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Carolyn Frasier
Group Counseling 732
Handout-Poster Project

Forming an Elementary School Character Education Group

Purpose
The American School Counselor Association National Model: A Framework for
School Counseling Programs encourages counselors to provide direct services to every
student and take leadership roles in effecting systematic change in school (ASCA. 2005).
Richardson, R., Olson, H., Huang, T., and Lee, Y. (2009) suggested that teaching
social and emotional skills is character education. Character education relies on the
principle that teaching for character is important for a society that values democracy
(Richardson et al., 2009). A democratic society is not only based on social equality, its
citizens are also expected to behave responsibly, respect other peoples diversities, accept
what is fair and just, and show concern for the common good by helping others
(Richardson et al., 2009). Character education includes the affective and cognitive
qualities of the student, and because emotions play an essential role in making final
decisions between good and bad choices, children need to be guided as they mature in
their social and emotional development (Richardson et al., 2009).

Why a small group on Character Education?

Character Education is a proactive and purposeful approach designed to create a

healthy learning environment to help each student incorporate values necessary to
achievement.
(Britzman, 2005)

Character Education qualities make up what we refer to as moral character.

They enable students to be the best ethical selves in relationships and in their role
as citizens.

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Moral character plays a central role in helping schools create safe and caring
environments, thus aiding in academic achievement.

Some students may need extra work in a group to foster positive character
development within themselves and learn to recognize positive character in
others.

Students can practice new character behaviors.

The group will offer opportunities to practice emotional awareness by putting

thoughts, feelings, and impulses into words instead of acting them out.
(Performance Values, 2008)

Studies have shown that students can improve their moral thinking. Other
studies have demonstrated that moral thinking often correlates with moral
behavior. School counselors can help students in small groups with their moral
thinking and monitor their moral behavior. (Bierma, 2006)

According to the ASCA National Standards for students, this group will help
students further develop in Personal/Social. Some of which are:
1) PS: A1.1 Develop positive attitude toward self as a unique and
worthy person.
2) PS: A1.2 Identify value, attitudes, and beliefs.
3) PS: A1.6 Distinguish between appropriate and inappropriate
behavior.
4) PS: A1.9 Demonstrate cooperative behavior in groups.
5) PS: A2.1 Recognize that everyone has rights and responsibilities.
6) PS: A2.3 Recognize, accept, and appreciate individual differences.
7) PS: A2.4 Recognize, accept, and appreciate ethnic and cultural
diversity.
8) PS: B1.7 Demonstrate a respect and appreciation for individual
and cultural differences.
(ASCA, 2005)

Character Education Small Group Counseling Objectives

1. Identify the 6 character education characteristics.
2. Understand why these characteristics are important.
3. Learn character skills.
4. Encourage and support student in implementing better character skills.

Target Group: Physical and social skills of the average third grader
The target population for this character education group would consist of third
graders, male and female, from eight to nine years old. Children at this stage:

Work cooperatively and productively with other children in small groups to

complete projects

Possess a know it all attitude

Is able to assume some responsibility for his/her actions

Actively seeks praise

May undertake more than he/she can handle successfully

Is self critical

Recognize the needs of others

Become more organized and logical in his/her thought process

More influenced by peer pressure because friends are very important at this stage

Is helpful, cheerful, and pleasant, as well as rude, bossy, selfish and impatient

Better understand the consequence of his/her behavior

Wants and expects immediate rewards for good behavior

(Myers, 2009)

At-risk Student Characteristics: Students who need extra help with character
skills may exhibit some of these characteristics.

Feel they do not belong at school

Are very quiet/withdrawn

Exhibit disruptive behavior and rebellious attitudes

Have a low self esteem

Usually low academic achievers

Exhibit language difficulties

Are sometimes gifted and talented and perhaps board with school

Have poor home/school communication

Frequently absent or tardy

Are invisible dropouts (present in body but not in mind)

Have difficulty relating to authority figures of structured situations.

