. Assure the students that they will have the option to share
out loud later, but it will not be required. After a minute or so tell
students to write those five people’s names on the paper provided. The
order in which they write the names does not matter.
3. While students are brainstorming and writing down their five people,
the leader can hang the list of positive attributes and transfer the list
onto a whiteboard or chalkboard for student reference.
4. Once students have written down the five names, the leader will
instruct them to go back through each person on the list, and write
down all of the attributes that they admire about each person on their
list. If students need help thinking of positive attributes, tell them to
refer to the list (on the whiteboard or on a poster hanging up in the
room) to assist them.
5. When students finish writing down the attributes for each person, have
students go back through the current list and circle the five attributes
that are repeated the most throughout all five people listed.
6. Lastly, have students make a new list (either at the bottom of their
paper or on the backside of their paper) in which they write down the
five attributes that they circled the most.
7. Once complete, leader will instruct the group members to silently read
over the final list of the most common positive attributes identified.
8. After a minute or so of silent work the group leader will inform the girls
that the positive attributes they just listed the most about the five
42
people they admire are, in fact, the attributes that they themselves have
as well. The leader will explain to the group members that a person can
only recognize positive attributes in other people when they themselves
have those attributes.
Part 4- Discussion 1: (5-10 minutes)
1. Would anyone like to share the five attributes they circled?
2. Are you able to recognize any of these positive attributes in yourself and if
so, which ones?
2. What surprised you about the positive attributes on your final list?
3. What is it like for you to know that you embody the same attributes you
admire about others?
Part 5- Ten Seconds: (5 minutes) (Adapted from Jones, 1998)
Goal: To enhance group members self-image and create a positive
environment by saying and hearing positive compliments.
Materials: Stopwatch, clock, or a timing device that measures ten seconds.
One small prize group members would enjoy, for the winner.
Procedure:
1. Gather group members into a circle and ask for a volunteer to start the
game. Explain to the volunteer that once you say “Go” she will have ten
seconds to say something positive, nice, uplifting, or a compliment.
These comments can be about another group member, the group, or
themselves.
2. After the student has given a positive comment the next person in the
circle to her right will have ten seconds to come up with her own
positive comment. If she is not able to think of a positive comment in
ten seconds she is “out.” A student will also be “out” if she says the
same positive comment that a pervious member did.
3. Continue going around in the circle until all but one group member is
“out.” The last member who is not “out” gets the prize.
Part 6- Discussion 2: (5 minutes)
1. What was it like for you to come up with positive comments?
2. Do you usually say negative word to others or positive?
3. How can positive comments affect your everyday life?
Part 7- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
43
Positive Attributes
Accepting
Fair
Likable
Sharing
Adventurous
Faithful
Loving
Sincere
Appreciative
Flexible
Loyal
Supportive
Artistic
Forgiving
Mature
Survivalist
Assertive
Friendly
Motivated
Team Player
Athletic
Fun loving
Neat
Terrific
Bold
Generous
Nurturing
Thoughtful
Brave
Gentle
On-task
Tolerant
Bright
Giving
Open minded
Trustworthy
Calm
Good Natured
Optimistic
Ubiquitous
Caring
Grateful
Organized
Unselfish
Cautious
Handy
Patient
Undying Energy
Clever
Hard worker
Perceptive
Valuable
Confident
Helpful
Persevering
Versatile
Considerate
Honest
Positive
Vibrant
Cooperative
Humble
Prepared
Vivacious
Courageous
Humorous
Punctual
Warm
Courteous
Independent
Quiet
Welcoming
Creative
Insightful
Reasonable
Wise
Curious
Intelligent
Reliable
witty
Daring
Interested
Resilient
Worthy
Dedicated
Involved
Resourceful
Youthful
Dependable
Kind
Respectful
Zany
Devoted
Laidback
Self-aware
Zealous
Disciplined
Leader
Sensitive
Zesty
44
Session 9
Part 1- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 2- Setting Goals: (15-20 minutes)
Goal: For each student to write down meaningful and attainable goals
Materials: A “Goals Sheet” handout (following session) and a pen or pencil for
each student
Procedure:
1. The leader should start the activity by asking the group why they think
setting goals is important. Once everyone has shared the leader should
say, “When you walk you move one step at a time. When people move
ahead in life it is the same, one step at a time. If we can set attainable
goals, work hard, and take it one step at a time, we can accomplish what
we want in life.”
