Connected Beads Facilitator Guide Week 1 HANDS ON HEARTS CURRICULUM
Connected Beads
Focus: Connection, Shared Identity, and Group Boundaries
Tactile: Beads
Objectives
• Establish safety & trust
• Define group rules
• Find shared connections
Supplies
Elastic beading cord
Colored pony beads
Letter/charm beads
Week 1 Journals
Group Rules
Respect the Speaker
Keep it in the Circle
Kind Words & Hands
Right to Pass / Share
Step 1: The Yarn Web (5 min)
Warm-up
Pass a ball of yarn to a student. Share your name and one hobby. Hold onto a piece of the string and toss the ball to someone else. Notice how we are physically linked by our shared traits!
Script: "Look at this web we built. Even if we're different, we are connected. We are all part of this group now."
Step 2: Connected Keychains (15 min)
Main Activity
Students design a key chain or bracelet. For each bead added, they must match the color code:
Red: Something that makes me mad Blue: Something that calms me Yellow: Something I am good at Green: My goal for this group
Encourage students to help each other thread beads. Point out when students choose the same colors for shared experiences.
Step 3: Journal Reflection (5 min)
Reflection
Distribute Week 1 Journals . Guide students to color the "Bead Strand" diagram matching their keychain colors and write down their group safety commitment.
Step 4: Circle Closing (5 min)
Closing
Go around the circle. Each student shares one bead color they chose and why they chose it.
Script: "These keychains are reminders that you belong to a supportive, shared space. Keep them safe until next week!"
Hands On Hearts: Small Group Counseling Page 1 of 1
Connected Beads Student Journal Name
Date
Hands On Hearts • Week 1
Connected Beads
We are all unique, but together we make a beautiful chain!
1 Color Your Keychain!
Color in the beads below to match the beads on the keychain you created today.
Start →
RED
BLUE
YELL
GRE
2 My Heart Thoughts
One thing I chose that makes me unique or special is:
We connected today! One trait I share with another group member is:
My Circle Commitment
"I promise to keep our group safe by listening, showing kindness, and respecting others' feelings."
My Hand Signature / Initial:
Hands On Hearts Journal Page 1
Sculpting Storms Facilitator Guide Week 2 HANDS ON HEARTS CURRICULUM
Sculpting Storms
Focus: Anger Triggers, Tension, and Remodeling Frustration
Tactile: Play Dough
Objectives
• Spot physical anger cues
• Channel tension physically
• Practice emotional remodeling
Supplies
Individual tubs of play dough
Hand wipes
Plastic rolling pins/scrapers
Week 2 Journals
Anger Physiology
Anger starts as tension in the body (tight chest, clenched fists, warm face). Giving students clay or dough allows them to discharge this physical energy safely in a controlled, symbolic way.
Step 1: Clenched Clay (5 min)
Warm-up
Distribute tubs of play dough. Ask students to take a small piece, squeeze it as tight as they can into a fist, and feel the tightness. Then, slowly open their hands and take a deep breath as they let go.
Script: "Notice how the clay changes shape when we squeeze. Our bodies also squeeze up tight when we feel big emotions like anger."
Step 2: Sculpting Storms (15 min)
Main Activity
Instruct students to sculpt a representation of their anger. Is it a sharp, spiky rock? A chaotic storm cloud? A fiery volcano?
The Remodeling Phase:
Have students place their "anger storm" on the table.
On your count of three, they smash it flat with their palms (safe physical release).
Then, instruct them to rebuild the clay into a "peace anchor" (a flat, smooth stone, a spiral, or a sleeping star).
Step 3: Journal Reflection (5 min)
Reflection
Distribute Week 2 Journals . Instruct students to identify where anger sits in their body (head, jaw, chest, hands) and write down their favorite way to reshape anger.
Step 4: Remodeling Script (5 min)
Closing
Go around the circle. Each student shares one physical sensation they felt when building their "anger storm".
Script: "Just like this dough, when feelings get hard or heavy, we don't have to stay stuck in that shape. We have the power to reshape them!"
