COU 546 102 - Group Process Seminar

Group Session Plan

Group Leader Name: Aubrey Manmiller

Week/Session Number: 1/6

Session Title: Self-Esteem is a Continuous Process

Grade Level: 5th-6th

Stage: My group is in the initial stage because this is the first time we are meeting as a group. Group
members will get to know each other, learn how the group will work, identify rules and expectations, and
determine the level of trust in the group.

☒ Initial ☐ Transition ☐ Working ☐ Final

Group Theory: The goal of Cognitive Behavioral Therapy (CBT) is to make connections between thoughts,
feelings, and behaviors. In other words, it helps us to understand that the way we think can affect how we feel
and behave. For example, if an individual uses negative self-talk, they might start to believe that they are
useless. Having these negative thoughts might affect how they feel in other situations and behavior. CBT
combines the use of cognitive therapy (examining thoughts) and behavior therapy (examining actions). CBT
is shown to be effective in treating emotional and behavioral problems (Corey, M.S. and Corey G., 2018).
“CBT in groups has been demonstrated to have beneficial results for specific problems such as anxiety,
depression, phobia, obesity, eating disorders, dual diagnoses, and dissociative disorders” (Corey, M.S., and
Corey G., 2018). CBT aligns with self-esteem because it can help individuals develop appropriate coping
skills to help manage negative thoughts or patterns that cause low self-esteem issues.

Topic: Self-Esteem – This topic is an appropriate fit for my group because these students struggle with self-
esteem, positive self-talk, self-awareness, and being assertive. This group is in the initial stage and the
students were referred to this group due to struggling with one or more of the following issues listed above.

Objective(s):

1. Discuss the purpose of the group (building self-esteem)

2. Get to know each other
3. Create group rules

Materials:
 Index cards
 Group Rules worksheet
 Chart Paper
 Self-Esteem check-up
 Markers, pens/pencils
Session Procedure:

First, the group leader will welcome students and explain to them what this group is about. Next, the group
leader will pass out index cards to group members. The group leader will ask them, “What are three cool
things about yourself that you would like your group members to know?” Then, the group leader will instruct
students to write down their three cool things on the index card. Next, the group leader will tell students to
share their names and the three things they wrote down with the group.

After each student has a turn to introduce themselves, the group leader will pass out the group rules
worksheet. Then, the group leader will ask students to recognize ways they want group members to behave
and tell the students to write their answers on the inside of the person on the Group Rules worksheet.

Next, the group leader will ask students what behaviors are unacceptable in the group and have students write
these answers on the outside of the person. Then have each student sign their Group Rules worksheet (this
will serve as a contract for the group rules). The group rules can be written down on chart paper and then
hung up on the wall for students to see during future group sessions.

Finally, the group leader will have students complete a Self-Esteem Survey (Scoring: 0-50 poor self-esteem;
50-100 satisfactory; 100-150 healthy self-esteem). and discuss what they need to change in order to improve
their self-esteem.

Discussion Questions:
1. What would you like to accomplish from this self-esteem group?
2. What are three cool things about yourself that you would like your group members to know?
3. What ways do you want your group members to behave?
4. What behaviors are unacceptable in the group?

References:

Chambers, Y. S. (2016). Self Esteem Building. Retrieved from

https://www.teacherspayteachers.com/

Corey, M. S., & Corey, G. (2018). Groups: process and practice. Boston, MA: Cengage Learning.