Group Counseling Final Project

Group Counseling Project
Maria Reyes
Thien Do
CSP 513
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Table of Contents
Step 1: School Site………………………………………………………………………………...3
School Demographics……………………………………………………………………..3
Chronic Absenteeism and Suspension Rate……………………………………………….4
Academic Performance……………………………………………………………………5
Step 2: Needs Assessment………………………………………………………………………...6
Educator Survey for Group Experience …………………………………………………..6
Student Survey for Group Experience………………………………………………...…..8
Step 3: Participants………………………………………………………………………………10
Step 4: Consent Form …………………………………………………………………………...11
Step 5: Literature Review………………………………………………………………………..12
Step 6: Design of Intervention…………………………………………………………………...19
Lesson 1………………………………………………………………………………….19
Handouts for Lesson 1…………………………………………………………………...20
Lesson 2………………………………………………………………………………….24
Lesson 3………………………………………………………………………………….33
Lesson 4………………………………………………………………………………….39
Lesson 5………………………………………………………………………………….43

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Lesson 6………………………………………………………………………………….48
Lesson 7………………………………………………………………………………….55
Step 7: Evaluation: Pre/Post test…………………………………………………………………57
Pre-test for Academic Success…………………………...………………………………57
Post-test for Academic Success………………………………………………….………59
Step 8: Self-Reflection…………………………………………………………………………...61
Thien’s Self-Reflection…………………………………………………………………..61
Maria’s Self-Reflection…………………………………………………………………..66
Reference Page…………………………………………………………………………………...67
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Step 1: School Site
We are going to conduct our Group Counseling Project at Lake Intermediate. This is
Maria’s practicum site and it is located in the Garden Grove Unified School District. The
students who attend this school are in the seventh and eighth grade.
School Demographics
According to the California School Dashboard, there are 606 students who attend Lake
Intermediate. Approximately 66% of the students are socioeconomically disadvantaged. The
student population is predominantly Hispanic (56%) and Asian (29%). A quarter of students who
attend this school are English Learners. Approximately 43% of the English Learners are making
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progress towards English language proficiency. 12% of the students who attend Lake
Intermediate have disabilities.
Chronic Absenteeism and Suspension Rate
Approximately 7% of students at Lake Intermediate are chronically absent. The majority
of students who are chronically absent are English Learners, Students with Disabilities, Hispanic,
and Socioeconomically Disadvantaged. Approximately 4% of students have been suspended at
least once. The suspension rate has decreased 5.6% from last year.
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Academic Performance
According to California Dashboard, the majority of students are meeting grade-level
standards on the English Language Arts assessment. They are scoring 20.8 points above the
standard, which is a 12.7 point increase compared to last year. The results of the Mathematics
assessment shows that the school is 25.6 points below standard. Students who are English
Learners and have disabilities are not doing well on the Mathematics assessment.
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Step 2: Needs Assessment
Educator Survey for Group Experience
The School Counseling Department at Laker Intermediate would like to know what you think are
the most important learning needs of your students. By completing this survey, the counseling
staff can make plans to better support your students’ education. Please take a few minutes to
complete this survey and return it to the office by Tuesday, March 17. All responses will be
kept confidential.
Please circle your position: Teacher Administrator Psychologist Other:____________
Please mark an “X” under one of the numbers for each statement:
Needs Assessment 1 2 3 4 5
Statement (Strongly (Disagree) (Not Sure) (Agree) (Strongly
Disagree) Agree)
Students need more

assistance with
homework
completion.
Students need more

assistance with their
interpersonal skills.
Students need more

assistance with
managing stress.
Students need more

assistance with their
self-esteem.
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Students need more

assistance with
dealing with their
anger.
Students need more

assistance with being
organized.
Other?
______________
______________
______________
Thank you for your support! Please return this survey to the box in the counseling office by
Tuesday, March 17. If you have any questions or concerns, please come by the counseling
office.
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Student Survey for Group Experience
The principal, teachers, and counseling department would really like to know about your most
important learning needs. By answering this voluntary survey and returning it now, they can
make plans to better support your learning. Please take a few minutes to fill out this survey and
return it to the office by the end of today. All your responses will be kept confidential and read
only by the counseling staff.
Please circle the following that apply to you:
Gender: Male or Female Grade level: 7th 8th
Please mark an “X” under one of the numbers for each statement.
Needs 1 2 3 4 5
Assessment (Strongly (Disagree) (Not Sure) (Agree) (Strongly
Statement Disagree) Agree)
I need help in
gaining more
self-confidence.
I need help with

making and
keeping friends.
I need help
dealing with
stress or anxiety.
I need help with

finishing my
assignments on
time.
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I need help with

dealing with my
anger.
I need help with

my organization
skills.
Thank you for your support! Please return this survey to your teacher or to the counseling
office by the end of today. If you have any questions or concerns, please come by the
counseling office. You can also write your name here
_________________________________ if you want to be called in.
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Step 3: Selection of Participants
Our goal for this particular group experience is to recruit 6 to 8 students who need
support and strategies for maintaining motivation towards school, homework, and overall
academic performance. Since we are conducting our group experience at a middle school, it will
be available for both seventh and eighth graders to join.
When recruiting our students for this group experience, we will first consult with Maria’s
supervisor to see if she would recommend any of her students in her caseload. Afterwards, we
will then ask teachers to recommend any of their students that they feel would benefit from the
group experience that we are offering. We will also create flyers and announcements to post
around campus to advertise our group experience for students who may be interested in joining.
Once we have recruited our intended number of students, we will then proceed by
conducting a pre-screening interview to see if the students will be compatible with each other
and would benefit from the group experience. At the beginning of the pre-screening interview,
we would ask open-ended questions to get to know the student and to build rapport. We would
then ask students questions regarding their interest in the group (“Tell me about your interest in
this group.” “What do you think you might learn in this group?” “What about this topic interests
you?”). Next, we would ask questions about how the student will involve or engage with others
(“How do you feel about talking in front of other students that you don’t know well?” “How do
you best learn?” “How do you feel about sharing stuff that is sort of personal?”) Lastly, we
would ask the student about their comfort level with rules; for example, we would ask the
student: “How do you like following rules?” “When you break a classroom rule and the teacher
gets made, what do you do?”

