Final Group

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Running head: GROUP PROPOSAL Kahn

Alli Kahn
Group Counseling Proposal
Group Name/Topic:
“Girl Talk”: Focus on - physical changes, puberty, menstruation, healthy friendships and
romantic relationships, as well as sexual health and development
Rational for Group Proposal:
Prior to middle school many female students will have already started their progression
through puberty, as well as started hearing and seeing information about sex and sex related
topics from friends on through technology. Research, has shown that in Pennsylvania specifically
there is no state mandated requirement in regard to sexual education in school, however data also
shows a positive impact on student’s when a sexual education is received (Planned Parenthood,
2021).
According to a qualitative study by Shams, Parhizkar, Mousavizadeh and Majdpour
(2017), mothers find the best place for their daughters to learn about sexual health is from
themselves. The mothers continued to identify self-training and education as an important
resource to make this possible. However, not all students have a mother/female guardian with
willingness to participate in such a training and some students may not have a mother or female
guardian at all. In an alternate study conducted by Robinson, Smith, and Davies in 2017, the
findings were a bit different than the former. The results showed parents openness to sexual
education, as well as expressing parents claims relevancy and importance for schools and parents
to work together in an effort to educated their children. Many of the parents however, did believe
there are topics that should only be discussed at home, but ultimately specified this does not take
place most of the time (Robinson et, al. 2017).

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Additionally, there are a number of other reasons that students may not receiving the
education, information, and guidance at home surrounding physical and sexual development
(Hakanson, 2019). As mentioned previously, some female students do not have a mother or
female guardian with the knowledge to touch on such topics or even a person of reference to
model. Similar could be said for a child who has no older sibling to act as a model or ask for help
when discovering new variations within their own body. In an article from 2017, Cath Hakanson,
a sex educator has proposed a number of reasons as to why parents avoid or do not want to
discuss sexual education topics with their children. Hakanson explains, many parents express a
concern for corrupting their child’s innocence as well as worry about children actually doing the
things they have once discussed. Robinson, et al. (2017), offers support to this in that those
students who are offered a sexual education participate in a decreased number of risky sexual
activities, have a lower partner count, and have a decreased chance at becoming pregnant.
Another reason Hakanson (2017), describes as communication issues regarding sexual health
between children and their parents is that of lack of parental knowledge in terms of the subject in
general or in that of how to physically communicate the information properly.
The reasons described previous, are why researchers has proposed such a heavy
suggestion on a collaborative take on this topic in reference to educating children. The education
of students regarding sexual health is crucial for their own informed decision making, awareness
and understanding of sexual relationships and the ethics surrounding the topic (Robinson, et al.
(2017). However, education for the parent is extremely important in hopes of students achieving
a comprehensive and all around understanding of the topic. Therefore, implementation of a
parent education training or resource may also deem necessary (Shams, et al. 2017).
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While parents are unsure about how to discuss these topics with their children, the
children are just as uncomfortable bringing up these topics to their parents or guardian. This
could be due to discrepancy it terms of appropriateness within culture contexts. Guzman, Golub,
Caal, Hickman, and Ramos (n.d.) explain, overall teen pregnancy rates in the United States are
decreasing, however, the pregnancy rates for Hispanic youth are not. The researchers explain that
most Latino parents and teens did not discuss sexual related topics in the house, as well as the
teens describing the conversations to be. “halting, uncomfortable, and not detailed or
informative” (Guzman, n.d.). This could be a similar outcome for those students who are living
with grandparents or an older relative (Hakanson, 2017).
Doctor Elizabeth Jeglic, deems that providing information to all students in an overall
statute of both female and male sexual and reproductive health is extremely important. Students
