Cspu 513 Signature Assignment Nichols 2017 Final

Running Head: GRIEF & LOSS THE PATHWAY TO RECOVERY
Grief & Loss
The Pathway to Recovery
Grades: 9th-12th
Brandman University
Heather Allison Nichols
Overview of Activities
Collaborative and supportive discussion
Creative self-expression
Release of emotions
Development of coping strategies
Objectives
Provide students with a safe place to express their emotions
Assist students in acknowledging their pain
Allow students to understand their own grieving process
Support students in their development of positive coping skills

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GRIEF & LOSS THE PATHWAY TO RECOVERY
TABLE OF CONTENTS Page
Chapter 1: Pre-Group Materials
Parent/ Guardian Consent Form 4
Student Pre-Group Survey/ Needs Assessment 5
Chapter 2: Lesson Plans
Week One
Instructional Outline 6
Supplemental Materials 10
Week Two
Week Three
Week Four
Week Five
3
Week Six
Chapter 3: Video Link
Video Link 34
References 35
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SMALL GROUP GUIDANCE: GRIEF/ LOSS RECOVERY
PARENT/GUARDIAN PERMISSION FORM
San Benito High School
Home of the Balers!
Your permission is requested for your child to participate in small group guidance
activities. The group will meet six times. Each session will be about 60 minutes long and will
take place during the school day.
The group is titled Grief & Loss: The Pathway to Recovery. Your child will have the
opportunity to learn new skills and behaviors that may help them cope with their recent
loss. The group will provide an opportunity for members to learn and practice interpersonal
skills, discuss feelings, share ideas, practice new behaviors, and make new friends.
By signing this form, I give consent for my child to participate in this small group. Please
return this form to the counseling center.
Thank you,
Heather Nichols
_______________________________________________________________________
Parent/Guardian Name Date
_______________________________________________________________________
Parent/Guardian Signature Date
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Small Group Counseling: Grief/ Loss

Pre-Group Survey Name: ____________
1. I know what the grieving stages are: _________

1 Strongly Agree
2 - Somewhat Agree
3 Neutral
4 Somewhat Disagree
5 - Strongly Disagree
2. I feel supported in my loss: __________

1 Strongly Agree
2 Somewhat Agree
3 Neutral
4 Somewhat Disagree
5 Strongly Disagree
3. I feel that there are people at school that care about me and my success: ________
1 Strongly Agree
2 Somewhat Agree
3 Neutral
4 Somewhat Disagree
5 Strongly Disagree
4. I have shared openly about my loss with others: __________

1 Strongly Agree
2 Somewhat Agree
3 Neutral
4 Somewhat Disagree
5 Strongly Disagree
5. I feel connected to others at school: ___________

1 Strongly Agree
2 Somewhat Agree
3 Neutral
4 Somewhat Disagree
5 Strongly Disagree
6. What I hope to gain from this group is:

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Lesson Plans
Week One
Unit Name: Release of Emotions
Name of the Activity: Worries in a Hat
ASCA Domain & Standards Addressed:
Personal/ Social Development Standard A: Students will acquire the knowledge, attitudes
and interpersonal skills to help them understand and respect self and others.
A1.5 Identify and express feelings
Materials Needed: Notecards, pens, white board (optional), norms handout (optional), Kleenex
Lesson Objective: Provide students with a safe place to express their emotions.
Instruction Outline:
Introductions (10 min)
Ice Breaker Activity (15 min)

GROUP COUNSELING STAGE:
Norms (10 min)
INITIAL STAGE
Rounds (15 min)
Closing (10 min)
Description of Activities:
Introductions (10 min)
Introduce yourself to the group and explain the purpose of the group.
Emphasize that this will be a safe place for them to express their emotions.
Allow each member to introduce themselves (name, grade level) and favorite
food.
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Worries in a hat.
- Read the quote: Courage is knowing what not to fear. Introduce the
activity. For example:
It takes a strong individual to be able to face their fears. Once we open up
about them, it begins the process for us to overcome them. When one
loses someone special in their life, they begin to gain new fears about how
they will survive without this person. I understand this is the first session,
but our openness to the process is what will allow us to heal. I would like
for each of you to write down one of your fears on a piece of paper. When
you are ready, I will bring the hat to you. As a group, we will discuss the
fears, realize our similarities, and discuss how we can address them.
- Give each student paper and pens. Collect their papers (2-3 min).
Shuffle the hat and begin going through them one by one.
Norms (10 min)
Introduce why norms are important. For example:

