Final Project Group

Freshman Focus CMHS 1
(75 minute sessions)
Freshman Focus
CMHS
Blair Nelson
2
The purpose of the Freshman Focus group is to engage ninth grade students in productive
discussions and activities targeting learning styles, useful study skills, prioritization, and goal
setting. It is the hope of the Freshman Focus group to be able to provide a safe space where
students can share drawbacks to their performance in school and work collaboratively in
discussing ways to overcome obstacles when it comes to their performance.
Additionally, the Freshman Focus group will give the ninth graders a preview of
ROP/Career opportunities for their tenth, eleventh, and twelfth grade years as well as a brief
education about their college and post-secondary opportunities after high school. By learning
and thinking about the longer road ahead, it is the hope of the Freshman Focus group to instill
more intrinsic motivation to perform well in high school and go on to become their most
successful selves!
#MESANATION
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Table of Contents
Step 1 School Site Selection………………………………………………………………………4
Step 2 Needs Assessment………………………………………………………………………....5
Step 3 Selection of Participants……………………………………………………………….....11
Step 4 Consent Form…………………………………………………………………………......12
Step 5 Literature Review…………………………………………………………………...........16
Step 6 Design of Intervention…………………………………………………………………....22
Step 7 Evaluation of Intervention Efficacy ……………………………………………………...51
Step 8 Self Reflection…………………………………………………………………................57

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Step 1 School Site Selection
My intervention took place at Costa Mesa High School in Costa Mesa, California. This is
where I completed my practicum hours for Chapman University. I will be continuing to intern
there for the next school year. The school is comprised of ninth to twelfth grade, however my
group intervention is tailored for Freshman students.

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Step 2 Needs Assessment
A needs assessment was sent out to two Freshman teachers, the Freshman seminar
teacher and the health teacher. My supervisor thought it would be best to only send my needs
assessment to these two who have had all of the Freshman students by this point of the year.
Unfortunately, the Health teacher I gave the needs assessment to recommended “all students”
when I specifically asked for five names. After receiving this, I spoke to my supervisor who
recommended I send the assessment to the Freshman biology teacher who was extremely helpful
and recommended more students for me to screen.
We kept the needs assessment restricted to only a few to avoid getting multiple
recommendations from teachers for potential group participants. The needs assessment aimed to
gather feedback about what their students were struggling with. Prioritization/planning, goal-
setting, organization, time-management and motivation were the main concerns for teachers. My
intervention was tailored to address these components. The names of recommended students are
not included to protect their privacy. The following are some results of the needs assessment:
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3/18/2019 Freshman Teacher Survey
Freshman Teacher Survey
Hello Freshman Team! The Counseling Team has put together a short needs
assessment for you to help us identify how we can best support our Freshman
students. This semester we will be running a Freshman Focus group as an
intervention targeting study skills, organization, and academic checkin.
Additionally, we will provide extra opportunities to explore career options and
postsecondary options.
In an effort to make this group as productive as possible, we are looking for
your insight into your Freshman classes. Please take some time to fill out this
short survey and as always, thanks for your collaboration and support!
Please note: all your responses will be kept confidential and read only by the
counseling staff.
Adapted from
http://wvde.state.wv.us/forms/counselingassessment/
https://tb2cdn.schoolwebmasters.com/accnt_42975/site_42976/Documents/9th
GrStudentNeedsSurvey_Harrison_091415.pdf
* Required
1. What do you teach? *
Mark only one oval.
Freshman Seminar
Health
2. When considering your students and student achievement results in
your Freshman classes, what works to help their success? *

https://docs.google.com/forms/d/1Sn3ijp4JJqTKeKdjIS_U4dac0iBNnJG8X5JCEo0f7Mw/edit 1/4
3. Please check the top 3 obstacles you see inhibiting your Freshman
student achievement? *
Check all that apply.
Attendance
Motivation
Organization Skills
Planning/Prioritization Skills
GoalSetting
TestTaking Strategies
Time Management
4. Please rank your belief in the following statement: Addressing
___________ in a small study skills group is a priority:
Mark only one oval per row.
Strongly Strongly
DIsagree Unsure Agree
Disagree Agree
Attendance
Motivation
Organization Skills
Planning/Prioritization
Skills
GoalSetting
TestTaking
Strategies
Time Management
5. Approximately what percentage of your Freshman students struggle
with: *
Mark only one oval per row.
0% 25% 50% 75% 100%

Attendance
Motivation
Organization skills
Planning/Prioritization Skills
Goal Setting
TestTaking Strategies
Time Management
6. Approximately what percentage of your Freshman students utilize a
planner on a regular basis? *
Mark only one oval.
0%
25%
50%
75%
100%
7. Approximately, what percentage of your Freshman students utilize
effective testtaking skills? (ex. reading instructions carefully; looking
for detail & context clues; doing a memory dump; planning test taking
time) *
Mark only one oval.
0%
25%
50%
75%
100%
8. Approximately what percentage of your Freshman students display
confidence in their ability to learn in your class? *
Mark only one oval.
0%
25%
50%
75%
100%
9. Approximately what percentage of your Freshman students are aware
of careers that interest them?
Mark only one oval.
0%
25%
50%
75%
100%
10. Approximately what percentage of your Freshman students are
knowledgeable about their postsecondary options after high school?
Mark only one oval.
0%
25%
50%
75%
100%
11. If you have any Freshman students who you think would be receptive
to and benefit from participation in a small Freshman Focus group,
please list your TOP 5 names below: *

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Step 3 Selection of Participants
In my needs assessment I solicited names from the Freshman Seminar and Health teachers of
possible students who would be a good fit for the group. Although soliciting names from teachers might
have resulted in biased choices, I did not want to have them send me just their lower ten percent of
students based off grades since a handful of those kids might not have been appropriate for group
(personality, working in group, participating in discussion). I thought it was fine asking them for
recommendations while also emphasizing who would be a good fit.
My target audience was ninth graders who can benefit from study skills training and further
discussion about future goals (post-secondary options and career exploration). Ideally, I would have liked
six to seven students in my group, however I had 11. The question in my needs assessment asking for
names was required so the teachers were not able to avoid answering. Once I received the data back from
my needs assessment, I discussed the list with my supervisor, and she made recommendations to narrow
the list down. Afterwards, I called the potential participants for a pre-screening interview and discussed
the group and our goals. If they agreed to join or showed interest, I gave them a consent form to be sent
home, signed and returned.

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Step 4 Consent Form
Costa Mesa High School already had a consent form ready on site for me to use. It was
translated in Spanish and they requested I distribute theirs after my pre-screening interviews. I
did create a consent form for future use.