having an idea of what one another are going through physical regardless of gender is necessary
for their growth, education and for their future. Similar, more recently the relevance for gender
awareness plays a large role in the importance for all students receiving a comprehensive sexual
education (Western Australia Department of Health, n.d.).
There is increased significance in giving all students this education there are also benefits
in focusing on certain topics within a certain gender. Menstruation is a great example, in that
only those sex defined as females will have this experience. Directing more specific focus on this
topic may benefit the overall education of those students experiencing this part of life rather than
those who do not (Augustine Institute, 2017). Females and males also have a large differentiation
when it comes to development of maturity levels which can make discussing puberty and sexual
health in a more gender inclusive setting may be beneficial. Researchers have also found
discussing these topics for some may assist in easing cultural barriers. Meaning helping parents
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find comfort knowing their child will be educated only on that of their own gender and
development (WA Department of Health, n.d.). Although, researchers have found the most
significant reason students may prefer to learn about these topics within their own gender is their
own comfortability. In 2016 Pound, Langford, and Campbell explained, that many male students
feel vulnerable and anxious when discussing these topics, as well as the females students fearing
risk of sexual harassment if they were to participate in the class discussion. Researchers also
described students as feeling embarrassed or nervous in asking further questions or commenting
during co-ed classroom discussion on these topics (Pound, et al. 2016).
In addition to physical changes, students at this age will enter Erik Erikson’s
psychosocial stage of development, “identity vs. role confusion”. During this period of time
many individuals will start to experience self-related questions in reference to their own identity
as a human being (McLeod, 2018). Similar to gender identity is that of individuals during this
stage of development exploring, questioning, and contemplating their own sexual orientation
(Planned Parenthood, 2021). While there is some school curriculum that touches on sexuality in
terms of sexual orientation it is much more of a general overview. More specific and detailed
education on sexuality, sexual orientation and gender identity is viewed as an important factor in
today’s society explains, Fraser Health in 2021. These topics surround who we are, as well as our
beliefs, values and experiences. In providing a comprehensive education to students a more
detailed explanation and discussion on these specific points would be beneficial in regard to
students interpersonal knowledge and self-awareness (Fraser Health, 2021).
While figuring out themselves sexually and in terms of their own identity students at this
stage of development are starting to notice those they are attracted to now more than ever.
Education on healthy and appropriate friendships and romantic relationships is also described as
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crucial information for pre-teens (Planned Parenthood, 2021). Often times children are not
informed on this area of information until they are already in a relationship or dealing with the
aftermath of one. Providing these individuals with preventative knowledge will more likely help
them engage in healthy friendships and romantic relationships (Planned Parenthood 2021).
In 2009 Amy Orecchia, performed a study in reference to sex education groups for
adolescent girls. Her findings present a positive light on providing girls with the opportunity to
participate in a small psychoeducational group. Specifically, that girls who may participate in
such a group may be a limited risk for contracting a sexually transmitted disease, as well as
decrease chance of teen pregnancy (Orecchia, 2009).
Objectives for the Group:
 To educated and inform students about their own bodies and social/emotional changes
 To implement peer support and realization others are also changing and are experiencing
or will experiencing similar changes
 To provide appropriate, positive, and impactful answers to all or as many questions as
possible
 To act as an educational source for those experiencing or who will be experiencing
changes and experiences relevant to these topics
 Expose students to knowledge and resources specifically focused on sex and sexual
health
 To educate students on the legality of relationships and what it means to be in a healthy
romantic or sexual relationship
 To provide students with an abundance of definitions for terms related to these topics, as
well as other educational handouts and references

