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Running head: BLUE DEVIL BRILLIANCE Group Counseling Plan: Blue Devil Brilliance Kelly Hodgkins Virginia Commonwealth University CLED 604

Group Counseling Plan: Blue Devil Brilliance Kelly ... · Kelly Hodgkins Virginia Commonwealth University CLED 604! BLUE DEVIL BRILLIANCE 2 ! Overview Title of Group Blue Devil Brilliance

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Page 1: Group Counseling Plan: Blue Devil Brilliance Kelly ... · Kelly Hodgkins Virginia Commonwealth University CLED 604! BLUE DEVIL BRILLIANCE 2 ! Overview Title of Group Blue Devil Brilliance

Running head: BLUE DEVIL BRILLIANCE

Group Counseling Plan: Blue Devil Brilliance

Kelly Hodgkins

Virginia Commonwealth University

CLED 604  

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BLUE DEVIL BRILLIANCE 2  

Overview Title of Group Blue Devil Brilliance Grade Level 9th grade students Group Description Size of Group: Nine students

Number of Sessions: Seven Length of Sessions: 35 minutes Meeting times per week: Every Friday (beginning September 25th) from 3:20 – 3:55pm

Parent Permission Letter Attached Overview of Counseling Plan The seven-session group will focus on

assisting students with their academic development. Students will actively participate in activities and discussions focusing on time management, study habits, decision-making, goal-setting, and test-taking strategies.

Rationale Statement:

According to Varina High School’s School Report Card, enrollment for advanced

placement courses has decreased over the past three school years and achievement levels for a

majority of the Standards of Learning (SOL) assessments have been below division and state

average scores (VDOE, 2015). In order to assist students improve their test-taking abilities and

build their academic self-efficacy, the “Blue Devil Brilliance” counseling group was

implemented. A group of retained ninth grade students will be provided targeted academic

interventions every week with the goals of developing their study habits, task and time

management skills, goal setting and decision-making skills, and improving their academic self-

efficacy.

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BLUE DEVIL BRILLIANCE 3  

Group Objectives: As a result of this group, students will be able to:

1. Establish more improved attitudes and behaviors, which will lead to successful learning.

2. Adjust their time-management and task-management skills to gain more improved academic outcomes.

3. Develop a variety of study skills that comply with their individual learning style. 4. Develop short and long term academic goals. 5. Demonstrate problem solving and decision-making skills that will lead to

improved academic outcomes.

American School Counseling Association (ASCA) National Standards:

Virginia Standards of Learning (SOL)

A.A1:5 Identify attitudes and behaviors that lead to successful learning. A.A2:1 Apply time-management and task-management skills A.A2:3 Use communication skills to know when and how to ask for help. A.A2:4 Apply knowledge to learning styles to positively influence school performance A.B1:3 Apply the study skills necessary for academic success at each level. A.B2:1 Establish challenging academic goals in elementary, middle, and high school. A.B2:5 Use problem solving and decision-making skills to assess progress towards educational goals.

9.6: Students will develop narrative writings for a variety of audiences and purposes (a, b, c).

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BLUE DEVIL BRILLIANCE 4  

Screening Process  

I chose to screen group members through a combination of referral sources and group

interviews. My practicum supervisor, Ms. Lekai Butler, chose ninth-grade students from her

caseload who are in need of targeted academic support services. Once I had an initial list,

students were called down to the counseling office during their last class period of the day to be

screened for group participation. In order to avoid losing extended amounts of instruction time,

students were brought down in small groups of three - four. This worked well because of the

limited time that was allotted for screening and students seemed comfortable asking and

answering questions during the group interview. The questions that were asked during the

screening interview included:

1. How would you like being in a group to help with test-taking and study skills?

2. What concerns do you have about being in a group?

3. How do you think you can contribute to the group?

4. Do you have any other questions (Jacob, Massen, Harvill, & Schimmel, 2012)?

I was careful in choosing students who would gain practical and beneficial knowledge

from the group topics that they could apply to their academic development. Students who already

have the skills and habits that would be discussed during the group should not be picked for

group participation. In addition, students who would not take the group seriously and avoid

utilizing the applicable skills being built in the group should not participate. I looked for students

who would demonstrate the maturity to actively work in a group setting, engage in a safe and

productive way with their peers and group leader, and hold a positive attitude throughout the

process.  