FRESHMAN FOCUS
Freshman
Focus
PATHWAY TO SUCCESS: FIND YOUR PASSION, FIND YOUR PURPOSE, FIND YOUR PATH 9th Grade
FRESHMAN FOCUS
Program Details | Detalles del Programa
Our school district’s comprehensive guidance program emphasizes the importance of academic and life success for every student. Small
groups can help to enhance this success, and at various times during the school year, students may have the opportunity to participate
in small groups. This year we will be facilitating a 9th grade Freshman Focus counseling group that will have six sessions. Small group
counseling is an excellent way for students to learn skills, exercise goal-setting, develop self-awareness and confidence, and practice
positive behaviors.
El programa de orientación integral de nuestro distrito escolar hace énfasis en la importancia del éxito académico y de vida para cada
estudiante. Los grupos pequeños pueden ayudar a mejorar este éxito, y en varias ocasiones durante el año escolar los estudiantes
pueden tener la oportunidad de participar en grupos pequeños. Este año estaremos facilitando un grupo de consejería llamado Enfoque
para Estudiantes de Primer Año (Freshman Focus) para noveno grado que tendrá seis sesiones. El asesoramiento en grupos pequeños es
una excelente manera para que los estudiantes aprendan habilidades, establezcan metas, desarrollen autoconciencia y confianza, y
practiquen comportamientos positivos.
Group Focus | Enfoque del Grupo
The group will focus on helping students navigate high school academics. Students will gain knowledge about study skills, organization,
goal setting, graduation requirements, college requirements, and learn about tips and tools to be successful. Our goal is for students to
become motivated through the acquisition of knowledge and support.
El grupo se enfocará en ayudar a los estudiantes a navegar en la academia de la preparatoria. Los estudiantes obtendrán conocimiento
sobre habilidades de estudio, organización, establecimiento de metas, requisitos de graduación, requisitos universitarios, y aprenderán
recomendaciones y herramientas para tener éxito. Nuestro objetivo es que los estudiantes se motiven a través de la adquisición de
conocimiento y apoyo.
Consent Form | Formulario de Consentimiento
In order for your child to participate in this group, district policy requires your signed consent. Please sign and date the attached page,
and then return to the Counseling Office by Tuesday March 26, 2019.
Para que su hijo participe en este grupo, la política del distrito requiere su consentimiento, firmado. Firme y coloque la fecha en la hoja
adjunta, y luego devuélvala a la Oficina de Orientación antes del mártes 26 de marzo de 2019.
More Information & Questions | Más Información y Preguntas
Please contact any of our H.S. counselors, if you have questions or desire further information about the FRESHMAN FOCUS group.
Contact: 714-424-8704
Por favor, póngase en contacto con cualquiera de nuestros consejeros de la preparatoria, si tiene alguna pregunta o desea más
información sobre el grupo FRESHMAN FOCUS.
Contacto: 714-424-8704
FRESHMAN FOCUS 2
Freshman Focus Group

Parent/Guardian Consent Form
PLEASE RETURN THIS PAGE TO THE COUNSELING OFFICE by Tuesday March 26, 2019
I have read the information provided by Costa Mesa High School and have had an opportunity to ask questions
about small group counseling for my student.
Participation in this group is completely voluntary, and student confidentiality will be respected and protected.
The exception to this is my legal and professional responsibility to take appropriate action in the case of an
individual expressing intent to do harm to self or others; if abuse or neglect is suspected; if illegal activity is
reported; or if I am required to do so by the court of law.
POR FAVOR, DEVUELVA ESTA HOJA A LA OFICINA DE CONSEJERÍA antes del mártes 26 de marzo de 2019
He leído la información proporcionada por Costa Mesa High School y he tenido la oportunidad de hacer
preguntas sobre el asesoramiento en grupos pequeños para mi estudiante.
La participación en este grupo es completamente voluntaria, y la confidencialidad del estudiante será respetada y
protegida. La excepción a esto es mi responsabilidad legal y profesional de tomar las medidas apropiadas en el
caso de que un individuo que exprese la intención de hacer daño a sí mismo o a los demás; si se sospecha abuso o
negligencia; si se informa actividad ilegal; o si estoy obligado a hacerlo por el tribunal de justicia.
_____ I give consent for my child to participate in the FRESHMAN FOCUS group. I understand that participation is
completely voluntary and that classroom requirements take precedence over group participation. | Doy mi
consentimiento para que mi hijo participe en el grupo FRESHMAN FOCUS. Entiendo que la participación es
completamente voluntaria y que los requisitos del aula tienen prioridad sobre la participación del grupo.
_____ I do not give consent for my child to participate in the FRESHMAN FOCUS group. | No doy mi
consentimiento para que mi hijo participe en el grupo FRESHMAN FOCUS.
_______________________________ ______________________________
Parent/Guardian Name Student Name
________________________________ ______________________________
Parent/Guardian Signature Date
Costa Mesa High School
2650 Fairview Rd, Costa Mesa, CA 92626
XX/XX/2019
Dear Parent/Guardian,
The school counseling department at Costa Mesa High School is pleased to announce that beginning April XX, 2019,
we will be offering an educational small group experience. We are inviting your child to participate in this group and
need your written permission. Please review this consent form and if you would like to allow your child to participate,
sign and return to the counseling secretary no later than March 29, 2019.
Prior to starting the group experience, the counseling department will meet with your child to discuss the group topic
and expectations. This is a voluntary experience and not required for any classes. Students will meet one time per
week for approximately 40 minutes for 6 weeks. We will be working with teachers to coordinate so that our group will
not interfere with crucial instructional time.
The group experience will address study skills, career exploration, and the many pathways available to your child after
graduation.
What will my child learn during the small-group experience? Under the guidance of the school counseling
department, students will have opportunities to learn, practice and develop study skills relevant to their academic
success and achievement. In addition, we will explore careers and options for your child after graduating from CMHS.
The school counseling intern will be leading the group under the supervision of a credentialed school counselor.
Does my child’s teacher know what about and approve of this small-group experience? Yes. All teachers have
been consulted with and have given their approval for your child’s participation in the group.
Can my child leave the group if he or she does not want to attend any more? Yes. This is a voluntary experience
that your child will probably really enjoy, but they can always leave the group without any consequences. We do
encourage all students to participate in the entire program if possible.
Limits of Confidentiality. Personal information discussed in groups by students will be kept confidential by the
counselor and will only be disclosed when and if a child’s safety is at risk. Student participants are also expected to
maintain the privacy of their fellow group members. However, group member’s commitment to maintaining
confidentially cannot be guaranteed due to their age and maturity.
What if I want to discuss this more? If you have any other questions or comments about this exciting group
opportunity, please feel free to contact the counseling office at 714-424-8704.
Thank you for your support!
Costa Mesa High School

School Counseling Department
---------------------------------------------------------------------------------------------------------------------------- ---------------------------------
PARENT/GUARDIAN PERMISSION FORM
Dear Counselors:
I give permission for ____________________________ (write your child’s name) to participate in a small group
experience conducted by the school counseling department during spring semester.
Please print your full name: ____________________________________________
Sign here: ___________________________________ Date: _________________
Please have your child return this permission slip by March 29, 2019 to the school’s counseling office.
Thank you!
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Step 5 Literature Review
The Every Student Succeeds Act (ESSA) was signed into law by President Obama in
2015. It is an extension of the previous No Child Left Behind (NCLB) Act and reemphasizes the
nations commitment to close achievement gaps, raise academic success, and ensure equal
opportunity for all students across American schools (U.S. Department of Education, n.d.).
Teachers, school counselors, administrators, and other school personnel have been called upon to
uphold certain standards and remain accountable for promoting student success. ESSA requires-
for the first time- that all students in America are taught to high academic standards ultimately
preparing them for achievement in college and careers (U.S. Department of Education, n.d.).
School counselors are in the perfect position to help implement these standards and hold
students to high expectations while providing opportunities for academic growth and success
(Brannigan, 2007). According to the Ethical Standards of the American School Counselor
Association, it is the school counselor’s duty to be concerned with students’ academic, career,
and social-emotional needs, while encouraging each student’s maximum development (A.1.e;
American School Counselor Association [ASCA], 2016). One way to do this is for school
counselors to help close the achievement gap and promote academic achievement by the use of
group counseling. Group counseling is an efficient, effective, and positive way of providing
direct services to students with issues in the aforementioned domains (A.7.a; ASCA, 2016).
School counselors do not provide long-term therapy in a group setting, rather, it is a
psychoeducational group focusing on student needs impacting their success in school (ASCA,
2006). More specifically, school counselors are in a perfect position to address and support
students surrounding a topic many struggle with, study skills.

