Group Session _2

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					Peer Relationships Group
Session #2

                   Session #2: What Does it Mean to be a Friend?

Lesson Objectives:

1.) To allow students to define friendship in their own terms

2.) To illustrate the major components of friendship

3.) To suggest how students can make new friends and become closer to the friends they have


       Roll paper (approx. 3 x 6 ft)
       Pens or Markers of Assorted Colors
       Sample Session 2 Behavior Record
       Session 2 Behavior Record

1.) Welcome members back to group and have them pull out their “My Support Map” papers. Discuss
   the maps by asking the following questions:

        How difficult was it to fill out your support map?

        How did you feel when making the support map?

        Which support from your map do you use the most?

        Are there any supports that you’ve added since you came to the high school?

   Tell student s to keep their support maps in a place where they won’t lose it, because it is a valuable
   resource and they will need it again for a later group session.


1.) Briefly describe the goals of the session.

2.) Ask for two volunteers: One person lies down on the piece of roll paper, and the other traces
   around that person’s body with a pen to make a “person outline.” Have two more volunteers turn
   the paper over and do the same on the reverse side.
3.) Invite students to think of the qualities they value in a friend. These might include honesty, loyalty,
   willingness to be there for you, friendliness, affection, helpfulness, and so forth. As students make
   suggestions, have them come up and write the values somewhere on the front side of the person
   outline. Allow each student to contribute two or more values.

4.) Stimulate a discussion among students of the values they selected. For example: “Jill, you
   mentioned that you value ‘being friendly.’ Would you explain what that means to you?”; “Teri, you
   and Tom both said friends are always honest. What would it be like for you if a friend lied to you?”;
   or “Pat mentioned that best friends never get mad at each other. What does it mean when you get
   mad at a friend?”

5.) Turn the person outline over and invite students to identify qualities they do not value in a friend.
   These might include lying, snitching, backbiting, fighting, name-calling, bullying, and so forth. Initiate
   a discussion around these negative characteristics.

   Have you ever had a friend exhibit a quality that you did not value? How did it make you feel?

   Allow students to write two or more of these types of behaviors on the back side of the person outline.

6.) Point out that to be a friend and have friends, we need to show many qualities listed on the front
   side of the person outline and avoid doing things listed on the back side. Looking ahead to next
   week’s session, ask students to think about themselves as friends and the characteristics they exhibit.

1.) Ask students, “Who did you connect with the most in group today? Why?” Encourage students to
    look at the person they are speaking about rather than the facilitator. Be sure to praise students
    who take risks in sharing.

2.) Pass out copies of the Session 2 Behavior Record, explaining that, if we are serious about replacing
   negative behaviors with positive ones, we first need to find out exactly what needs to be changed.
   Using the Sample Session 2 Behavior Record to illustrate, instruct students to watch for positive and
   negative friendship behaviors and to write down situations when these occur.

3.) Ask whether there is anything anyone would like to say before group ends. Thank the students for
   their attendance and participation and let the students know that there are only 6 sessions
   remaining. Remind students of the confidentiality rule and the time for the next meeting.

Sources Used in Creating This Session:

Morganett, R.S. (1990). Skills for living: Group counseling activities for young adolescents. (Vol. 1).

        Champaign, IL: Research Press.
Source: Morganett, R.S. (1990). Skills for living: Group counseling activities for young adolescents. (Vol. 1).

         Champaign, IL: Research Press.
Source: Morganett, R.S. (1990). Skills for living: Group counseling activities for young adolescents. (Vol. 1).

         Champaign, IL: Research Press.

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