As you can see, each of you have valuable things to say and enormous
potential to help one another through this process. It is important that
each of you are heard in order for us to move forward. This is why we are
going to establish group norms so that we understand how to work
together in a respectful way, as well as mediate conflict when it arises.

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Conflict is a natural part of the process. We need to make sure that
everybody feels comfortable to share their feelings. Is everyone in
agreement that norms will help us reach our goals?
(Students respond)
One last item to cover before we begin is that we have agreed to keep our
work confidential. What is said here, stays here. As counselors, we are
good at keeping secrets. However, if the secret relates to harming anyone
- including yourself - we are accountable for reporting it as a safety
concern. Do any of you have any questions regarding confidentiality?
(Students respond)
From this point, lead the students through a norm building process. You
could have the sentence starter up there: We all agree to
_______________________. Based on the personalities of group, either
lead a verbal discussion on what they feel appropriate norms would be or
lead a written format of the activity. For example, provide students with the
norm building handout so they can see examples. Then tell the students to
write down one expectation they have. Shuffle the notecards and start
reviewing them as a group on a white board. As a group, narrow it down to
around five.
Rounds (15 min)
Depending on time, lead a discussion round. Ask students what they think
the difference is between anger and sadness. Also ask students to include
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a scale of 1-10 of their emotional level (anger, sadness) in their response.
Connection/ Closing Section: (10 min)
Summarize our goal, norms, and work that they accomplished. Suggest to
students to think about their favorite memory of their loved one, as it will be
a topic of Week 2.
Outside Practice/ Homework:
Students will reflect on their favorite memory of their loved one.
Student Outcomes/ Evaluation Component:
Students emotional states are assessed during the rounds discussion (scaled
number statements and sharing of feelings). The goal to create a safe
environment for expressing emotions is evaluated by their adherence to the
norms created.
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NORMS BUILDING
Comments to the Facilitator: This activity will enable a group to develop a set of
operating norms or ground rules. In existing groups, anonymity will help ensure that
everyone is able to express their ideas freely. For this reason, it is essential to provide pens
or pencils or to ask that everyone use the same type of writing implement.
Supplies: Index cards, pens or pencils, poster paper, display board, tape, tacks
Time: Two hours
Directions
1. Explain to the group that effective groups generally have a set of norms that
govern individual behavior, facilitate the work of the group, and enable the
group to accom- plish its task.
2. Provide examples of norms.
3. Recommend to the group that it establish a set of norms:
To ensure that all individuals have the opportunity to contribute in the meeting;
To increase productivity and effectiveness; and
To facilitate the achievement of its goals.
4. Give five index cards and the same kind of writing tool to each person in the group.
5. Ask each person to reflect on and record behaviors they consider ideal behaviors
for a group. Ask them to write one idea on each of their cards. Time: 10 minutes.
6. Shuffle all the cards together. Every effort should be made to provide
anonymity for individuals, especially if the group has worked together before.
7. Turn cards face up and read each card aloud. Allow time for the group members
to discuss each idea. Tape or tack each card to a display board so that all group
members can see it. As each card is read aloud, ask the group to determine if
it is similar to another idea that already has been expressed. Cards with similar
ideas should be grouped together.
8. When all of the cards have been sorted, ask the group to write the norm
suggested by each group of cards. Have one group member record these new
norms on a large sheet of paper.
9. Review the proposed norms with the group. Determine whether the group can
support the norms before the group adopts them.
Used with permission of the National Staff Development Council, www.nsdc.org, 2006. All rights reserved.
Adapted from Tools for Change Workshops by Robby Champion. Oxford, OH: National Staff Development
Council, 1993.
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Week Two
Unit Name: Acknowledgment of Pain
Name of the Activity: Artistic Tribute
Personal/ Social Development Standard A: Students will acquire the
knowledge, attitudes and interpersonal skills to help them understand and
respect self and others.
A1.5 Identify and express feelings
A1.12 Identify and recognize changing family roles (depending on their
relationship to the deceased)
Materials Needed: Paintbrushes, acrylic paint, miniature canvases, water/ cups, closing slip (see
Supplemental Handouts), Kleenex
Lesson Objective: Assist students in acknowledging their pain.

