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S.E.E.K. Group

S.E.E.K. Group. Crumple it up Smash it Stomp on it Do anything BUT tear it. How is the paper different from when you started? How many wrinkles or scars can you count? How did saying “I’m sorry” help to put the paper back to it’s original form?. Research shows….

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S.E.E.K. Group

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  1. S.E.E.K. Group

  2. Crumple it up • Smash it • Stomp on it • Do anything BUT tear it

  3. How is the paper different from when you started? • How many wrinkles or scars can you count? • How did saying “I’m sorry” help to put the paper back to it’s original form?

  4. Research shows… Kids show feel increased connectedness to their schools typically have higher levels of performance. A sense of “buy in” facilitates engagement and can increase an overall sense of well being. Kids spend approximately 45-65 hours a week involved in school and school-related activities and homework. It can be more than a full-time job. Feeling invested and safe is important to student outcomes.

  5. Mission… • To engage group members in a manner that will facilitate successful interpersonal interactions and rapport building with other group members while instilling social skills they can use in both school and home settings.

  6. What Does S.E.E.K. Mean? • Scholastic Empowerment - a sense that I can be successful, I can make good decisions, ask for help appropriately, make connections with trusted adults and peers in the school setting, as well as have positive experiences and personal successes in an academic setting. • Esteem - increasing esteem for self and others can come from better understanding one’s personal strengths and areas of needed improvement. It also means identifying what you are good at and in what areas you needs support. Increased insight and acceptance of self may facilitate better peer relationships and group dynamics. • Knowledge – Knowledge is power! Increased knowledge of how the system works, what you know about yourself, what you recognize in others, and how you celebrate successes or problem solve challenges are all part of the growing and learning process.

  7. Layers of S.E.E.K. In addition to the topic of focus for each session, the group is geared to flow based on group member’s needs, questions, and comments. This allows us to touch on a variety of areas group members recognize as important. • Personal goals • Challenges • Learning styles • Relationship patterns • Connectedness to school • Bullying • Empowerment • Self-Esteem

  8. Creating Buy-In By allowing discussions to flow among group members, facilitators are better able to discern each student’s “currency”. During many of the activities, students begin to reveal what matters to them in the school setting (grades, popularity, athletics). Once facilitators have this information, they can utilize it to personalize concepts for each participant in an effort to build rapport, therefore increasing group members’ level of “buy-in”.

  9. SET UP…Engaging Sensory Needs Please note, when group members are hungry, thirsty, uncomfortable, or otherwise unhappy in their bodies, their ability to learn is diminished. Lower brain requirements typically need to be met before higher level thinking can be addressed. Therefore, nurture your group members. Glue String/yarn Playdoh Snacks/beverages • Stress balls • Pipe cleaners • Rocks/stones • Construction paper

  10. How to Be an Effective Facilitator The primary role of a facilitator is to provide a safe place for learning to occur and for trust to grow. He/She must acknowledge all students questions and concerns while facilitating a discussion around relevant topics within the over-arching curriculum. Finally, the facilitator is faced with reminding group members of previously established group norms when needed and challenging students to think about weekly topics in a manner which can help them increase their personal successes both academically and socially.

  11. Session Outline - SAMPLE • Session I – Where Do We Begin? • Pre-Assessments • Introductions • Who’s Who? activity (nameplates) • Create norms/expectations • Sharing of school information • Importance of internal vs. external motivation • Discussion of goals • The Long & Short of It activity (Fist to 5) • Member input for parent review

  12. Activities - SAMPLES • The Long & the Short of It • Goal setting • Asking for assistance • Positive impacts • Let’s Build Something…Together • Team building skills • Choosing team members • Combining strengths for mutual benefit

  13. QUESTIONS

  14. Contact Information • Colleen Bredell • M.A., LPC, NCC, EMDR II • IM Counseling • 720-939-2213 • Shane Hodges • M.A., LPC, NCC, FFT • SPH Counseling • 720-261-9537

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