Running head: JM Girls Group

Jordan Matthews High School Girls Group

Kalie Halpin

University of North Carolina at Chapel Hill

EDUC 705
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Jordan Matthews High School Girls Group

Until this year, Jordan Matthews High School did not run counseling groups. This year,

there has been a spike in behavior referrals, and the freshman class seems to have more students

struggling with attendance, academics, and creating positive relationships at school. For this

reason, administration assigned me a list of freshman girls to run a group with. Because each

student has differing issues, I created a support group. Each week we will focus on different

problems or skills, and students will learn from and support each other. The benefit of this type

of group is that students have varying levels of each problem. For example, one student can be a

leader for positive self-talk, but might need support from others during the healthy friendships

lesson. This group serves as a tier two intervention in the MTSS structure.

Multi-Tiered Systems of Support are increasingly prevalent, and even required in some

states (Avant & Swerdlik, 2016). It is an evidence-based framework using culturally responsive,

data-based problem solving to integrate academic and behavioral instruction and intervention at

tiered levels to improve the learning and social/emotional functioning of all students (Sink,

2016). Under the ASCA National Model, school counselors must analyze data and collaborate

with the school system to create interventions to increase student outcomes in academic, career

and social emotional domains (ASCA, 2018). For this reason, integrating school counselors into

the MTSS leadership team, as well as having them deliver interventions, aligns well with the

ASCA National Model.

In the MTSS model, tier one interventions are received by all students. For example,

classroom guidance and school-wide attendance initiatives fall into the tier one category. Tier

two students show some risk factors, such as poor grades or more behavioral referrals than
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average. Tier two students should receive more targeted interventions and more intensive

progress monitoring (Ryan, Kaffenberger & Carroll, 2011). The JM girls group aligns with tier

two interventions in the MTSS framework, as it is a preventative measure to increase

achievement and reduce problem behavior (Fairbanks, Sugai, Guardino, & Lathrop, 2007).

Multicultural Considerations

This group is made up of seven girls. All identify as white. As I also identify as a white

female, this makes it easier for me to be culturally responsive. My students bring a large

diversity in terms of sexuality. I have several straight students, and 3 that identify as queer or

questioning. For this reason, I must be especially careful to use inclusive language. I use the term

“partner” when speaking about romantic relationships, and try to keep examples gender-neutral.

ASCA Mindsets

M 3. Sense of belonging in the school environment

B-SS 2. Create positive and supportive relationships with other students

B-SMS 7. Demonstrate effective coping skills when faced with a problem

B-SS 1. Use effective oral and written communication skills and listening skills

M 2. Self-confidence in ability to succeed

Logistics

Ideally, a school counselor will create a group based on a skill that they see needs to be

developed in some students in the school. From there, they choose participants. Jordan Matthews

has never had counseling groups, and therefore administration may not know that this is the

typical way that it happens. Because this freshman class has more behavior problems than usual,

administration assigned me a group of freshman girls to run a group for.

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From here, I found a period when all of them were in non-core classes. Their teachers

were notified that they would miss half of the block, or about 45 minutes, on Thursdays for 6

weeks. We met with students individually before group started to make sure there were no social

problems within the group, and had them take a pretest for evaluation.

Theoretical Techniques

Elements from Solution-Focused Brief Counseling will be used in this group. This could

be scaling confidence levels during the self-esteem lesson, or discussing exceptions when

overcoming social problems. As this is a support group, we will often discuss who the students’

systems of support are. The collaborative approach of involving supports is a main theme in

SFBC.

Additionally, Cognitive Behavioral Therapy will be used. During the self-esteem lesson,

students reflect on the way they speak to themselves, and practice positive self-talk. There will

also be opportunities for roleplay to practice interpersonal conflict management.

Evaluation Plan

Because each group member has different presenting issues at school, each week had a

different theme, which ultimately all tied together into interpersonal relationships and resilience.

We gave them a pre-test with an identical post-test to measure change in perception and behavior

after group counseling. This will give us an idea of personal growth. To improve our program for

the next group, we will ask students on the last day of group to reflect on what they liked and

what they would have changed.

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References

American School Counselor Association (2014). Mindsets and Behaviors for Student Success:
K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA:
Author.