Creating a Tribute Painting (25)
TRANSITION STAGE
Reflective Observations (10)
Closing (10 min)
Briefly review the purpose of the group, confidentiality, and norms. Also,
check in with the group members about how they are doing and allow
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them to share their favorite memory. Then, handout the lyrics and play
the song Let It Be by the Beatles. Ask students how they think the song
relates to loss.
Creating a Tribute Painting (25 min)
- materials should already be organized/ prepared
Explain to the students that they will be creating a tribute painting for the
deceased. This may or may not relate to the favorite memory they
reflected on. For example, if a student wants to paint roses because they
were the favorite flower of their loved one but are unrelated to the
memory - that is okay. The goal is for students to express their emotions
in a nonverbal way, allowing them to open up about their loss. The
thought process involved will also help them acknowledge their loss and
pain.
While students are working, be there to support them when they have
questions. Avoid commenting on their work, allow it to be an internal
process.
Reflective Observations (10 min)
Hang their work up around the room. Have students conduct a gallery
walk around to see everyones work. As students sit back down, ask
them to reflect on what emotions they saw in the work of their peers.
Steer students in the direction of finding the similarities they share in
their experiences of pain and loss.

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Connection/ Closing Section (10 min)
Have students fill out a brief survey (find survey in supplemental
materials).
Inform students that they will be discussing their loved one next session.
Provide them with the option of bringing an item to share with the group
(an item that represents their loved one).
Students will reflect on the life of their loved one, including how they would describe
them, next session. Students have the option of bringing an item that represents their
loved one, depending on their grieving process level.
Students acknowledgment of pain is assessed by the closing survey. Students
acknowledgment of loss, in a celebratory manner, is shown in their tribute paintings.

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CLOSING SLIP WEEK 2
Student Name ________________________________________________________________
Rate how well this activity helped you remember the positive aspects of your loved ones life
1---2---3---4---5---6---7---8---9--10
Explain why
Rate your pain level in dealing with this loss
1---2---3---4---5---6---7---8---9--10
Explain why
Rate if this activity affected your pain level in any way
1---2---3---4---5---6---7---8---9--10
Explain why
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Week Three
Unit Name: How One Grieves
Name of the Activity: Show & Tell and Story Tell
Behavior Standard B-LS 4: Apply self-motivation and self-direction to learning.
Mindset Standard M 1: Belief in development of whole self, including a healthy balance
of mental, social/emotional, and physical well-being.
Materials Needed: Grieving Article, timer (optional), Kleenex
Lesson Objective: Allow students to understand their own grieving process.
Intro Activity (10 min)

Show & Tell and Storytell (30 min)
WORKING STAGE
Discussion (10 min)
Closing (10 min)
Intro Activity/ Ice Breaker Activity: (10 min)
Have everyone share what one of their hobbies are. Staying involved in
hobbies can have a positive influence on the grieving process. Explain to
the group what the purpose of the session is and remind them that they
will be sharing their stories with each other today.
Distribute the Grieving Article and have students reflect on it in partners.
Questions to help guide their discussion could be:

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- How are you doing everyday tasks compared to how you
normally would?
- Which parts of the article do you agree with?
- What stood out to you?
Show & Tell and Story Tell: (30 min)
Explain that each student is going to have the opportunity to share a story about
their loved one. These stories may or may not include a prop/ item that is
representative of the deceased. Preface it with the importance of demonstrating
active listening skills and genuine care. Also, make it clear that expressing ones
emotions throughout is okay. Allow tears!
- Depending on your groups size, limit them to 4 or 5
minutes. Use a timer (visible) so that students can practice self-
monitoring skills.
Discussion: (10 min)
Allow students to discuss with one another how it felt to share stories and objects
about their loved one. Students can work in the same pair from the beginning of
the session and see if they feel any differently about their grieving process. Or if
students are open and willing, it could be a whole group discussion instead of
partners.
- Key phrases:
What you are feeling is okay.
Thoughts cause feelings.