Hands On Hearts: Small Group Counseling Page 1 of 1
Sculpting Storms Student Journal Name
Date
Hands On Hearts • Week 2
Sculpting Storms
Anger is a normal feeling! We can feel it physically and reshape it.
1 Where Do You Feel It?
When you feel angry or frustrated, where does tension hide in your body? Color the areas below that match your physical cues.
Body Map
Face gets warm Fists get clenched Heart beats fast Stomach feels tight Shoulders go up Breathing gets fast
My Anger Storm
Draw what your anger clay sculpture looked like before the smash.
Spiky, Cloud, Volcano, or Rock...
My Calm Shape
Draw the smooth, quiet shape you remodeled your clay into.
Smooth Stone, Star, or Ring...
2 My Remodeling Plan
When I feel an "anger storm" coming, one safe way I can release the physical tension is:
Hands On Hearts Journal Page 2
Squeeze and Release Facilitator Guide Week 3 HANDS ON HEARTS CURRICULUM
Squeeze and Release
Focus: Anxiety & Stress Relief, Physiological Regulation, Progressive Relaxation
Tactile: Squishies
Objectives
• Define stress & worry
• Link breathing with physical release
• Build a physical coping strategy
Supplies
Soft squishy balls (NeeDoh or similar)
Visual breathing poster
Week 3 Journals
Squeeze Physiology
Deep breathing alone can be hard for anxious kids. Squeezing a squishy forces tight muscle contraction, making the physical "release" of relaxation much easier to feel and replicate.
Step 1: Heartbeat Squeeze (5 min)
Warm-up
Students place a hand on their chest and mimic a fast heartbeat by squeezing their other fist quickly. Then, slow down the fist squeezing to a calm, steady rhythm. Contrast how the two speeds feel in their chests.
Script: "When we worry, our inner beat gets super fast. We can use our hands to teach our hearts to slow down."
Step 2: Squeeze and Release (15 min)
Main Activity
Distribute squishies (NeeDoh). Guide students through the physiological coping loop:
Squeeze: Inhale slowly through your nose while squeezing your squishy as hard as you can (hold for 4 seconds).Hold: Keep the squishy tight, noticing the tension in your fingers and forearms.Release: Blow out slowly through your mouth (like blowing a bubble) and slowly open your hand, letting the squishy return to its natural shape. Feel the muscles in your hand completely relax.
Repeat this 4-5 times. Ask students if they can feel the "warm, loose" feeling travel up their arm.
Step 3: Journal Reflection (5 min)
Reflection
Distribute Week 3 Journals . Have students evaluate where they feel worry on their "Squeeze Scale" and practice designing their custom "Deep Breath Squishy Loop."
Step 4: Deep Release Script (5 min)
Closing
Do one final, group-synchronized squeeze-and-release breath.
Script: "Your worries are like this squishy ball—you can squeeze them tight, but you also have the power to let them go and find your soft, calm shape again."
Hands On Hearts: Small Group Counseling Page 1 of 1
Squeeze and Release Student Journal Name
Date
Hands On Hearts • Week 3
Squeeze and Release
Practice letting go of worries by relaxing your body and your breath.
1 My Squeeze Meter (Stress Level)
How tight does your worry feel inside you right now? Color up the meter below, from soft to super-solid!
10 — Solid Knot 0 — Soft Cloud
2 The Deep Breath Squishy Loop
Follow this track with your finger while holding your squishy. Breathe in as you tighten, hold, and breathe out as you let go!
Step 1 Squeeze & Inhale
Step 2 Hold It Tight!