Tend not to participate in school activities and have minimal identification with
the school
(Characteristics of High-risk Students, 2009)

The Six Pillars of Character (Character Counts!): Developed by the

Josephson Institute, Use an approach to character education that does not exclude
anyone. Use values that are not political, religious, or culturally biased.
1. Trustworthiness
2. Respect
3. Responsibility
4. Fairness
5. Caring
6. Citizenship

(The Six Pillars of Character, 2009)

Character Education
Character Education has been around for a long time. In the 1840s, Horace
Mann, one of the great education reformers helped to improve classroom instruction by
advocating that character development was as important as academics in American
schools.
The U.S. Department of Education defines character education as a learning
process that enables students and adults in a school community to understand values such
as respect, justice, civic virtue and citizenship, and responsibility for self and others.
Upon such core values, we form the attitudes and actions that are the hallmark of safe,
healthy and informed communities that serve as the foundation of our society.
Character Education Partnership states that Character Education is a national
movement encouraging schools to create environments that foster ethical, responsible,
and caring young people. It is the intentional, proactive effort by schools, districts, and
states to instill in their students important core, ethical values that we all share, such as
caring, honesty, fairness, responsibility, and respect for self and others.
(Character Education, 2009)

What is the schools role in Character Education?

Students spend much of their time in classrooms. In a school, character education
is approached comprehensively to include the emotional, intellectual and moral qualities
of a person or group. It offers multiple opportunities for students to learn about, discuss,
and implement positive social behaviors.

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To successfully implement Character Education schools are encouraged to:

Take a leadership role by bringing staff, students, and families together to identify
and define the elements of character they want to emphasize.

Provide training for staff on how to integrate character education.

The United States Congress and the Department of Education have expanded support for
Character Education for more than a decade. They provide grants to support the
development of Character Education.
(Character Education, 2009)

Organization of the group

Participants: Third graders, male and female, from eight to nine years old. The
character education eight week sessions are designed to be used within a small group
setting. Participants have been selected as a result of a needs assessment distributed to
classroom teachers who indicate individual children who would benefit from additional
character education training.
Example of Intake Interview:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Introduce self or self and co-leader.

Describe what the group is about.
Discuss goals and rules.
Discuss confidentiality.
Discuss responsibility to the group.
Ask student if they have participated in a group before.
Ask student if they know why they were referred for group.
Ask student what they would like to gain from attending the group.
Ask if the student will be willing to share and participate in group discussions
and what they believe they can contribute.
10. Answer any questions.
Size: 6 students.
Frequency and Time: Once a week for eight weeks. Time will be 35 minutes.
Sessions will occur on days that work for both teacher and counselor.
Location: Counselors office.

Setting: Conducive to weeks activities. Either chairs will be arranged in a circle, or

chairs placed around table.
Type: closed
Counselor role: To facilitate discussion and activities. Bring needed materials to group.
Observe and evaluate impact of sessions.
Participant role: To participate in activities, answer discussion questions, complete
journal entries about what was learned in each session, and practice new character skills
during the week.

*************************************************************

Session 1: Introduction and Overview of Character Education

Objective: The students will identify the aim of the curriculum and get to know each
other.
Materials: Pen/pencils
Index cards
Poster board
Journals
Procedure:
1. Begin the session by re-introducing yourself and welcoming participants.
2. Remind the group of the groups purpose.
3. Rules: Brainstorm 3 to 4 rules and establish group rules. Rules can be written down
on poster board and posted in counselors office.
4. Establish guidelines:
Confidentiality: What is said in group stays in the group.
Participate! The greater the participation, the more everyone will get out of the
session.
Share time fairly. Let everyone have a chance to contribute to the activity.
Every question is a good question.
Everyone has the right to pass about any thoughts and questions he/she wishes to
keep private.

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Respect each other and our different points of view. Its okay to disagree. Its okay to
laugh with, but not at someone else. No teasing or put downs.
5. Icebreaker-explain to group you want to start off by getting them involved in a fun
icebreaker to help them get to know each other.
Index card mix up: Provide each student with an index card. Ahead of time choose
about five questions that you might ask of students. Be creative as you want with the
questions. Possible questions might include the following:
What is the title of a favorite book?
What do you like doing in your free time when you are not at school?
What is your favorite board game?
What is your favorite candy bar?
What is your favorite meal?
When students have written their answers to the questions, collect the index cards.
Shuffle the cards. Then pass out a card to each student. Be sure students do not receive
their own card. When every one has a card, then the job of each student is to find the
student in the group who belongs to the card the student holds. When everybody has
found the person who wrote the answers on the card they hold, they must make sure they
know how to pronounce the students full name and that they understand everything that
is written on the card. Then it is time for introductions. The student that found their
person on the card will introduce them to the group by saying, Id like you to meet____.
His favorite book is____. His favorite free time activity is ____. Continue around the
group until all the students have introduced someone to the group. When everyone has
been introduced, take all the cards, shuffle them, and call out responses on one card at a
time to see if students can remember who belongs to each card.
6. Discussion: Overview of Character education.
Over the next several weeks we will be going over the Character Counts! six character
education pillars: 1) Trustworthiness, 2) Respect, 3) Responsibility, 4) Fairness,
5) Caring, and 6) Citizenship.
It is important to think about ways we develop character qualities and about the impact
they have on our decisions. Discuss the importance of developing character qualities.
7. Journal writing question: Answer the question: One thing I learned in group today
was_____.
Have students share with group what they wrote down.