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 To provide both students and their guardians knowledge and information regarding
physical, emotional and social development
Logistics:
Group Composition:
This group will consist of approximately 10-12 female middle school students
ranging from sixth to eighth grade. These students may have already experienced many of the
topics discussed or may be seeking knowledge on changes they know are upcoming.
This group will consist of
Group Frequency and Duration:
This group will be meeting in total four different times: Twice a week over a two
week period. The group will be meeting for 90 minutes each time and will happening during
lunch (60 minutes) and straight into the students “flex period” after lunch (30 minutes). Students
will be able to bring their school or packed lunch to group on the days of meeting.
Group Procedures:
Group confidentiality and rules will be a large aspect and focus for this group. There will
confidentiality reminders at the beginning of each group, as well as a reminder of group rules
throughout the group meetings.
The significance and importance of group topics will be heavily mentioned, as well as
group members being encouraged to take information from group and use it within their daily
lives or as necessary upon experience. Similar the same information will be given to the
parents/guardians of students in hopes to educate them to help better assist their children.
There will be effort and focus on educating these students on the female physical,
emotional and social changes. At the preliminary group meeting/screening the group members
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will all receive their group binders. These binders will consist of group handouts, a group lesson
guide, a definition sheet, physical diagram of the female reproduction system, as well as several
“I still don’t know” cards for the students to use to maintain questions throughout the group they
may have. Each group session will end by having students fill out their “I still don’t know” cards
and start with reviewing the “I still don’t know” cards from the previous session.
The group leader will also encourage and promote linking for group members in
hope of establishing group trust and cohesion. This may make it easier while progressing through
the group topics as they may be more “awkward” to discuss for students. Additionally, member
leadership is encouraged to promote an idea of common ground amongst group members in
reference to experiences and feelings.
Throughout each group session the group leader will also be providing worksheets, as
well as other materials that are to be placed in the students group binder. A variety of different
ice breakers, group activities, evaluations, and approaches will be used throughout the group
depending on the specific group topic focus for that day. Additionally, each group session will
have a group “lesson” or teaching portion. During this time students will receive information in a
powerpoint presentation manner and use their lesson guide to understand and organize concepts.
Evaluation Measures:
To end each group session students will have time to fill out their “I still don’t
know” that we will than begin each session reviewing. Throughout each lesson, students will be
asked to complete worksheets that are related to the topics being discussed that group session.
These worksheets will then be collected and reviewed for understanding. At the beginning of the
group and upon termination of the group there will be a pre and post survey given. This survey
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will act as an indicator to get an overall understanding and measure of the groups impact and
effectiveness.
Advertising Strategies to Secure Group Members:
There will be multiple different ways, “Girl Talk” will be advertised or made known to
the students, as well as their parents. Specifically, for the parents/guardians an “advertisement
flyer” will be sent to each students household to bring overall awareness to the group. Parent’s
will also be emailed a link to a “Parent Resource/Information Website” in addition to receiving
the link via the mailed flyer (Website Link Appendix A).
Students will receive even more notice of the group than their parents. Similar, to their
parents the students will receive the flyer in the mail, as well as receiving the flyer to their own
school emails. Teachers will also be asked to have the flyers available and visible within their
classrooms and the flyers will also be visible around the school building to promote group
recruitment. Finally, each morning I will place a “morning announcement request” to be made
regarding the group including: The name of the group, when and where the pre-group meetings
will be held, and information about the “group sign-up cards”.
Pre-group Meeting Outline:
Each student who turns in a, “group sign-up card”, students whose parents specifically
requested their membership in the group, as well as “walk-ins” will be screened and eligible for
group participation. During the individual pre-group screening session students will first be
given their “group binders”. This binder initially provides: Group topics/general overview, a
group lesson guide, a group rules handout, a confidentiality handout, a confidentiality contract,
the parent permission slip, numerous “I still don’t know cards”, a definition/glossary section, a
female diagram for the female reproductive anatomy, as well as the pre-group survey (See
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Binder Materials PDF). As the group progresses students will be encouraged to place any
additional handouts, worksheets or information of their choice within their binders to use as
reference throughout and after the group.
Each student will be individually screened and given the same information regarding the
group. Additionally, much of the information given in the binder to be used as reference
throughout the group lessons will be discussed and reviewed within the pre-group meeting. As
the group leader I will be making sure to communicate:
 The purpose of the group and the topics that will be discussed during
group lessons
 The process of the group and a general overview of what will take place
during group
 The importance of confidentiality being maintained within the group
 The reasons confidentiality may need to be broken
 The group confidentiality contract they will be asked to sign if they chose
to show up to the first group session
 The group rules I have developed
 The days, times, and location the group will take place
 The importance to attending group
o Missing one day of group is a day of group information lost!
 The significance that although attendance is encouraged group
participation and attendance is not mandatory
 The risks and benefits of participating in a small counseling group
 The option to leave the group at any point