2. Explain that sometimes we must set and accomplish small goals in
order to reach our larger goals. The leader should clarify the difference
between short-term and long-term goals.
3. Give each girl a copy of the Goals Sheet handout and a pencil or pen.
4. The leader should give the students a few examples of good short-term
goals while encouraging them to think about what they want and need.
For example, “I want to stop getting kicked out of math class so I can
pass.”
5. Next, students will write down their individual goals on their goals
sheets.
6. After the students have finished, the leader should pair the students up
allowing them to share the goals that they wrote on their piece of paper.
The students may also share why these goals are important to them.
7. Again, the leader should emphasize how these goals, if worked toward
and reached, will help benefit the students’ futures.
Part 3- Discussion: (10-15 minutes)
1. Would anyone like to share your goals with the group?
2. How did you know which goals you wanted to set for yourself?
3. What are you doing right now in your life that is working towards these
goals?
45
4. What do you think could be different about your life if you accomplished
these goals?
Part 4- Start the Resource Guide: (5 minutes)
Goal: To begin identifying local resources for the students to use
Materials: The leader will need a pen/pencil and paper to take notes; See
Resource guide following session.
Procedure:
1. The leader should say, “There is a time in every one’s life when they need
a little help. All around our community and across the United States there
are organizations that want to help. I want to make sure that you leave
this group knowing what resources are available to you.”
2. Explain to the group what a resource guide is. Explain that you are
creating one for them (following session). The resource guide provided
includes national resources only.
3. Ask the group if they know of any resource sin the community. The
leader may need to give them an example such as AA meetings,
homeless shelters for youth, or low cost counseling.
4. Write down all resources the group suggests. The leader should also
research resources and compile them into a guide and combined with
guide provided before next session. The left hand column is for the
leader and students to fill out. Edit the guide to work for the county
you are in and meet the needs of your students.
Part 4- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
46
STAR Goal Sheet
My Long-term Goal is __________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________.
Why I choose this goal __________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________.
When will I reach this goal ____________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________.
My First Short-term goal to reach the Long-term goal is ____________________
___________________________________________________________________________________
___________________________________________________________________________________.
My Second Short-term goal to reach the Long-term goal is __________________
___________________________________________________________________________________
___________________________________________________________________________________.
My Third Short-term goal to reach the Long-term goal is ____________________
___________________________________________________________________________________
___________________________________________________________________________________.
47
Resource Guide
1-800-273-TALK
www.suicidepreventionlifeline.org
National Suicide Prevention Hotline
County Behavioral Health Crisis Line
1-800-RUN-AWAY
www.1800runaway.org
National Runaway Hotline
Local Homeless Shelter for Teens
1-866-4U-TREVOR
www.thetrevorproject.org
National LGBTQ Hotline
Child Protective Services
1-800-273-8255
crisiscallcenter.org
Crisis Call Center
Alcoholics Anonymous
1-855-581-8111
www.yourlifeiowa
Bullying Support
Narcotics Anonymous
1-800-931-2237
nationaleatingdisorder.org
National Eating Disorders Association
Local LGBTQ Center
1-866-331-9474
loveisrespect.org
Teen Dating Abuse Hotline
Counseling Services
1-866-SPEAK-UP
www.cpyv.org
Center to Prevent Youth Violence
Law Enforcement
1-866-942-6466
thehelpline.org
American Pregnancy Helpline
Local Resource
1-800-230-PLAN
plannedparenthood.org
Sexual Health
Local Resource
1-888-425-2666
www.al-anon.alateen.org/index.php
Alateen/Al-Anon
Local Resource
48
Session 10
Part 1- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 2- Flower Petals: (15-20 minutes) (Adapted from Jones, 1998)
Goal: To increase positive feelings among group members by giving and
receiving compliments and build students’ self-esteem.
Materials: White cardstock paper (1 sheet per group member); Six petals and
two leaves cut out for each group member (See step one); Glue; Scissors;
Colored pencils; pen for each member.
Procedure:
1. PRIOR to the group session, the leader needs to cut out six flower
petals per group member. This should be done on color cardstock and
petals should be cut large enough for students to write on. Leader will
also need to cut out two leaves per member. It may be beneficial for the
leader to make extra petals just in case. See the example on the
following pages of a finished flower.