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- Allow the tears.

- Possible Quotes:
The best and most beautiful things on this earth cannot be seen or even touched they
must be felt with the heart. - Helen Keller
How lucky I am to have something that makes saying goodbye so hard. - A.A. Milne
Connection/ Closing Section: (10 min)
Acknowledge students on their vulnerability this session. Say something that
affirms how they supported one another (Ex. I appreciated the way that you,
________, consoled _________ during her sharing). Open it up for others to
affirm another student on their contributions today. Inform students that they have
a homework assignment to write a letter to the deceased. Keep it focused on what
they wish they had an opportunity to say.
Students will write a letter to the deceased, including what they wish they had an
opportunity to say.
Students outcomes are shown through their participation. If the student shared a
story and an object about the deceased, they are moving at their own pace through
the process. If a student refuses to share, this is a signal to the counselor to try
additional interventions. For example, the counselor could have a one-on-one after
the session or try conducting partner discussions instead of whole group. When
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students are sharing, try to take note of which stage of grief they are in (see the
five stages of grief with descriptions in materials below).
Record it on your group roster. Follow up with one-on-one counseling before the
next session with members that appear to need additional support.

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Grieving Article
My brother died 6 months ago. Some days are OK, but I still have days when I miss him so
much I cry. Is that normal? People tell me I should be over it by now, so I usually keep my
feelings to myself. I'm afraid if I get over my grief, my memories of my brother will fade. I also
feel guilty about enjoying life when he can't. What should I do?
Ryan*
Well-meaning friends and family might tell a grieving person they need to "move on"
after a loss. Unfortunately, that type of advice can sometimes make people hesitant to talk about
their loss or make them think they're grieving inappropriately or for too long, or that they're not
normal. It can help to remember that the grieving process is very personal and individual
there's no right or wrong way to grieve. We all take our own time to heal.
It's important for grieving people not to drop out of life, though. If you don't like the idea
of moving on, maybe the idea of "keeping on" seems like a better fit. Sometimes it helps to
remind yourself to just keep on doing the best you can for now.
If you feel sad, let yourself have your feelings and try not to run away from your
emotions. But also keep on doing things you normally would, such as being with friends, caring
for a pet, working out, or doing your schoolwork.
Going forward and healing from grief doesn't mean forgetting about the person you lost.
Getting back to enjoying your life doesn't mean you no longer miss your brother. And how long
it takes until you start to feel better isn't a measure of how much you loved him. Probably your
brother would want you to live your life as fully and happily as you can. Doing that can be a way
to honor his memory.
Speaking of memories, some people find that creating a special memory box or folder
helps them feel more confident that treasured memories will be preserved.
With time, the loving support of family and friends, and your own positive actions, you
can find ways to cope with even the deepest loss.
*Names have been changed to protect user privacy.

Reviewed by: D'Arcy Lyness, PhD
Date reviewed: November 2013
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The five stages of grief
Denial: This cant be happening to me.