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Session 2: Trustworthiness: Honesty

Objective: Students will learn about the need for trust when working together.

Materials:
An object made from Legos (model).
Legos or blocks to make replica of the object.
Pens/pencils
Journals
Procedure:
1. Transition
2. Review the previous session and group rules.
3. Review confidentiality.
4. Review the purpose or the group.
5. Activity:
Ask: When do we need to trust other people?
When do people need to trust you?
Discuss and define cooperation and teamwork. Emphasize the importance of trusting
the accuracy of information when people work together. When we work together to
achieve a goal, we must trust each other. Can anyone explain why? Discuss examples of
what may go wrong when people work together but do not trust each other. How can we
get others to trust us?
Divide the 6 students into 2 groups of 3. Pass out Legos. Make sure the model object is
hidden from view.
Introduce the activity. We are going to practice teamwork and show our trustworthiness
by constructing an exact copy of an object made out of Legos. The problem is, the object
is hidden and only one person from each group will be allowed to see it. This person
must go back and tell the rest of his/her group how to build it based on what he/she saw.
Those in the groups must work together to build their replica. The person who saw the
object is not allowed to touch the replica his/her group is building.
6. Discussion questions:
What skills were needed to trust?
How did you show trustworthiness?

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How did your trustworthiness effect the outcome?
Why is trusting a good thing?
7. Journal writing question: The person I can trust is___________. I need to be
trustworthy because__________. I can work on this this week by_________.
Have group members share their answers.
Adapted from http://charactercounts.org

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Session 3: Respect
Objective: Students will learn the difference between good and bad listening skills and
attempt to emulate respectful positive skills.
Materials: Pencils/pens
Journals

Procedure:
1. Transition
2. Review the previous session and group rules.
3. Review confidentiality.
4. Review the purpose of the group.
5. Activity:
Ask: Why is it important to listen to other people?
Suggest that listening promotes respect and tolerance and helps resolve problems
between people. How does listening accomplish these things? Have group explain and
give examples.
Tell group you are going to demonstrate good and bad listing skills. Ask for one student
to help you. Tell the student to talk to you about something he/she is interested in.
Before he/she starts, tell the group to pay attention to your behavior during the
conversation.

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As the student talks, let your eyes wander, become easily distracted, act impatient (look
at your watch), interrupt frequently, reply with irrelevant responses, act fidgety, etc. Ask
the group to share what they observed and list them. Ask them to describe how your
behavior affected the student and how it made him/her feel. Invite suggestions on how
you could have been a better listener.
Have another group member volunteer to talk with you. This time make direct eye
contact, acknowledge the comments, lean closer, let the student finish speaking before
asking a question. Ask them to describe how your behavior was respectful. Suggest
that a good listener makes the speaker feel comfortable and confident and encourages
him/her to share information.
Divide the 6 students into 2 groups of 3. Assign one person to be the speaker, one to be
the listener, and one to observe. Tell them the observers job is to note examples, in their
journal, of respectful and disrespectful listening. The observer should also coach the
listener. Listen as the 2 groups discuss. If time allows, have students take turns in the
different roles.
6. Discussion questions:
What was hardest and easiest about being a respectful listener?
Why is it important to be a respectful listener?
How will you be a better respectful listener?
7. Journal writing question: It is important for me to be a respectful listener
because_____? I can show this, this week by_____. Have members share their answers.
Explain to them it is important to participate and share, but they can pass.
Adapted from http://charactercounts.org

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Lesson 4: Responsibility
Objective: Students will learn to be able to accept responsibility for their actions without
blaming others.
Materials:

Procedure:
1. Transition

Pens/pencils
Journals

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2. Review the previous session and group rules.
3. Review confidentiality.
4. Review the purpose of the group.

5. Discuss doing something that someone talks you into (breaking a rule, stealing,
disobeying a parent), and that gets you into trouble. Help students see when behavior is
their responsibility. Discuss blaming others for our mistakes.