2. The group leader should start this activity by saying, “Flowers are
beautiful. Each individual petal on the flower is a beautiful creation but
when we put all the petals together the flower is complete. Compliments
are like flower petals. One is wonderful but when you receive many it
builds you up and makes you feel beautiful on the inside.”
3. Give each student a piece of white cardstock paper, six petals, two
leaves, and a pen. Pass out glue sticks and colored pencils too. Tell them
today they are creating their own flower of compliments.
4. Have the students draw a stem on their page and glue the two leaves to
the stem. Students should then write a compliment about themselves
on each leaf.
5. Once the students have written compliments about themselves, have
them write their name on the back of each of their petals.
6. The students will then pass out their petals so that each group member
will have one petal from every student.
7. Instruct group members to write ONE compliment or something they
admire about that person whose name is on the back of their petal. For
49
groups over 7, not all members will be able to write a petal for each
other member.
8. Once all the petals are filled out, return the petals to their owners. The
students should then glue their petals to the paper above their stem.
The leader may wish to show them the example following the session.
9. Allow the students to color their paper and add in any other details to
the page and flower they wish.
Part 3- Discussion: (10-15 minutes)
1. Was it easier to give compliments to others or to give them to yourself?
Why?
2. What was it like giving others compliments?
3. How did it feel getting positive compliments from others?
4. Do you think it easier to write compliments or say them? Why?
5. Why do you think it is important to give others compliments?
6. How can it help you to be more positive to yourself and others?
Part 4- Resource Guide Follow-up: (5 minutes)
Goal: To provide students with resources in the community and nation they
can access
Materials: Completed resource guide from prior session; one for each member
Procedure:
1. The leader should pass out a resource guide to each student. Tell them
that it is okay to ask for help. Highlight a few important resources in
the community or nationwide that would be beneficial.
Part 5- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
50
51
Appendix A:
STAR (Skill Training in Aggression Regulation)
Teacher Referral Form
Dear __________________________________,
Date: ___________________________
The School Psychology Department at Ravenwood High School is currently
attempting to address the increasing prevalence of female aggression. Female
students are becoming more physically and emotionally aggressive towards their
female peers. In order to address this growing issue we are introducing a small
counseling group call STAR (Skill Training in Aggression Regulation). This small
counseling group will focus on teaching girls how to regulate emotions, problemsolve, utilize appropriate coping strategies, discover their strengths, and set
achievable goals.
We are seeking eight to ten female students who can you feel may
participate and benefit from this small group experience. The girls selected to
participate in this counseling group will have the opportunity to make many
positive contributions, as well as gain from the genuine interactions with others.
We are looking for your recommendations of students you think will benefit.
The group will meet every Tuesday for 45 minutes for ten sessions, starting
on __________________. Meeting times will rotate each Tuesday to reduce student
absences in one particular class. Students will be held accountable for any school
work missed during the group sessions.
Please fill out and return the attached referral form no later than
____________________ to the School Psychology Department.
Thank you for your time and commitment as a Ravenwood Teacher!
Sincerely,
Nina Garrovillo
School Psychologist
Emily Flitsch
School Psychologist
52
STAR (Skill Training in Aggression Regulation)
Teacher Referral Form
Teacher:
Date:
Student(s):
Grade:
1. Why do you think this student(s) will benefit from partaking in this
group?
______________________________________________________________
________________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. How does this student(s) behave in your class? What is their overall
temperament?
______________________________________________________________
________________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
3. How does this student(s) interact with peers (in and/or outside) the
classroom?
______________________________________________________________
________________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
53
Appendix B:
STAR (Skill Training in Aggression Regulation)
Permission Letter for Parents/Guardians
Ravenwood High School: School Psychology Department
Name of Student:
Date:
Dear Parents/Guardians,
The School Psychology Department at Ravenwood High School is attempting to
address the increasing prevalence of female aggression. Female students are becoming
more physically and emotionally aggressive towards their female peers. In order to
address this growing issue we are introducing a small counseling group call STAR
(Skill Training in Aggression Regulation).
Your student, ___________________, has been carefully selected to participate in a small
group experience which is intended to assist female students in regulating their
emotions. We have selected your student because it is our belief that she will be able
to make many positive contributions, as well as have a unique opportunity to gain
from the genuine interactions with others. Some of the topics that will be addressed
during group sessions are: (1) coping strategies, (2) problem solving, (3) goal setting,
and (4) self-discovery.
