Some students need a little help with setting boundaries (if you're unfamiliar with the term, I highly recommend the Cloud & Townsend classic, Boundaries). It can be helpful to create a visual representation of appropriate and safe boundaries, so that students can better process when and where to share about themselves.

STEP ONE
The first step as a group is to draw circles. Use string and paper clips to try to help draw circles, or use other methods (see a video here). Then chose a color for each circle and shade in each corresponding section. This makes it easy to identify each field clearly.

STEP TWO
<-- Using this example, students  can write the names of people they know that fit each circle. The categories (from the center outward):
1. family and/or people you trust with secrets
2. friends
3. classmates, neighbors, teammates, etc
4. acquaintances, relatives, people you don't know well or do not trust
5. strangers, workers in stores, etc
Depending on student issues and developmental levels, you may need to adjust the language and details accordingly. I suggest that you have students write in pencil at this point.

STEP THREE
Once students have filled in their circles with names, pose a series of scenarios. They must determine with whom it would be most appropriate to share. 

A few examples (that can be adjusted for your group's needs):
Scenario 1
You have just received your test back from your teacher and you did not do as well as you had hoped. With whom would your share your disappointment?
Scenario 2
You just bought a new shirt (toy, video game, etc) and you really like it! Who can know this information?
Scenario 3
You have been having a medical issue (like lice, an allergic rash, etc) and someone asks you how you are. Who should you talk to about the details?
Scenario 4
You are excited about going to a game, show, event, etc. Who would like to hear all about the details of your part in it?

Allow students to talk about people they know and how the scenario could fit in their own lives. Also, suggest they move names to other circles if they find it necessary (i.e., a student may find that a person they had in a middle circle may need to move to a circle with more or less private information shared, based on how safe they feel with that particularly person). When they feel good about their circles, they can go over the names in marker.

COMING FULL CIRCLE...
I believe this activity to be useful. The act of visually placing names and discussing what is safe and appropriate to share can help students to reflect on their current behaviors without any uncomfortable confrontation. After the group, discussions with individuals about behaviors or boundary issues can refer to the circles as a visual reference, too. 

This school year, I have had the opportunity to provide six week cycles of classroom lessons and small groups (see my blog post advocating for (a schedule) change for further details). This means I am scheduled into every classroom like music or P.E., but rotate every six weeks. I teach in grades K-2 while I run small groups for grades 3-5, and after 6 weeks I start small groups for Kinder through 2nd grade students and teach in grades 3-5. I really enjoy this schedule, because it allows me to run more small groups than I could if I taught all 24 classes weekly. For the past six weeks, I had the opportunity to run eleven groups with five different topics. Here are the topics, along with the accompanying curricula, and a sample lesson that went over well with group members: 

Topic: social thinking 
Curriculum: Superflex
Popular Lesson: Using the Superflex Distractor Shield against the Unthinkable the Brain Eater

Topic: friendship 
Curriculum: G.I.R.L.S.: Friendship
Popular Lesson: Creating artwork from random scraps to discuss perspective taking
Lesson Details: Group members selected 4-6 items from a random collection of scraps, then arranged the items into a work of art. They were then asked to think of a theme for their art. The group went around the circle guessing what each person's artwork was themed. Members were excited to guess the theme, or to "see" it once it was revealed by the artist. We then discussed as a group how gratifying it can be when someone sees our perspective from the start, or can learn to see it after talking for awhile. We then extended this to our experiences at recess and other common social interactions.

Topic: self esteem & social skills for boys 
Curriculum: Operation Breaking the Boy Code (see below)
Popular Lesson: Creating superhero characters
Lesson details: The book provides worksheets with prompts to help each group member to create their own superhero, with powers, costumes, sidekicks, vehicles and more. Group members were asked to think of heroes who could help our school, and were excited to draw pictures of their created heroes.

Topic: self esteem & social skills for girls 
Curriculum: Operation Breaking the Girl Code
Popular Lesson: Creating symbolic badges 
Lesson details: After discussing Juliette Gordon Low's life and the use of badges in Girl Scouts, group members chose three symbols and colors. They created a unified badge that represented their unique traits and individuality.

Topic: leadership 
Curriculum: Building Everyday Leadership in All Kids
Popular Lesson: Leadership Talk Show 
Lesson Details: Members split up into pairs and chose A and B. "A" was instructed to play talk show host and choose one question from a long list (i.e., what kind of furniture would you be and why? If you could only eat one food for the rest of your life, what would you choose and why?). "B" then played talk show guest and spoke for 1 minute while "A" listened without speaking. Then the two switched. "A"s then found new "B" partners and repeated the activity, but for 3 minutes. Afterward, the group discussed how it felt to talk and listen for a shorter and extended time. Group members reflected on how difficult it can be to be a good listener, but that when you stop and really listen you learn more about the speaker. They also discovered that body language impacts how much the "guest" could talk, especially during the three minute stretch. This activity was a favorite of the entire group, and they requested to play it again with their class.

* This group also created a video about solving problems with Kelso's Wheel. When it is completed, we will attempt to get permission to share it here!