6. Have students role play a couple of common problems, decide who caused the
problem and select a correct response; apologize, replace it, or tell the truth.
Give feedback and discuss as a group.

7. Talk about responsibility. It is acknowledging ones own power to choose how to act.

8. Journal: a. Write about a problem like: (a friend accuses you of tattling to the
teacher).
b. Write who caused the problem.
c. Draw one response you could make.
d. Draw another response you could make.

9. Discussion questions:
Which is the best response to your problem?
How is the response you chose showing your power to choose how to act?
How does making responsible choices help us and others?

Adapted from: Hanken, D and Kennedy, J. (1998). Getting to Know You! Social Skills
Curriculum for Grades 1-3. Minneapolis, MN: Educational Media Corporation.

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Lesson 5: Fairness
Objective: Students will learn the importance of being fair.
Materials: Ball
Flashcard with the word, Fairness written on it.
Large chart paper
Bag of candy
Optional: role playing props-one toy and one wallet.
Pens/pencils
Journals
Procedure:
1. Transition
2. Review the previous session and group rules.
3. Review confidentiality.
4. Review the purpose of the group.
5. Toss a ball to the same group member several times, and then have the student toss
back.
Ask group: Is it fair to toss the ball to the same student rather than others? Get responses
and have group members justify their responses. Why or why it isnt fair.
6. Give 3 pieces of candy to 4 group members, and 1 piece to 2 students.
Ask group: Is it fair that 4 of you received 3 pieces of candy and 2 of you received 1.
Why or why not? (Collect all of the candy and tell the group they will get a piece before
they leave).
7. Role play: Discuss the concept of fairness in each scenario afterwards. Props may be
used.
a. Two friends want to play with your favorite toy at the same time.
b. While shopping at a store, you find someones wallet on the floor.
c. At home, your brother or sister gets to pick the DVD to watch.
8. Show the flashcard with the word, fairness written on it and put up in room. Discuss
the concept of fairness from the role playing scenario. Talk about the best solutions to
each scenario (positive and negative behaviors) and have students justify their responses.
Talk about why rules are made and why people follow rules in a fair way.
9. Brainstorm on the large chart paper and hang it up in the room when complete.

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Ask questions: What means the same as fair?
What does being fair mean to you?
(Possible answer from ed.gov- fairness means acting in a just way and
making decisions, especially important ones, on the basis of evidence
rather than prejudice. It means playing by the rules and standing up
for the rights of everyone to be treated equally and honestly).
Direct the discussion to include consequences for breaking rules, rewards, and
positive/negative actions to situations. (Example: Someone hits you by mistake; hit the
person back (negative), or talk to the person (positive) to resolve conflict.
Further discussion questions:
What does being fair have to do with ones character?
Do you sometimes need to walk in someone elses shoes before you decide what is fair?
What responsibility do you have when you see someone being treated unfairly?
What are some little things you can do to make life more fair?
10. Journal writing questions: It is important for me to be fair because_____. I can
show fairness this week by_____. Have members share their answers.
Give a piece of candy to each group member.

Adapted from: http://www.beaconlearningcenter.com

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Lesson 6: Caring
Objective: Students will acquire the knowledge and learn the importance of caring.
Materials: Index cards
Pens/pencils
Journals
Procedure:
1. Transition
2. Review the previous session and group rules.
3. Review confidentiality.
4. Review the purpose of the group.

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5. Remind the group members that there are only two sessions left.
6. Discuss what it means to be a caring person.
Why is this important?
7. Brainstorm on the board and make 2 lists:
a. positive words (kind and caring)
b. negative words (selfish and angry)
Compare the word lists and have group members say which words they like better and
how they make them feel.

8. Caring people think of the good in others and compliment them.

Give each group member one index card. Give them the name of one other group
member. Have them write three good statements (compliments) about the other
group member. Collect and read each one of the index cards, or have the group member
read what they wrote.
9. Journal writing questions: I need to be caring because_____? I can be caring this
week by_____? Have members share their answers.

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Lesson 7: Citizenship
Objective: Students will acquire the knowledge, attitudes, and interpersonal skills to help
them understand what it is to be a good citizen.

Materials: Ball of yarn

Writing paper
Pencils/pens
8 by 10 cut out tree shape (one for each group member)
Make list of ideas chart to glue on trees
Glue sticks
Journals
Procedure:
1. Transition
2. Review the previous session and group rules.