Step 3 Release & Exhale
3 My Release Plan
When I feel my Squeeze Meter getting too high (stressed or worried), I can remind myself:
One safe person in my life I can talk to when I'm feeling too "tight" or worried is:
Hands On Hearts Journal Page 3
Boundary Bubbles Facilitator Guide Week 4 HANDS ON HEARTS CURRICULUM
Boundary Bubbles
Focus: Personal Space, Interpersonal Safety, and Verbal Assertiveness
Tactile: Play Dough
Objectives
• Define personal space limits
• Practice limit-setting phrases
• Respect peer boundary bubbles
Supplies
Individual tubs of play dough
Mini plastic toy figures / tokens
Week 4 Journals
Boundary Concept
Boundaries can feel invisible and abstract to children. Sculpting a 3D protective "dough bubble" around their toy figure makes boundaries physically concrete, tangible, and manageable.
Step 1: The Hand Bubble (5 min)
Warm-up
Students extend their arms outward and spin slowly in their chairs. Instruct them to notice the virtual bubble around them. Ask them how they feel when someone steps inside that space without asking first.
Script: "This is your boundary bubble. It's your personal safe zone. We are in charge of our bubble, and we must ask before entering someone else's."
Step 2: Dough Bubbles & Role-Play (15 min)
Main Activity
1. Have students place their plastic mini figure in the center of the table.
2. Direct them to roll their play dough into long, skinny "snakes" and form a protective ring (bubble) around their mini figure.
Practice Assertive Phrases:
The counselor gently moves their own toy figure close to a student's boundary ring. Coach the student to say one of these boundary defense statements:
• "I need some space, thank you." • "Please don't touch my tools." • "Let's stop, I don't like that." • "Please ask before getting close."
Step 3: Journal Reflection (5 min)
Reflection
Distribute Week 4 Journals . Have students draw their "Bubble Shield" and fill in their "Assertive Words" list to practice asking for space.
Step 4: Circle Boundary Check (5 min)
Closing
Have students pack up their play dough and mini figures. Go around the circle and have each student share their favorite "boundary word".
Script: "Your boundaries are yours to keep. True friends will always respect your bubble when you say, 'No thank you, I need space.'"
Hands On Hearts: Small Group Counseling Page 1 of 1
Boundary Bubbles Student Journal Name
Date
Hands On Hearts • Week 4
Boundary Bubbles
Your body and space belong to you. We can make invisible boundaries clear!
1 My Personal Bubble Shield
Draw yourself inside the bubble shield below. Inside your bubble, draw or write what you like to keep safe (your feelings, toys, space, heart). Outside the bubble, draw things you want to keep away (loud noises, mean words, crowding).
Inside my bubble is safe!
OUTSIDE BUBBLE OUTSIDE BUBBLE
2 My Bubble Protection Phrases
Write down two protective boundary statements you practiced using today. These are your verbal shields!
PHRASE A If someone enters my personal space without asking:
PHRASE B If someone grabs my sensory tools or toys:
Hands On Hearts Journal Page 4
Mindful Makers Facilitator Guide Week 5 HANDS ON HEARTS CURRICULUM
Mindful Makers
Focus: Synthesizing Coping Skills, Creating a Sensory Self-Regulation Plan
Tactile: Toolkits
Objectives
• Consolidate coping tools
• Create a personalized plan
• Commit to regular usage
Supplies
Small canvas pouches or boxes
Fabric markers or stickers
Mini squishies / leftover beads
Week 5 Journals
Calm Toolkits
Ownership increases usage! When students assemble and name their own physical "Calm Toolkit," they feel high agency and are much more likely to utilize these tools during genuine crises.
Step 1: Toolkit Show and Tell (5 min)
Warm-up
Invite students to place all their previous group creations on the table (connected keychain, leftover play dough, squishy ball). Guide them to show off their favorite tool and share why it helps them feel calm.
Script: "Look at all these incredible resources you've learned to master! Today, we are going to pack them into a personalized, portable 'Calm-Down Kit' you can use anytime."
Step 2: Mindful Makers (15 min)
Main Activity
1. Hand out the small canvas pouches (or wooden craft boxes) and markers.
2. Give students 10 minutes to personalize their pouch or box with their name, colors, and positive symbols (like hearts, stars, or spirals).
3. Once decorated, have them place their favorite tactile items inside (keychain, play dough container, and a squishy ball).