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BLUE DEVIL BRILLIANCE 5  

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BLUE DEVIL BRILLIANCE 6  

Pre and Post Test (Perception Data): Initials: Directions: For each statement, please check the category (Always, Sometimes, Rarely, or Never) that best applies to you.

Always 4

Sometimes 3

Rarely 2

Never 1

I bring all necessary materials to every class.

I complete all of my assignments on time.

I turn in all of my assignments on time.

I write down all of my assignments in my agenda.

I ask questions in class when I don’t understand something.

I ask my teacher or check my handouts if I am unsure of an assignment.

I use my study halls to complete work or get help from teachers.

I stay after school if I need additional help.

I study for tests ahead of time.

I take the necessary steps that will benefit me before taking a test (for example: getting a good night’s sleep, eating breakfast, prepare supplies ahead of time, deep breaths, etc.)

I plan ahead and complete long-term assignments in steps. My materials are well organized in binders and folders. I have a place, time, and materials to study at home.

*Adapted from Shirley Alvarez, Paula Cotman, Rachel Haney, and Debbie McDonald, 2012 What would you like to learn from this group?

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BLUE DEVIL BRILLIANCE 7  

Session One: Introductions, Confidentiality, and Expectations Time: 3:20 – 3:55pm Friday September 25th, 2015

SESSION GOALS In the first session, students will introduce themselves to each other and to the practicum student leader. Group members will also learn more about the focus and structure of the “Blue Devil Brilliance” Group. We will review confidentiality in addition to creating group rules and expectations as a team. Lastly, homework will be assigned for the next group session.

MATERIALS “Get to know you” ball, poster board paper, marker, and copies of the “Learning Styles” quiz

THEORETICAL BASIS

Person-centered, Solutions Focus Brief Therapy (SFBT)

PROCEDURE 1. When students arrive, they will choose a seat around the table. 2. The group leader will introduce herself with her name, role, and brief

statement about the group’s purpose. 3. Leader will begin to toss around the question ball in order for each student

to introduce himself or herself. 4. Once the students have introduced themselves and answered one question

from the question ball, the leader will talk about confidentiality, what it means, and the limits.

5. Next, leader will bring out expectation poster. Students will take turns sharing about what they think should be the group norms, rules, and expectations. As students share, leader will write the expectations on the poster. The finished poster will be displayed for the following group sessions.

6. Next, the leader will hand out the pre-test for students to complete. 7. Lastly, the leader will discuss session homework for students to bring to

next week’s session. PROCESSING QUESTIONS

• How was the first session for you? • How was being here different from what you thought was going to happen? • Was there anything that happened that you didn’t understand or didn’t like? • Do you have any questions about the group or what’s going to happen?

HOMEWORK ASSIGNMENT

Group members should take learning style quiz - http://vark-learn.com/wp-content/uploads/2014/08/The-VARK-Questionnaire-Younger.pdf

REFERENCES Jacobs, E. E., Masson, R. L., Harvill, R. L., & Schimmel, C. J. (2012). Group counseling: Strategies and skills. Belmont, CA: Brooks/Cole Cengage Learning.

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BLUE DEVIL BRILLIANCE 8  

Session Two: Learning Styles and Motivation Time: 3:20 – 3:55pm Friday October 2nd, 2015

SESSION GOALS In the second session, students will re-introduce themselves and review confidentiality and group expectations. Students will be able to understand more about their learning style from processing their results of the VARK questionnaire and discussing results with students who also learn the same way. Students will be able to understand more about their motivations to learn.

