DIVORCE GROUP Overview of the group: We begin by talking about the purpose of the group and writing rules we believe are important. One rules I encourage for the group is that of "confidentiality." Students are encouraged to discuss what they shared in group with their parents, but to keep other group member's conversations private. Children also take a pre survey during one of the beginning sessions, which they will take again at the end.
Other activities in group sessions can include the following (depending on the needs of the students and the discussions): -Build group rapport, by doing several "get to know you" activities. -Students create folders and draw a picture of their family structure. -We also do a greeting grid, which helps students see the similarities they have with other group members. -True/False Activity about the facts of divorce Example: After parents divorce, they often get back together. False (Many students wish their parents would get back together and we discuss this type of topic, if it is expressed.) -We decorate a bug and write the things that "bug" them about their parents divorcing (We discuss the issues they bring up. Many students share common concerns.) -We define separation and divorce. We discuss why people, in general, might get married and why people, in general, might become separated or divorced. (This normalizes reasons for divorce or separation. We also discuss that when parents divorce it is never the child's fault, some student may believe that it was their fault or that they could have done something to change the situation.) -We discuss feelings and worries students have about the changes in their families and about divorce. All feelings are OK, but it matters how we express our feelings. -We list healthy and unhealthy ways to get our feeling out. Examples of health choices: Talk to a parent, write in a journal, draw, listen to music, exercise or sports -We identify coping skills (healthy ways to express our feelings) that "fit" each of us. -We identify situations that put kids "in the middle" and we develop problem solving skills to help those type of situations. -Our group may make individual crests, to identify our families strengths, personal talents, and goals. -We identify our support system by making a "Who'll Give Me a Hand?" Student make a hand and write their support system on the fingers of the hand. We discuss how to get help, if they need the support.
At the closing of the group, we take a post survey and look at any changes from the pre and post surveys. Group members discuss feelings about the group ending. Students are reminded to "sign up" at the counseling office any day they need additional support. (All students in the building were taught how to "sign up" to see the counselor during the first counseling visit with the classrooms.)