Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Nina Brashears
DIVAS (Discovering Individual Values and Attitudes for Success) is a group for
6th grade girls to promote positive social interactions, attitudes, and relationships to
differences, friendship, and conflict resolution. This group focuses on girls that have
their social, behavioral, and emotional development. Given the transitional nature of
middle school and the importance of peer groups in development, this group will target a
specific group of students to give them experiences and skills that impact their own
understanding of themselves and positively influence their interactions with their peers.
aggression. Crick, Casas, and Nelson (2002) defined relational aggression as “behaviors
that harm others through damage (or the threat of damage) to relationships or feelings of
acceptance, friendship or group inclusion” (p. 77). This term captures ideas of bullying,
violence, and aggression, yet focuses on the behaviors that are purposefully harmful to
social relationships. Relational aggression may include eye rolling, ignoring, building
alliances, teasing, put downs, spreading rumors, gossiping, forming exclusive groups and
and Nahapetyan (2015) noted that the term “relational aggression” did not appear in
literature until 1995, so the literature around this issue is relatively new. Additional
research also may use the term “indirect aggression” or “social aggression” but these
terms are connected to relational aggression in that they all emphasize “emotional or
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 3
relational harm rather than actual physical harm” (Boutin, Verlaan, Denault, & Dery,
2017, p. 175).
Within the literature of relational aggression there are usually three categories of
Relationally aggressive behaviors can be present at any age, however much of the focus
in the literature was on these behaviors during adolescence (Boutin, 2017). According to
Espelage and Holt (2001), 6th graders reported more teasing and bullying behaviors than
7th and 8th graders, highlighting the importance of interventions during this transitional
period to middle school. Moreover, it has been shown that adolescents who are
“cognitively sophisticated” are more likely to engage in the manipulative and harmful
Within the research some gender differences in frequency, impact, and purpose of
relational aggression are noted. According to Yoon, Barton, and Tairiol (2004) boys and
girls both experience relational aggression, but “girls perceive it as more hurtful than
boys do” (p. 305). Orpinas, et al. (2015) noted that relational victimization was associated
with low academic performance for girls. Orpinas, et al. (2015) also noted gender
differences, specifically that more boys than girls were characterized as being in the low
victimization group, with 61.2% of boys reporting low incidents of victimizations and
only 38.8% of girls reporting the same. The majority of research focuses on the impact
Noting these gender differences between females and males some researchers
Vaillancoirt, Miller, and Sharma (2010) explain that from this perspective women may be
using relational aggression towards those they view as rivals of a desired mate. While
there are limitations to a evolutionary perspective of these behaviors, this theory can be
connected to Ellis, Crooks, and Wolfe’s (2009) assertion that “peer aggressors may feel
insecure in their relationships and are likely embedded in similar networks that use
gossip, ridicule, and exclusion as strategies to control social affiliations and create
exclusivity” (p. 255). Additionally, arguments for the focus on girls and relationship
aggression have postulated “girls may be particularly sensitive to fairness and reciprocity
occurring in different levels described as high, moderate, and low. Much of the literature
explores connections and results of the groups of individuals that are on the high levels of
depressed, anxious, and have lower self esteem” (Yoon, et al., 2004, p.307). Additionally,
students that are frequent targets are more likely to be rejected by their peer groups and
have the potential to view themselves as the cause of mistreatment and lack of acceptance
by others (Yoon, et al., 2004, p.307). Orpinas, et al. (2015) reported no significant racial
Individuals that are relationally aggressive also have poor outcomes and tend to
exhibit other behaviors. In the context of social relationships, Orpinas, et al. (2015) found
that relationally aggressive girls were more likely to perceive their peers’ behavior as
According to Yoon et al. (2004) “relationally aggressive girls are more likely to
disorders” (p. 307). Ellis, et al. (2009) specified that girls that were perpetrators of
relational aggression in both peer and dating relationships were more likely to exhibit
young adults that exhibit relational aggression are more likely to be disliked by others
and exhibit a lack of pro-social behavior (Yoon, et al., 2004, p.307). Orpinas et al. (2015)
found that aggression decreased with age, but that the students characterized by high
aggression and other behaviors that are detrimental to their health and well-being.
Additionally, Ellis, et al. (2009) argued that delinquent behavior may be the result of
“chaotic” or possibly abusive relationships and these behaviors are the result of “social
frustrations and negative interactions” from their current social relationships (p. 258).