MATERIALS Extra copies of the VARK questionnaire, copies of the VARK scoring sheet, signs that say “V,” “A,” “R,” and “K” – on each sign write the learning style and defining characteristics about the learning style.

THEORETICAL BASIS

Person-centered, Solutions Focus Brief Therapy (SFBT)

PROCEDURE 1. When students arrive, they will choose a seat around the table 2. Group leader facilitates a name round to re-introduce group members and

any new group members. Group leader will check in with members about their week and answer any questions about the group process thus far.

3. Ask students to take out their completed learning style inventories and prompt discussion about the process.

4. Hand out the scoring sheet and have each student tally up their total. The letter that has been circled the most corresponds with the student’s prospective learning style.

5. Depending on the student’s prospective learning style, group members will move into groups with other students with a similar learning style.

6. In groups, students should read their specific VARK sign, discuss their results, and envision their perfect classroom with the “group discussion” processing questions.

7. As a large group, briefly discuss what each group came up with. Ask students, “How do you think this can help you this school year?”

8. Summarize what was discussed in the group session, check in on group process, preview next week’s session, and assign homework.

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BLUE DEVIL BRILLIANCE 9  

PROCESSING QUESTIONS

VARK Inventory Discussion: • How was filling this out for you? • What questions did you answer that surprised you? Confused you?

Made you think? • What did you learn about yourself as you were filling this out?

Group discussions: • Do you think this learning style fits you? How so? • Think about your perfect classroom. What kinds of things would this

classroom have to help you best learn? Think about what has worked for you in the past to help you learn; would this classroom have these things?

• How would tests be given? • How would the teacher teach lessons? • What kind of activities would you be doing?

Check In Discussion: • Please share what stands out to you the most about being in this group

and/or what you would like to see the group do differently. HOMEWORK ASSIGNMENT

Share your results with a family member, teacher, or friend. Talk about what you learned about yourself and bring what stood out to you in your conversations to next week’s session.

REFERENCES Fleming, N.D. (2007). The VARK questionnaire: For younger people. Retrieved from

http://vark-learn.com/wp-content/uploads/2014/08/The-VARK-Questionnaire-Younger.pdf.

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BLUE DEVIL BRILLIANCE 10  

The VARK Questionnnaire – The Younger Version How Do I Learn Best? Choose the answer which best explains your preference and circle the letter(s) next to it. Please circle more than one if a single answer does not match your perception. Leave blank any question that does not apply. 1. I like websites that have: a. things I can click on and do. b. audio channels for music, chat and discussion. c. interesting information and articles in print. d. interesting design and visual effects.

2. You are not sure whether a word should be spelled 'dependent' or 'dependant'. I would: a. see the words in my mind and choose by how they look.

b. hear them in my mind or out loud.

c. find them in the dictionary.

d. write both words on paper and choose one.

3. You want to plan a surprise party for a friend. I would: a. invite friends and just let it happen.

b. imagine the party happening.

c. make lists of what to do and what to buy for the party.

d. talk about it on the phone or text others.

4. You are going to make something special for your family. I would: a. make something I have made before.

b. talk it over with my friends.

c. look for ideas and plans in books and magazines.

d. find written instructions to make it.

5. You have been selected as a tutor or a leader for a holiday program. This is interesting for your friends. I would: a. describe the activities I will be doing in the program.

b. show them the map of where it will be held and photos about it.

c. start practising the activities I will be doing in the program.

d. show them the list of activities in the program.

6. You are about to buy a new digital camera or mobile phone. Other than price, what would most influence your decision? a. trying it.

b. reading the details about its features.

c. it is the latest design and looks good.

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BLUE DEVIL BRILLIANCE 11  d. the salesperson telling me about it.

