Groups
Sand Tray Group
Refer to Using SandTray link before running a Sandtray Group.
twThe SandTray group is designed to reach those students who are more nonverbal or more likely to be uncomfortable with group counseling. There are different types of Sandtray Groups but all groups follow the basic format described below.
The Sandtray group is first introduced in 3rd grade and traditionally it is made up of all boys. The group offers an opportunity to build friendships and relationships. It is especially helpful for new students to connect with classmates.
Groups are set up after meeting with the teachers and determining which boys would benefit from this type of group. There are 4 boys per group. Group meets at recess for 30 minutes 1 time per week for 6 or sessions.
The counseling will need two sandtrays in order to effectively run this group.
Session One
Chairs are set up in a circle with the sandtray nearby so that it can be pulled into the circle after going over the ground rules and introductions.
Introduce the group to the boys. Say, "This is a group where you will be learning about yourself and others. It is divided into three phases. The first phase is today where we will do a group sandtray picture. The next phase is three sessions and you will be working in pairs. Each of you will be partners with each other. The last phase is where you will do a picture by yourself."
Review the ground rules
Say, "I'll tell you more about what I mean by Sandtray pictures but first I want to go over the ground rules. The main thing to remember is that what we do in our group is confidential, which means you can say what ever you want to others but can't share about other group members pictures or comments
The next important thing to remember is that you will have to be respectful of what other group members do in their pictures. " I take a piece and place it upside down in the sand. The boys will laugh and so I say, "Now this did seem funny but once we start talking about what it means you might see that it wasn't really funny to the person. What might be some reason a person would stick this guy upside down in the sand?" Process with them to include afraid, shy, wanting to hide or disappear.
Sometimes in group I will do this signal which means Time Out. I will want you to stop whatever you are doing because I might have to share some information with you.
Lastly, each week you will have time to make a picture but we will also have some time where we share our thoughts about your pictures and what you are learning about yourself or others in the group.
- Pull the Stand Tray into the center of the circle of chairs. More intro to group. Say, "So what is Boys' Sandtray Group? There are these little miniature pieces that you will be putting into the sand to make a picture about what you are thinking about, feeling or experiencing. These pictures sort of make a story about yourself and what is going on. Sometimes the picture is real easy to understand. " I'll put in a volcano and some shells and palm trees. "Ask kids what they think it might be about. " "This might be a picture about me going to Hawaii but the volcano can also be a symbol for something I am feeling? What might a volcano be a symbol for? " Most kids say angry feelings or ready to explode."
- Say, "So let's get started with phase. Like I said we will be learning something about ourselves and something about each other. So, today we are going to make a group picture. I want you to go find a few pieces that will tell us something about you. Maybe something about what you are thinking about, feeling or experiencing and place it in the sand."
- Give them about 5 minutes for this part.
- Invite each student to tell about the pieces he put in the sand. Model first for them with details. Include some symbolism as an example. I generally pick something to do with my counseling such as putting in a tree and share one of my thoughts about being a counselor. (See presentation Like a Tree)
- Important to reinforce respectful listening.
- Ask students if they had any connections. questions or comments to other members.
- Close out. Say, "Today you learned about Sandtray Group" what was it like for you?
Session Two
Begin group in circle but Sandtrays are set up with space between for two pairs to work apart.
Have boys decide how they want to pair up. This is important information to note even though they will all partner with each other over the next three sessions.
Explain to the boys that today they will be making a picture together. There are two different ways to set this up.
OPTION ONE: Role model how boys begin as pairs. Say, "So when you get with your partner it will sound something like this, "What are you thinking about doing for your picture? and the other person says what he is thinking about then ask "What are you thinking about?" Then you proceed to decide what your picture will be about.
OPTION TWO: Just let the boys divide up and watch how it unfold. This can be very good information about social skills, developmental levels, cooperative learning skills, personality traits, etc. Notice if pairs do a joining theme or separate pictures within the sandtray.
NOTE: At this time when the boys are creating their pictures I sit back and record my observations. It works best to divide the paper into two columns and jot down comments, actions. Look for behaviors such as how the student gathers pieces. Is there sharing? Is there grabbing or fighting over pieces? Is there trading between pairs? Also, record any conflicts or compliments that might be used in the processing. I keep these recorded observations for later feedback for teachers and parents as well as a means to understanding student better over the years.
Leave about 5 minutes for group processing. Show time out signal and call boys back into the circle of chairs. Even though they will be very curious about each other's picture we do not share on the first session.
Ask them how it went and if there were any compliments that they wanted to give to one another. Also, ask if there was something that occurred that they wished could have gone differently. It might be necessary to lead with some questions about how student was as a partner etc.
CLOSE OUT AND REFLECTION: This week be thinking about what you would like to learn more about yourself or others in the group and how you can show it in a picture. What have you noticed so far?
Session Three
- Have boys meet in circle briefly to establish pairs.
- While students are working on picture jot down observations, comments, etc that you may want to refer to during processing time.
- Give students about 20 minutes to create picture.
- Processing Time:
- Call time out signal and ask which group would like to share first about their picture. Notice who does the speaking and remind students that they can not go into the other persons picture. ( This happens at this time where other pair wants to mess with scene). Depending on the level of trust and meaning of picture counselor can generate brief questions and comments about picture but not too much since group is still in beginning stages of development.