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3. Review confidentiality.
4. Review the purpose of the group.
5. Remind the group members that the final group will be held next week.
6. Discuss what is citizenship?
Ask the students for their ideas. Then explain that citizenship means being a citizen or
member of a group. When you are a member of a group, you have certain rights and
responsibilities. Being a good citizen means doing ones share to help the whole group.
What is a right?
A right is something you are allowed to have. When you are older and turn 18, you will
be allowed to vote for who you want to be president. There are many rights citizens of
the United States have. Some countries do not have those rights.
What is a responsibility?
Responsibilities are things people have to do because it is doing their fair share. A
responsibility of a citizen would be to obey the law.
Who makes the rules for people to follow?
It may be difficult sometimes to want to follow rules, but rules are made so that people
dont get hurt physically or with words. Parents make rules to keep you safe from
dangerous people or places. Teachers and principals want students to follow rules at
school. If there were not any rules at school, how could anyone get their education that
they have a right to?
What are some ways citizens show respect to their country? We say the Pledge of
Allegiance, celebrate national holidays, and honor our national symbols.

7. Pulling Together Web Activity

Have group sit in a circle on the floor. Hand a ball of yarn to one student. Instruct
him/her to hold on to the end of it. Then have him/her roll the ball of yarn to another
group member on the other side of the circle. Instruct the recipient of the ball to hold
onto the stretched out yarn and roll the ball to someone else. Have each child repeat
these actions until everyone in the group holds part of the yarn.
A web will have formed in the center of the circle. Step into the center and tug on one
part of the yarn. Ask which student felt the pull. Repeat this several more times with
different stands of the yarn.
As we discussed, being a good citizen means doing ones share to help the whole group.
We must all work together as a team because one persons actions are felt by others. If

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one of us didnt hold onto the yarn, the web (community) would not be complete.

8. Discussion questions:
How do you feel when you do something that improves our world (community)?
How were you able to help improve your world?
How can you make it happen even more often?
How have you helped others, or how could you help others?
9. We must all work together as citizens to be responsible to our community (classroom,
school, outside school, etc.) to be a good citizen.
Today we are going to contribute to our community by starting a citizenship tree.
Give each student one cut out tree.
Glue on pre-made list of ideas to work on the upcoming week. Tell them you will
be talking with their teachers. Tell them to bring their tree next week to show and discuss
with the group.

List to make idea chart: Make a list with Monday - Friday so they can record their
successes at school.
Picking up trash in the room
Keeping your desk clean and orderly
Being willing to help other students in need
Raising your hands and not speaking out of order
Not talking when you should be quiet
Not disturbing other students while they are working
Following school rules
Treating others kindly

10. Journal writing questions: I can be a good citizen by_____? I can show this in
school by_____? Have members share their answers.

Adapted from a lesson on http://www.lessonsnips.com

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Lesson 8: Closing Lesson

Objective: To provide an opportunity for the group members to share insights of what
they have learned about character education and how they can apply it to their lives.
Materials: Pens/pencils
Journals
Evaluation sheets
Healthy treat
Procedure:
1. Transition
2. Review the previous session and group rules.
3. Review confidentiality.
4. Review the purpose of the group.
5. Sharing: Give members an opportunity to share and explain how they did on their
citizenship tree.
6. Distribute an evaluation form for members to complete.
7. Closing activity: Ask members what they liked about the group, or a way in which the
group has helped them?
8. Journal writing questions: The group has helped me improve by_____? I will
continue working on _____ when group is over.
8. Have a celebration party with a healthy treat.
9. Return journals to members. Tell them to keep working on what they wrote about.
Tell them you will be checking in on them and encouraging them with the new skills they
have learned.

Adapted from Group Counseling K-12, Greenberg (2003)

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References
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Framework for School Counseling Programs, 2nd ed. Alexandria, VA:
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Bierma, J. (2006). Moral development stages. Retrieved from
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Britzman, J. (2005). Improving our moral landscape via character education: An
opportunity for school counselor leadership. Professional School Counseling,
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Building Trust. (2009). Retrieved from http://charactercounts.org/lesson-plans/charactereducation-lesson.php?id=9
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Characteristics of high-risk students. (2009). Retrieved from
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Greenberg, K. (2003). Group Counseling in K-12 Schools. Boston: Allyn and Bacon.
Hanken, D. and Kennedy, J. (1998). Getting to Know You! Social Skills
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Myers, M. (2009). Preparing for third grade. Retrieved from

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