Ellis, et al. (2009) argued that since young adults that show relational aggressive in many
cases are part of peer groups with high instances of relational aggression it is very
during adolescence when acceptance and participation in peer groups is a big influence in
a young adult’s life. Crick, et al. (1996) found that friend groups that were characterized
as “intimate” and “exclusive” often fostered more aggression towards peers within the
group rather than to those that were not in the group. Yoon, et al. (2004) argued that
group” because some relational aggressive students reported similar number and intimacy
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 6
levels with friends (p. 308). Yoon, et al. (2004) identified a need to further explore peer
influences in relationally aggression and how certain groups or cliques could promote or
discouraged relational aggression. Ellis et al. (2009) noted the importance of recognizing
networks. Boutin, Verlaan, Denault, and Dery (2017) argued that extroverted girls might
continue to engage in relational aggression due to reinforcement in the form of status and
admiration from peers. From this finding, they argue that the drive for status and
admiration can be used to drive these girls to seek out more rewarding experiences in
understanding and exploring individual differences. Yoon, et al. (2004) described how
individual differences among students” (p. 313). Barton (2000) elaborates on this topic by
resolution skills, Yoon, et al. (2004) argued “increased social understanding and conflict
resolution abilities are critical skills in developing and maintaining close peer
specific examples that involve relational aggression through which students not only
learn to successfully resolve conflicts but also build a climate of disapproving it” (Yoon,
Given the trends in the research, the DIVAS group will be focused on girls and 6th
graders as they transition to middle school and since the studies showed no strong
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 7
differences along demographic characteristics the group will be diverse. The screening
process of the group must take into account characteristics of aggressors along with
develop skills for conflict resolution and positive interaction; all interventions and themes
Goals
At the end of the sessions each participant will be able to (1) identify at least three
strategies, (3) define terms related to relational aggression, and (4) recognize positive
attributes in themselves and others. While this group focuses on a group of girls that have
student’s peer group, enable aggressors to find alternatives to conflict, and promote
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and
environment
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 8
P.SE.2.2 Explain how understanding differences among people can increase self-
understanding
Practical Considerations/Logistics
DIVAS focuses on 6th grade girls that have been observed by their teachers and
The group will consist of eight female participants. It is a closed group and students will
be selected from teacher and staff referrals, counselor identification, and student interest,
and then screened for participation. Emphasis will be placed in making sure different
social groups are represented. Additionally the group will be diverse in terms of racial
academic ability. A screening tool will be used to determine appropriateness for the
group and once selected all students must complete a parental consent form to be
accepted into the group. A screening tool that accounts for personal attributes and
understanding of social and peer groups will be essential to ensuring the makeup of the
group provides a productive environment. The group will meet for one hour, on
since it is rooted in the idea that behavior is learned. It is based on the idea that cognitive
eventually impact a change to a target behavior. This group will be structured and
directive to include homework tasks and provide a space for students to reflect on their
thoughts and actions together. Additionally, CBT techniques consider the social contexts
in which behavior occurs and allows for consideration of multiple dimensions that can
social justice, and while the group will all be female, the members will represent diversity
in other ways. Building a positive rapport among the members will allow members to be
their authentic selves in the discussion and the activities and guidance from the counselor
will provide opportunities for students to reach across lines of difference, yet also affirm
Evaluation plan
Each week there will be process data collected in the form of attendance and
assessment of participation level of the participants. Perception data will include a pre-
and a post-test given to the students and weekly check-ins aligned to the week’s objective
and topic. More specifically effectiveness will be measured in students’ growth in the
content knowledge, skills, and critical thinking as well as changes in their mindsets about
themselves and others. The pre- and post-test captures the data points aligned to the goal
discussed above. The counselor will look at outcome data such as behavior referrals for
Session Outline/Plans
The specific lesson plans for each of the sessions is included in the appendices.
References
Barton, E. A. (2000). Leadership strategies for safe schools. Arlington Heights, IL:
http://craftycounseling1.blogspot.com/2012/07/book-camps-for-kids.html
Boutin, S., Verlaan, P., Denault, A., & Déry, M. (2017). Early risk predictors of girls’
Crick, N. R., Bigbee, M. A., & Howes, C. (1996). Gender differences in children’s
normative beliefs about aggression: How do I hurt thee? Let me count the ways.
Crick, N. R., Casas, J. F., & Nelson, D. A. (2002). Toward a more comprehensive
Ellis, W. E., Crooks, C. V., & Wolfe, D. A. (2009) Relational aggression in peer and
Espelage, D. L., & Holt, M. K. (2001). Bullying and victimization during early
Abuse, 2, 123-142.