- Each group shares about picture
- Come together in circle and process as in last session. What was it like working with your partner? Share any compliments. At this time I share some of the observations I noticed that were positive interactions. Ask if there was any thing that occurred that they wished might have gone differently. (Generally this is about partner not taking his ideas)
- CLOSE OUT: Share that next week is the last time for partners and then we will be beginning phase. Encourage them to be thinking about what they would like to learn about themselves and others next week and how to put it in their sandtray picture. Have each boy share how he is feeling about the trust level in group so far? (might have to say a little about trust)
NOTE: You might notice that students are begining to divide sandtrays and making more individual themes. This is a good sign that group is ready to move forward. You may also have noted that some pairs are playful and silly while others are more thoughtful. The main thing for counselors is to note developmental or trust levels of individuals. If they are silly or playful it is just basic information for us.
Session Four
- Same as session three.
- CLOSE OUT: Explain to them that next week they will begin doing individual pictures. Teach them about the different levels of sandtray pictures. It doesn't mean that one level is better than the other but that it is important to understand about the levels because it lets us know how much you want to share about yourself. Level one sandtray pictures are pictures that don't use much symbols and tell us about what is happening in their life. For example, a picture of a birthday party or vacation. Level two pictures tell about what is happening in their life and also includes some feelings about what is happening. Level two pictures often include symbols. Level Three pictures are like level two pictures but are often about more private or personal things. Or they share feelings such as fears or worries.
Session Five and Six
- The room is set up with chairs in a circle with one sandtray in the middle. One chair is clearly set infront of sandtray while others circle around it.
- Students will be likely to put their hands in the sand and just feel it for some time. I give them about 1 minute to do this which is actually part of the process.
- Explain the ground rules for individual pictures. Say, "Today we start phase three where you will have a chance to do an individual picture. It is very important that while the student is doing his picture that we will with our eyes. That we show total respect and focus on the person doing the picture. Be wondering what the picture might be about, think about what you have learned about him while you were his partner, think of questions you might have. But, absolutely, under any condition can you go into his picture with your hands or even getting too close with your head by leaning in too close. (demonstrate). Explain that this box is like your own world and you are creating it for us to share with you but that we cannot get into it. Also, remember what I said about laughing. Even if person is doing something really silly, even if you had laughed about it while doing your pairs picture, it is not okay to laugh. Even if he is laughing as he does the picture.
NOTE: During the individual picture if students are disrespectful I may tap them on leg or give a look. If it is really rude (rarely) I may stop and have a Here and Now processing moment.
- Fold four pieces of paper with numbers 1 - 4 and have boys pick one. Allow them to trade if they get number they are not comfortable with. Generally we get through two pictures in one session but not always.
- Explain that students will have five to eight minutes to prepare their pictures. I watch the time and give five minute, two minutes and one minute wrap up warning. Most students complete their pictures in plenty of time. While pictures are being created we watching attentively. Sometimes students will talk as they create but most work silently.
- When time is up say, "You can share as much or as little as you would like to about your picture."
- Student who did picture will then have time to share his picture and students make comments, share connections, and ask questions. Ask student who created the picture to say how we were as listeners? What it felt like putting a picture together by himself. Lastly, ask him to share what level he thought his picture to be and ask group members to reflect on this as well.
- Repeat with next student if time. If not time let students go early.
Session Seven (if needed)
Additional individual picture as needed
Group closure processing time
- Have group members share what they learned about themselves in group.
- Explore what they learned about other group members.
- What are their thoughts are about the group ending.
NOTE: Most boys want to continue group again in 4th grade often with same students. Which I will do for them.
From My Counselor's Room
My school had an inclusion program for special needs students with autism. One of the parents requested that I include their son in a friendship group for boys. Since my main boys friendship groups were Sandtray groups I invited him into one of my sandtray groups. The nonverbal nature of the Sandtray group is a good setting for students with special needs. It was an excellent opportunity for the boys to develop skills in working with Trey but also to develop an awareness of the similarities they shared rather than focusing only on the differences. As they worked in pairs they learned much about Trey's thoughts through the pieces he selected for his picture even thought Trey did not share anything.
Trey's individual picture consisted of a small tractor that had pushed sand up into a pile and then Trey pushed the tractor into the pile of sand. When inviting Trey to share about his picture he said, "the tractor works hard and gets stuck." One of the other boys in the group raised his hand with the biggest smile on his face. He said, "Mrs. Aydlette. I get it. I get it. Trey is just like his picture. He works hard but he gets stuck sometimes." Trey gave the biggest smile any of us had ever seen. Since I take a photo of each of the individual pictures for the boys to keep I shared this with his parents. Needless to say they were touched and I think we all shed a few tears.
Trey's individual picture consisted of a small tractor that had pushed sand up into a pile and then Trey pushed the tractor into the pile of sand. When inviting Trey to share about his picture he said, "the tractor works hard and gets stuck." One of the other boys in the group raised his hand with the biggest smile on his face. He said, "Mrs. Aydlette. I get it. I get it. Trey is just like his picture. He works hard but he gets stuck sometimes." Trey gave the biggest smile any of us had ever seen. Since I take a photo of each of the individual pictures for the boys to keep I shared this with his parents. Needless to say they were touched and I think we all shed a few tears.