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Research shows that students who struggle academically often to not possess or know
how to utilize certain study skills in school (Kayler & Sherman, 2009). Various skills are critical
to student success such as goal setting, progress monitoring, memory skills, prioritizing, time
management and organizational skills to name a few (Brigman, Campbell, & Webb, 2007;
Kayler & Sherman, 2009). In fact, ninth grade has been identified as the pivotal grade for
determining whether a student will graduate and transitioning to a new school and lacking the
above skills is the most cited reason for dropout (Kayler & Sherman, 2009). Identifying students
and setting up appropriate interventions at the beginning of their high school careers is crucial to
ensure academic success as they progress through each grade.
Every student possesses different learning styles as well, so identifying what does and
does not work for students is important as some students are more visual learners, while other are
more auditory, or tactile (hands-on) learners (Brannigan, 2007). In his implementation of
“Learning to Learn”, Brannigan focused on identifying learning styles and strengths and teaching
student’s communication styles to talk to teachers and peers. He found that a year after
implementation, students felt more confident in their academics and their communication with
teachers. However, the students had mixed feelings about their confidence in the study skills
themselves and how exactly to utilize them in different classes. Perhaps students need more time
to adjust and turn these skills into habits.
Despite student’s knowledge of what good study skills are, they often do not utilize them
because they simply are unmotivated to do so (Glaitti, 2018). In her research, Glaitti held a “Soft
Skills Training Group” at a high school. Soft skills include time management, goal setting,
communication, collaboration, and work ethic, all skills not traditionally or explicitly taught in
an educational setting. She found that students in her group had more positive feelings about goal
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setting. Goal setting relates to motivation, in turn increases work ethic, all leading to more
academic success (Gliatti, 2018).
When work ethic is high, so is self-efficacy (Cham, Hughes, West, & Im, 2014). Self-
efficacy is defined as a person’s perception of himself or herself as capable of mobilizing and
maintaining effort needed to achieve a goal (Cham et al., 2014). Additionally, researchers have
found that a motivational orientation towards learning goals will help students maintain their
sense of self-efficacy even when experiencing failure (Regueiro, Núñez, Valle, Piñeiro,
Rodríguez, & Rosário, 2018). This is because it will instigate their belief in the ability to
overcome the failure, change their future actions, and lead them towards better achievement
(Regueiro et al., 2018).
In order to raise levels of self-efficacy, school counselors can certainly tailor their study
skills groups to include goal setting. By doing so, they help students become motivated and see
how their work ethic and efforts affect their confidence in themselves and ability to work
towards a larger goal like college, technical education, and work. One way to do this is to discuss
post-secondary pathways and career exploration, both long-term goals relevant for high
schoolers.
Cham and his colleagues (2014) found that students’ motivation for educational
attainment, like graduating from high school or moving onto post-secondary education consists
of at least four highly related but distinct dimensions. These include educational competence and
effort beliefs (self-efficacy), perceived values of education, teacher educational expectations, and
peer educational aspirations. As discussed before, study skills groups build skills, but these skills
do not mean anything if students are not confident in their abilities to translate them into the
classroom and future endeavors. By surveying the multiple student pathways available after high
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school, students can be better equipped to set goals for their future, in turn becoming more
motivated.
In Germany, researchers looked at the role of classroom characteristics for student’s
motivation and career exploration. They found that when students perceive high levels of support
from staff, they had higher levels of intrinsic motivation and interest in exploring different
careers, a large facet of goal setting (Lazarides, Rohowski, Ohlemann, & Ittel, 2016). Career
exploration can easily be integrated into study skills groups and give students an opportunity to
connect how their study skills relate to their future goals at a much larger scale.
Overall, school counselors can and should be implementing small group interventions to
help students succeed in school. By tailoring study skills groups to include discussions about
post-secondary pathways and career exploration, school counselors motivate students and
encourage them to apply themselves, develop goals and build their self-efficacy to succeed.
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References
American School Counseling Association. (2006). The School Counselor and Group
Counseling. ASCA Position Statements. (pp 30-31). Retrieved from
https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Group-
Counseling.pdf
American School Counselor Association (2016). ASCA Ethical Standards for School
Counselors. Retrieved from https://www.schoolcounselor.org/asca/media
/asca/Ethics/EthicalStandards2016.pdf
Brannigan, M. (2007). A Psychoeducational Group Model to Build Academic
Competence in New Middle School Students. Journal for Specialists in Group Work,
32(1), 61–70. https://doi-org.libproxy.chapman.edu/10.1080/01933920600978554
Brigman, Campbell, & Webb. (2007). Building skills for school success: Improving the
academic and social competence of students. Professional School Counseling Journal.
10(3), 279-288. Retrieved from: https://journals.sagepub.com/doi/pdf/
10.1177/2156759X0701000310
Cham, H., Hughes, J. N., West, S. G., & Im, M. H. (2014). Assessment of adolescents’
motivation for educational attainment. Psychological Assessment, 26(2), 642–659.
https://doi-org.libproxy.chapman.edu/10.1037/a0036213
Glaittli, M. (2018). Soft skills in high school (Order No. 10979059). Available from
ProQuest Dissertations & Theses Global. (2154886059). Retrieved from https://search-
proquest-com.libproxy.chapman.edu/docview/2154886059?accountid=10051
Kayler, H., & Sherman, J. (2009). At-risk ninth-grade students: A psychoeducational
group approach to increase study skills and grade point averages. Professional
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School Counseling, 12(6), 434–439. https://doi-org.libproxy.chapman.
edu/10.5330/PSC.n.2010-12.434
Lazarides, R., Rohowski, S., Ohlemann, S., & Ittel, A. (2016). The role of classroom
characteristics for students’ motivation and career exploration. Educational Psychology,
36(5), 992–1008. https://doi-org.libproxy.chapman.edu/10.1080/01443410.2015.1093608
Regueiro, B., Núñez, J. C., Valle, A., Piñeiro, I., Rodríguez, S., & Rosário, P. (2018).
Motivational profiles in high school students: Differences in behavioural and emotional
homework engagement and academic achievement. International Journal of Psychology,
53(6), 449–457. https://doi-org.libproxy.chapman.edu/10.1002/ijop.12399
U.S Department of Education. (n.d.). Every Student Succeeds Act (ESSA). Retrieved from
https://www.ed.gov/essa
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Step 6 Design of Intervention
My intervention takes place over six 75-minute sessions. Costa Mesa High School
operates on a block schedule where their periods are approximately 90 minutes. I tried my best to
allow them 15 minutes back in class to gather materials or homework that they missed. Although
this time allotment is not common, I’ve had the luxury of having my sessions longer, allowing
more time for material and discussion. If my intervention took place at another site, the
curriculum could be altered or spread out over time.