7. Remember when you learned how to play a new computer or board game. I learned best by: a. watching others do it first.

b. listening to somebody explaining it and asking questions.

c. clues from the diagrams in the instructions.

d. reading the instructions. 8. After reading a play you need to do a project. Would you prefer to:? a. write about the play. b. act out a scene from the play. c. draw or sketch something that happened in the play. d. read a speech from the play. 9. You are about to hook up your parent’s new computer. I would: a. read the instructions that came with it. b. phone, text or email a friend and ask how to do it. c. unpack the box and start putting the pieces together. d. follow the diagrams that show how it is done. 10. You need to give directions to go to a house nearby. I would: a. walk with them. b. draw a map on a piece of paper or get a map online. c. write down the directions as a list. d. tell them the directions. 11. You have a problem with your knee. Would you prefer that the doctor: a. showed you a diagram of what was wrong. b. gave you an article or brochure that explained knee injuries. c. described to you what was wrong. d. demonstrated what was wrong using a model of a knee. 12. A new movie has arrived in town. What would most influence your decision to go (or not go)? a. you hear friends talking about it. b. you read what others say about it online or in a magazine. c. you see a preview of it. d. it is similar to others you have liked. 13. Do you prefer a teacher who likes to use: a. demonstrations, models or practical sessions. b. class discussions, online discussion, online chat and guest speakers. c. a textbook and plenty of handouts. d. an overview diagram, charts, labelled diagrams and maps. 14. You are learning to take photos with your new digital camera or mobile phone. I would like to have: a. examples of good and poor photos and how to improve them.

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BLUE DEVIL BRILLIANCE 12  b. clear written instructions with lists and bullet points. c. a chance to ask questions and talk about the camera’s features. d. diagrams showing the camera and how to use it. 15. You want some feedback about an event, competition or test. I would like to have feedback: a. that used examples of what I have done. b. from somebody who discussed it with me. c. that used a written description or table of my results. d. that used graphs showing what I achieved. 16. You have to present your ideas to your class. I would: a. make diagrams or get graphs to help explain my ideas. b. write a few key words and practice what to say again and again. c. write out my speech and learn it by reading it again and again. d. gather examples and stories to make it real and practical.

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BLUE DEVIL BRILLIANCE 13  

Session Three: Academic Self-Concept and Goal Setting Time: 3:20 – 3:55pm Friday October 9th, 2015

SESSION GOALS In the third session, students will learn about term “academic self-concept” through personal application. Students will be able to use the REBT framework to deconstruct negative thoughts about their academic abilities and develop more positive behaviors and attitudes. With this foundation, each student will also be able to create one short- and one long-term goal accompanied by three-five action steps to help achieve their goal.

MATERIALS Blank sheets of paper with ABCDE columns, index cards, writing utensils THEORETICAL BASIS Person-centered, Rational Emotive Behavioral Therapy (REBT) PROCEDURE I. Academic Self-Concept

1. When students arrive, they will choose a seat around the table. 2. Greet students and hand them each a blank sheet of paper. 3. Students will take time to write down their thoughts, feelings, and

opinions about their academic capabilities. 4. After students take time to write, leader takes one example to work on

with the group. Leader will use REBT framework (ABCDE steps) to break down irrational cognitions and reframe with positive self-talk. If no one offers and example, leader will choose a personal example.

5. Students work independently to replace their negative talk with positive talk. If there is time, have a few students share their positive self-talk strategies.

II. Goal Setting 6. Students will think of one short- and one long-term goal they would like

to achieve before Thanksgiving Break. Students will write them down on an index card.

7. In dyads, students will discuss processing questions. 8. After a few minutes of discussion, some students will share what they

have talked about with the whole group. 9. Leader will summarize what was discussed in the group session, preview

next week’s session, and assign homework. PROCESSING QUESTIONS

Writing Prompts: • How do you feel about your ability to do well in your classes? • Think about a time in one of your classes where you were learning

something particularly difficult. How did you feel? What made you feel this way? What did you think about yourself (I thought that I was...)?