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Step 4: Consent Form
March 11, 2020

Dear Parents/Guardians,
The counseling department at Lake Intermediate will be offering small group experiences
focusing on academic success for seventh and eighth grade students. We are inviting your
student to participate and will need your written permission. These sessions will provide students
with academic skills from the Student Success Skills curriculum, which includes cognitive,
social, and self-management skills. Other skills that will be taught in this group are
self-regulation and organizational skills. We will also encourage students to engage in positive
behaviors and develop growth mindsets, as opposed to a fixed mindset.
The group will be led by Maria Reyes and Thien Do and supervised by Ms. Jauregui. The
group will meet weekly on Wednesdays starting on March 25, 2020, for a total of 8 sessions,
with each session being 45 minutes long. During this time, students will be responsible for any
work missed during the meetings. Teachers have been informed and have given their approval
for your student’s participation in the group. This is a voluntary experience and your student is
not required to attend and can leave the group at any time without any consequences, but
students will be encouraged to attend all group sessions to get the most out of this group
experience.
The information discussed in this group experience will be kept confidential. Therefore,
we will only disclose general information regarding what is discussed in the group settings to
parents/guardians. If students talk about harming themselves or others, breaking state or federal
laws, or being abused or neglected at home, parents/guardians and/or appropriate authorities will
be consulted.
If you have any other questions or concerns about this group opportunity, please do not
hesitate to let us know! You are more than welcome to contact our school counselor Ms.
Jauregui at (714) 663-6506.
Thank you for your support!
Maria Reyes and Thien Do
School Counseling Practicum Students
I give permission for ____________________________ (please print your student’s name) to
participate in a small group experience conducted by the school counselor interns during spring
semester.
___________________________ __________________________ _____________

Parent/Guardian Name (Print) Parent/Guardian Signature Date
Please drop this off at the school’s counseling office by March 18, 2020
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Step 5: Literature Review
For most students, academic success is not a linear pathway, but rather a route that may
present roadblocks or detours. Various factors within a student’s life such as their ecological
system, cognitive functioning, social-emotional development, behavioral traits, and physical
capability all contribute to their ability to reach their educational goals. The following literature
review showcases the impact of these factors on students’ academic achievements and the
possible interventions that can be implemented in schools that reinforce effective skills needed
for overall student success. Several of the studies included in the review involve students from
disadvantaged areas that are at risk for low academic success. It is especially crucial to assess the
needs of underserved students because oftentimes, they lack the fundamental support needed in
order for them to excel in school. Based on previous and current research studies, social and
behavioral skills, as well as self-regulation have had a significant correlation to elevated levels of
academic performance. Therefore teaching students and familiarizing them with these concepts
and skills would assist their ability to thrive in school.
The goal of Harackiewicz, Tibbetts, Canning, and Hyde’s (2014) study was to motivate
students to take more STEM courses and find ways to maintain their motivation and promote
their academic achievement. Schools that use utility-value interventions promoted interest and
performance for high school students in science and math courses. For example, teachers would
use utility-value interventions by informing students about how a math technique could be useful
in everyday life. For students with low interest in a certain subject, teachers would use “catch”
features to promote interest. For example, teachers would present students with math techniques
with colorful fonts and pictures. In a randomized intervention in which parents received
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information about the utility value of math and science for their teens in high school led students
to take nearly one semester more of science and math, compared with those in the control group.
Values affirmation is an intervention that combats the effects of stereotype threat by encouraging
those who encounter it (i.e., women, first generation students, etc.) to reestablish a sense of
personal integrity and self-worth. Because of this, they are more likely to engage in STEM
courses.
Another study evaluated the impact of a group counseling intervention (the Student
Success Skills model) on students’ academic achievement and school success behavior
(Campbell & Brigman, 2005). The SSS model is research based and is closely aligned with the
National Standards for School Counseling Programs. It focuses on two of the three central
components of the national model: academic and personal/social development. There are three
skills that students learn from this group intervention: cognitive, social, and self-management.
Cognitive and meta cognitive skills include goal setting, progress monitoring, and memory skills.
Social skills include interpersonal skills, social problem solving, listening, and teamwork skills.
Self-management skills include managing attention, motivation, and anger. In this study, there
were 240 participants who were in fifth and sixth grade. The Florida Comprehensive Assessment
Test, Math and Reading and the School Behavior Rating Scale were the two instruments used as
pre- and post-tests for the study. The findings of the study indicate that the group intervention
was associated with a positive impact on the participants’ achievement and behavior.
The goal of another study was to test the effectiveness of a self-management intervention
in promoting academic enabling behaviors within a group counseling setting with middle school
students (DuBois, Briesch, Hoffman, Struzziero, & Toback, 2017). Self-management