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Session 1
24
SESSION 1
Counseling Intern: Blair Nelson Grade Level: 9th grade
Lesson Title: Introduction & Learning Styles Time Required: 75 minutes

(Session 1)
ASCA Mindset Standards:

● M2 Self Confidence in ability to succeed ● M5 Belief in using abilities to their fullest to
● M3 Sense of belonging in the school achieve high-quality results & outcomes
environment ● M6 Positive attitude toward work & learning
ASCA Behavior Standards:

● Learning Strategies ○ B-SMS1, B-SMS6
○ B-LS4 ● Social Skills
● Self Management Skills ○ B-SS1, B-SS2, B-SS3, B-SS9
Materials/Resources:
● MnMs for icebreaker ● Corresponding study tips for each learning
● Construction paper and markers for name style (attached)
tags ● Highlighters, pens
● Chromebooks/Internet
Activity:
I. Sign In Sheet (5 minutes)
II. Introduction (15-20 minutes)

A. Thank students for being a part of the group and for being here
B. Distribute Pre-Test
C. Ice Breaker (M&M Activity) (ATTACH)
III. Create Mutual First Agreements (15-20 minutes)

A. The counseling intern will preface the conversation by going over confidentiality and its limits, the
importance of keeping what we talk about in the group for the group
B. Establish the norms and expectations of the group
C. Each student will go around the circle and say one thing they expect from the group to feel safe
and secure sharing
D. Students will write their one thing on a nametag (piece of construction paper & can use markers to
decorate)
IV. Learning Styles Inventory (20 minutes)

A. Use chromebooks http://www.educationplanner.org/students/self-assessments/learning-
styles.shtml
B. Once students have their style, group them accordingly, give them the suggested study tips and
have them discuss in their groups if anything on the list should be crossed out or something that
works for them. Use highlighters and pens.
V. Check Out/Closing Discussion (5-10 minutes)

A. “Why do you think it is important to know your learning style?”
VI. Data Evaluation
A. Process: Attendance taken via sign in sheets, Note of participation in Aeries w/length of session
and date implemented
B. Perception: Pre-Test; Knowledge of their learning style
C. Outcome: N/A
D. Follow-Up:
CMHS Freshman Focus
Pre Test
Every student has a different type of learning style.

◯ True ◯ Unsure ◯ False
It is possible to have a combined learning style.

Please rate the following statement: I can effectively ___________:

Not Very Not Confident Unsure Confident Very
Confident Confident
Use a planner
Eliminate
distractions
Set goals
Prioritize my
work
Organize my
tasks
Please check all that apply. The following are strategies for effective time management:
◯ Creating a schedule
◯ Eliminating Distractions
◯ Waiting until the last minute
◯ Starting work early
◯ Working on multiple things at the same time
Please check all that apply. When setting SMART goals, they should be:
◯ Time Oriented
◯ Specific
◯ Artistic
◯ Motivating
◯ Relevant
CMHS Freshman Focus
The 3 main types of learning styles include:

◯ Visual Learning
◯ Sensory Learning
◯ Auditory Learning
◯ Tactile Learning
◯ Chromatic Learning
Please check all that apply. What are some post graduation options that interest you?
◯ Work
◯ Certificate Program
◯ Associate Program
◯ 2 Year Degree and Transfer
◯ Bachelors/4 Year College
◯ Trade/Technical School
◯ Other:_____________________________
How knowledgeable are you about your options after high school graduation?
Not Slightly Somewhat Knowledgeable Very
Knowledgeable Knowledgeable Knowledgeable Knowledgeable
I feel motivated to succeed in high school and beyond

Strongly Disagree Unsure Agree Strongly Agree
Disagree
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M&M Icebreaker
DESCRIPTION: This icebreaker uses candy to bring students together! Students pick different
colored M&M’s (or Skittles) and based on the color, answer a question about themselves to share
with the group.
SUPPLIES NEEDED:
1) Fun size bags of M&M’s (or Skittles work too)
2) Printouts for each participant with questions for each color candy (Or Display Questions on
Board once Candies are chosen) Questions can be created to fit the age and type of group you
are facilitating.
Question Examples:
• Red- What’s your favorite food or restaurant
• Yellow-What’s your favorite book, movie or TV show
• Green- What’s your favorite summer activity
• Brown-What’s something you couldn’t live without
• Orange- What is something you do well/Something you want to improve on
• Blue-What is something that makes you happy/sad/angry/thankful
HOW IT WORKS:
1) Do not let students see the questions before they pick candy colors.
2) Pass out the bags of candy to each student. Have each student open their M&Ms and pick 2 –
4 different pieces of candy – each a different color (the number you choose is based on the time
you have for the activity) and instruct them not to eat the candy
3) Pass out direction sheets or display questions on board
6) Have participants take turns sharing info based on color candy they chose.
7) EAT THE M&M’s!
Discussion: This activity can be customized to work with a wide range of ages and types of
groups by modifying questions accordingly. It can be a fun way to help students share about
themselves and get to know each other. Candies may melt if held too long, so an option is to
have members wait to choose their candy until it is their turn and then eat them as soon as they
answer their question. Be mindful of questions that could bring up negative feelings.
M&M Game - Group games, team games, ice breakers. (2008, June 11). Retrieved from
http://www.group-games.com/ice-breakers/mm-game.html
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Auditory
If you are an auditory learner, you learn by hearing and listening. You understand and remember
things you have heard. You store information by the way it sounds, and you have an easier time
understanding spoken instructions than written ones. You often learn by reading out loud
because you have to hear it or speak it in order to know it.
As an auditory learner, you probably hum or talk to yourself or others if you become bored.
People may think you are not paying attention, even though you may be hearing and
understanding everything being said.
Here are some things that auditory learners like you can do to learn better.
● Sit where you can hear.
● Have your hearing checked on a regular basis.
● Use flashcards to learn new words; read them out loud.
● Read stories, assignments, or directions out loud.
● Record yourself spelling words and then listen to the recording.
● Have test questions read to you out loud.
● Study new material by reading it out loud.
Remember that you need to hear things, not just see things, in order to learn well.
What's Your Learning Style? The Learning Styles. (2019). Retrieved from
http://www.educationplanner.org/students/self-assessments/learning-styles-styles.shtml
29
Visual
If you are a visual learner, you learn by reading or seeing pictures. You understand and
remember things by sight. You can picture what you are learning in your head, and you learn
best by using methods that are primarily visual. You like to see what you are learning.
As a visual learner, you are usually neat and clean. You often close your eyes to visualize or
remember something, and you will find something to watch if you become bored. You may have
difficulty with spoken directions and may be easily distracted by sounds. You are attracted to
color and to spoken language (like stories) that is rich in imagery.
Here are some things that visual learners like you can do to learn better:
● Sit near the front of the classroom. (It won't mean you're the teacher's pet!)
● Have your eyesight checked on a regular basis.
● Use flashcards to learn new words.
● Try to visualize things that you hear or things that are read to you.
● Write down key words, ideas, or instructions.
● Draw pictures to help explain new concepts and then explain the pictures.
● Color code things.
● Avoid distractions during study times.
Remember that you need to see things, not just hear things, to learn well.
30
Tactile
If you are a tactile learner, you learn by touching and doing. You understand and remember
things through physical movement. You are a "hands-on" learner who prefers to touch, move,
build, or draw what you learn, and you tend to learn better when some type of physical activity is
involved. You need to be active and take frequent breaks, you often speak with your hands and
with gestures, and you may have difficulty sitting still.
As a tactile learner, you like to take things apart and put things together, and you tend to find
reasons to tinker or move around when you become bored. You may be very well coordinated
and have good athletic ability. You can easily remember things that were done but may have
difficulty remembering what you saw or heard in the process. You often communicate by
touching, and you appreciate physically expressed forms of encouragement, such as a pat on the
back.
Here are some things that tactile learners like you can do to learn better:
● Participate in activities that involve touching, building, moving, or drawing.
● Do lots of hands-on activities like completing art projects, taking walks, or acting out
stories.
● It's OK to chew gum, walk around, or rock in a chair while reading or studying.
● Use flashcards and arrange them in groups to show relationships between ideas.
● Trace words with your finger to learn spelling (finger spelling).
● Take frequent breaks during reading or studying periods (frequent, but not long).
● It's OK to tap a pencil, shake your foot, or hold on to something while learning.
● Use a computer to reinforce learning through the sense of touch.
Remember that you learn best by doing, not just by reading, seeing, or hearing.
31
Session 2
32
SESSION 2
Counseling Intern: Blair Nelson Lesson Title: Growth Mindset (Session 2)
Grade Level: 9th grade Time Required: 75 minutes