Goal Setting Dyads • What have you chosen as your short- and long-term goals? • What might pose as a barrier to achieving your goals? • What would help them in achieving their goals? • What are some beginning steps that can get you started towards making

progress? HOMEWORK ASSIGNMENT

None

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BLUE DEVIL BRILLIANCE 14  

REFERENCES Bauer, S. R., Sapp, M., & Johnson, D. (2000). Group counseling strategies for rural at-risk high school students. High School Journal, 83(2), 41-51.

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BLUE DEVIL BRILLIANCE 15  

Session Four: Task and Time Management Time: 3:20 – 3:55pm Friday October 16th, 2015

SESSION GOALS In the fourth session, students will be able to write out their daily schedules on a weekly time log. Students will also be able to arrange their schedule to make time to complete or study for upcoming tests, quizzes, projects, and/or homework assignments.

MATERIALS Copies of the weekly time log, copies of the time log evaluation, THEORETICAL BASIS

Person-centered, Solutions Focused Brief Therapy

PROCEDURE 1. When students arrive, they will choose a seat around the round table. 2. Explain to students that we will be discussing time management today

through looking at their schedules and seeing how they allot their time to different commitments.

3. Hand students a blank copy of the weekly time logs (Moore, 2004) for them to complete during the session.

4. Have students fill in the time log by going through each of day of the week and blocking out the times of the day where they participate in different activities, such as sleep, work, school, homework, family, sports, etc/

5. Ask students to move into pairs and discuss their time log evaluations with the dyad processing questions.

6. As a whole group, ask students to think about their assignments/tests/events next week. Have students write them down in their agenda books, notebooks, or in their phones after group. After they are written, ask students to think aloud about what they need to do prior to those dates to prepare or accomplish these assignments.

a. For example, I have a test on Wednesday, soccer game on Monday, a project due Thursday. I know I have to study for at least an hour each day from Saturday until Tuesday, work on the project for at least a half hour each day from Saturday until Wednesday, and make sure I divide my time on Monday so I can play soccer.

7. Leader will summarize what was discussed in the group session, preview next week’s session, and assign homework.

PROCESSING QUESTIONS

Dyad processing questions: • What did you notice about your time log? • What surprised you about your results? • What would you like to change after seeing your time log?

HOMEWORK ASSIGNMENT

Think about the changes you wanted to make after seeing your weekly time log and start putting those changes into practice this week.

REFERENCES Moore, S. (2004). Striving towards educational and personal success. Retrieved from

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BLUE DEVIL BRILLIANCE 16  

TIME LOG Sunday Monday Tuesday Wednesday Thursday Friday Saturday 5 5:30 6 6:30 7 7:30 8 8:30 9 9:30 10 10:30 11 11:30 12 pm 12:30 1 1:30 2 2:30 3 3:30 4 4:30 5 5:30 6 6:30 7 7:30 8 8:30 9 9:30 10 10:30 11 11:30 12 am 12:30 C=Class; H=Homework; A=Activities; FA=Family; FR=Friends; W=Work; SC=Self Care; S=Sleeping; O=Other

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BLUE DEVIL BRILLIANCE 17  

Session Five: Study Habits and Test Taking Strategies Time: 3:20 – 3:55pm Friday October 23rd, 2015

SESSION GOALS

In the fifth session, students will be able to develop a variety study strategies that relate to their individual learning style. Students will also be able to develop a plan to apply these study strategies to an upcoming test. Lastly, students will be able to learn tes- taking strategies that can help them during a testing day.

MATERIALS Flash cards with study suggestions written on each, VARK learning styles described on poster board, blank sheets of paper, writing utensils

THEORETICAL BASIS

Person-Centered, Solutions Focused Brief Therapy (SFBT)

PROCEDURE 1. Before students arrive, have flash cards with different study suggestions taped around the room.