Anger: Why is this happening? Who is to blame?
Bargaining: Make this not happen, and in return I will ____.
Depression: Im too sad to do anything.
Acceptance: Im at peace with what happened.
(Smith, Robinson, and Segal, 2017)
Retrieved from
http://www.cancer.net/coping-with-cancer/managing-emotions/grief-and-loss/coping-
with-grief
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Week Four:
Unit Name: How One Grieves (Continued)
Name of the Activity: Letters
Behavior Standard B-LS 4: Apply self-motivation and self-direction to learning.
of mental, social/emotional, and physical well-being.
Materials Needed: notecards, white board (optional), timer (optional), closing surveys, Kleenex
Lesson Objective: Students will deepen their understanding of their own grieving process.
Intro Activity (15 min)
Letter Sharing (15 min) GROUP COUNSELING STAGE:
Discussion (15 min) WORKING STAGE
Closing (15 min)
Intro Activity/ Icebreaker - What Do You Love? - (15 min)
Welcome the group, briefly review the purpose of the session, and
confidentiality. Give students a notecard or piece of paper. Have them
fold it into four. Instruct them to write their favorite musician, movie,
book, and sport/ activity. Have them turn them in. Go over them as a
whole group and have members guess who said what.

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Letter Sharing (15 min)
Allow students to read their letters the group. Encourage active listening
skills and supporting one another. If needed, use the timer to give each
member a fair opportunity.
Discussion (15 min)
Guide a reflective discussion on the letter sharing. You could do a few
different things depending on the group: word round where they give a
one word reaction to the letter exercise, role-play where one member
volunteers to role-play as the deceased for another member to read the
letter to them, or open ended whole group discussion.
Connection/ Closing Activity (15 min)
Validate students for their bravery during the letter activity and their
altruism as they supported one another. Introduce the idea of coping skills
and how to get through everyday life. Inform students to reflect on their
sleep, eating, focusing, etc before our next session. Have students fill out
the brief survey provided in the materials below.
Students will reflect on their everyday activities, including sleep, eating/
drinking, focusing, before our next session. They will be prepared to
discuss these ideas in relationship to grief.

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Student evaluation component is embedded into the Closing Survey. Pay particular
attention to whether or not the activity helped ease their pain. Also, keep this survey
because you will ask a similar question about everyday tasks during Week 6. The goal is
to see an improvement in their accomplishment of their everyday tasks.
CLOSING SLIP WEEK 4
Student Name ________________________________________________________________
Do you feel that you expressed everything you wanted to in the letter? If not, what would
you have liked to expand on?
How much did this activity ease your pain? Rate on a 1-10 scale.
1---2---3---4---5---6---7---8---9--10
Explain why
How are your everyday tasks are going (sleep, eat/ drink, focusing)?
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Week Five
Unit Name: How One Copes
Name of the Activity: Support Circle
Behavior Standard (Self-Management) B-SMS 7: Demonstrate effective coping skills
when faced with a problem
Behavior Standard (Social Skills) B-SS 6. Use effective collaboration and cooperation
skills
of mental, social/emotional, and physical well-being
Materials Needed: colored pencils, paper, Coping Strategies Handout (see Supplemental
Materials), Kleenex
Lesson Objective: Students will develop positive coping skills.
Intro/ Ice Breaker (10 min)
Support Circle (15 min) GROUP COUNSELING STAGE:
Coping Strategies (10 min)

ENDING STAGE
Collaborative Discussion (15 min)
Closing (10 min)

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Briefly review the purpose of the group, the session, and confidentiality.
Check in with group members and remind them of the task to reflect on
their everyday tasks. Have each student rank the following habits 1-5
with 5 being what is suffering the most right now and 1 being what is
least affected by the loss. (See optional sheet to use below lesson)
- Food
- Hydration
- Sleep
- Focusing
- Exercise
Discuss responses as a group. Point out similarities.
Support Circle (15 min)
Introduce the idea that having a support system is helpful in learning to
cope with their loss. Have students draw a circle and write everyones
name in it that is supportive to them, potentially those that knew the
deceased too.
Other items may come up during this time - allow them to. Otherwise,
students are working with the colored pencils and paper on their support
circles.
Coping Strategies (10 min)
Review the Coping Strategies handout as a group (see in materials below
lesson plan). Reflect on how many of them students have had an