● M1 Belief in development of whole self, ● M5 Belief in using abilities to their fullest to
including a healthy balance of mental, achieve high-quality results & outcomes
social/emotional, & physical well-being ● M6 Positive attitude toward work & learning
● M2 Self confidence in ability to succeed

● Learning Strategies
○ B-LS4
● Self Management Skills
○ B-SMS1, B-SMS5, B-SMS6, B-SMS7
● Social Skills
○ B-SS2
● Toilet paper for icebreaker ● Positive Thought Replacement Worksheet
● Beach ball for activity
Activity:
I. Check In (10-15 minutes)
A. Toilet Paper activity (attached)
II. Beach Ball Activity (10-15 minutes)(attached)
III. Positive Thought Replacement Worksheet (20-30 minutes) (attached)
A. In individuals or pairs, give out the worksheet and ask students to think of as many negative
thoughts they have or have had in the past
B. Have them write the positive replacement thought on the right
C. Closing discussion: Ask students to share what 1 or 2 thoughts that they changed and how it was
filling out that worksheet
Sound Mind. (n.d.). Positive Thought Replacement Worksheet. Retrieved from https://www.sound-
mind.org/support-files/positive-thought-replacement-worksheet.pdf
IV. Check Out (5-10 minutes)
A. “On a scale of 1-10, 10 being completely in control, how in control do you think you are of the
thoughts you have and how they impact your feelings?”
V. Data Evaluation
B. Perception: Skill to replace negative thoughts with positive ones
C. Outcome: N/A
D. Follow-Up: N/A
33
Toilet Paper Icebreaker
Description: This icebreaker is a quick way to have groups learn new things about their peers
and get familiar with each other.
Materials:
● 1 roll of toilet paper
Procedure:
1. Have the group sit in a circle.
2. Hold up a roll of toilet paper. Tell the students you’re going to pass it around the circle,
and they can take off as many or as few sheets as they like.
3. After the roll has gone all the way around the circle, share with them the “twist” to the
game: For each sheet that they took, they have to tell the group something about
themselves.
4. EXAMPLE: If Isabel took five sheets, then: 1) I like to dance 2) My favorite color is
purple 3) I have a dog named Sammy 4) This summer I went to Hawaii 5) I’m really
afraid of snakes.
5. Not only will the group learn from the information each student shares, but you will also
learn personalities based on who took a lot of sheets and who took only a few
6. OPTION: Afterwards, have everyone throws their sheet into the center. This represents
all the new information we now know about each other.
Limitations/Challenges/Considerations:
● This would difficult for students who are not comfortable sharing with new people
● The facilitator needs to model before the students go around. Model that they can be
trivial facts about them, not serious things.
● This could be adapted for any age group
● Perhaps for people in group with motor skill problems who would have trouble ripping
the paper, a peer or facilitator can help rip it for them.
● Maybe inappropriate for young students who might want to throw the toilet paper across
the room and lack impulse control. In this case, before you start you want to model how
to properly pass it to the next peer.
Drama Game: Toilet Paper Icebreaker. (2015, July 31). Retrieved from
http://www.bbbpress.com/2014/08/drama-game-toilet-paper-icebreaker/
34
Beach Ball Activity
Description: This activity is a quick way to demonstrate to students that our brains are capable
of growth and learning, the more we practice.
Materials:
● 1 small beach ball
● 1 bowl filled with small pieces of paper (numbered off 1-#max ppl in the group)
Procedure:
1. Have students choose a number from a bowl, they are assigned this number.
2. The student with number 1 starts with the ball and tosses it to number 2, 2 tosses to 3 and
so forth until every student gets the ball. Time how long it takes to get through everyone.
3. Start and go again, keep timing, the time it takes to go around should decrease.
4. Discuss how with practice we actually do grow and things get easier and faster for our
brains to understand.
5. Ask students “How can we translate this to our school work and attitudes towards
homework/things we find difficult?”
Positive Thought Replacement Worksheet
Begin this activity in a quiet place. On the left, write down as many automatic negative thoughts that come into your
mind. When finished, take the time to challenge every negative thought by finding a positive, truthful replacement
and then write it on the right side. This activity takes time and cannot be rushed. Try to set aside at least 20 minutes
for each session.
*The purpose of this activity is to help you get into the habit of finding the positive in all things. It also helps you get in
touch with the things you are telling yourself. Remember, by changing your thoughts, you will change the way you feel.
Be patient with yourself and do your best. Repeat as often as you can to help develop a more positive outlook on life.
Automatic Negative Thoughts Positive Thought Replacement
1._________________________________ _____________________________________
_________________________________ _____________________________________
2._________________________________ _____________________________________
_________________________________ _____________________________________
3._________________________________ _____________________________________
_________________________________ _____________________________________
4._________________________________ _____________________________________
_________________________________ _____________________________________
5._________________________________ _____________________________________
_________________________________ _____________________________________
6._________________________________ _____________________________________
_________________________________ _____________________________________
7._________________________________ _____________________________________
_________________________________ _____________________________________
8._________________________________ _____________________________________
_________________________________ _____________________________________
9._________________________________ _____________________________________
_________________________________ _____________________________________
10.________________________________ ____________________________________
___________________________________ ____________________________________
© Sound-Mind.org
Free Anxiety Help Website
36
Session 3
37
SESSION 3
Lesson Title: SMART Goals/Prioritizing (Session 3) Time Required: 75 minutes

● M2 Self-confidence in ability to succeed ● M6 Positive attitude toward work & learning
● M5 Belief in using abilities to their fullest to
achieve high-quality results & outcomes