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 The importance of linking and collaborating with other group members,
but also the negative aspects subgrouping can bring to the group
 The expectations I have and what I would want from the group:
o Maintenance of confidentiality
o Respecting group rules and group members
o Effort to attend group meetings
o Participation in group lessons
o Group members to ask questions and communicate with other
group members
Throughout my explanation for all of these details, I will be asking the students if they have any
questions or anything they would like to add. I will also specifically be asking the students the
following questions after I have explained the information above:
 "If you feel okay with answering, what brings you to “Girl Talk”?”
 “Is there something specific you would like to learn during a group
lesson?”
 “Overall, would you like to get out of participating in “Girl Talk”?”
 “While looking over my list of group rules: Off the top of your head, are
there any rule(s) you may like to add?”
 “While reviewing our group topics: Is there anything specific you were
hoping to learn about I did not mention?”
 “On a scale from 1 being (not at all) to 10 (I really need this information),
how would you describe yourself when thinking about needing the
information on the topics we have just discussed covering in group?”

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 “Personally, what would you like from me as a the group’s leader?”
The last chunk of each pre-group meeting will be spent having the students fill out and
turn in the pre-group survey, asking a final question, and reminding students about two tasks.
The final question I will be asking the students during this meeting is, “Is there anything that is
still concerning you or holding you back from wanting to participate in this group?” and
following up with a discussion if the student does share. I will then end the pre-group meeting
session by adding the students to a, “Group Reminder” e-mail list. Group members will receive
frequent reminders during the days leading up to and the day of their group to help them
remember to attend group sessions. Finally, I will remind the students to have their parents read
and sign their permission form, as well as have it turned into my office prior to the day of our
first group session.
Appendix A
https://allparentswanttoknowk8.weebly.com
Group Content:
Group Lesson 1:
Topic: Physical Development – Puberty and Periods
Opening:
The first group session will start off with a reintroduction of the importance and
concept of confidentiality. This includes what confidentiality is in general, what confidentiality
means in the group, as well as the reasons why confidentiality may need to be broken.
Additionally, we will cover the group rules as an entire group and the students will sign and turn
in their Group Confidentiality Contracts.

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Following will be starting with an ice-breaker activity, “Pass The Candy”. Each
group member will be given a small pack of Skittles to use as a way to choose the ice-breaker
question they will answer. I will provide the group with a reference handout as to what question
will go with what color Skittle. Group members will use the reference handout and eat all of their
Skittles, except for the color Skittle that corresponds to the question they would like to answer.
 Red – Tell the group a story or a joke
 Green – If you could have your dream job what would it be and why?
 Orange – Name as many body parts in 15 seconds as you can
 Yellow – Who is your favorite artist/band and why?
 Purple – What 3 things would you take with you to an island if you
could only take those 3 things?
We will then be moving from the ice-breaker activity right into our first group “lesson”.
Content:
The content of the first group lesson will start with students following along in
their group lesson guides for “Day 1” of group. The topics for today’s group will be directed
related to experiences and changes coinciding with female puberty and menstruation.
Moving on from the presentation, I will be putting students into smaller groups of
3 to 4 students. After groups have been assigned students will then receive markers and a large
human sized piece of poster/construction to completely the group content activity.
Student Assignment:
1. Have one of your group members lay on your piece of paper

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2. Trace that group members full body
3. In 20 minutes outline and fill in as much as possible (and appropriate)
in relation to what we have learned or discussed in group today
4. I will be reminding the group throughout the activity to keep their
drawings appropriate for the school environment
This activity will be timed and the group who provides the most accurate information will
receive an additional bag of Skittles used in the ice-breaker.
Closing:
To close the first group session students will be presenting their posters to the
group. Students will be asked to share as much information as possible from their creation, as
well as name one thing they learned in group they did not know prior to coming to group that
day.
Finally, another explanation of the “I still don’t know” cards is given and group
members are given. The remainder of the group session will be dedicated to filling out if the
cards if group members wish. The cards will then be discussed at the beginning of the next group
session.
Lesson Materials:
Ice-Breaker Color Reference Question Chart (See Lesson 1 Materials PDF)
“Girl Talk” Day 1 Group Presentation (See Lesson 1 Materials PDF)