Kraemer-Naser, L.A. (2010). It has a name. The Ophelia Project. Retrieved from
http://www.opheliaproject.org/GirlsRA/GirlsMS.pdf
Orpinas, P., McNicholas, C., & Nahapetyan, L. (2015). Gender differences in trajectories
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 12
Ten Lessons for Teaching Conflict Resolution Skills. Retrieved July 10, 2017, from:
http://www.creducation.org/resources/CR_Guidelines_and_10_CR_lessons_FCP
S.pdf
Vaillancourt, T., Miller, J. L., & Sharma, A. ( 2010) “Tripping the prom queen”: Female
and direct aggression (pp. 17–31). Frankfurt am Main, Germany: Peter Lang.
Yoon, J. S., Barton, E., & Taiariol, J. (2004). Relational aggression in middle school:
Appendix A
1. How would you describe your friendship group? What is your role in the group?
3. Are you willing to share your honest thoughts and feelings with others in a group?
Appendix B
2. How could you handle a conflict with friends? Name at least 2 ways
3. What is the difference between physical aggression, relational aggression, and verbal
aggression?
aggression?
Appendix C1
Lesson Plan #1
B-SS 7. Use leadership and teamwork skills to work effectively in diverse teams
P.SE.2.2 Explain how understanding differences among people can increase self-
understanding
Learning Objective(s):
1. Students will be able to understand the purpose of the group and role expectations.
Materials: poster paper, markers, stickers, star template (see appendix C2), copies of pre-
test (appendix B)
Procedure:
(1) Introductions: [10 minutes] The group will go around and introduce names, they will
each share a funny story about their name (how they got it, when people messed it up,
nicknames, etc.)
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 16
(2) Introduction to the group [10 minutes]: The group will be led in a discussion of the
purpose of the group and the roles for the members and counselor. The discussion will
(3) Rules/norms discussion [15 minutes]: The group will brainstorm places that have
rules or norms. Together the group will come up with reasons for why rules exist (safety,
everyone on the same page, common expectations, etc.). In pairs students will
brainstorm list of goals or norms for the group. As a large group all the options will be
written on a large poster board/paper. Each group member will be given 3 stickers, they
will vote for which 3 rules they think are the most important. The whole group’s top 5
rules will be written on a poster to be referenced throughout the group time. All members
will sign their names on the final poster of norms signifying their agreement.
(4) Star [15 minutes]: Group members will complete the Star template about themselves
(see appendix C2), then they will share their stars with the group. The stars will be put
around the ground rules poster to be brought out during each session.
(5) Pre-test: [10 minutes] Students will complete the pre-test questionnaire to be a data
point to be compared at the end of the program for group evaluation and effectiveness
analysis.
Outcome Data: No outcome data at this time. Outcome data will be collected and
Follow Up: Monitor group members at school for both behavioral and academic
concerns. Make sure parental contact has been made with all families.
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 18
Appendix C2
Template
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 19
Appendix D1
Lesson Plan #2
P.SE.2.2 Explain how understanding differences among people can increase self-
understanding
Learning Objective(s):
(1) Students will be able to reflect on the people and things that have value in their life.
(2) Students will be able to understand the goals of the group and articulate their own
personal goals.
Materials: Group Rules/Norms (from last session), copy paper, markers, index cards
Procedure:
(1) Opening [15 minutes]: The group will be brought back to together with a reminder of
the group norms/rules (poster from last session will be posted) and another chance to
remember names. There will be a check-in with each participant to get a rating on how
they are feeling today (1-10) and 1 word to describe what they thought or felt about the
(2) Part of Heart [25 minutes]: Group members will draw a large heart on a sheet of copy
paper. Students will indicate the people and things that “have a place in their heart” by
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 20
dividing the heart into sections. This will include important people and things that the
student values. This will give insight into the people that have the student’s back and
what things are important in the life of the student. After everyone has completed the
hearts they will be shared out to the group to find connections and to further understand
(3) Goal Setting [20 minutes] The counselor will review the goals for the group to
accomplish during the duration of the 8 sessions. Then students will be given a chance to
write 1 or 2 personal goals about what they want to accomplish through participation in
the group. This may include goals about how to participate in the group or goals for using
Homework: Students will be challenged to remember the components from the heart
activity and come back next week with reflections on any people or things that were not
Perception Data: Student heart activity responses and individual goals can be analyzed
Outcome Data: No outcome data at this time. Outcome data will be collected and
Follow Up: Monitor group members at school for both behavioral and academic
concerns.