Encourage students to discuss where they will keep their Calm Down Toolkit at school or home (backpack, bedroom, desk drawer).
Step 3: Journal Reflection (5 min)
Reflection
Distribute Week 5 Journals . Guide students to draw their personalized toolkit design and write down their specific sensory "coping recipes" for quick physical regulation.
Step 4: Circle Closing (5 min)
Closing
Go around the circle. Each student shares their designated "safe home" location for their newly assembled Calm Down Toolkit.
Script: "When a tough feeling arises, you don't have to scramble or guess what to do. Your Calm Toolkit is locked, loaded, and ready to assist you!"
Hands On Hearts: Small Group Counseling Page 1 of 1
Mindful Makers Student Journal Name
Date
Hands On Hearts • Week 5
Mindful Makers
You are a builder! Design your custom toolkit to manage your big thoughts.
1 My Calm Tool Chest
Draw your toolkit below! Add colors, symbols, and sketch the tactile coping items you packed inside (keychain, play dough, squishy ball).
Color and sketch inside my chest!
2 My Coping Recipes
Fill in your custom sensory recipes below so you know exactly how to use your toolbox when emotions get strong!
Recipe A When I feel mad or hot (Anger Storm):
I will use my play dough to...
Recipe B When I feel worried or tight (Anxiety Meter):
I will use my squishy ball to...
Hands On Hearts Journal Page 5
Hearts Aligned Facilitator Guide Week 6 HANDS ON HEARTS CURRICULUM
Hearts Aligned
Focus: Group Closure, Celebration of Growth, and Collaborative Strength
Tactile: Mosaic
Objectives
• Celebrate student progress
• Solidify peer support network
• Achieve positive group closure
Supplies
1 sheet cardstock (heart outline printed)
Leftover play dough / clay
Leftover colored beads / sequins
Week 6 Journals
Group Closure
Ending a counseling group can trigger separation anxiety. Active celebration and a tangible group keepsake (a combined clay mosaic) emphasize that while the group is ending, the connections remain strong.
Step 1: The Aligned Pulse (5 min)
Warm-up
Have students stand in a circle and hold hands. Send a gentle "squeeze pulse" around the circle. Each time a student feels their hand squeezed, they pass it to the next person. Time how fast the pulse completes!
Script: "We started as individuals, but today our pulses are aligned. We have supported each other through every high and low."
Step 2: Collaborative Heart Mosaic (15 min)
Main Activity
Lay a large printed sheet of cardstock with a giant heart outline in the center of the table.
1. Have each student pinch a piece of play dough or modeling clay, flatten it, and press it onto a section of the heart outline.
2. Next, students press remaining colorful pony beads and sequins into the clay surface, building a bright, textured mosaic together.
As they build, point out how each distinct piece of clay and bead comes together to make one beautiful, collaborative masterpiece.
Step 3: Journal Reflection (5 min)
Reflection
Distribute Week 6 Journals . Students complete their "Memory Mosaic" coloring page, writing down their biggest personal growth victory and positive notes to group peers.
Step 4: Celebration Script (5 min)
Closing
Go around the circle. Each student shares one kind thing they learned about a peer in this room. Present students with their final journal booklets.
Script: "We may be leaving this circle, but the tools and connections we built are yours forever. Keep your hearts strong, aligned, and open!"
Hands On Hearts: Small Group Counseling Page 1 of 1
Hearts Aligned Student Journal Name
Date
Hands On Hearts • Week 6
Hearts Aligned
Celebrate your journey! You have grown, connected, and built something beautiful.
1 My Memory Mosaic Heart
Color in the heart sections below! Color each puzzle piece to represent a special moment, a group rule, or your favorite coping tool from the last 6 weeks.
Color each block!
2 My Graduation Reflection
Reflect on your incredible work! Write down your thoughts to complete your Hands On Hearts journal.
The most helpful tactile tool or coping strategy I discovered is:
One wonderful thing I will always remember about my group friends is:
Hands On Hearts Journal Page 6