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Lesson Resources:
“Feeling Too Tall or Too Short (for Kids) - Nemours KidsHealth.” Edited by Steven
Dowshen, KidsHealth, The Nemours Foundation, Sept. 2016,
kidshealth.org/en/kids/my-height.html.
“Five Things Girls Want to Know About Periods (for Kids) - Nemours KidsHealth.”
Edited by Larissa Hirsch, KidsHealth, The Nemours Foundation, Jan. 2020,
kidshealth.org/en/kids/five-period.html.
NHS. “Puberty: Just The Facts.” Health For Teens, NHS, 22 Oct. 2019,
www.healthforteens.co.uk/growing-up/puberty/puberty-just-the-facts/.
Parenthood, Planned. “How Do I Use Tampons, Pads, Period Underwear & Menstrual
Cups?: Facts & Info.” Planned Parenthood, Planned Parenthood, 2021,
www.plannedparenthood.org/learn/health-and-wellness/menstruation/how-do-i-
use-tampons-pads-and-menstrual-cups.
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Group Lesson 2
Topic: Physical Development - Acne, Breasts, Shaving, Height and Weight Changes
Opening:
“Girl Talk” group session number 2 will start off similar to that of the first group
session: A confidentiality and group rules reminder. Following, we will start with reviewing
students “I still don’t know” cards from the previous session. After answering any questions or
following up on an unknowns we will move into our opening activity. This ice-breaker activity
is, “Pick a Card, Any Card” and involves students choosing between a variety of topic and/or
challenge cards. Each card is a different color and coincides with 1 of 4 topics, however students
will not be told about the topic variation to keep answers less similar.
The topics or challenges on the cards include:
Pink: this or that?
Blue: Would you rather?
Yellow: Tell us about your...
Green: Name as many … as you can in 30 seconds
Along with giving their simple answer each student (except those choosing a green card)
will be asked, why in addition to their initial question.
Content:
The group content portion of this group session will start by students opening
their lesson guides and following along with the Day 2 information. I will be using another
presentation to showcase the information for this group session similar to that of the first.
After getting through the more teaching/informative portion of the group we then
will move into our content activity. Although, only receiving information from two group
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session presentations students now have numerous definitions and concepts to understand. To
review and continue understanding these topics we will be playing “Puberty Bingo”. This bingo
game will be based off a number of definitions for topics and related concepts discussed in group
sessions one and two. Group members may play as many rounds of bingo as possible until their
approximately 15 to 20 minutes left in the group session. Each winner will receive a small piece
of candy for the effort and representation of knowledge.
Closing:
To close the second group session, students will start by filling out their “I still
don’t know” cards to be reviewed at the beginning of the next group session. After completing
this tasks, students will be asked one final question to close the group. In reference to next group
students will be asked to share or name: One thing they know about healthy and appropriate
dating/romantic relationships”.
Lesson Materials:
Ice-Breaker “Pick a Card, Any Card” Cards (See Lesson 2 Materials PDF)
Bingo Definition Sheet (See Lesson 2 Materials PDF)
Bingo Card (See Lesson 2 Materials PDF)

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Lesson Resources:
“Acne (for Kids) - Nemours KidsHealth.” Edited by Patrice Hyde, KidsHealth, The Nemours
Foundation, June 2014, kidshealth.org/en/kids/acne.html?WT.ac=ctg#catgirlstuff.
Body Hair, U.S. Women's Department of Health and Human Services,
www.girlshealth.gov/body/puberty/changes_hair.html.
“Breasts and Bras (for Kids) - Nemours KidsHealth.” Edited by Mary L. Gavin, KidsHealth, The
Nemours Foundation, May 2018, kidshealth.org/en/kids/breasts-bras.html?
WT.ac=ctg#catgirlstuff.
“Sexual Development (for Parents) - Nemours KidsHealth.” KidsHealth, The Nemours
Foundation, kidshealth.org/en/parents/development-foyer.html?WT.ac=ctg#catsexual-
health.
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Group Lesson 3
Topic: Social/Emotional Development – Healthy Friendships and Dating Relationships
Opening:
To open lesson three of “Girl Talk” we will start by reviewing and discussing the
“I still don’t know” cards from after the previous lesson. I will also be reminding group members
about confidentiality and group rules before moving into our ice-breaker opening activity.
The opening activity for lesson three is, “Roll To Respond” and is very similar to
that of the ice-breaker from the first lesson. Students will be shown a number question reference
chart to coincide with the number they roll on a single dye. There are six possible prompts all
start with the premise, “What would you do…” and cover a variety of situations.
The prompts include:
1 – If your friend stopped talking to you right now?
2 – If your partner ended things and you were already having a bad day?
3 – If you got your period at school for the first time?
4 – If someone close to you wanted you to do something you did not want
to do?
5 – If your friend promises to keep a secret, but told everyone anyways?
6 – If all of your friends were hanging out, but they did not invite you?
To finish the closing portion of group session three I will be asking each member
give me their best definition of, “peer pressure”.
Content:
Like the previous two group sessions the content portion will begin with the
presentation of the lesson three information. Students will use their lesson guides to follow along
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with the material and will be encouraged to ask any questions they may have in reference to the
new material/topic. I will also be providing a “Dealing With Peer Pressure” handout at this time
for the group members to put in their binders for future reference.
Following the presentation I will be matching students up into pairs to complete
two different group activity worksheets. The first worksheet will involve: The pairs discussing
the, “law and legal” aspects of romantic/dating relationships to reinforce information just
presented. The second work sheet will then involve the pairs doing a bit more thinking and
listing: All of the qualities and characteristics possible of both healthy and unhealthy
relationships.
After all of the pairs have completed both worksheets we will be discussing them in
further detail as an entire group. Upon closing the content portion of the group, both worksheets
will be collected to be reviewed for understanding.
Closing:
Closing group session three will start by the group members filling out their final
set of “I still do not know card’s that will be reviewed during the last group. The closing activity
for group session three is very “hands on” in comparison to the previous closing discussions.
Students will be asked to participate in a, “Positive Me!” Jar activity and may take their mason-
jar home with them after the end of this session. Each group member will be given their own
custom mason-jar with the group members name painted on in their favorite color. Students will
then be given numerous cards with a few prompts related to today’s lesson, as well as blank
cards to students to customize their own positive vibes for their jar.
Positive jar card prompts include:
 “I am a good friend because…”