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 21
Appendix E1
Lesson Plan #3
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and
environment
Learning Objective(s):
(1) Students will be able to identify examples of relational, verbal, and physical
aggression.
(2) Students will be able to explore the roles of aggressor, victim, and bystander.
(3) Students will be able to reflect on the feelings associated with being in the role of
Materials: Toilet paper, markers, bathroom (if not available use 3 buckets),
definitions, tape
Procedure:
(1) Opening [10 minutes]: Group shares out their thoughts about the group so far and
what they are thinking about the other members. Members can also reflect on their
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 22
homework assignment from the previous session to share any additions or thoughts about
(2) “Flushing Away Aggression”: [15 minutes] Each girl will be given several squares of
toilet paper and they will write down ways they have seen girls hurt each other
(examples: tripping, name calling, put-downs, yelling, spreading rumors, talking behind
someone’s back…) The terms physical, aggression, verbal aggression, and relational
aggression are introduced and defined for the group (see appendix E2). The group goes to
the bathroom and on each stall door are the three types of aggression. The girls will
decide which type of aggression their slips of toilet paper represent. They put it in the
(3) Debrief: [15 minutes] The group is led in a discussion of what are their thoughts about
the three different types of aggression and what they were thinking during the activity.
Questions will lead the group to consider how aggression can take many forms but it
hurtful and harmful. The counselor will focus the girls to specifically think about
(4) Roles in Aggression: [15 minutes] the group will split into 3 groups and each will
read about the 3 common roles in aggression (see appendix D2). They will share out to
the group about target/victims, aggressors, and bystanders. It will be explored how
anyone can be a target/victim or an aggressor and that each person as the power to
assume or reject any role. The group will explore feelings associated with these roles
(5) Closing [5 minutes]: Individually the girls will receive a scenario and they must write
how the aggressor and the target/victim would be thinking in the situation. This will not
Homework: Students will reflect on times they have seen relational aggression and come
Perception Data: Students’ responses to the scenario from the perspective of the
Outcome Data: No outcome data at this time. Outcome data will be collected and
Follow Up: Monitor group members at school for both behavioral and academic
concerns.
Appendix E2
Bystander: the person or people who are not aggressors or targets but are caught
somewhere in between.
well-being
Verbal Aggression: Obvious and/or hidden verbal acts of aggression toward another,
Appendix F1
Lesson Plan #4
Learning Objective(s):
(1) Students will be able to articulate characteristics of healthy and unhealthy friendships.
(2) Students will associate actions, words, and feelings with healthy or unhealthy
friendships.
Procedure:
(1) Opening [15 minutes]: Group will share their thoughts on last week’s group. The
group will then discuss a time that a friend showed them that they “had their back.” The
discussion will be guided by the counselor to include reflection on the situation, actions
by the friend, and the feelings and thoughts associated with the interaction.
(2) Healthy vs. Unhealthy Friendship: [10 minutes] The group will read definitions of
healthy and unhealthy friendships along with the difference between a manipulative or a
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 26
dependent friendship (see appendix F2). Given the definition the girls will first react to a
(3) Friend vs. Frenemy: [15 minutes] Three poster papers will be hung on the wall. Each
will be split into 2 categories (Friend/Frenemy). They will be labeled (a) What they
do?/How they treat others? (b) what they say? (c) how they make you feel? Each girl will
be given 2 post-its (6 total) and be directed to write a response that fits the category. After
3-5 minutes of thinking and writing time the girls will put their post-its on the poster.
When everyone has put up their ideas, then silently the group will read the responses of
others.
(4) Discussion: [15 minutes] After completing the activity the girls will share their
thoughts and feelings in defining these roles and what friendship means to them.
(5) Reflection [5 minutes]: Students will silently and independently make another
personal t-chart on their piece of paper, labeling categories for Friend and Frenemy. They
will make a list of specific people or situations from their own life that fits into the
Homework: Students will think about the Friends and Frenemies in their life and decide
during the next week which role do they play. They may also take their personal t-chart
from the last activity with them and add any thoughts they have during the week.
Perception Data: The group’s t-charts with post-its will be a data point.
Outcome Data: No outcome data at this time. Outcome data will be collected and
Follow Up: Monitor group members at school for both behavioral and academic
concerns.