○ B-LS1, B-LS3, B-LS4, B-LS7 • Social Skills
● Self-Management Skills ○ B-SS1, B-SS8
○ B-SMS1, B-SMS2, B-SMS4, B-
SMS5, B-SMS8
● SMART goal worksheet ● Student 0s from Schoolloop
● Post-Its ● Month calendar from the $ store/online
Activity:
A. “What works for you when you are being the most productive, at your best?” (when I’m not
playing music, when I have a quiet area, when I study with a friend….)
II. Teach SMART goals (25-35 minutes)
A. Give each student a SMART goal worksheet, have them just write on the back DON’T LOOK AT
THE FRONT, have them write a goal they have, it can be anything
B. Have them put their papers under their seats
C. Discuss what each letter means (Specific, Measurable, Attainable, Realistic, Time-Bound)
D. Give examples and discuss (see below)
E. Give each student a SMART goals worksheet to rewrite the goal they made before to make it
SMART
III. Post It Activity (15 minutes) (attached)
A. With SMART in mind, have them take tasks they need to do and build a priority pyramid
IV. Mapping your 0s Activity (if time permits)
A. Have a printout of each student’s zeros off school loop
B. Using a calendar of the month have students look at the dates and values of points their missing
assignment are worth, have them prioritize what they can make up
V. Check out (5 minutes)
A. Hi Low Hope
1. Ask students “What is your high of the week (or weekend-depending on the day), what is
your low, and what is your hope for the coming week?”
VI. Data Evaluation
B. Perception: Skill to make a SMART goal, Skill to prioritize w/post-its, Skill to map their zeros on
a calendar for completion
C. Outcome: Monitoring of assignment completion
D. Follow-Up: N/A
38
Examples of high school SMART goals:
A S.M.A.R.T. goal for a student who wants to improve his English grade might be, "I will get an
A on my next English paper by making sure I understand the assignment, letting my teacher read
my draft and completing three revisions before the due date."
A goal related to staying organized might state, "I will set up a binder with folders for each class
by the end of the first week of school and clean my binder and locker once a week for the rest of
the school year."
Post It Activity
Description: This activity is a quick way for students to see their tasks in a concrete way and to
organize them from most urgent to least urgent.
Materials:
● Post Its
Procedure:
1. Give each student 6 post-its
2. Have them write down (1 on each post it) a homework assignment or big test they should
study for, all the things that come to their head on each one of the post-its.
3. When they are done writing their assignment down, ask them to keep SMART in mind
and make a pyramid (3 on the bottom, 2 in the middle, 1 on top), where the top post-it is
what needs to be done urgently.
4. Once all the students have their pyramids made, open the discussion up to what they
thought of this strategy.
39
SMART Goal Worksheet

Today’s Date: _______________ Target Date: ________________ Start Date: _________________
Date Achieved: _______________
Goal: ___________________________________________________________________________
Verify that your goal is SMART
Specific: What exactly will you accomplish?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________________________
Measurable: How will you know when you have reached this goal?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
______
Achievable: Is achieving this goal realistic with effort and commitment? Have you got the resources to achieve
this goal? If not, how will you get them?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________________________
Relevant: Why is this goal significant to your life?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________________________
Timely: When will you achieve this goal?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________________________
This goal is important because:

_____________________________________________________________________________________________
___________________________________________________________________
The benefits of achieving this goal will be:

40
_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________________________
Take Action!
Potential Obstacles Potential Solutions

_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
_______________________________ ______________________________
Who are the people you will ask to help you?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________________________
Specific Action Steps: What steps need to be taken to get you to your goal?
What? Expected Completion Date Completed

____________________________ _____________ ___________
____________________________ _____________ ___________
____________________________ _____________ ___________
____________________________ _____________ ___________
____________________________ _____________ ___________
OfficeArrow. (n.d.). SMART Goal Worksheet. Retrieved from https://nnedv.org/?mdocs-file=8564

41
Session 4
42
SESSION 4
Lesson Title: Time Management of Goals & Tasks Time Required: 75 minutes
(Session 4)

● M5 Belief in using abilities to their fullest to
achieve high-quality results & outcomes

● Learning Strategies ● Social Skills
○ B-LS3, B-LS4, B-LS9 ○ B-SS2, B-SS8
● Self-Management Skills
○ B-SMS1, B-SMS2, B-SMS5, B-
SMS8, B-SMS10
● Graphic organizer worksheets ● Markers and pens of different colors
Activity:
A. Hi, Low, and a Hope
1. Ask students “What is your high of the week (or weekend-depending on the day), what is
your low, and what is your hope for the coming week?”
II. Task Organization Activity (25-40 minutes)
A. Using a graphic organizer, model for students how to look at school loop to see their upcoming
tests and homework to plan their week ahead
B. Let students choose between the two weekly graphic organizers
C. Give them time to fill it in independently or with the help of a partner, provide different colored
pens, markers and encourage students to use them to help organize, supervise the students and
offer suggestions
D. When they are done, ask if anyone would like to share what they did
Teacher's Week at a Glance Organizer. (n.d.). Retrieved from http://www.teach-nology.com/
worksheets/graphic/weekgl/
Weekly Planner. (n.d.). Retrieved from http://www.teach-nology.com/worksheets/graphic/planner.pdf
III. Closing Task
A. Have them focus on tracking at least one or two classes with intention for next week/taking their
own time to organize backpack etc. (it’s on them, we are just using organization worksheet in
group)
B. In the circle have them share what they want to focus on
IV. Check Out
A. “On a scale of 1-10, 10 being most likely, how likely are you to follow through with this plan?;
what would need to happen for you to move up the scale?”
V. Data Evaluation
B. Perception: Skill to use a graphic organizer, Skill to access and use Schoolloop
C. Outcome: Monitoring of assignment completion, completion on zeros, grades
D. Follow-Up: Ask about completion of tasks on their priority pyramid/mapping zeros from last
session
Name ___________________________ Date ____________________

A Glance at the Week

Monday:
Tuesday:
Wednesday:
Thursday:
Friday: Weekend:
©This printable graphic organizer is from www.teach-nology.com

Monday
Do not put off
till tomorrow
What you can
do today
Tuesday
Wednesday
Name Company Number

Thursday
Friday
Produced by Bathgate Academy Enterprises 01506-653725

45
Session 5
46
SESSION 5
Lesson Title: Career Exploration (Session 5) Time Required: 75 minutes

● M1 Belief in development of whole self, ● M4 Understanding that postsecondary
including a healthy balance of mental, education & life-long learning are necessary
social/emotional & physical well-being for long-term career success

○ B-LS4, B-LS5, B-LS7, B-LS10
○ B-SMS5
● Social Skills
○ B-SS8
● ROP counselor ● Chromebooks for access to internet
Activity:
I. Check In (10 minutes)
A. “Who inspires or motivates you for your future and why?”
II. Quick Assessment and Skills (50 minutes)
A. Arianna Nagy from College and Career Center
B. Assessments from cacareerzone.org
III. Check Out (5-10 minutes)
A. “What is your dream career and why?”
IV. Data Evaluation
B. Perception: Knowledge of upcoming career opportunities w/in school
C. Outcome: Monitoring of assignment completion, completion of zeros, grades
D. Follow-Up: Ask about how the graphic organizers worked, if it’s helped them complete/plan to
complete assignments
47
Session 6
48
SESSION 6
Lesson Title: Post-Secondary Pathways (Session 6) Time Required: 75 minutes

● M1 Belief in development of whole self,
including a healthy balance of mental, ● M4 Understanding that postsecondary
social/emotional & physical well-being education & life-long learning are necessary
● M2 Self-confidence in ability to succeed for long-term career success
● M6 Positive attitude toward work & learning
○ B-LS4, B-LS5, B-LS7, B-LS10
○ B-SMS5
● Social Skills
○ B-SS8
● College Guidance Specialist ● Chromebooks for access to internet
Activity:
I. Check In
A. “What do you think about the attainability of college?”
II. College Exploration
A. Allie Krikorian from College and Career Center
B. Exploration from cacollege.edu; www2.assist.org/exploring-majors/welcome.do
III. Check Out
A. “Share your biggest takeaway from your participation in this group”
IV. Closing/Give Goodie Bags
A. Thank students for being a part of the group and ask if there are any questions
B. Assure them that the counseling department is always open and that we are there for support and
resources so students can succeed to the best of their ability
C. Hand out bags (planner, highlighters, pens, pencils, post its)
V. Data Evaluation
B. Perception: Post-Test; Knowledge of college and post-secondary pathways after high school
C. Outcome: Monitoring of assignment completion, completion of zeros, attendance rates, end of
semester grades
D. Follow-Up: End of semester grades
CMHS Freshman Focus
Post Test
Every student has a different type of learning style.