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 “It makes me happy when my friends…”
 “When faced with negative peer-pressure I…”
 “I stay away from negative peer-pressure because…”
 “Your own personal positive vibes…”
With roughly two or three minutes remaining in the group I will ask the students
if anyone would like to share anything from their jar.
Lesson Materials:
Coping With Negative Peer-Pressure Handout (See Lesson 3 Materials PDF)
Illegal vs. Legal Worksheet (See Lesson 3 Materials PDF)
Characteristics of Relationships Worksheet (See Lesson 3 Materials PDF)

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Lesson Resources:
“Age of Consent.” Age of Consent | Pennsylvania Coalition Against Rape (PCAR), Pennsylvania
Coalition Against Rape, 2021, pcar.org/laws-policy/age-consent.
“Am I in a Healthy Relationship? (for Teens) - Nemours KidsHealth.” Edited by D'Arcy
Lyness, KidsHealth, The Nemours Foundation, Feb. 2017, kidshealth.org/en/teens/healthy-
relationship.html?WT.ac=t-ra#catboy.
CT.gov. “Healthy Friendships and Relationships.” CT.gov, Connecticut’s Official State Website,
2021, portal.ct.gov/AdvocatesCorner/Life-Tips/Your-Choices/Healthy-Friendships-and-
Relationships.
“Dealing With Peer Pressure (for Kids) - Nemours KidsHealth.” Edited by D'Arcy
Lyness, KidsHealth, The Nemours Foundation, July 2015, kidshealth.org/en/kids/peer-
pressure.html?ref=search#catboy.
“Sexual Harassment and Sexual Bullying (for Teens) - Nemours KidsHealth.” Edited by
KidsHealth Behavioral Health Experts, KidsHealth, The Nemours Foundation, 2019,
kidshealth.org/en/teens/harassment.html?ref=search#catboy.
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Group Lesson 4
Topic: Sexual Development - Sexuality, Sexual Orientation, Gender Identity, Consent,
Sexual Health, & Birth Control
Opening:
The final group lesson will start with reviewing the “I still do not know” cards
from the previous group session and discussing. After, I would continuing to open the final
group session by asking group members to answer two questions:
1. “Express briefly on thoughts and feelings regarding it being our last
time meeting as a group”.
2. “What would you do right now if you had a baby? There is no option
or chance of abortion and you may not have even given birth. Simply,
what would you do if you had a baby given to you right now?”
Following these questions there will be a class discussion throughout the group
members giving their answers.
Content:
Moving into the final informative portion of the group meetings, students will
follow along with the final portion of the lesson guides. After covering an abundance of
information and important concepts students will participate in a Kahoot. This Kahoot will
comprehensive in that it covers information, concepts, and definitions from all of the group
sessions. The Kahoot winner will receive a full sized candy bar for their effort and proof of
knowledge.
During this portion of the group students will also be given a Birth Control and STD
Wordfind to take with them and complete if they wish too.

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Closing:
To close the final group session we will still be filling out “I still do not know”
cards. Students will have the option to fill out the cards and turn them into my office drop-box
after the final group.
The final activity the group members will participate in during “Girl Talk” will
be, “The Suitcase Activity”. Students will be given numerous “post-cards”, as well as a
plastic pencil box (their suitcase) to complete his activity.
Specifically, students will be tasked with:
1. Filling up their “suitcase” with post-cards
a. Written on these post-cards should be: A
 Anything the student can take with them from
group to use in their everyday life
 Any information or lesson the student finds
personally valuable from group
Students will then be encouraged to share anything they wish from their suitcase
with the rest of the group members as a final group discussion. With around 7 minutes
remaining in the final group session I will be giving the students the group post-test for
accountability and group effectives data to be analyzed and applied.
Lesson Materials:
Kahoot Questions (See Lesson 4 Materials PDF)
Birth Control and STD Word Find (See Lesson 4 Materials PDF)
Suitcase Activity Directions Handout/Post Cards (See Lesson 4 Materials PDF)