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opportunity to do with the group and point out how many of them are up
to them as individuals to carry on themselves.
Discussion (15 min)
Allow students to plan out their coping strategies with each other.
Whether its creating a ritual to remember your loved one, a memory
book, or simply focusing on oneself (healthy habits), allow the students
to help one another. This process will allow them to discover what their
upcoming challenges will be and have a plan in place to minimize their
difficulties during those times.
Connection/ Closing Activity (10 min)
Following up on the discussion, have each student share what they
predict their biggest challenge will be and how they will overcome it.
Empower students for their work with one another and make the
connection that they can be providing that support to those in their
support circle as well. Administer a brief survey if time permits, asking
how they will support someone in their support circle before next
session and whether or not their knowledge of coping skills improved
from this session.
Students will support someone from their support circle by next session.
Collect the surveys and log the data for how much their knowledge of
coping skills increased by this session. You are evaluating their needs in
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the Intro survey too, as this information allows you to focus on what
each individual is struggling with.
-------------------------------------------------------------------------------------------------------------------
WEEK 5 INTRO ACTIVITY

Name: _____________________________________________________________
Rate the following habits 1-5 with 5 being what is suffering the most right now and 1 being what
is going the best right now.
Sleep _________
Hydration ___________
Food ___________
Focusing ___________
Exercise ___________
----------------------------------------------------------------------------------------------------------------
WEEK 5 CLOSING ACTIVITY
Student Name ________________________________________________________________
Who would you like to support from your support circle? _______________________________
What is one way you can do that in the next week? __________________________________
Rate your knowledge of coping skills before this session:
1 ----- 2 ----- 3 ----- 4 ----- 5 -----
Rate your knowledge of coping skills after this session:
1 ------ 2 ----- 3 ----- 4 ----- 5 ------
Thank you! Looking forward to our session next week. Please keep in mind this will be our
final session. Come prepared to ask any final questions and celebrate our work together.
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Coping with Grief
Allow yourself to experience the pain of loss. As much as it hurts, it is natural and
normal to grieve. Sometimes people feel guilty about the way they feel, thinking they
should get over it. Let yourself grieve and fully experience the feelings of grief, such as
shock, sadness, anger, and loneliness. Don't judge yourself for having feelings that seem
wrong. Let yourself react in ways that help you process and release intense emotions,
even if it means crying or screaming.
Talk with others. Talking about your loss and sadness with others may help you process
and release your feelings. Let family and friends know how important it is for you to
share your feelings with them. Reassure them that you dont expect them to have
answers, you just need them to listen.
Find creative outlets. Consider expressing your feelings through creative activities you
enjoy, such as music or art. Or, write your thoughts, feelings, and memories in a journal.
Looking back through your journal will allow you to see how your grief changes over
time.
Engage in physical activity. Find a physical activitysuch as walking, running, or

riding a bicycleto help you cope with your feelings. Exercise and activities like hitting
a punching bag or hitting golf balls at a driving range may help release frustration or
anger.
Maintain a routine. Keeping a basic routine of daily activities helps you structure your
time and keeps you connected to familiar people and places. If possible, avoid making
major decisions, such as changing jobs or moving within the first year after a loss. This
will help you maintain a sense of normalcy and security and lessen additional stress.
Forgive yourself. Forgive yourself for the things you regret doing or saying to your
loved one. Also forgive yourself for the things you regret not doing or saying. Letting go
of regrets and the pain that comes with them will allow you to focus on the good
memories.
Be patient. Allow your grief to unfold at a pace that is natural for you. Don't judge or
criticize yourself for not coping as well or healing as quickly as you think you should.
Each person needs to grieve in ways that feel right.
Take care of yourself. It is important to attend to your physical needs during the period
after a loss. Grieving is both emotionally and physically exhausting. Care for yourself by
trying to get enough sleep at night, eating a healthy diet, and exercising.
Retrieved from:
http://www.cancer.net/coping-with-cancer/managing-emotions/grief-and-loss/coping-with-grief
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Week Six:
Unit Name: How One Copes (Continued)
Name of the Activity: Honorary Garden
Behavior Standard (Self-Management) B-SMS 6. Demonstrate ability to overcome
barriers to learning
Behavior Standard (Social Skills) B-SS 4. Demonstrate empathy
Behavior Standard (Social Skills) B-SS 2. Create positive and supportive relationships
with other students
Materials Needed: Floral seeds (have at least five different kinds for students to choose from),
shovels, water (plastic cups full), Kleenex, Exit Survey (see handouts below)
Lesson Objective: Students will further develop positive coping skills to assist them in their
overall success.