Appendix F2
Healthy Friendship: a friendship in which both members generally like each other and
share balanced power (friend)
Unhealthy Friendship: a friendship in which one member does not like the other or
when there is an imbalance of power (frenemy)
Dependent friendship: someone chooses to go along with the will of another because he
wants to avoid making a choice for himself.
Manipulative friendship: the person who is not making the decision is coerced or forced
into going along with someone else.
Example t-chart (for large group posters and individual activity at the end)
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 29
Appendix G1
Lesson Plan #5
Learning Objective(s):
(1) Students will be able to discuss healthy friendships and how to show respect to
everyone.
(3) Students will consider their own friendships and classify them as healthy or
unhealthy.
Procedure:
(1) Opening/Discussion [15 minutes]: The group will talk about their homework from
the last group where they noticed the roles of friends and frenemies in their lives. Then
using the following questions the group will reflect about the meaning of friendship and
how even though they do not have to be friends with everyone the goal should be to
What are some ways you can think of to make the unhealthy friendships in the
Does every person hold the potential to be your friend? Why or why not?
(2) Healthy vs. Unhealthy Friendships [5 minutes]: Reviewing the work from last session,
the group will explore characteristics of healthy vs. unhealthy friendships. See model in
appendix G2. Additionally the flow chart will be introduced that includes questions to
(3) Friendship Scenario [25 minutes]: Together as a group the members will read the
scenario in appendix G4. As a group the members will model using the flow chart to
assess the friendship between Alexandra and Vicki. {answer: reciprocal but unbalanced
manipulative friendship – unhealthy} Then the group members will split into pairs and be
assigned a friendship from the scenario to consider. After 5-10 minutes of work time
together the pair will share with the other groups what they assessed the friendship to be.
(4) Closing [15 minutes]: The group will share and reflect on the process of classifying
friendships. The counselor will remind the members that healthy friendships can provide
support, bolster self-confidence, and work against aggression. As an exit ticket students
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 31
will write down an action that a specific friend type would do (and write the name of a
Homework: Students will think about their friends and reflect on what they think about
manipulative/unbalanced/etc.
Perception Data: Students’ work on identifying friendships in the scenario and the
individual reflections from the exit ticket will be collected as data points.
Outcome Data: No outcome data at this time. Outcome data will be collected and
Follow Up: Monitor group members at school for both behavioral and academic
concerns.
Appendix G2
Definitions
Healthy Friendship: a friendship in which both members generally like each other and
share balanced power (friend)
Unhealthy Friendship: a friendship in which one member does not like the other or
when there is an imbalance of power (frenemy)
Dependent friendship: someone chooses to go along with the will of another because he
wants to avoid making a choice for himself.
Manipulative friendship: the person who is not making the decision is coerced or forced
into going along with someone else.
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 33
Appendix G3
Adapted from: http://www.opheliaproject.org/GirlsRA/GirlsMS.pdf
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 34
Appendix G4
Adapted from: http://www.opheliaproject.org/GirlsRA/GirlsMS.pdf
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 35
Appendix H1
Lesson Plan #6
P.SE.2.2 Explain how understanding differences among people can increase self-
understanding
Learning Objective(s):
(2) Students will give an affirmation or compliment message to a member of the group.
Materials: Dove Chocolate (with affirmations written on the inside), paper, markers,
Procedure:
(1) Opening/Discussion [15 minutes]: The group will check-in with the members and
gauge their feelings at this point in the group. The members can share what has been
something that has “stuck with them” after 5 weeks in the group. Then, to start the
conversation on this session’s topic the group will watch the following video with no
words.
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 36
message of the video and how it connects to the topics that have been discussed
thus far.
(2) What is a compliment or affirmation? [15 minutes]: Each member of the group will
receive a Dove chocolate and will read and share the affirmation listed on the inside. The
group will talk about how affirmations are encouraging, positive, and uplifting to the
person that receives them. Volunteers will practice giving compliments to each other. The
(3) Affirmation for the group [15 minutes]: Each girl will pick out 2 names randomly
from a bucket/basket of people in the group (they will not get themselves). They must
write and decorate a 1/ 2 sheet of paper with an affirming message to their chosen people
(4) Commitment [15 minutes]: Students will identify 3 people or situations in the coming
week where they could give a compliment or affirmation to someone in their life. Also
students will brainstorm the names of songs that have affirmation, empowerment, or
positive messages.
Homework: The girls must give their compliment/affirmation to the people they
identified and be prepared to share how it made them feel when they return the group.