American School Counselor Association. (2008). The professional school counselor and
response to intervention position statement. Retrieved from
http://asca2.timberlakepublishing.com//files/ PS_Intervention.pdf

Avant, D. W., & Swerdlik, M. E. (2016). A collaborative endeavor: The roles and functions of
school social workers and school psychologists in implementing multi-tiered system of
Supports/Response to intervention.​ School Social Work Journal, 41​(1), 56-72.

Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention:
examining classroom behavior support in second grade. ​Exceptional Children,​ 73,
288-310.

Ryan, T., Kaffenberger, C. J., & Carroll, A. G. (2011). Response to intervention: An opportunity
for school counselor leadership.​ Professional School Counseling, 14​(3), 211-221.
Retrieved from
http://libproxy.lib.unc.edu/login?url=https://search-proquest-com.libproxy.lib.unc.edu/do
cview/851623912?accountid=14244

Sink, C. (2016). Incorporating a multi-tiered system of supports into school counselor

preparation. Retrieved from
http://tpcjournal.nbcc.org/wp-content/uploads/2016/09/Pages203-219-Sink.pdf
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Appendix A

​SCHOOL COUNSELING CORE CURRICULUM ACTION PLAN

Process
Data
(Projected Perception Data
ASCA Domain and number of (Type of surveys/ Outcome Data (Achievement,
Grade Mindsets & Behaviors Curriculum Projected students assessments to be attendance and/or behavior data Contact
Level Lesson Topic Standard(s) and Materials Start/End affected) used) to be collected) Person

9 Coping with B-SMS 7. Coloring pages, 12:07-1:00 ​7 100% of students Students went up 13 points on Kalie Halpin
Anxiety Demonstrate effective markers feel like they learned average in stress resilient
coping skills when one new coping between pretest and posttest
faced with a problem strategy they can try

9 Healthy M 3. Sense of Scenario sheets 12:07-1:00 7 100% of students Students went up 3.75 points on Kalie Halpin
Relationships belonging in the feel like they are average in healthy relationships
school environment between pretest and posttest
better equipped to

B-SS 2. Create handle issues with a

positive and partner
supportive
relationships with
other students

B-SS 1. Use effective

oral and written
communication skills
and listening skills

9 Healthy M 3. Sense of Pictures of pop 12:07-1:00 ​7 100% of girls feel Students went up 3.75 points on Kalie Halpin
Friendships belonging in the culture like they are better average in healthy relationships
school environment friendships equipped to handle between pretest and posttest
conflict with friends
B-SS 2. Create
positive and
supportive
relationships with
other students

B-SS 1. Use effective

oral and written
communication skills
and listening skills

9 Self-Esteem M 2. Self-confidence Sentence 12:07-1:00 6 100% of students 100% of students moved up at Kalie Halpin
in ability to succeed stems, paper, have a better idea of least one point on confidence
markers scale after intervention
their personal
strengths
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Appendix B

Lesson Plan-Session 1

School Counselor: ​Kalie Halpin ​Date: ​1/31/19

Activity: ​Coping with Anxiety

Grade(s): ​Freshmen

ASCA Student Standards or​ ​ASCA Mindsets & Behaviors​ standards addressed:

B-SMS 7. Demonstrate effective coping skills when faced with a problem

Learning Objective(s):

1. Students can identify at least two types of anxiety

2. Students can choose at least one new coping strategy to try

Materials: ​Coloring pages, markers

Procedure:
● Check-in: highs and lows of the week
● Anxiety True/False game. I will share a fact, and they will talk about whether or not they
think it’s true and why.
● Teach students different types of anxiety (generalized, PTSD, etc)
● Each girl shares coping strategies
○ Can other girls see themselves trying out something new that’s been mentioned?
● Students color on coloring sheets as a way to practice a new method of coping
○ Students are invited to discuss experiences with anxiety

Process Data: ​Attendance

Perception Data: ​All students feel like they learned one new coping strategy they can try
Outcome Data: ​Stress resilience pre/post-test
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Appendix B1

Anxiety True/False

The brain can’t tell the difference between a bear running toward you about to attack and you
walking into the house hearing your parents fighting.
● True, the amygdala can’t tell the difference between real and perceived threats.

Anxiety disorders will get better in time if I just wait it out.

● False, it could potentially worsen.

Professional therapy for anxiety only takes 6-8 meetings to make the anxiety better.
● True.

People with anxiety should avoid stressful situations.

● False-the more you avoid them, the worse it will get.

A little anxiety can be a good thing.