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Lesson Resources:
“About Birth Control (for Teens) - Nemours KidsHealth.” Edited by Larissa Hirsch, KidsHealth,
The Nemours Foundation, May 2018, kidshealth.org/en/teens/contraception.html?
WT.ac=ctg.
FraserHealth. “Gender and Sexual Identity in Schools.” Fraser Health, Fraser Health, 2020,
www.fraserhealth.ca/health-topics-a-to-z/school-health/sex-education-and-sexual-
identity/gender-and-sexual-identity-in-schools#.YFl13y1h1QJ.
KidsHealth. “Sexual Health - Nemours KidsHealth.” KidsHealth, The Nemours Foundation,
2021, kidshealth.org/en/teens/sexual-health/?WT.ac=t-nav-sexual-health.
Killermann, Sam. “Comprehensive* List of LGBTQ+ Vocabulary Definitions - ❤ It's
Pronounced Metrosexual.” It's Pronounced Metrosexual, 2020,
www.itspronouncedmetrosexual.com/2013/01/a-comprehensive-list-of-lgbtq-term-
definitions/.
Weatherspoon, D. “8 Period Myths We're Setting Straight.” Healthline, Healthline, 15 Apr.
2015, www.healthline.com/health/womens-health/period-myths.
25
Proposal Resources
Augustine Institute. “The Why Behind Single Gender Small-Groups.” Leaders.formed.org,
Augustine Institute, 2020, leaders2.domain-account.com/2018/04/06/the-why-behind-
single-gender-small-groups/.
FraserHealth. “Gender and Sexual Identity in Schools.” Fraser Health, Fraser Health, 2020,
www.fraserhealth.ca/health-topics-a-to-z/school-health/sex-education-and-sexual-
identity/gender-and-sexual-identity-in-schools#.YFl13y1h1QJ.
Guzman, Lina, et al. Lets (Not) Talk About Sex, Child Trends, Nov. 2013,
www.childtrends.org/wp-content/uploads/2013/11/2013-50LetsNotTalkAboutSex.pdf.
Hakason, Cath. “A Better Way to Start Sex Education.” Sex Ed Rescue, Cath Hakason, 1 Feb.
2021, sexedrescue.com/.
Hall, Kelli Stidham, et al. “The State of Sex Education in the United States.” The Journal of
Adolescent Health : Official Publication of the Society for Adolescent Medicine, U.S.
National Library of Medicine, June 2016,
www.ncbi.nlm.nih.gov/pmc/articles/PMC5426905/.
Jeglic, Elizabeth. “Should Boys and Girls Get Sexual Education Separately?” Psychology Today,
Sussex Publishers, 24 Feb. 2018, www.psychologytoday.com/us/blog/protecting-children-
sexual-abuse/201802/should-boys-and-girls-get-sexual-education-separately.
26
Mcleod, Saul. “Erik Erikson's Stages of Psychosocial Development.” Erik Erikson |
Psychosocial Stages | Simply Psychology, Simply Psychology, 2018,
www.simplypsychology.org/Erik-Erikson.html.
Perry, David, et al. “Gender Identity in Childhood: A Review of the Literature - David G. Perry,
Rachel E. Pauletti, Patrick J. Cooper, 2019.” SAGE Journals, SAGE Journals, 2 Apr. 2019,
journals.sagepub.com/doi/full/10.1177/0165025418811129?
casa_token=pgNkqnjcDgAAAAAA%3A2ZimREdm0adzt9S1I0HXmrH5UEzkUC1Sa-
C52NU-i0GESM8giMtExUe5RUXhj9gpXJA29tSDFrGJ.
Planned Parenthood. “Talking Sex, Puberty & Relationships: A Resource for Parents.” Planned
Parenthood, Planner Parenthood, 2021, www.plannedparenthood.org/learn/parents.
Planned Parenthood. “Sex Education Laws and State Attacks.” Planned Parenthood Action
Fund, Planned Parenthood, 2021, www.plannedparenthoodaction.org/issues/sex-
education/sex-education-laws-and-state-attacks.
Pound, Pandora, et al. “What Do Young People Think about Their School-Based Sex and
Relationship Education? A Qualitative Synthesis of Young People's Views and
Experiences.” BMJ Open, U.S. National Library of Medicine, 13 Sept. 2016,
pubmed.ncbi.nlm.nih.gov/27625058/.
Robinson, Kerry, et al. “Responsibilities, Tensions and Ways Forward: Parents' Perspectives on
Children's Sexuality Education.” Taylor & Francis, 2017,
www.tandfonline.com/doi/full/10.1080/14681811.2017.1301904.
27
Shams, M., Parhizkar, S., Mousavizadeh, A. et al. Mothers’ views about sexual health education
for their adolescent daughters: a qualitative study. Reprod Health 14, 24 (2017).
https://doi.org/10.1186/s12978-017-0291-8
U.S. Department of Health and Human Services. “Talk to Your Kids About Sex.” Talk to Your
Kids about Sex - MyHealthfinder, U.S. Department of Health and Human Services, 23
Mar. 2021, health.gov/myhealthfinder/topics/everyday-healthy-living/sexual-health/talk-
your-kids-about-sex#panel-7.
Von Rosen, Antonella J., et al. “Sexual Health and the Internet: Cross-Sectional Study of Online
Preferences Among Adolescents.” Journal of Medical Internet Research, JMIR
Publications Inc., Toronto, Canada, 2017, www.jmir.org/2017/11/e379/.
Western Australia Department of Health. “Should Boys and Girls Be Separated for Puberty and
Sexual Health Education?” Should Boys and Girls Be Separated for Puberty and Sexual
Health Education? - GDHR Portal, Western Australia Department of Health, 2021,
gdhr.wa.gov.au/-/should-boys-and-girls-be-separated-for-sex-education-.