2. When students arrive, they will choose a seat around the round table. 3. In a round, ask students about their time management progress from the

previous week. Have students answer two questions: What did you want to change after seeing your time log and how did making those changes help you with you managing your time?

4. Share with students: Now that we have our time allotted for studying during the week, we are going to discuss some helpful study strategies that will help you to prepare for your tests and assignments. We will also go over test taking strategies that could help you with taking standardized tests or tests for your classes.

5. Ask students to think back to their learning styles that we discussed early in the group process. Depending on their learning style, ask students to walk around the room and collect which study suggestions that they think work best for their learning style. Students from the same learning style will walk around and collect flash cards at the same time.

6. After students complete the activity, have them come back to the table and have a seat.

7. Have students think about a test that they will have in the near future. Individually, have students write a brief reflection on different ways they will study for the test and when this will happen.

8. Once completed, give students the opportunity to share aloud. 9. Hand students a test taking strategies handout that showcases a checklist of

guidelines to follow during test day. 10. Leader will summarize what was discussed in the group session, preview

next week’s session, and assign homework. HOMEWORK ASSIGNMENT

Since we are having a panel of speakers next session from the 12th grade who are graduating, please write down three questions you would like to ask them about what helped them stay on track towards finishing high school. Bring these questions to our next session.

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BLUE DEVIL BRILLIANCE 18  

REFERENCES Education World (n.d.). Teaching study skills: Ideas that work. Retrieved from http://www.educationworld.com/a_curr/profdev064.shtml.

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BLUE DEVIL BRILLIANCE 19  

Study Skills Flash Cards: Read your notes aloud

Organize your papers so you are working with everything you need

Make an outline or graphic organizer of written work

Do a project

Quiz yourself Write the content over and over until it’s memorized

Use a worksheet as a quiz by covering up the answers and re-doing it

Look over old quizzes and try to figure out why you’re making mistakes

Look over returned assignments from the unit

Answer study guide questions

Tell someone else what the topic is about

Look up parts of the assignments that you didn’t understand the first time

Practice with flash cards

Ask someone to quiz you

Read and re-read Highlight your notes

Summarize the material

Read your notes aloud

Draw pictures or diagrams to help break down the material

Attend a review session with your teacher

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BLUE DEVIL BRILLIANCE 20  

Session Six: Panel with 12th grade group Time: 3:20 – 3:55pm Friday October 30th, 2015

SESSION GOALS In the sixth session, students will be able to hear from members of the 12th grade counseling group and their experience during their high school year. After asking questions and understanding various paths, students will be able to reflect on their own experiences and connect how their journeys are alike or different and what stood out to them about the discussion.

MATERIALS None THEORETICAL BASIS

Person-centered, Solutions Focused Brief Therapy (SFBT)

PROCEDURE 1. When students arrive, they will choose a seat around the round table. 2. Review their questions that they developed for homework. 3. Remind students that this session will include a conversation with 12

grade students from Varina High School (VHS). Let them know it will be an informal discussion in which there is no need to raise hands. If they have a question or comment, please feel free to ask and share but make sure it aligns with our group norms.

4. Leader will ask the first couple of questions and then open up discussion to the group.

5. Remind students that next week will be our last session in which we will reflect on our time together and celebrate our accomplishments. Summarize what was discussed in the week’s session, answer any questions, and assign homework

PROCESSING QUESTIONS

Group Panel Discussions: • What is your name and what are you planning to do after high school? • How did you decide what you wanted to pursue after graduation? • How did you come to understand what was needed to successfully

graduate from high school? • What worked well for you during your high school years to help you

towards graduation? • Who and what were helpful support systems for you during your high

school career? • What is one situation during your high school years where you made a

decision that helped set you up for successfully completing high school? • What do you like most about where you are now? • Do you have any words of wisdom or advice for our 9th grade students?