The group will begin on __________ and will meet every Tuesday for ten sessions.
Each session will be 45 minutes. Meeting times will vary each Tuesday to reduce
the number of absence your student will have in on particular class. Students will
be responsible for any school work missed during the group sessions, but teachers
have agreed to work with students to ensure they are able to make up their work in
a timely manner.
Participation in the group is voluntary and confidential. The student/counselor
relationship is one based on trust and confidentially. Our goal is to ensure a safe and
positive experience that benefits the students and those around them. Information
disclosed by the group will not be shared with anyone, except in limited situations.
These situations include; (1) Threatening behaviors of harm by the student to herself
or others; (2) Revelations of abuse; (3) Illegal activities that jeopardize the safety of
the group or others.
Feel free to contact us if you have any questions or concerns, or would like further
information. We may be reached from 8am to 3pm at (555) 555-4475 extension 3024.
Please return the attached permission slip by _____________________.
Sincerely,
Nina Garrovillo
School Psychologist
Emily Flitsch
School Psychologist
54
STAR (Skill Training in Aggression Regulation)
Permission Letter for Parents/Guardians
Ravenwood High School: School Psychology Department
Please return this slip to the School Psychology Department
Yes! I give permission for my student, ___________________________________,
to participate in this group.
No I do not permission give my student, ________________________________,
to participate in this group.
I would like more information. Please contact me at (
) ______-___________
______________________________________________
Parent/Guardian Name (please print)
_____________________________________________
Parent/Guardian Signature
______________________
Date
___________________________________________
Student Signature
______________________
Date
Thank you for your time and commitment
as a Ravenwood parent and student!
55
Appendix C:
Pre/Post Survey
Pre _______ Post _______
Student Name:_______________________________
Date:______________
Please circle a number for each statement that is most like something you
would say about yourself.
1= Hardly ever 2= Occasionally 3= Half the time 4= Often 5= Almost Always
I know there are good things about myself that other people
see in me and like
1 2 3
4
5
I usually think about what I’m going to say before I say it.
1 2 3
4
5
I know when something is making me mad.
1 2 3
4
5
I know how to keep myself from getting into trouble.
1 2 3
4
5
I practice good problem solving skills.
1 2 3
4
5
I know where to go for help if I need it.
1 2 3
4
5
I am able to talk about my feelings without getting upset.
1 2 3
4
5
I understand how my actions might affect others.
1 2 3
4
5
I ask people to stop if they are doing something that upsets me. 1 2 3
4
5
I know how to calm myself down when I am angry.
1 2 3
4
5
I know how to solve problems without hurting others.
1 2 3
4
5
You’re done! Thank you!
56
Appendix D:
Highs and Lows
At the beginning of each session group members will express one positive
experience (high) that has happened to them in the last week as well as one
challenge (low) they have experienced. The group members will use the
following statement: “My high this week was ___________ and my low this
week was __________.” The group leader will start this exercise every week
and set an example of what is expected.
57
Appendix E:
Moving Forward
At the end of each session group members will tell the group one thing they
learned from this session that they can use in the future OR one thing they
are looking forward to in the next week. Have the group members use one of
the following statements:
“Something I learned in this session that I can use going forward is __________”
OR
“Something I am looking forward to in the next week is ___________________”
The group leader will start this exercise every week and set an example of
what is expected.
58
Appendix F:
Alternative Session
Part 1- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 2- Out of Control: (20-25 minutes) (Adapted from Jones, 1998)
Goal: To help students realize that they cannot control everything in their
lives and they must learn how to deal with situations that are out of their
control.
Materials: Small gift items (1 for every member of group); One pair of dice;
Timer
Procedure:
1. Before beginning activity, have students form a circle and place the gift
items in middle of circle.
2. The group leader should tell the students “As we know, we cannot
control everything that happens in our lives. Some people want to
control everything in their lives, and when they are not able to, they may
become frustrated or angry. Today we will learn how we feel when
situations like this happen and skills we can use to keep our anger under
control. We will look to use our own resources to handle the situations
that seem unfair to us.”
3. Tell students that the game will have two rounds (do not explain the
second round until the first round is completed).