Also, students that would like to will give the counselor the name of songs that includes
affirmation, empowerment, or positive in their message so the song can be played for the
Outcome Data: No outcome data at this time. Outcome data will be collected and
Follow Up: Monitor group members at school for both behavioral and academic
concerns.
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 38
Appendix I1
Lesson Plan #7
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and
environment
Learning Objective(s):
(1) Students will be able to analyze a situation for conflicts and points of views.
(2) Students will explore positive actions to take in conflict resolution and management.
Procedure:
(1) Opening [15 minutes]: Counselor will play 1 or 2 of the songs that students said
motivated them with the affirmations in the message from the homework assignment.
Students will reflect on what they are thinking and feeling as they listen and how they
thought or felt giving affirmations in the situations during the last week. The counselor
will then direct the group to the topic of Conflict Resolution. Students will reflect on
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 39
when they have had a conflict with a friend, what happened, what were they thinking, and
(2) Conflict Scenario: [15 minutes] Two students will read an example of a conflict.
Together as a group they will determine what is the conflict. Also, the group will discuss
how each person was feeling in the situation and explain how the perspectives on the
Person A: You’ve recently bought a pair of expensive shoes. Your friend has been
posting on Snapchat pictures of your shoes with comments about how ugly the
shoes are and only losers wear shoes like that. You feel hurt and violated that
Person B: Your friend’s been bragging about his or her expensive shoes to
everyone. Yesterday he or she made fun of the way you were dressed in front of
your entire class. You felt humiliated and angry, so you decided to teach her a
lesson and post on SnapChat about how stupid their shoes are so people would
Ask for volunteers to play the roles of the 2 students and act out a GOOD way to handle
the situation. The group will debrief the role play and decide what was good and why in
the scenario.
(3) How to deal with conflict? [20 minutes]: The counselor will guide the group in a
discussion about why positive conflict resolution is important in friend and peer groups.
Guidance will be given about how conflicts can have resolution between two people and
in most cases bringing others into the problem causes more conflicts and drama. Together
the group will look at the tips included in appendix I2. Students will share which tip
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 40
seems easiest and hardest to do. Additionally students can share if they have ever used
one of these strategies. The counselor will connect conflict resolution to healthy
friendships.
(4) Reflection: [10 minutes] Students will read the following statements and write their
thoughts and feelings about the statements. These will be submitted to the counselor not
Conflict can be good or bad depending on how we learn to deal with it.
Every time we interact with someone there is a potential for conflict because
Perception Data: Responses to the final activity will give insight into cognition and will
reflect
Outcome Data: No outcome data at this time. Outcome data will be collected and
Follow Up: Monitor group members at school for both behavioral and academic
concerns.
Adapted from:
http://www.creducation.org/resources/CR_Guidelines_and_10_CR_lessons_FCPS.pdf
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 41
Appendix I2
Adapted from:
http://www.creducation.org/resources/CR_Guidelines_and_10_CR_lessons_FCPS.pdf
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 42
Appendix J1
Lesson Plan #8
Grade(s): 6th
Learning Objective(s):
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and
environment
P.SE.2.2 Explain how understanding differences among people can increase self-
understanding
Procedure:
(1) Opening [15 minutes]: The group leader will lead the group in reflecting as the group
comes to the final session about 1 or 2 thoughts each member has as they think about the
group. Then members will talk about the things that impacted them the most during all
the sessions.
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 43
(2) Paper Plate Mask [20 minutes]: Given all the activities in the group each member will
create a “mask.” The mask will have a face or eyes on the front but both sides of the
paper plate will be written on. On the front (facing outward) students will put what others
will see them doing based on things learned in the sessions (examples: giving
affirmations to others, showing respect, calming down before talking), on the back
(facing inward) the student will write phrases of self-talk or thoughts that will help guide
their behavior as they move on from attending the group (example: everyone deserves
respect, I should solve my conflict directly with the person and not involve others). If
they would like to share they can choose to share with the group.
(3) Public Commitment [15 minutes]: Each member will complete the following sentence
I commit to…
I will think…
I will not…
I am…
(4) Post-test: [10 minutes] Each member will complete the post-test which will be
Perception Data: Post-test data can be compared to the pre-test to assess the impact of the
group.
DIVAS – PROMOTING POSITIVE SOCIAL INTERACTIONS 44
Outcome Data: No outcome data at this time. Outcome data will be collected and
monitored from this point as the counselor looks for behavior referrals for this group.
Follow Up: Monitor group members at school for both behavioral and academic
concerns. In 6 weeks the counselor will bring the group back together to debrief about