HOMEWORK ASSIGNMENT

Write a short reflection on what they took away from this discussion with recent VHS graduates.

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BLUE DEVIL BRILLIANCE 21  

Session Seven: Conclusions and Celebrations Time: 3:20 – 3:55pm Friday November 6th, 2015

SESSION GOALS

In the seventh session, students will be able to reflect about what they have learned within the group experience and celebrate their accomplishments during the group process.

MATERIALS Sand, sand tray/plastic container, seashells, rocks or glass pebbles, clear plastic cups, plastic ziplock bags, small pieces of paper, permanent markers, and writing utensils

THEORETICAL BASIS

Person-centered, Solutions Focus Brief Therapy (SFBT)

PROCEDURE 1. When students arrive, they will choose a seat around the round table. Hand each student a plastic cup and instruct him or her to write their names on their cup.

2. Remind students that this is our last session together and we are going to reflect on what we have accomplished these past seven weeks and move forward towards life after graduation.

3. Inform students that the beach is one of the most calming places in the world. One activity that people find calming to do at the beach is to find seashells or pebbles along the shore. Some people share this activity with other people that they care about as they walk along the beach.

4. Explain to students that even though our group is ending, the skills, strategies, and memories that we created in here will remain. Instruct students to then use their plastic cup to scoop sand from the sand container to keep for themselves.

5. Next, instruct students to take nine seashells/pebbles each and write something on the piece of paper that reminds them about each member of the group. This includes:

a. Something that they appreciate about the group member. b. Something that they liked about the group member. c. A memory that you shared with that group member that reminds you

of your time together during group. 6. Then, if time permits, have each student walk around the table, share their

notes for each group member, and drop a seashell or pebble in each group member’s cup. If there is limited time, have students walk around the room at the same time leaving their notes in front of each cup for the specific group member and dropping the seashell/pebble into their cup. By the end of the walk around, each student should have nine different notes and nine pebbles in their sand cups.

7. Group leader will then share their notes for each member and drop pebbles in their cups.

8. Explain to students that the sand, pebbles, and seashells are the beach that walked together. The pebbles and seashells will be reminders of how our group impacted each member and what we have accomplished as a group.

9. Ask students the group processing questions.

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10. Administer the post-test survey. 11. Dismiss the group.

PROCESSING QUESTIONS

Group processing questions: • Overall, how was the group process for you? • How do you think you have changed as a result of this group? • What will you take with you from this group as you finish senior year and

graduate high school? HOMEWORK ASSIGNMENT

Daniels, A. (2013, April 7). Group counseling: Appreciation sand ceremony [web log comment]. Retrieved from https://sites.google.com/site/creativeschcounseling/lessonplans/ groupcounselingappreciationsandceremony.

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References Bauer, S. R., Sapp, M., & Johnson, D. (2000). Group counseling strategies for rural at-risk high

school students. High School Journal, 83(2), 41-51. Daniels, A. (2013, April 7). Group counseling: Appreciation sand ceremony [web log comment].

Retrieved from https://sites.google.com/site/creativeschcounseling/lessonplans/

groupcounselingappreciationsandceremony. Education World (n.d.). Teaching study skills: Ideas that work. Retrieved from http://www.educationworld.com/a_curr/profdev064.shtml. Fleming, N. D. (2007). The VARK questionnaire: For younger people. Retrieved from http://vark-learn.com/wp-content/uploads/2014/08/The-VARK-Questionnaire- Younger.pdf. Jacobs, E. E., Masson, R. L., Harvill, R. L., & Schimmel, C. J. (2012). Group counseling: Strategies and skills. Belmont, CA: Brooks/Cole Cengage Learning. Kaffenberger, C. & Young, A. (2013). Making data work. Alexandria, VA: American School

Counselor Association. Virginia Department of Education (2015). Varina High. Retrieved from https://p1pe.doe.virginia.gov/reportcard/report.do?division=43&schoolName=1139.