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interventions are used to promote appropriate classroom behavior by increasing students’
awareness and regulation of their behavior. Students set performance goals, then they evaluate
their performance, in which they gain rewards for accomplishing their goal. Examples of
academic enabling behaviors include academic engagement, adherence to classroom rules, or
study strategies. The teacher-completed direct behavior rating-multi--item scale was used to
evaluate the level of academic enabling behaviors performed by the students in this study. The
results of the study showed that the students had improvements in their academic enabling
behaviors. The students found the intervention to be acceptable, understandable, and feasible.
The purpose of Onemli and Yondem’s (2012) study was to examine the effect of
psychoeducational group study regarding self-regulation in learning on motivational beliefs and
academic success of students. Students attended the group counseling sessions once a week for
an hour for eight weeks. The target population in this study was tenth grade students. Pre and
post-tests, Motivational Strategies Scale at Learning, and Information Form to collect data in this
study. The self-regulation skills that the students received were cognitive (repetition,
interpretation, organization), metacognitive (planning, monitoring, regulations), and managing
resources (training time, duration, effort, receiving support from peer groups). The results of the
research indicated that the intervention had a positive impact on motivational strategies and
academic achievement. Students who participated in the intervention saw a 22% increase in
academic scores.
According to Saadatzaade and Khalili (2012), the aim of their research was to determine
the effectiveness of solution-focused counseling on self-regulation and academic achievement in
students. The group intervention lasted for seven sessions. The participants in this study were
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forty-four high school students with low scores in self-regulation and academic achievement.
The results showed that the self-regulation and academic achievement of students in the
counseling intervention group were significantly increased. The solution-focused counseling was
helpful in teaching students goal formulation. It also had a significant positive effect on students’
abilities to receive relevant information; evaluate information and compare it to norms; search
for options; formulate and implement a plan; and assess a plan’s effectiveness.
Steen (2011) hypothesized that if students participate in a group counseling intervention
that attended to both personal and academic issues, then it would have a positive impact on their
academic achievement, learning behaviors, and social skills. The group counseling intervention
that was used in this study was called Achieving Success Everyday Group Counseling Model.
The purpose of the model was to enhance students’ personal development while helping them to
improve academic-related behaviors that contribute to success in the classroom, such as
attending to tasks, completing assignments, or asking questions. Although a lack of specific
interventions were used, the ASE Group Counseling model was composed of six phases that are
similar to most group counseling structures. ASE’s phases included assessment, review,
acquaintance, challenge, empowerment, and support (Steen, 2011). The results showed that the
students in the treatment group had a significantly higher grade point average in Language Art
than those in the control group.
The goals of Ayub’s (2010) research were to explore the correlation between intrinsic
and extrinsic motivation on academic performance and whether there is a gender difference in
intrinsic and extrinsic motivation on academic performance. The Academic Motivation Scale
was used to test the students’ intrinsic and extrinsic motivation. Students’ GPA was used to
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measure academic performance. The results of the suggest that there is a positive correlation
between intrinsic and extrinsic motivation and academic performance (r=.563; n=200; sig=.000).
In other words, increased motivation improves students’ academic performance. The findings
also show that there is a gender difference in intrinsic and extrinsic motivation on academic
performance (t=4.324, p <.05). Females are more intrinsically motivated than males, while
males are more extrinsically motivated than females. If teachers are caring and supportive and
emphasize the teaching learning process over the performance outcomes, then students will be
more motivated to achieve. It is crucial to recognize this finding because group facilitators can
then consider the relationship students have with their teachers when analyzing their overall
performance in school.
Another research study examined the various mindsets and skills that are needed to foster
long lasting learning among students. Dweck, Walton, and Cohen (2014) highlight the term
academic tenacity as working hard and smart, as well as developing long-term goals from
short-term concerns. According to the article, these concerns include social pressure and the
inability to delay immediate gratification in order to obtain academic achievement. Furthermore,
students’ beliefs on their own ability to succeed in school also affect their overall academic
tenacity. Based on multiple interventions conducted for middle school students, encouraging
growth mindsets opposed to fixed, help stimulate self-regulation and self-efficacy. Interventions
that were provided to students were composed of strategies for mindset, social belonging, value
affirmation, identity, and self-relevance (Dweck, Walton, & Cohen, 2014).
Lemberger-Truelove, Selig, Bowers, and Rogers (2015) reintroduce the success The
Student Success Skills (SSS) program has had on K-12 students in their research. The SSS
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program is essentially an intervention delivered by school counselors to help foster social skills
that are imperative to academic success. It consists of five classroom lessons that are typically a
week apart and are typically facilitated at the beginning of each school year. The five primary
lessons are supported by three “booster sessions” that are usually a month apart and are provided
during the second half of the school year (Lemberger-Truelove, Selig, Bowers, & Rogers, 2015).
The findings of this study help support the implications of the current SSS program by focusing
on interrelating students’ own motivations and how well they feel fitted at their schools to how
well they do in school. However, the program lacks in studying the correlation of the program
and its effect on students’ executive functioning skills, feelings of connected to their school, and
academic success inclusively under one study. Although the applied intervention was successful
in underserved, Southwestern states, there is insufficient evidence on its effectiveness in other
areas across the nation.
Algozzine, Wang, and Violette’s (2011) study explores the link between positive
behavior and academic success among students. According to the article, implementation of
Positive Behavior Interventions and Supports or PBIS has revealed a significant impact on
student achievements in school. Participants of the study were randomly selected from a pool of
students based on their risk for academic failure, poverty status, behavior history, and past
academic performance. Though interventions were not specified, results indicate that similar to
previous research, promoting positive student behaviors ultimately impacts academic
achievement and competence.
Overall, the research analyzed throughout the studies demonstrates the substantial
influence of internal and external factors on student performance. Based on the data reviewed,
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promoting positive behavior and self-regulation skills reflect a higher level of academic
achievement among students. As prospective school counselors, we play a vital role in
identifying students’ specific needs and providing the necessary support to fulfill them.
Evaluating previous and current research on academic performance assists school counselors, as
well as other stakeholders in delivering the proper and effective interventions students need in
order to maintain adequate grades and an optimistic outlook on education.

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Step 6: Design of Intervention
Facilitator(s) Name Maria Reyes and Thien Do
Group Title: Preparing for Academic Success
Target Group (Grade, # of 8- Seventh and Eighth grade general education students
students, ability level):
Male and female students will be included
Length of time: 45 minutes
Overall Group Objective: Students will be introduced to different skills to succeed
academically.
Lesson 1 Of 7
Learning Objective(s)/Competency for Group intervention lesson

Group will: Understand their purpose for being in the group
Group will: Learn what a SMART goal is
Group will: Determine a goal he/she wants to accomplish
Lesson Procedure
: Describe each in detail.
Overview of Plan Before starting the activity, students will be asked to create name
(provide a brief summary of overall plates, as well as introduce themselves and share one interesting fact
lesson for session)
about them. The ice breaker activity will explore the students’
personal goal for the current school year and recognize how a goal is
malleable like the pipe cleaners they used to generate a
representation of their goal. Afterwards, group expectations and
structure will be established with the additional use of posters and a
talking piece. Prior to learning about goal setting, facilitators will
explain the purpose of the group. From there, the group will discuss
goal setting skills, define SMART goals, and acknowledge its relevance
to performance at school.
Introduction/ Introduction
Ice Breaker Activity ● Materials: paper, pencil, markers
(Include instructions, materials, ● Have students make name plates
procedures)
Ice Breaker Activity

● Everyone has to introduce themselves to the group and tell
the group an interesting fact about themselves
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● Have students repeat the previous student’s name and

interesting fact
Procedure and Lesson: Establish group rules/expectations on a poster as a group (students
are encouraged to provide ideas). These are some rules to consider:
● Confidentiality
○ Consequences for breaking confidentiality
■ Leave the group
■ Apologize to the offended student(s)
● Talking piece (one student speaks at a time)
● Attendance (showing up on time and attending as many
sessions as possible)
Explain to the students the purpose of the group:

● To help the students set goals, learn study skills, and become
better organized in order for them to improve their academic
performance
Have the students take the Pre-test Survey (found in Step 7). Allow
students 5-10 minutes to complete. Go over as a group.
Discuss the idea of setting personal goals

● If we write down our goals we’ll have a better chance of
achieving them
Explain what a SMART goal is. Use the poster to help guide your
discussion. Ask students:
● What is something you are willing to do to accomplish your
goal?
● What are ways a SMART goal can help you succeed?
● Why does a goal need to be relevant?
Closing: Have students complete the “I have a Goal” card. Collect and save
these sheets for the next class.
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated number of 8
students:
Planned length of 45 minutes
lesson(s):
How will you measure the effectiveness of your discussion? What data will you collect?
● We will administer a pre and post-test quiz.
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Handouts for Lesson 1
I Have a Goal
Name: ________________________________
The Goal I have for myself for this group is:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________
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SMART Goals
What exactly will you
S pecific do?
M
How will you know if
easurable you meet your goal?
What steps are you
Achievable
going to take to reach
your goal?
What about your goal
R elevant
makes it important to
you?
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When do you want to

T
imely
complete your goal?
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academically.
Lesson 2 Of 7