4. For the first round, have students take turn rolling the dice. When a
student rolls a double (same number on both dice), the student gets to
select a prize from the middle
5. Everyone in the group continues to roll dice until most of the prizes are
gone
6. Retrieve the dice and announce to the students that round 2 will begin.
7. For this round, students who roll double can pick a prize from the
middle pile or take a prize from someone who already won a prize.
8. If group members do not roll doubles, group facilitator may change the
rules to include students who roll a number over 6.
9. This process continues until group leader decides to end
10. Have students keep their prizes while reflection questions take place.
59
Part 3- Discussion: (10-15 minutes)
1. How was the game for you?
2. Did anyone devise strategies on dice rolling? If so, what were they?
3. What do you do when “the luck of the roll” does not always go your way
in life?
4. How do you handle things when life feels out of control or unfair?
5. Identify person with no prize, or very little
6. Did anyone feel left out or angry in the game? How were you able to
recognize that, and how did you handle that feeling?
7. What can we do when things do not go our way?
8. What was this game like for you?
9. When have you experienced a situation that did not go your way?
Part 5- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
60
Appendix G:
Alternative Session
Part 1- Highs and Lows: (5 minutes)
See Appendix D for detailed instructions
Part 2- VIA Survey of Character for Youth: (20-25 minutes) (Adapted from
VIA Institute on Character, VIA Survey, http://www.viacharacter.org/www/, 2014)
Goal: The purpose of this activity is to familiarize the students with the 24
character strengths that each individual possesses, and be able to identify
their top five signature strengths.
Materials: Computer Lab
Procedure:
1. Direct students to go to the following website:
http://www.viacharacter.org/Survey/Account/Register
2. Have each student create an account by typing in the required
information and click “register” when they are done.
3. On the next page, instruct students to choose the second option that
reads “I want to take the VIA survey for youth” and then click “Take
Survey.” (Students who are 18 or older may wish to take the adult
version.)
4. Read the instructions at the top of the page (provided below):
Below is a list of statements describing people who are 10-17
years old. Please read each one, and then decide how much it is
like you and mark the correct radio button. There are no right
or wrong answers. Please be as honest as you possibly can. We
will rank your strengths and compare them to others’ strengths
when you have answered all of the questions.
5. Let the students know that they may go at their own pace and if they
have any questions to raise their hand and the group leader will come
assist them.
6. After the students finish the last question they will be asked to enter
their demographic information, have the group members simply click
“complete survey” near the bottom of the page.
7. The next page will say “Survey Completed” at the top, have the
students look at the second bullet where it says “Option 2” on this
page and click “View Rankings Here” to see the students character
strength profiles.
61
8. The students will be then given their VIA Character Strength Profile
with their rankings of all 24 VIA character strengths, have each
student print out their profile and write their names on the top of the
page. They will keep a copy of their strengths.
9. The group leader should say the following once everyone on the
group has finished:
Each person has the ability to use any of the 24 character
strengths that you see on your profile. Some strengths are easier
and more natural for you than others. Notice your top 5
character strengths, these are your signature strengths. Other
strengths come up in special situations when you need them,
and others are shown at a lesser degree or less frequently. The
important thing to remember is that all of you have the ability
to use any of these strengths. Your strengths stay with you your
entire life, but your top strengths may change over time. Your
strengths work together for you and come out in situations.
Your strengths are special to you because they were formed
through your unique experiences in life.
Part 3- Discussion: (10-15 minutes)
1. Was anyone surprised by any of their top strengths?
2. How have you used these strengths before in your life?
3. How do you think you can use these strengths in the future?
4. How can your strengths help you?
5. What surprised you the most about what you learned today?
6. What Strengths would you like to use more often?
7. How could you do that?
8. What will be different now that you know your strengths?
Part 5- Moving Forward: (5 minutes)
See Appendix E for detailed instructions
62
Appendix H:
STAR Group Evaluation
Name of Student: _____________________________
Date:______________________
1. What did you learn from being part of STAR?
2. What was the most helpful part of the group?
3. What was the least helpful part of the group?
4. Did you feel comfortable sharing personal information about yourself with
the group?
Yes
No
5. Why or why
not?
6. I was given the opportunity and encouraged to speak up throughout the
group.
Never
Rare
Sometimes
Often
Thank you for your time and commitment as a Ravenwood
Student!
63
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