It is possible to have a combined learning style.

Please rate the following statement: I can effectively ___________:

Not Very Not Confident Unsure Confident Very
Confident Confident
Use a planner
Eliminate
distractions
Set goals
Prioritize my
work
Organize my
tasks
Please check all that apply. The following are strategies for effective time management:
◯ Creating a schedule
◯ Eliminating Distractions
◯ Waiting until the last minute
◯ Starting work early
◯ Working on multiple things at the same time
Please check all that apply. When setting SMART goals, they should be:
◯ Time Oriented
◯ Specific
◯ Artistic
◯ Motivating
◯ Relevant
CMHS Freshman Focus
Please check all that apply. The 3 main types of learning styles include:
◯ Visual Learning
◯ Sensory Learning
◯ Auditory Learning
◯ Tactile Learning
◯ Chromatic Learning
Please check all that apply. What are some post graduation options that interest you?
◯ Work
◯ Certificate Program
◯ Associate Program
◯ 2 Year Degree and Transfer
◯ Bachelors/4 Year College
◯ Trade/Technical School
◯ Other:_____________________________
How knowledgeable are you about your options after high school graduation?
Not Slightly Somewhat Knowledgeable Very
Knowledgeable Knowledgeable Knowledgeable Knowledgeable
By attending this group, I gained new skills that will help me stay organized and prioritize my school work
Disagree
By attending this group, I gained new skills that will help me manage my time more effectively
Disagree
By attending this group, I am feeling more motivated to succeed in high school and beyond
Disagree
51
Step 7 Evaluation of Intervention Efficacy
Participants in my group were given a pre and post evaluation at the first and sixth
session. The results were analyzed using google forms as well as comparative data input in
google sheets. Although I outlined in my curriculum that I would be monitoring assignment
completion, completion of zeros, and attendance rates this is something I added as a revision. For
the six weeks I did not analyze and track all my kids progress on a week to week basis so this is
something I would have tracked more concretely. In session we often discussed how it was going
completing zeros, and I did have a few students who continually did make up and complete
assignments, however, I do not have any hard data to show for this. If I were to run the group
again, I would be more diligent about this outcome data. However, I feel like the results I did
receive and analyze from the pre and posttest is insightful and provides me with good
information about the group success and areas for improvement.
The results data indicated that before the intervention all students (11) knew that each
individual has a different learning style. This knowledge was demonstrated at the same rate (100
percent) in the posttest, however, in the pretest there was a 28.6 percent increase in the
knowledge that people can have a combined learning style. Before the intervention four stated
that they were unsure and afterwards one student maintained that they were unsure. After
learning about the different learning styles and when questioned on the posttest about what the
three types are, all 11 of the students (100 percent) identified visual learning as a specific style.
Nine (81.8 percent) identified auditory as one modality and eight (72.7 percent) identified tactile
as the third. Perhaps, I should have expanded and reviewed the learning styles, particularly
covering what auditory and tactile really meant.

52
In regard to their skills, participants demonstrated an overall increase in their ability to
effectively utilize a variety of skills. The results charts will be discussed further.
Six out of the eleven (54.5 percent) students felt “confident” or “very confident” using a
planner after the intervention compared to the five who demonstrated being “confident” before.
Although this is a slight increase, there were no students who indicated that they were “not very
confident” and two students indicated that they were “very confident” after the group. There was
a 33 percent increase in the number of students “unsure”, so I would want to explore why and
look at the planner pages I used during group and find some more variations that could work
better for students. Perhaps my explanation of how to organize on the planner page was not
comprehensive enough or their absence from the group that week contributed to my results.
Seven out of the eleven (63.6 percent) students felt “confident” eliminating distractions in
order to do better in school. This is a 133 percent increase from the three students who felt
“confident” before the group. There were no students who indicated that they were “not
confident” or “not very confident” in regard to eliminating distractions. However, there still were
four students (36.6%) who were unsure, so I would want to spend more time discussing
distractions and strategies different members of the group use who do feel more confident than
their counterparts. Additionally, the one student who indicated that they were “very confident”
did not state the same level in the posttest, perhaps an outside factor is contributing to their
53
results, their absence from their group for that lesson, or my instruction and activity was not
effective for them.
Eight out of the eleven (72.7 percent) students indicated that they were “confident” or
“very confident” setting goals compared to seven (63.6 percent) in the pretest. Although this
change is not significant, the ratio between “confident” and “very confident” flipped. More of
those students were “very confident”. No one indicated being “not very confident” in the post
test, however one student still felt “not confident” and there was a 100 percent increase with
feeling “unsure” about setting goals. Perhaps, the additional “unsure” indication is reflective of
my activity and I could look at planning something else in the future.
Eight out of the eleven (72.7 percent) stated feeling “confident” or “very confident”
prioritizing their work after the group. There was a 25 percent decrease in feeling “unsure” and a
33.3 percent increase feeling “confident” and/or “very confident” regarding prioritizing after
participation in the group.

54
Five out of the eleven students (45.5 percent) indicated feeling “unsure”, “not confident”,
or “not very confident” regarding organizing their tasks prior to the group. This was decreased
by 25 percent after group with no one indicated feeling “not very confident” or “not confident”.
Although, there was a 100 percent increase in feeling “unsure”. I would want to explore more
organization activities to use with my post it activity. Six out of the eleven students (54.5
percent) felt “confident” organizing their tasks prior to the group. After the group, seven out of
the eleven students (63.6 percent) indicated feeling “confident” or “very confident” after the
group. Accompanying this, there was a 200% increase in feeling “very confident” organizing
tasks.
Data was taken regarding time management skills. Nine of the eleven students identified
starting work early as an effective strategy to manage their time, as well as seven out of eleven
stating eliminating distractions as a strategy, and six out of eleven stating that creating a schedule
would help manage their time. I am concerned that three of the students indicated that waiting
until the last minute was a good strategy as well as four of the students stating that working on
multiple things at the same time was effective. Perhaps, I was not specific enough with my
instruction and our discussion about these skills.

55
I had the luxury of utilizing both our ROP Counselor and College and Career Counselor
on campus to help present to my group. I wanted to see if their presentations would help my
students gain knowledge of their options during and after high school with the intention of using
these lessons for motivation. The results are as follows:
As demonstrated above in two different ways, 10 out of the 11 students (90.9 percent)
indicated being either “somewhat knowledgeable”, “knowledgeable”, or “very knowledgeable”
about their options after high school in both the pre and posttest. However, the ratios between
these ratings changed. Interestingly, there was a 40 percent decrease in the rating of being “very
knowledgeable”, a 50 percent increase in feeling “knowledgeable” , and a 33.3 percent increase
in feeling “somewhat knowledgeable”.
Perhaps, the students after hearing about their options in group felt more overwhelmed
with the information and therefore decreased their knowledge ratings from before the group. It is
possible that they thought they knew more than they actually did prior to the group and the group
served as a “reality check” where students realized there is a lot more to be learned about ROP
and post-secondary options.