Group will: Learn what a SMART goal is
Group will: Write SMART goals
Group will: Understand how to evaluate their progress being made to reach their
goals
Lesson Procedure
Overview of Plan Before starting the activity, students will be asked to reflect on their
(provide a brief summary of overall “I Have a Goal” card from last week, as well as the meaning of a
lesson for session)
SMART goal. This week’s group activity will continue to examine
SMART Goals and further discuss ways of achieving the students’
goals. Students will also be able to create personal SMART goals for
the school year and review them together as a group.
Ice Breaker Activity ● Ask students to get their “I Have a Goal” card from last week.
(Include instructions, materials, Have each student review his or her goal with the group.
procedures)
● Ask them who remembers what SMART stands for.
Ice Breaker Activity
● Materials: Pipe cleaners
● Tell the students to decide on a goal that they would like to
accomplish this school year. Have them construct from the
pipe cleaner a representation of their goal. Since it is an
academic group, have the students come up with a goal that
is related to academics.
● Ask the students “How is a pipe cleaner like a goal?”
○ It’s flexible and can be changed
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Procedure and Lesson: Distribute to each student the “SMART Goals Writing” handout.
Discuss SMART Goals with them, and share examples.
Distribute to each student complete the “Writing SMART Goals”

worksheet. Allow students five to ten minutes to complete the
worksheet. Go over the worksheet as a group. Allow 2-3 students to
share out their answers.
Distribute to each student the “My SMART Plan for Success”

worksheet. Allow students five to ten minutes to complete the
worksheet. For the discussion, allow students to discuss their
answers in dyads for five minutes and then share out to the group.
For the discussion ask the students:
● Do you think you will be more likely to achieve your goal
because it is a SMART goal?
● Why is it important to put time limitations on goals?
● Why does a goal need to be relevant?
● Why do you need to evaluate your goals?
● Do you think people make goals that are too big and then give
up on them?
● How will you feel if you meet your goal?
Closing: Closing Discussion:
Connect how goal setting can help students achieve academically. For
example, students can create SMART goals when it comes to studying
for a test or completing an assignment/project.
Remind students that there are 5 sessions left

Participation Data:
students:
lesson(s):
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Smart Goals Writing: (For Group Leader)

Let’s think about this goal: I want to get good grades. Do you have a clear
understanding when this will happen, what does a good grade mean (is it an A, a
B, or a C?) Does it tell you how you will accomplish this goal? Does it say why it is
important?
We could also say I am going to travel across country. It may happen, but having
a smart goal is like saying I am going from New York to California by car, I have a
map, I know my travel route, how long it will take me and how much it will cost,
because I have a plan.
Let’s go back to our first goal: I want to get good grades, and turn it into
a SMART Goal.
Sp ecific—Means exact. Specific says I want to get an 85 for my 3rd

marking period Social Studies grade.
Me asurable—means you are able to tell if you are meeting your
goals or not. Checking weekly for a grade update will help to let you know if you
are meeting the goal of 85 in SS class.
Ac hievable—means (with some work) you can reach your goal. If you
set your goal too high, you may not be able to reach it. Saying you want an 85 in
a class may be realistic for some, but for others, may be impossible.
Re levant—tells why this goal is important to you. If I get an 85 in Social

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Studies I will get to go to camp this summer.
Timely—Tells when you will reach this goal. I will reach this goal in 10
weeks. Just be sure you give yourself enough time to reach your goal. Likewise,
don’t have too much time that you forget about it.
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Writing Smart Goals

Why do we need goals?
__________________________________________________________
____________________________________________________
Why do goals need to be:
Relevant___________________________________________________
_________________________________________________________
Timely_____________________________________________________
__________________________________________________________
Attainable__________________________________________________
_________________________________________________________
Review:
Goal: I want to get good grades.
Do you have a clear understanding when this will happen, what does a
good grade mean (is it an A, a B, or a C?) Does it tell you how you will
accomplish this goal? Does it say why it is important?
SMART Goal: In 10 weeks I want to get an 85 in Social Studies. I will
stay after to work with the teacher, study for tests, do my homework,
and ask questions when I do not understand. It is important to me
because my parents told me they will send me to summer camp if I can
get an 85 on my next report card. I will check with my teacher each
week to see how I am progressing toward my goal.
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Rewrite the following goals to make them SMART goals.

1. I want to get good grades.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
____________________________________
2. I will exercise more.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
____________________________________
3. I will not spend so much time texting my friends.
__________________________________________________________
__________________________________________________________
__________________________________________________________
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__________________________________________________________
____________________________________
4. I will go join a club or sport.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
____________________________________
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My SMART Plan for Success

Name:______________________________ Date: ____________
SMART Goals
What exactly will you do?

S pecific
How will you know if you meet your

Me asurable goal?
What steps are you going to take to

Achievable reach your goal?
What about your goal makes it important

Relevant to you?
When do you want to complete your

Timely goal?
1. W
hat is my Specific Goal? What do I want to improve?
a. W
hat are the Actions I plan to take to reach this goal?
·
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ow will I show I have Measurable success in reaching my goal?

2. H
3. W
ho or what obstacles can prevent this goal from being Ac hievable?
a. W
ho can help me reach my goal?
4. W
hy is my goal important to me and Relevant?
5. W
hen will I complete my goal (Timely)?
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academically.
Lesson 3 Of 7

Group will: Describe the importance of time management.
Group will: Define a strategy to set priorities.
Group will: Identify steps to overcome barriers to effective time management.
Lesson Procedure
Overview of Plan Our third group session will begin with an introduction to the concept
(provide a brief summary of overall of time. Students will be asked questions to reflect on the short
lesson for session)
activity they have experienced. For the introduction/icebreaker
activity, students will play a game that relates how people will
sometimes spend money on unnecessary items the same way they
will unknowingly waste time on unimportant things. Afterwards, the
group will transition into the group activity, which will cover similar
concepts about time and prioritization. During the activity, students
will watch a video called “The Big Rocks” and will be asked to reflect
on what they have observed through multiple questions that will be
asked by the group facilitators. Students will also be completing a
worksheet regarding prioritization of their daily activities, which is
intended to help them set aside adequate time for homework,
studying, and other extracurricular activities.
Ice Breaker Activity ● Ask students to close their eyes. Tell them to open their eyes
(Include instructions, materials, and raise their hands when they think 1 minute has passed.
procedures)
● We will discuss as a group through share outs. Ask students:
○ Did everyone open their eyes at the same time?
○ What do you think this tells us about time?
34
● Tell the students that today you will be talking about time
management.
Ice Breaker Activity: $86,400 Game