Honorary Garden Activity (25)
ENDING STAGE
Closing (10 min)

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Rounds - let each member share how they supported another person from
their support circle last week. Validate students and provide them with
opportunities to validate one another.
Honorary Garden Activity (25 min)
Explain to the students that our work is coming to an end and we should
do something celebratory of their progress they made together. Have a
place on campus approved for this activity, so that the students have a
garden to go to when they are feeling immense amounts of grieving pain
or want to reflect on the loss.
Provide students with an assortment to choose from and establish norms
that everyone will be respectful throughout the process (waiting their turn,
etc.). If students want to decorate it more themselves later, open it up to
the group as a discussion to see if there is a mutual agreement.
Have a sign that they can sign their name and name who they are honoring
(optional).
Open discussion for students to ask any questions about the process. It is
also an opportunity for you to ask students how their everyday tasks are
going and brainstorm ways that they can improve focusing on the present.
This would be a good place to check in about past work, such as
establishing a ritual and having a plan in place for the days that will be
most challenging.
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Closing (10 min)
Offer to the students to meet occasionally in the future to check in with
one another. Make sure students understand that you support them and
they can come talk to you when they are having a hard time. Read the
quote:
Grief is like the ocean; it comes on waves ebbing and
flowing. Sometimes the water is calm, and sometimes it is
overwhelming. All we can do is learn to swim.
- Vicki Harrison
Thank them for their participation and openness during the process.
Encourage them on their goals for moving forward. Administer the exit
slip and ask for their honesty, as it is your primary goal to create the best
healing process possible for students.

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Small Group Counseling: Grief/ Loss

Post/ Exit Survey My Name (Optional): __________
1. I know what the grieving stages are: _________

1 Strongly Agree
2 - Somewhat Agree
3 Neutral
4 Somewhat Disagree
5 - Strongly Disagree
2. I feel supported in my loss: __________

1 Strongly Agree
2 Somewhat Agree
3 Neutral
4 Somewhat Disagree
5 Strongly Disagree
3. I feel that there are people at school that care about me and my success: ________
1 Strongly Agree
2 Somewhat Agree
3 Neutral
4 Somewhat Disagree
5 Strongly Disagree
4. I have shared openly about my loss with others: _________

1 Strongly Agree
2 Somewhat Agree
3 Neutral
4 Somewhat Disagree
5 Strongly Disagree
5. I feel connected to others at school: __________

1 Strongly Agree
2 Somewhat Agree
3 Neutral
4 Somewhat Disagree
5 Strongly Disagree
6. Before the group started, I wanted to learn:

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7. Because of the group, I have noticed these changes in my thoughts, feelings, and
actions:
8. Using the same scale as the first page (1-5, 5 = strongly agree and 1 = strongly
disagree), please circle your opinion about the following:
I enjoyed working with other students in the group.
5 ----- 4 ------ 3 ----- 2 ----- 1 -----
I enjoyed working with the counselor in the group.
5 ----- 4 ------ 3 ----- 2 ----- 1 -----
I learned new skills and am using the skills in school and life.
5 ----- 4 ----- 3 ----- 2 ---- 1 -----
If other students ask me if they should participate in a similar group, I would

recommend that they give it a try.
5 ----- 4 ----- 3 ----- 2 ---- 1 -----
Additional Comments for the Counselor:

34
Video
For the video portion, I decided to role play the first five minutes of the first session. I
wanted to explore this session because I know that setting a tone is important for future progress.
In the below video, you will see the introduction and ice breaker activity of Week One. My goals
in this video were to demonstrate how to effectively address resistant students, establish an
atmosphere for open and honest sharing of feelings, and develop a sense of group responsibility.
https://youtu.be/ZIlVS9k5VMU
35
References
Cancer.net Editorial Board. (2012, June 26). Coping with grief. American Society of Clinical
Oncology ASCO Cancer.net. Retrieved from
http://www.cancer.net/coping-with-cancer/managing-emotions/grief-and-loss/coping-
with-grief
Di Stefano, A. & Mosenthal, K. (2013). Icebreaker activity: Worries in a hat.
DuFour, R., DuFour R., Eaker R., & Many T. (2006) Learning by doing: A handbook for
professional learning communities at work. Bloomington, IN. Solution Tree.
Helpguide.org Staff. (2017, April). Coping with grief and loss. Help Guide Organization.
Retrieved from https://www.helpguide.org/articles/grief/coping-with-grief-and-loss.htm
Icebreakeres.com Staff. (2015, January 6th). What do you love? Icebreaker Ideas.
Retrieved from https://icebreakerideas.com/icebreakers-high-school-
students/#What_Do_You_Love
Marino, R. C., Lange, T., & Thornton M.D. (2015). Professional school counselors address grief
and loss: a creative group counseling intervention. Vistas Online, 1 (66), 1-12.
Retrieved from https://www.counseling.org/docs/default-
source/vistas/article_66965a22f16116603abcacff0000bee5e7.pdf?sfvrsn=4
Missouri Professional School Counselors and Counselors Educators. (2015). Professional
school counselor small group counseling guide. Week 1 materials [PDF document].
Retrieved from http://www.mybrandman.edu

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Running Head: GRIEF & LOSS THE PATHWAY TO RECOVERY

Grief & Loss

The Pathway to Recovery

Heather Allison Nichols

Collaborative and supportive discussion

Development of coping strategies

Provide students with a safe place to express their emotions

Assist students in acknowledging their pain

Allow students to understand their own grieving process

Support students in their development of positive coping skills

TABLE OF CONTENTS Page

Chapter 1: Pre-Group Materials

Parent/ Guardian Consent Form 4

Student Pre-Group Survey/ Needs Assessment 5

Chapter 2: Lesson Plans

Chapter 3: Video Link

SMALL GROUP GUIDANCE: GRIEF/ LOSS RECOVERY

PARENT/GUARDIAN PERMISSION FORM

San Benito High School

Home of the Balers!

take place during the school day.

return this form to the counseling center.

Small Group Counseling: Grief/ Loss

1. I know what the grieving stages are: _________

2. I feel supported in my loss: __________

4. I have shared openly about my loss with others: __________

5. I feel connected to others at school: ___________

6. What I hope to gain from this group is:

Unit Name: Release of Emotions

Name of the Activity: Worries in a Hat

ASCA Domain & Standards Addressed:

A1.5 Identify and express feelings

Introductions (10 min)

Ice Breaker Activity (15 min)

Closing (10 min)

Introductions (10 min)

Ice Breaker Activity (15 min)

activity. For example:

It takes a strong individual to be able to face their fears. Once we open up

Norms (10 min)

Introduce why norms are important. For example:

potential to help one another through this process. It is important that

going to establish group norms so that we understand how to work

together in a respectful way, as well as mediate conflict when it arises.

Conflict is a natural part of the process. We need to make sure that

everybody feels comfortable to share their feelings. Is everyone in

agreement that norms will help us reach our goals?

work confidential. What is said here, stays here. As counselors, we are

good at keeping secrets. However, if the secret relates to harming anyone

- including yourself - we are accountable for reporting it as a safety

concern. Do any of you have any questions regarding confidentiality?

could have the sentence starter up there: We all agree to

_______________________. Based on the personalities of group, either

lead a verbal discussion on what they feel appropriate norms would be or

reviewing them as a group on a white board. As a group, narrow it down to

Rounds (15 min)

a scale of 1-10 of their emotional level (anger, sadness) in their response.

Connection/ Closing Section: (10 min)

Outside Practice/ Homework:

Students will reflect on their favorite memory of their loved one.

Student Outcomes/ Evaluation Component:

number statements and sharing of feelings). The goal to create a safe

environment for expressing emotions is evaluated by their adherence to the

, consoled _ during her sharing). Open it up for others to