Group Observation

Students were asked why they thought they would do this activity if the group was discussing different forms of family. Students were able to articulate that the human knot symbolized a family that was changing and struggling; however, it remained a family throughout. The students also discussed how communication was key to achieving their goal, just like in a family. For the main activity, students were asked to draw Family Portraits (Simmonds, 2006, p. 18). For students who had more than one family, because their parents had shared custody, they drew two families. Students were then asked to share their pictures, and the other group members could ask questions. Students were also given the option to not answer a question if they felt

The group began by reviewing the previous week’s session regarding family forms. The group was told the objectives and agenda for the day: to explore different feelings associated with their family change and to continue making connections with others in the group. Again, group expectations were reviewed by having students read them aloud and agree to follow them. Next, the group was told they would be discussing feelings, and they were asked to state two feelings they had experienced that day. After check-in, the group used a Feelings Cube ((Simmonds, 2006, p. 36) to discuss various feelings. Students took turns rolling the cube. The emotion that landed on top was used to fill in the blank for various statements and questions regarding feelings. Students could pick any of the statements/questions. When finished, students were asked if they could relate to any of the statements given by the other group

49). Students had a relay race while carrying a tennis ball on a spoon. If the ball fell, students had to return to the front of the line and start again. The first team to get everyone through the line won. Both teams were congratulated before having a debriefing discussion. Students were then asked why they thought they played this game and how it pertained to worry. The students were told to think of the ball as representing the worry. Students were able to articulate that carrying worry around can be difficult; it can become quite a