● ​True, anxiety is motivating to a certain point.
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Appendix C

Lesson Plan-Session 2
School Counselor: ​Kalie Halpin ​Date: ​2/7/19

Activity: ​Healthy Relationships

Grade(s): ​Freshmen

ASCA Student Standards or​ ​ASCA Mindsets & Behaviors​ standards addressed:

M 3. Sense of belonging in the school environment

B-SS 2. Create positive and supportive relationships with other students

B-SS 1. Use effective oral and written communication skills and listening skills

Learning Objective(s):

1. Students can identify at least 2 differences between healthy and unhealthy relationships
2. Students practice effective communication for conflict resolution

Materials: ​Scenario sheets

Procedure:
● Check-in: Describe your week as if it were a weather report
● Students make a list on the whiteboard with aspects of healthy relationships, as well as unhealthy
● Counselors teach about different types of abuse & age of consent
● Students read relationship conflict scenario and do a think-pair-share to answer the discussion
questions
Process Data: ​Attendance
Perception Data: ​Students feel like they are better equipped to handle issues with a partner
Outcome Data: ​Relationships pretest/posttest
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Appendix C1
Relationship Conflict Scenario

Recently, you and your partner have been disagreeing a lot, and it often leads to
arguments. Every time you try and talk to them about how you’re feeling they say
it’s no big deal, you’re overreacting, or they just don’t want to argue anymore. You
feel that the issues are important and want the chance to say how you feel without
having to argue. After a day of not speaking, you text your partner and tell them
you want to talk now or the relationship is over. They text back and say they will
talk when they’re ready.

1. Is it ok to communicate by text to try and resolve a conflict? Why or why not?

2. Is not talking at all better than having an argument with your partner? Why or
why not?

3. Does anger due to a disagreement excuse using insulting words or behavior?

4. Do you think it is ok to demand an immediate response or threaten to break up

with your partner? Why or why not?

5. Is this behavior healthy, unhealthy or abusive?

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Appendix D

Lesson Plan Session 3

School Counselor: ​Kalie Halpin ​Date: ​2/14/19

Activity:​ Healthy friendships

Grade(s): ​Freshmen

ASCA Student Standards or​ ​ASCA Mindsets & Behaviors​ standards addressed:

M 3. Sense of belonging in the school environment

B-SS 2. Create positive and supportive relationships with other students

B-SS 1. Use effective oral and written communication skills and listening skills

Learning Objective(s):

1. Students can identify at least two differences between healthy and unhealthy friendships
2. Students practice effective conflict resolution

Materials: ​pictures of friends in pop culture

Procedure:
● check-in: highs and lows
● Students make a list of aspects of healthy and unhealthy friendships and discuss personal
experiences with friends
● Show girls pictures of friends in pop culture (i.e. characters of Mean Girls, Seven Dwarves, etc).
Ask them to discuss whether each relationship is healthy and why
○ For those chosen as unhealthy, have students create ways to make the friendship better

Process Data: ​Attendance

Perception Data: ​Girls feel like they are better equipped to handle conflict with friends
Outcome Data: ​Relationships post-test
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Appendix E

Lesson Plan Session 4

School Counselor: ​Kalie Halpin ​Date: ​2/21/19

Activity: ​Self-Esteem

Grade(s): ​Freshmen

ASCA Student Standards or​ ​ASCA Mindsets & Behaviors​ standards addressed:

M 2. Self-confidence in ability to succeed

Learning Objective(s):

1. Students will be able to state positive traits about themselves

2. Students will reflect on how it feels to give and receive compliments

Materials: ​Paper, markers, sentence stems

Procedure:
● Ice-breaker: What do you want to accomplish before your birthday?
● Students scale their confidence
● Sentence stems: students pick sentence from cup and must complete it with positive self-talk
● Students create a personal logo on sheet of paper, and pass it around the room. Each member
writes a compliment or a strength or something they are grateful for.
○ Scale confidence again
○ Debrief: How did it feel to give/receive compliments? How can we continue to make
others feel this way outside of this room?
Process Data: ​Attendance
Perception Data: ​Students have a better idea of their personal strengths
Outcome Data: ​N/A
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Appendix E1

Positive Self-Talk Sentence Stems

My greatest accomplishment is….

I feel my most confident when…

The best compliment my friends have given me is…

My favorite quality about myself is…

I feel most myself when I’m…

Something I’m good at is…

Something I like about my appearance is...

I feel proud when...

My greatest strengths is…

Something that makes me interesting is…