● Materials: “86,400 Game Money Tracker” worksheet, pens or
pencils
● Instructions:
○ Tell students they have $86,400.00 to spend any way
they wish. The only restrictions are that they cannot
bank any money and if they do not use any of the
money they lose it.
○ Hand out the Money Tracker Worksheet to help
students keep track of what items and how much
money they are spending.
○ Give the students 5 minutes to complete this activity.
● We will discuss as a group through share outs. Ask students:
○ How many of you spent money on frivolous things just
to spend money?
○ How is this like how we spend time in our day?
○ Did this game make you think about how you could
spend your time differently?
● Tell them that 86,400 are the number of seconds we have
each day and that as often as possible they should consider
spending their time on things that are important to them as
they did with their money.
Procedure and Lesson: Watch The Big Rocks Video:
http://youtu.be/fmV0gXpXwDU?list=PLcJkeEnqH05C6HvHj93DNpeDp
hUHKPHgF
For the discussion, have students answer questions in dyads for three
minutes. After their discussion in dyads, have 2-3 students share out
for each question. Ask the students:
● What did you think about this video?
● What are some of your big rocks? What would be some of
the little rocks? What about the sand?
● How could you rearrange things in your life to have time for
everything?
Have the students complete the Prioritizing My Activities Worksheet.

Allow the students ten minutes to complete the activity.

For the discussion, have 2-3 students share out. Ask the students:
● What do you need to be able to prioritize your day?
35
● What would motivate you to be able to make a plan and

evaluate it?
Remind students that there are 4 sessions left.

Participation Data:
students:
lesson(s):
36
$86,400 Game
Money Tracker
Item Purchased Money Spent
Total Money Spent:

37
Prioritizing My Activities
Weekly Worksheet for ___________________________________________
Priorities:
Snapshot of the week:
M T W TH F S/S
Homework
Activities/
Sports
38
Personal/
Social
To Do:
Studying Assignments Games/ Other
Practice
39
academically.
Lesson 4 Of 7

Group will: Review time management
Group will: Learn how to be and stay organized
Group will: Understand how to plan assignments by “backwards planning”
Lesson Procedure
Overview of Plan In order to review last week’s group session, students will be asked to
(provide a brief summary of overall complete a Time Management Quiz. Once every student has
lesson for session)
completed the quiz, group facilitators will then discuss the content of
the quiz. For the group activity, students will be divided into pairs and
introduced to the idea of “backwards planning.” This particular
activity will teach students the importance of planning and
preparation.
Introduction/ Introduction/Ice Breaker Activity
Ice Breaker Activity ● Materials: Time Management Quiz, pens or pencils
(Include instructions, materials, ● Ask students to complete the Time Management Quiz (a
procedures)
review of last lesson).
● Discuss as a group when everyone has completed the quiz.
Procedure and Lesson: Activity:
● Divide students into pairs. Give each team butcher paper and
a stack of Post-it Notes.
● Have students begin by choosing the final outcome of a
project or an activity (for example, a book report)
● Using a timeline or other visual method, young people then
work backward to outline all the necessary steps to reach that
outcome.
40
● Using Post-it Notes, have students write down each step

necessary to complete that project.
● Students can rearrange steps as they go.
● Once students have decided on all the steps that they will
need to complete the project, give them an amount of time
(i.e. 1 month for the book report) and then ask them to assign
dates to their project based on the steps to complete it. The
butcher paper will be used as their timeline.
● Have students discuss in dyads for five minutes. After that
have 2-3 students share out. Ask the students:
○ Why is it helpful to start with the end result of a
project to plan it?
○ Is it easier to plan our time when we know all the
steps that are required to complete an assignment?
○ How can you use what you learned when planning a
class assignment?
For the discussion, have 2-3 students share out. Ask the students:
● What will make it hard to put into action what you learned
here today?
● What would motivate you to use backwards planning for
future projects?

Participation Data:
students:
lesson(s):
41
Time Management Quiz

1. E ffective time management will help us:

❏Get more done

❏Gain control over our lives
❏Add time to our daily lives
❏Reduce stress
❏ All of the above
2. What are some steps you can take to overcome

procrastination?
3. What questions can you ask yourself to help you prioritize

your tasks?
4. A planner/calendar is a useful time management tool.

❏TRUE
❏FALSE
42
Time Management Quiz - KEY -

1. Effective time management will help us:
❏ Get more done
❏ Gain control over our lives
❏ Add time to our daily lives
❏ Reduce stress
❏ All of the above
2. What are some steps you can take to overcome procrastination?
Any of the following steps would be acceptable answers:
· Do the worst task first.
· Break things up into bite-sized pieces.
· Consider your energy level – use your prime time for tasks that require the most
concentration and time.
· Reward yourself.
3. What questions can you ask yourself to help you prioritize your tasks?
Any of the following answers would be acceptable.
· What is most important to me?

· What are the activities that I value most?
· What is the most valuable use of my time right now?
· How long will it take to complete this task?
· How difficult is it to accomplish this task?
· Do I need the help of others to get the task done?
· What are the consequences of not completing this task?
· Are there deadlines for any of the tasks?
4. A planner/calendar is a useful time management tool.
❏ TRUE
❏ FALSE
Answer is TRUE – a planner/calendar is definitely a useful time management tool.
43
academically.
Lesson 5 Of 7

Group will: Learn the importance of following directions.
Group will: Define a strategy to set priorities.
Group will: Identify steps to overcome barriers to effective time management.
Lesson Procedure
Overview of Plan The beginning of session 5 will be a review of the Time Management
(provide a brief summary of overall quiz from the previous session in order to reinstate the concepts that
lesson for session)
were discussed. To build on last week’s topic, students will complete
a Two Minute Test and a Following Directions activity that will
ultimately indicate the importance of paying close attention to details
and following directions. Afterwards, group facilitators and students
will discuss the differences between the two activities as a group. In
addition, students will be encouraged to think about how they can
relate these strategies to their academic performance and other
school-related activities.
Introduction/ Introduction/ Ice Breaker Activity
Ice Breaker Activity ● Review Time Management Quiz from last session
(Include instructions, materials,
procedures)
Procedure and Lesson: Have the students complete the Two Minute Test. Make sure to time
them for 2 minutes.
● Have 2-3 students share out for each question. Ask the
students:
○ How many of you started to complete the test before
reading the entire test over?
○ What were the directions?
44
○ How does not reading and paying attention to the

directions affect your performance on assignments
and tests?
Have the students complete the Following Directions Activity. Read

the directions to the students and have them follow along. Only read
the directions one time, but give time between responses so that
students can complete what is being asked of them to do.
● Have the students discuss each question in dyads for four
minutes. After that, have 2-3 students share out for each
question. Ask the students:
○ How difficult was this activity?
○ When did the activity become harder?
○ How does this relate to what is going on in class?
○ When does it become difficult to follow along in class?
Have the students discuss each question in dyads for two minutes.
After that, have 2-3 students share out for each question. Ask the
students:
● What do you need to do to focus and pay more attention in
class?
● How has what you learned here today help you in classes in
the future?

Participation Data:
students:
lesson(s):
45
The Two Minute Test

The following quiz is to test your skills in reading and following
directions. You will have exactly two minutes to complete this quiz.
Do not start until your teacher tells you to do so.
1) Read everything carefully before you do anything.
2) Print your name in the upper left hand corner of this paper.
3) Write your favorite color below your name.
4) Draw a line through this sentence.
5) How many times is the word “quiz” used on this test? ______
6) Write your birth date in the upper right hand corner of this paper.
7) Underline the word “teacher” in the directions.
8) Put an “X” in the lower right hand corner of this paper.
9) Circle the number “9” at the beginning of this sentence.
10) Put a circle around your name that you wrote on this paper.
11) Now that you have read everything carefully, only complete numbers 1 and 2.
46
Following Directions Activity

(To be read by leader)
1. Draw 3 apples in the tree.

2. Draw fire in the fire ring.

3. Draw a moon in the sky and color five leaves on

the bush green.

4. Color the squirrel brown and draw three acorns

for it to eat.
5. Color the tent green, draw a hole in the tree

trunk for the squirrel’s nest and draw three stars

in the sky.
6. Color the lantern red, draw 4 fireflies around

the lantern, draw 7 red berries on the bush, and

add three more stars to the sky.
7. Draw 2 apples on the ground next to the tree,

another one half eaten next to the squirrel, put an

“X” on the fire, color the border blue, and color
the night sky.
47
Following Directions Activity for Students

48
academically.
Lesson 6 Of 7

Group will: Learn the importance of their study environments
Group will: Identify what causes them internal and external distractions
Group will: Find ways to improve their study environments by eliminating
distractions
Lesson Procedure
Overview of Plan For the final session, students will begin with an icebreaker activity
(provide a brief summary of overall that will provide a preview for the topic. The group activity will
lesson for session)
require students to reflect on their current study environment and
identify any distractions (internal or external). Once the group has
discussed these distractions, the students will then be provided with
different ways to minimize or completely eliminate them. Students
will utilize a Study Environment Evaluation Worksheet to help guide
them through their reflection.
Ice Breaker Activity ● Material: paper, pens or pencils
(Include instructions, materials, ● Ask the students to write for 5 minutes about where and how
procedures)
they study. While they are writing, cause distractions—hum,
sing, talk, tap pencils, and just be distracting. When they
catch on, explain how these are external distractions. Also
explain internal distractions (hunger, temperature, boredom).
Procedure and Lesson: Hand out the “Evaluate Your Study Environment” worksheet to
students. Give the students 4 minutes to complete the worksheet.
After completing the “Evaluate Your Study Environment” worksheet,
49
have the students share out their results and the pros of a study
environment.
Pass out the “Improving Your Study Environment” worksheet and

give the students five minutes to complete it. Allow students 3
minutes to discuss in dyads.
Talk about the importance of a homework station. Give each student

a copy of the “Homework Station Checklist” and give them three
minutes to complete it.
Closing: Closure Discussion:
Have the students discuss each question in dyads. After that, have
2-3 students share out for each question. Ask the students:
● What can you control in your study environment?
● What do you need to do to create a better study
environment?
● How will a better study environment lead to improved success
in school?
Remind students that next session is the last session and that there
will be a party
Participation Data:
students:
lesson(s):
50
Evaluate Your Study Environment

The three places I study most are:
_____________ ______________ ______________
Circle True or False for each statement below about your study
environment.
True False
1. I am often interrupted by other
people when I study.
2. When I study I start thinking True False

about other things.
3. I text or talk on the phone to True False

my friends when I study.
4. I hear friends or family having True False

fun when I am studying.
5. It is quiet when I study. True False
6. When I study I take many True False

breaks.
51
7. I study when I am hungry. True False
8. I study at a table or desk. True False
9. The tv or radio is on when I True False

study.
10. I rarely study at the same time

True False
each night.
11. I have all the materials I need

True False
to study at home.
52
Improving Your Study Environment
1. O
ne thing I need to change about my study environment is:

2. The best place for me to study is?
3. What materials do I need to have in my study area?
4. What can I do if I can’t study at home?

53
Homework Station Checklist

❏ Good Lighting
Work Space
❏ Work Desk
❏ Comfy Chair
❏ Quiet with No
Distractions
❏ Place for Supplies
❏ Pens
Supplies
❏ Paper
❏ Dictionary/
Thesaurus
❏ Calculator
❏ Scissors
❏ Tape/Glue
❏ Markers/Colored
Pencils/Crayons
❏ Stapler/Paper Clips
54
❏ Pencil
Sharpener/Eraser
Schedules and ❏ School Agenda
Assignments ❏ Calendar
❏ Homework Folders
for Each Class
❏ Sports/Club/Practic
e Schedules
❏ All Books and
Notebooks Needed
55
Overall Group Objective: Students will have a chance to discuss what they learned from the
lessons and indicate the key points that resonated with them the
most.
Lesson 7 Of 7

Group will: Review strategies and skills from the past lessons
Group will: Identify and describe their main takeaway(s)
Group will: Disclose concluding thoughts about the lessons and/or group
experience
Lesson Procedure
Overview of Plan In the beginning of the session, the facilitator will first congratulate
(provide a brief summary of overall the students for participating in all of the previous sessions and
lesson for session)
facilitate the ice breaker activity. Afterwards, students will be
acknowledged for their participation and efforts by celebrating with a
pizza, snacks, and drinks provided by the facilitator. As they are
enjoying their food, students will be asked to partake in a final
discussion regarding what they have learned. During this time,
students will be asked to identify their main takeaway(s), as well as
provide an explanation or reason as to why they chose that. After
each student has answered, the facilitator can then open the floor for
any concluding thoughts that pertain to the lessons and/or the group
experience.
Ice Breaker Activity ● Materials: Talking piece
(Include instructions, materials, ● In order to transition from the ice breaker to the final activity,
procedures)
the facilitator will ask each member to share one thing they
liked about the sessions.
● They will not be prompted to provide a reason because this
will only serve as a quick check-in.
56
Procedure and Lesson: Being that this is the last session, students will be allowed to enjoy
their food and drink while participating in the activity. This casual
format will be utilized in order to help the group members feel at
ease, build a stronger connection, and hopefully enjoy their time with
their peers and group facilitators.
● Students will be asked to sit in a circle.

● With the use of the talking piece, each student will be asked
to identify one of their main takeaways from the lessons and
explain why they chose that specific takeaway.
● After each student has provided an answer, the facilitator will
then allow group members to share any concluding thoughts
about the group experience.
Students will be given 10 minutes to complete the post-test.

Closing: Group facilitators can take this time to thank all of the participants
for their dedication, participation, and patience throughout the group
experience. This would also be the time to provide any
congratulatory rewards or handouts such as certificates.
Participation Data:
students:
lesson(s):
57
Part 7: Evaluation: Pre/Post test

Pre-test for Academic Success
Name: ________________________________________________________________________
1. I know how to improve my current grades.

❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
❏ Strongly Disagree
2. I complete my homework on time.

❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
3. I organize my school work.

❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
4. I lose my assignments.
❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
5. How would you best describe how you set and work towards goals?
❏ I set goals and work towards them.
❏ I set goals, but give up on them because they seem too hard.
❏ I set goals but lose focus.
❏ I sometimes set goals for myself.
❏ I never set goals for myself.
58
6. I have a study plan to prepare for tests that I can use a few days ahead of the test.
❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
7. One thing I would like to learn that I think would help me do better in school is:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
59
Post-Test for Academic Success Group Experience
Name: ________________________________________________________________________
1. I am able to set goals for myself and work towards them.

❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
2. I know what a SMART goal is and am able to set one for myself.
❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
3. I know how to manage my time.

❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
4. I am able to set priorities and follow them.

❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
5. It is hard for me to stay focused and do my classwork/homework.

❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
60
6. I know how to organize my belongings for school.

❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
7. I am able to create a plan for my schoolwork/homework and stick to it.

❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
8. I find it hard to listen to or pay attention to instructions/directions in school.

❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
9. I know how to remove distractions around me when I am studying or doing homework.

❏ Strongly Agree
❏ Agree
❏ Unsure
❏ Disagree
10. The thing I liked best about this group was…

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
11. The thing I did not like about this group was…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
61
Part 8: Self-Reflection
Thien’s Self-Reflection
I believe developing and planning a group counseling experience is straightforward after
completing this assignment. It seemed tedious at first because we had to make everything from
scratch, but I believe that with more practice it will become easier. From this process, I learned
that using data and research was very essential in creating a group counseling experience. Data is
used to collect information on the population a counselor is serving, while research is used to
utilize evidence-based practices to implement within the group counseling experience. Data can
also inform us on what things we would need to improve for the group counseling experience. I
will apply this to future group planning by using different resources, such as California
Dashboard, Aeries, cumulative files, or any other data that is available so that I can learn about
the population at my school site to see what groups would be needed to be formed. From there, I
would research different strategies and activities that I can use in those group experiences.
Another thing that I have learned from this group counseling experience is that it is important to
word and format things a certain way so that our clients will not misunderstand or misinterpret
the information on the forms that we send out. I believe that by having another counselor or
administrator look over my forms will be beneficial because they will provide me with feedback.
This project has also allowed me to self-reflect on my strengths and weaknesses when it comes
to facilitating a group counseling experience.
I believe that the greatest strengths that I have as a facilitator are humor, relationship
building, flexibility, and courage. I have a sense of humor that I believe will help students feel
62
comfortable and enjoy the group experience. According to Sink, Edwards, and Eppler (2012),
students respect and appreciate when they see their counselors as real people with a wide range
of emotions. I believe that I have most of the relationship building skills, such as effective
communication, honesty, authenticity, and empathy. By having these characteristics, it can help
the students build trust in me. I believe that being flexible is a very essential trait that an effective
facilitator needs to have. There are many things that can happen unexpectedly and I believe that I
am comfortable adjusting the agenda to accommodate for that possible event. When it comes to
courage, I believe that I can admit when I make mistakes and that I can share my life experiences
to help the students during the group sessions. By sharing my life experiences, the students will
be able to learn more about me and know that they are not alone. I believe that by having these
characteristics I will make the students comfortable enough to want to participate and invest their
ideas into the group counseling experience.
On the other hand, I believe that there are certain skills that I need to improve on to
become a more effective group facilitator. The skills that I need to strengthen are group
management, cultural and developmental awareness, and being open to criticism. When it comes
to group management, I need to find ways to keep students engaged. According to Sink et al.
(2012), an effective way to keep students engaged is to use a token economy which will
encourage active participation and increase motivation. I will keep in mind that I have to tailor
an appropriate token economy based on the students’ age group. I believe that I do not have
enough exposure to enough cultures and age groups to consider myself aware of the differences
in each group. According to Sink et al. (2012), when it comes to culture, I should approach
63
students with a general curiosity to learn about their culture so I can better serve their
community. I believe that by having two internship sites, I will see the different developmental
stages students experience. When it comes to criticism, I tend to take it personally and ruminate
over it. However, I need to understand when I receive criticism from a student that it is important
feedback. I could use their feedback to improve the group experience for the students.
When it comes to implementing groups in schools, I believe that it is important to have
effective communication. Parents, administrators, and teachers need to be informed about the
different aspects of the group. Administrators and teachers may doubt that the group counseling
experience will not benefit the students and that it is a waste of time. As a school counselor, I
would use evidence-based practices and present it to them to show that these interventions have a
positive impact on students. For parents who have doubts about the group experience, I can hold
a meeting to inform them what their student will be gaining from the group sessions. Another
challenge that I foresee when implementing groups is that teachers would be upset that students
are missing too much class time. I would address this issue by moving the groups sessions to a
different period every week. Another possible solution would be having the teacher record their
lecture so that the students can watch it later. I would also remind students to be responsible and
to catch up on the work that they missed during class time.

64
Maria’s Self-Reflection
Prior to planning and developing our group counseling experience, I assumed that
preparation would simply include school-based data collection and several lesson plans. I was
surprised to discover the amount of skills and strategies needed to create a meaningful group
counseling experience. Parallel to a school’s counseling program, group counseling sessions are
comprehensive and are composed of various elements that contribute to its efficacy. Based on
my personal observation, one of the essential skills that a school counselor must utilize for
producing a group experience would be time management. In order to prepare for the actual
sessions, school counselors must consider the scheduling of events leading up to the group
experience (Cooley, 2009). For example, I learned that they must be mindful of when they are
releasing and collecting consent forms from both parents and teachers because ultimately,
students would not be able to attend without permission. Another factor I consider to be crucial
to the entire group counseling experience would be attention to detail. From the language used in
consent form letters and to the group composition, school counselors must be cognizant of every
aspect involved in the entire group counseling process (Cooley, 2009).
Although each lesson should be intentional, data-driven, and goal oriented, school
counselors must also be flexible to any adjustments or roadblocks that may occur (Sink et al.,
2012). Providing support for a group of students does not guarantee a uniform experience for
each participant of a group experience. School counselors must be prepared to provide
alternative activities, discussion prompts, and topics based on the students’ needs, which may
vary for every session. In the future, I aim to apply all of the skills and useful strategies we have
65
learned about throughout this process. More specifically, I am hoping to significantly improve
my time management and organizational skills so that I am able to successfully facilitate group
counseling experiences for my students. With helpful resources such as our course texts and
other online materials, I am positive that I will be able to enhance my ability to provide effective
group counseling sessions.
On the contrary, I believe that one of my strongest attributes as a facilitator would be my
communication skills. Though we were not able to implement our group counseling experience, I
have always considered myself confident in my communication skills based on my peer
relationships at school and student interactions at work. Fortunately, my work at the Boys &
Girls Clubs of Garden Grove has strengthened my ability to communicate effectively with the
youth, as well as facilitate daily activities that are very similar to the nature of a group counseling
experience. I have recognized my work experiences and training to be beneficial to my
understanding of this course. Nonetheless, planning for a group counseling session is certainly
much more complex than the activities we provide at my workplace.
According to Sink et al. (2010), communication skills for group facilitation includes:
reflecting, clarifying, summarizing, empathizing, questioning, linking, confronting, supporting,
blocking, suggesting, and drawing out. Based on my personal experiences, an area of
improvement would be my cutting off and blocking skills. These would be useful when group
members present challenges such as disruptive or non-productive behavior during a session. Sink
et al. (2010) also indicates that although group facilitators are often concerned about what should
be done within a session, they should also bring attention to who they are. In addition to effective
66
communication skills, I feel that as a group leader, I am open, genuine, caring, present, and
embody a sense of humor. In order to strengthen these skills and characteristics, I will continue
to be responsive to my students and their individual needs.
Based on what I have observed in my practicum sites, implementation of group
counseling experiences can be demanding for all stakeholders that are involved To reduce and
eliminate confusion or miscommunication, effective collaboration is needed among parents,
teachers, as well as other school personnel. It is our role as school counselors to serve as a bridge
between each party in order to provide fruitful group counseling experience for students. To do
so, I believe that it is imperative to relay the same, updated information to all parties involved.
As school counselors, we must also be prepared to address any questions or concerns about the
group experience and provide evidence-based rationale and purpose for the sessions. By
providing data, school counselors are able to showcase the effectiveness of group counseling and
assure parents, teachers, school administrators, and students that their experiences in the sessions
will be valuable. Another common issue that arises is schedule conflict with classes. I would
maneuver through this dilemma by communicating with the students’ teachers and
comprehensively review the options that will not compromise the student’s academic success.
Overall, it is evident that time management, organization, and communication are fundamental
skills that are required for facilitating a successful group counseling experience. Completing this
group counseling project was undoubtedly beneficial to inclusively understanding the
components, materials, and other factors that are involved with providing an effective group
experience for students.

67
References
Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the Relationship Between
Academic Achievement and Social Behavior. Journal of Positive Behavior Interventions,
13(1), 3–16. https://doi.org/10.1177/1098300709359084
Ayub, N. (2010). Effect of intrinsic and extrinsic motivation on academic performance. Pakistan
Business Review.
Campbell, C. A., & Brigman, G. (2005). Closing the achievement gap: A structured approach to
group counseling. The Journal for Specialists in Group Work, 30(1), 67-82.
Cooley, L. (2009). The power of groups: solution-focused counseling in schools. Thousand
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Group Counseling Project

Step 1: School Site………………………………………………………………………………...3

Chronic Absenteeism and Suspension Rate……………………………………………….4

Step 2: Needs Assessment………………………………………………………………………...6

Educator Survey for Group Experience …………………………………………………..6

Student Survey for Group Experience………………………………………………...…..8

Step 4: Consent Form …………………………………………………………………………...11

Step 5: Literature Review………………………………………………………………………..12

Step 6: Design of Intervention…………………………………………………………………...19

Handouts for Lesson 1…………………………………………………………………...20

Handouts for Lesson 2…………………………………………………………………...27

Handouts for Lesson 3…………………………………………………………………...36

Handouts for Lesson 4…………………………………………………………………...41

Handouts for Lesson 5…………………………………………………………………...45

Handouts for Lesson 6…………………………………………………………………...50

Step 7: Evaluation: Pre/Post test…………………………………………………………………57

Pre-test for Academic Success…………………………...………………………………57

Post-test for Academic Success………………………………………………….………59

Step 1: School Site

Intermediate. Approximately 66% of the students are socioeconomically disadvantaged. The

Intermediate have disabilities.

Chronic Absenteeism and Suspension Rate

Approximately 7% of students at Lake Intermediate are chronically absent. The majority

and Socioeconomically Disadvantaged. Approximately 4% of students have been suspended at

According to California Dashboard, the majority of students are meeting grade-level

Step 2: Needs Assessment

Educator Survey for Group Experience

Please circle your position: Teacher Administrator Psychologist Other:____________

Students need more

Students need more

Students need more

Students need more

Students need more

Students need more

Student Survey for Group Experience

Please circle the following that apply to you:

Gender: Male or Female Grade level: 7th 8th

I need help with

I need help with

I need help with

I need help with

Step 3: Selection of Participants

be available for both seventh and eighth graders to join.

gets made, what do you do?”

Step 4: Consent Form

March 11, 2020

___________________________ __________________________ _____________

Step 5: Literature Review

system, cognitive functioning, social-emotional development, behavioral traits, and physical

and skills would assist their ability to thrive in school.

students (DuBois, Briesch, Hoffman, Struzziero, & Toback, 2017). Self-management

interventions are used to promote appropriate classroom behavior by increasing students’

academic enabling behaviors include academic engagement, adherence to classroom rules, or

psychoeducational group study regarding self-regulation in learning on motivational beliefs and

interpretation, organization), metacognitive (planning, monitoring, regulations), and managing

the effectiveness of solution-focused counseling on self-regulation and academic achievement in

Steen (2011) hypothesized that if students participate in a group counseling intervention

improve academic-related behaviors that contribute to success in the classroom, such as

attending to tasks, completing assignments, or asking questions. Although a lack of specific

than those in the control group.

inability to delay immediate gratification in order to obtain academic achievement. Furthermore,

affirmation, identity, and self-relevance (Dweck, Walton, & Cohen, 2014).

in underserved, Southwestern states, there is insufficient evidence on its effectiveness in other

_____________ _

What steps are you

When do you want to

Sp ecific—Means exact. Specific says I want to get an 85 for my 3rd

Re levant—tells why this goal is important to you. If I get an 85 in Social

Rewrite the following goals to make them SMART goals.

My SMART Plan for Success

What exactly will you do?

How will you know if you meet your

What steps are you going to take to

What about your goal makes it important

When do you want to complete your

ow will I show I have Measurable success in reaching my goal?

Time Management Quiz

· What are the activities that I value most?

· What is the most valuable use of my time right now?

· How long will it take to complete this task?

· How difficult is it to accomplish this task?

· Do I need the help of others to get the task done?