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Running head: GROUP PROPOSAL Kahn

Group Counseling Proposal

romantic relationships, as well as sexual health and development

Rational for Group Proposal:

According to a qualitative study by Shams, Parhizkar, Mousavizadeh and Majdpour

themselves. The mothers continued to identify self-training and education as an important

place most of the time (Robinson et, al. 2017).

general or in that of how to physically communicate the information properly.

a comprehensive and all around understanding of the topic. Therefore, implementation of a

with grandparents or an older relative (Hakanson, 2017).

education (Western Australia Department of Health, n.d.).

described students as feeling embarrassed or nervous in asking further questions or commenting

during co-ed classroom discussion on these topics (Pound, et al. 2016).

beliefs, values and experiences. In providing a comprehensive education to students a more

students interpersonal knowledge and self-awareness (Fraser Health, 2021).

decrease chance of teen pregnancy (Orecchia, 2009).

Objectives for the Group:

or will experiencing similar changes

 To provide appropriate, positive, and impactful answers to all or as many questions as

 To act as an educational source for those experiencing or who will be experiencing

changes and experiences relevant to these topics

 To educate students on the legality of relationships and what it means to be in a healthy

romantic or sexual relationship

well as other educational handouts and references

physical, emotional and social development

This group will consist of

Group Frequency and Duration:

throughout the group meetings.

leadership is encouraged to promote an idea of common ground amongst group members in

reference to experiences and feelings.

Advertising Strategies to Secure Group Members:

will also be emailed a link to a “Parent Resource/Information Website” in addition to receiving

will be held, and information about the “group sign-up cards”.

Pre-group Meeting Outline:

reference throughout and after the group.

the group leader I will be making sure to communicate:

 The importance of confidentiality being maintained within the group

 The reasons confidentiality may need to be broken

to show up to the first group session

 The group rules I have developed

 The importance to attending group

o Missing one day of group is a day of group information lost!

 The significance that although attendance is encouraged group

participation and attendance is not mandatory

 The risks and benefits of participating in a small counseling group

 The option to leave the group at any point

o Respecting group rules and group members

o Effort to attend group meetings

o Participation in group lessons

o Group members to ask questions and communicate with other

following questions after I have explained the information above:

 “Overall, would you like to get out of participating in “Girl Talk”?”

there any rule(s) you may like to add?”

hoping to learn about I did not mention?”

information on the topics we have just discussed covering in group?”

first group session.

Topic: Physical Development – Puberty and Periods

concept of confidentiality. This includes what confidentiality is in general, what confidentiality

in their Group Confidentiality Contracts.

 Red – Tell the group a story or a joke

 Orange – Name as many body parts in 15 seconds as you can

 Yellow – Who is your favorite artist/band and why?