56
All 11 students (100 percent) indicated that by attending the group, they gained new
skills to help stay organized and prioritize their work. Four of them strongly agreed with the
above rating. Ten out of the 11 students (90.9 percent) felt that their participation in the group
helped them gain new skills to help them manage their time. One student (9.1%) felt unsure
about the above rating.
One hundred percent of the students (11/11) stated that by attending the group they were
feeling more motivated to succeed in high school and beyond. As discussed in the needs
assessment, this was a major concern and perception of their teachers and the freshman class.
57
Step 8 Self Reflection
Running groups in the schools is a lot more planning and work than I anticipated. I am
thoroughly impressed with how I managed to stay organized and overcome the few obstacles I
faced. I have run groups before during undergrad; however, I was not a part of the “behind the
scenes” process. I was trained to facilitate the groups and did just that. The graduate students I
worked with at the university took care of the consents, pre-screening interviews and the other
steps it takes to run groups. Although this project was daunting to me at first, I am happy with
running the group and believe this was a good experience.
I was lucky to have a Freshman seminar teacher to speak to about the Freshman student
body and what she notices about them. From speaking to her I was able to gather her perception
of their struggles, what they enjoy, what they do not enjoy, activities they have and have not
completed in class. Overall, she was a good resource to use and gave me a list of recommended
students to screen for my group. As mentioned before I had the little struggle with getting the
Health teachers recommendations but dealt with that effectively.
The screening process went better than expected considering the number of students in
my group. I was worried about not having enough student’s interest but got more than initially
anticipated. I kept a running spreadsheet of who and when I interviewed, their interest in group,
the date I gave them the consent form, and when I received it back.
I learned that getting back consent forms takes a lot longer than anticipated. I went to the
students’ classes for two weeks after I gave them consents to check in and managed to get seven
back. After the first session while running call slips, four more students who I screened saw me
and handed me their consents. Since we only had one session, I let them join late. This caused a
bit of disruption in catching them up, getting them accustomed to the group agreements, and
58
generally creating a safe space again. In hindsight, I would have emphasized being on time in our
group agreements since over a few sessions I had to wait a bit longer for their arrival or re-
accustom one student who came 20 minutes late to a session. Additionally, I was not aware that
many people in my group were friends and very chatty. I introduced a talking piece our third
session and wish I would have started using one from the beginning. It did help keep the off-
topic side conversations at a minimum. I also would have done a better job tracking their
completion of zeros across sessions, and their grades. In group we discussed how things are
going on a week to week basis, but I do not have any hard data about their week to week
progress, something I wish I did. Unfortunately, there were a few weeks where people forgot or
showed up halfway or even towards the end of our session, so they did miss material. I tried my
best to catch them up with a summary of what we covered and used the other students in the
group to share what they learned. Given that my group was larger than normal for groups, I
anticipated this happening. Unfortunately, I think it might have impacted the posttest results for
some of the students.
As far as curriculum goes, I was pretty happy with the activities I planned, and I timed
them out appropriately. I altered check in and check out questions to fit the mood and our
session. I do wish I included some sort of transcript reading/evaluation activity where I showed
the students how to properly read and understand their transcripts (credits completed and needed,
GPA calculation, etc.) and as discussed in the data analysis, there are a few things I would
change or inquire more about with my students about what they would have wanted more of to
understand concepts or skills.
I did a really good job communicating with teachers about their students missing class
and that the group would be beneficial for them. I asked for dates that would be non-negotiable
59
to make sure I was not pulling kids on important days. I did not receive any backlash and made
sure that the students did not miss more than one of their classes across the six sessions. I was
able to schedule sessions on a rotating basis and reserve our space in advance. I kept a log of the
student’s classes and made sure their availability coincided with each other.
Additionally, I have been communicating with administration about our progress at our
weekly admin-counseling meetings, as well as making sure my students are not marked absent
with attendance. I did well at working ahead, making sure my call slips and late slips were
prepped before.
During group I think I did a good job of connecting student’s experiences and creating a
space where they felt heard and connected to each other. A few of my students exchanged
numbers to help each other with homework and this felt enlightening. A few students on our last
session expressed being sad that we were not meeting anymore, or that they had a good time. I
assured them that I am going to be around for the rest of the year and all next year for anything
they needed, and they looked pleased. I hope to be able to keep in tough with this group and
track their progress in the coming year.

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Freshman Focus CMHS 1

(75 minute sessions)

discussing ways to overcome obstacles when it comes to their performance.

Step 1 School Site Selection………………………………………………………………………4

Step 2 Needs Assessment………………………………………………………………………....5

Step 3 Selection of Participants……………………………………………………………….....11

Step 4 Consent Form…………………………………………………………………………......12

Step 5 Literature Review…………………………………………………………………...........16

Step 6 Design of Intervention…………………………………………………………………....22

Step 7 Evaluation of Intervention Efficacy ……………………………………………………...51

Step 8 Self Reflection…………………………………………………………………................57

Step 1 School Site Selection

group intervention is tailored for Freshman students.

Step 2 Needs Assessment

and recommended more students for me to screen.

0% 25% 50% 75% 100%

Step 3 Selection of Participants

recommendations while also emphasizing who would be a good fit.

home, signed and returned.

Step 4 Consent Form

did create a consent form for future use.

Freshman Focus Group

Thank you for your support!

Costa Mesa High School

Please print your full name: ____________________________________________

Sign here: ___________________________________ Date: _________________

Step 5 Literature Review

School counselors do not provide long-term therapy in a group setting, rather, it is a

students surrounding a topic many struggle with, study skills.

ensure academic success as they progress through each grade.

more auditory, or tactile (hands-on) learners (Brannigan, 2007). In his implementation of

to adjust and turn these skills into habits.

academic success (Gliatti, 2018).

efficacy is defined as a person’s perception of himself or herself as capable of mobilizing and

(Regueiro et al., 2018).

In Germany, researchers looked at the role of classroom characteristics for student’s

Counseling. ASCA Position Statements. (pp 30-31). Retrieved from

Counselors. Retrieved from https://www.schoolcounselor.org/asca/media

Brannigan, M. (2007). A Psychoeducational Group Model to Build Academic

32(1), 61–70. https://doi-org.libproxy.chapman.edu/10.1080/01933920600978554

academic and social competence of students. Professional School Counseling Journal.

10(3), 279-288. Retrieved from: https://journals.sagepub.com/doi/pdf/

motivation for educational attainment. Psychological Assessment, 26(2), 642–659.

ProQuest Dissertations & Theses Global. (2154886059). Retrieved from https://search-

Kayler, H., & Sherman, J. (2009). At-risk ninth-grade students: A psychoeducational

School Counseling, 12(6), 434–439. https://doi-org.libproxy.chapman.

characteristics for students’ motivation and career exploration. Educational Psychology,

36(5), 992–1008. https://doi-org.libproxy.chapman.edu/10.1080/01443410.2015.1093608

Motivational profiles in high school students: Differences in behavioural and emotional

homework engagement and academic achievement. International Journal of Psychology,

53(6), 449–457. https://doi-org.libproxy.chapman.edu/10.1002/ijop.12399

Step 6 Design of Intervention

curriculum could be altered or spread out over time.

Lesson Title: Introduction & Learning Styles Time Required: 75 minutes

ASCA Mindset Standards:

ASCA Behavior Standards:

I. Sign In Sheet (5 minutes)

II. Introduction (15-20 minutes)

III. Create Mutual First Agreements (15-20 minutes)

IV. Learning Styles Inventory (20 minutes)

V. Check Out/Closing Discussion (5-10 minutes)

Every student has a different type of learning style.

It is possible to have a combined learning style.

Sign here: ___________________ Date: _

Please rate the following statement: I can effectively ___________:

Please rate the following statement: I can effectively ___________: