Group Counseling for Under Achieving, Unmotivated Students



Group Counseling for Under Achieving, Unmotivated Students

A Group Counseling Project

Mary Mainio

Hopper/Carlson

EGC 505

8/27/07

Structure and Design

Overall Group Goals

1. Begin self realization of barriers

2. Learn about the impacts of our attitude and feelings

3. Learn about motivation

4. Gain goal setting and organizational skills

Organization of the Group

The group will be for seventh graders. It will be based on students who have done well on standardized tests and WASL, yet are failing due to missing homework, absences and/or social and behavioral problems. The group will have six students and will meet once a week for 45 minutes over the course of eight weeks. If time allows or need be we may continue longer. This will be a closed group, but I may run more than one group throughout the year, if necessary. The group meetings will take place in my counseling office every week.

Intake Interview Format

1. Introduce myself

2. Discuss what group counseling is (group of students working together, etc.)

3. Explain what the group is about

a. Topic

b. Group Goals

c. Frequency

d. Duration

e. Confidentiality

f. Commitment (regular attendance, timeliness, participation and sharing)

4. Explain when rules will be established

5. Discuss respect of others in the group

6. Ask how they feel they can contribute or bring to the group and what they want to get out of it

7. Answer any questions student has Determine whether a good fit

8. Hand out permission slip

Session Goals and Activities

Session 1-Introduction

Forming: We will be in the forming stage during this session. Students need to feel safe, included and validated. It is important to establish trust and the group norms and rules. This session will be more informal and social.

Goals:

1. Introductions/icebreaker

2. Establish group rules, including confidentiality discussion

3. Establish a group name

4. Self assessment

Materials:

Koosh ball, “The 7 Habits Quiz”

Predicted Leadership Skills:

Create the norms and rules

Establish cohesion

Model appropriate behaviors

Culture building

Build rapport

Icebreaker:

Everyone stands in a circle and when the Koosh ball is tossed to you, you say who you are and two things you want to get out of the group.

Group Rules:

Everyone has input as to what the rules should be and everyone has to agree on them.

Discussion:

Reiterate the things students stated they wanted to gain from group and link them to each other and talk about helping each other reach our goals for group.

Activity:

Everyone completes “The 7 Habits Quiz.” Then discuss how everyone felt as they filled it out. Was it hard or easy to answer the question? Do you wish you felt differently about any of you answers?

THE 7 HABITS QUIZ Strongly Disagree…………………………………….Strongly Agree

1. I feel in control of my life. 1 2 3 4 5

2. I begin each day by planning. 1 2 3 4 5

3. I am organized. 1 2 3 4 5

4. I communicate well. 1 2 3 4 5

5. People say I am a good listener. 1 2 3 4 5

6. I am happy for friends when they do well. 1 2 3 4 5

7. I keep my promises. 1 2 3 4 5

8. I care about the well being of others. 1 2 3 4 5

9. I set goals regularly. 1 2 3 4 5

10. I enjoy working with others on projects. 1 2 3 4 5

11. I prioritize my work, and do the most

important things first. 1 2 3 4 5

12. I exercise my mind by reading,

learning, etc. 1 2 3 4 5

13. Other people often have valuable ideas. 1 2 3 4 5

14. I exercise regularly and eat healthy

foods. 1 2 3 4 5

Closing:

Review what the rules are and the commitment of the group. Review session time for next week. Ask each student, on a scale of 1-10, how they feel about the first session.

EALRs:

Communication 2.1- Uses language to interact effectively and responsibly in a multicultural context.

Communication 2.2- Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.

Reading 3.2- Read to perform a task.

Rationale: The activities were set up to establish the norms of the group and the rules. The icebreaker gave everyone a common ground, they could all relate to it. The activity give the facilitator a better idea of what the students feel about themselves and provides the students with food for thought about themselves.

Process Questions:

What are some fears or doubts you have about the group?

What did you learn about each other from this exercise?

Yalom’s Curative Factors:

Universality-everyone realizes that they are not alone; they are all there because they are struggling in school

Possible Problems:

Students may have trouble trusting. They may not want to share.

Linking can help to get people feeling safe.

Session 2-Feelings

Storming: Members are starting to feel more comfortable. As we start to discuss feelings there are bound to be some conflict. The may challenge the facilitator or each other. There may be some conflict as avoidance to the issues at hand. The group rules and norms must be reiterated.

Goals:

1. Discuss what feeling are

2. How do feelings impact our lives

Materials:

Book “What Every Kid Should Know,” whiteboard, markers, paper, pencils, The Perfect Person Worksheet and “How Well Do I Play the School Game?” survey.

Predicted Leadership Skills:

Defuse any escalating behaviors

Culture building

Keep norms and expand them

Model empathy and listening skills

Icebreaker:

Everyone chooses a color to describe themselves and how they have felt this past week.

Reiterate group rules and review last week’s session.

Activity 1:

I will read a section of the book “What Every Kid Should Know” about how some kids feel about themselves. Then we will discuss how this made everyone feel as I read it.

Discussion:

Afterwards, we will write feeling words on the board and each student will pick three words to describe how they feel about themselves. We will discuss why they picked the words and how those feelings impact their daily experiences, attitudes and progress at school.

Activity 2:

The perfect person worksheet provides insight into what a “perfect” or ideal person is to the student. It then compares how their own characteristics are similar and different from their perfect person.

Closing:

Recap what we discussed in group today. Go around and ask what the activities today have caused each student to be more aware of about them.

Homework:

Complete the “How Well Do I Play the School Game?” worksheet and bring it back next session.

HOW WELL DO I PLAY THE SCHOOL GAME?

Check each item below that describes you and school.

_____ 1. I leave assignments and projects until the last minute.

_____ 2. In order to get something done, I may settle for less than my best.

_____ 3. If I have to choose between my school work and almost any other activity, the school work comes in second.

_____ 4. Because I am not prepared for class, I feel anxious and upset about school.

_____ 5. I worry about being embarrassed in school if the teacher calls on me and I don't know the answer.

_____ 6. I am afraid that my friends will find out that I am not doing well in school.

_____ 7. When learning seems too hard, I just give up.

_____ 8. My teachers don't seem to know or care about how I learn best.

_____ 9. I sometimes find out that I have done an assignment incorrectly because I didn't understand the directions, or because I didn't check the directions to see if I was doing it right.

_____ 10. I forget the dates that assignments are due.

_____ 11. I purposely don't do well on some assignments so my friends won't think I'm a nerd.

_____ 12. I avoid trying new things because I may not be good enough at them.

_____ 13. I kill time in class by daydreaming.

_____ 14. Sometimes I turn in my work late because I'm not satisfied with how I did and I need more time to revise it.

_____ 15. Sometimes my teachers use words I don't understand.

_____ 16. Big projects overwhelm me. I think I'll never get them done.

_____ 17. I don't know some of the things my teachers expect me to know.

_____ 18. I have a hard time asking for help

EALRs:

Reading 2.3- Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

Health and Fitness 3.4- Understand how emotions influence decision-making.

Communication1.2- Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

Rationale: Feelings is the topic for session 2 because often time there are underlying issues for students who are low achieving. This brings up a sensitive topic but allows the facilitator to see deeper into the possible reasons behind the school problems. It also gets the students to start opening up. The facilitator can link feelings to the students and the group can start to become cohesive and trusting. The homework was a way to get the students to think about where their difficulty is, some of the feelings they have and why they are not successful. Often times kids don’t think about the why, it just becomes a habit and they just do it.

Process questions:

What are you feeling as a result of this exercise?

What was the easiest/hardest part of the exercise for you?

What do you need to give in order to get out what you want from this group?

Yalom’s Curative Factors:

Universality-everyone is hurting or going through some kind of strain

Installation of Hope-they can work through it together

Existential Factors-each person has to take responsibility for their actions

Possible Problems:

Feeling are a tough topic. Some students may interrupt or break rules to interfere with the process. People may not want to share feelings. The leader will need to remind students of the rules and norms. Linking may help with sharing and comfort. Silence may be needed in this session. Super mothering could be a problem. The leader will also have to keep students from probing each other.

Session 3-Motivation

Norming: At this point we are in the norming phase. Everyone has clear expectations and knows what the purpose of the group is. The students will start to work together and relate to one another. There may still be some conflict due to fears of individuals, but the cohesiveness is starting to become more apparent.

Goals:

1. Discuss what motivates us

2. How to get motivated

3. What keeps you unmotivated

Materials:

Motivational Quote cutouts, Self-Motivation Poster

Predicted Leadership Skills:

Keep discussions going through linking

Extend students’ capabilities

Support

Review rules and recap from last session.

Icebreaker:

We will discuss how the “How Well Do I Play the School Game?” questionnaire made the students feel. Did anything surprise them about themselves?

Go around-What is one thing that motivates you?

Activity:

Pass out quotes to each student and have them interpret to the group what they think each quote means.

QUOTES

Imagination is the beginning of creation. You imagine what you desire; you will what you imagine; and at last you create what you will. George Bernard Shaw

Accomplish something for yourself, not others. Emma Jingle

It's how you deal with failure that determines how you achieve success. David Feherty

Education comes from within; you get it by struggle and effort and thought. Napoleon Hill

When there is a start to be made, don't step over! Start where you are. Edgar Cayce

Though no one can go back and make a brand new start, anyone can start from now and make a brand new ending. Carl Bard

Discussion:

Talk about the quotes, how they make you feel. Talk about what motivates the students at school and what doesn’t.

Activity 2:

Read Self-Motivation Poster together and discuss what each means and what students can put in place to achieve each step. Discuss how we can become more self-motivated.

SELF-MOTIVATION POSTER

Being a self-motivated person means:

*Finding discipline within yourself, not just outside yourself

*Holding yourself accountable for meeting commitments

*Setting goals and working toward them regularly

*Get rid of habits that don’t help you

Closing:

Recap of the session and go around-How did today’s activities relate to your life outside this group and outside of school?

Discuss what we will cover next week and the time of the next session.

EALRs:

Communication 3.3- Uses effective delivery.

Reading 2.3- Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

Rationale: Motivation can be powerful. I wanted to link some of the feeling they may have about school from the homework to motivating factors. The quotes where a way they could interpret motivational phrases into something they could relate to. I also wanted to get them thinking about what motivates them and how they can start to motivate themselves.

Process Questions:

What insights have you gained from this activity?

How does this relate to your life?

Yalom’s Curative Factors:

Interpersonal Learning-trust is being established and people are receiving feedback and relating to each other’s experiences

Development of Socializing Techniques-Everyone is starting to communicate and share experiences

Possible Problems:

Lack of participation may be a factor because we are discussing things that the students are not comfortable or familiar with. Leader will have to show reinforcement and possibly direct questions. Leader also needs to bring it back to the real world at the end of each session to show validity.

Session 4-Problem Solving

Norming: The students are cohesive and working well together at this point, but again there may be some students who are avoiding issues and using conflict to hinder the progress. There can be resistance to change.

Goals:

1. How to problem solve

2. How to prioritize tasks

3. Begin to learn the process of organization

Materials:

Think Tank Products chart, white board, markers

Predicted Leadership Skills:

Create commonalities

Move toward change

Reflection

Icebreaker:

On a scale of 1-10 how are you feeling about school right now?

Activity:

Think Tank

Everyone shares thoughts and feelings about a specific task or problem that I will present. The problem in this scenario will be how to find time to do both homework and have fun. Then they will proceed to develop a product or solution. The product is essentially solving the problem and reaching the outcome. The group will have 3 min. to complete each of the following tasks: brainstorming, making a choice, determining the course of action, refining the idea, presenting the idea and evaluating the idea’s success.

Discussion:

How did this task relate to your daily life? How do you learn to balance school life and home life or situations? How do you prioritize your time and make sure you accomplish all that needs to get done?

Closing:

Recap of session. Reminder that we are halfway done with our sessions.

Go around-What can you do at school this week to practice the process you learned today?

EALRs:

Communication 3.3- Uses effective delivery.

Science 2.1- Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.

Rationale: Problem solving is a skill that is lacking for many at risk youth. Problem solving skills are used in every part of your life, so it is important to create relevancy to it. With this activity they were able to take a problem that they could relate to and problem solve it. The discussion then become why problem solving is so important and how often we use it, as well as how to problem solve effectively.

Process Questions:

How can you use this information outside the group?

What similarities did you notice between your responses and others’ responses? Differences?

Yalom’s Curative Factors:

Altruism-students are helping each other, relating to each other

Direct Advice-from peers in the group

Imitative Behavior-Students may step up to avoid looking “bad’ or because they are getting the concepts and are engaged

Possible Problems:

Lack of participation. Leader will have to link and compare. Leader can also summarize people’s responses.

Session 5-Goals

Norming/Performing: The group should be moving into the performing stage by the fifth session. Trust and flexibility are an integral part of the session. Everyone shares and wants to participate for the group’s success.

Goals:

1. Learn importance of setting goals

2. Learn process of setting goals

Materials:

SMART goals planning sheet, paper, pens

Predicted Leadership Skills:

Move toward change

Maintain norms

Promote growth

Icebreaker:

Tell us about a goal you have achieved or want to achieve.

Remind everyone that we have four sessions left.

Activity:

I will give each student a task to complete. They will have 15 minutes to write a plan as to how they will achieve it.

Tasks:

Learn how to ride a skateboard

Learn how to download music on an Ipod

Learn how to drive

Learn how to use the Internet

Learn how to write a paper

Learn how to cook

Discussion:

What was this task like for you? Easy or hard? Talk about how they set a series of goals to achieve a task. What are some goals you might set for school or home? Talk about the SMART Goal-Specific, Measurable, Action-Oriented, Realistic, Timely. What do each of these mean? How do we achieve it?

Closing:

Review of session. Talk about how students can apply what they learned.

Reminder that we only have 3 sessions left.

EALRs:

Writing 2.2- Writes for different purposes.

Writing 4.2- Sets goals for improvement.

Communication 4.2- Sets goals for improvement.

Rationale: Everyone has to set goals to be successful. This activity allowed the students to set goals for how they were going to complete a task, without them realizing at the time that that is what they were doing. Then you can go back and show the students the relevancy of goal setting, and that goals can be big or small, short term or long term. It is also important to discuss how to set goals that are effective. The SMART model give the students a simple way to do what they may think is a complex procedure.

Process Questions:

What did you learn form this experience?

How can you apply what you have learned?

Yalom’s Curative Factors:

Interpersonal Learning-each is learning from the other, sharing ideas and feedback

Altruism-Helping each other become very important

Possible Problems:

Blocking questions and mind raping. Leader will have to ensure that students are respectful of each other’s goals and ideas.

Session 6-Organization

Performing: The group will continue to have common goals and be successful in producing results. The group is strong and cohesive. Everyone is comfortable and roles are established.

Goals:

1. Importance of organization

2. How to stay organized

3. Time Management

Materials:

Poster board, markers

Predicted Leadership Skills:

Ensure learning from each other

Support

Extend capabilities

Icebreaker:

If I could change one thing about how I prepare for school it would be….

Discussion:

Ideas about how to get and stay organized, such as calendars, specific places for homework items, timers, etc. What is important and what can wait. How can you become organized at school? Home?

Activity:

Create a Time Management grid that compliments each students life according to the following categories: Important/Urgent-must be done, Important/Non-Urgent-should be done, Non-Important/Urgent-need to get done, but not right now, and Non-Important/Non-Urgent-time wasters. Share posters with the rest of the group.

Closing:

Recap of session. How will this help you be better prepared for school? Reminder that there are only 2 sessions left.

EALRs:

Writing 1.1- Prewrites to generate ideas and plan writing.

The Arts 2.3- Apply a responding process to an arts presentation.

Rationale: Time management and organizational skills are very important for students to know. You can effectively problem solve and set goals, but if you do not have these skills, none of that matters. At risk students usually have the hardest time with time management and organization. These skills are critical for success. This lesson provides ideas and ways t stay organized and on top of things. It creates a model for deciphering between importance things and non-important.

Process Questions:

What can you do this week to practice what you have learned?

How did you feel during this activity?

Yalom’s Curative Factors:

Interpersonal learning-Everyone has something to offer and learning is taking place

Altruism-Everyone wants to help and know what they can contribute

Possible Problems:

Students may get frustrated with the activity or not what to do it. Didactic Techniques may be useful. Probing questions can start a conversation as well.

Session 7-Connection

Performing: The group is cohesive and productive. Everyone has a purpose.

Goals:

1. Tie together the components learned

2. Review skills learned

3. Evaluate progress

Materials:

White board, markers

Predicted Leadership Skills:

Reflection

Cohesion

Commonalities

Icebreaker:

Recap last week and remind them that next week is the last session. Go around-Something I have learned about myself so far is….

Activity:

Everyone in the group will think of words we can write on the board that describe what we have learned and worked on, like organization, time management, goal setting, etc. Then students will write down 3 words that have impacted them the most.

Discussion:

Then we will discuss how using each of the components alone or together everyday can help each student be more successful. We will discuss how these can benefit academic success and what types of activities they can do to continue using what they have learned.

Closing:

Recap the session. Remind them again that the last session is next week.

On a scale of 1-10 how is everyone feeling about their school experience?

EALRs:

Science1.2-Understand how components, structures, organizations, and interconnections describe systems.

Communication 4.1- Assesses effectiveness of one’s own and others’ communication.

Rationale: There has been a great deal of material that has been gone over in the previous sessions. The leader now can connect all the components together to help each student to be successful. Each student will have a different area that they need to focus on more, but this links all the necessary skills together to validate the importance and means of a successful student.

Process Questions:

What part of the activity stood out to you?

How did you feel about the activity?

Yalom’s Curative Factors:

Universality-Everyone has gained from this experience and will still have similar challenges

Interpersonal Learning-Everyone continues to gain something form each other

Development of Socializing Techniques-All are developing skill that will help them in school and life

Altruism-It is important to contribute to the group

Possible Problems:

Lack of participation, due to it coming to an end. The desire to drag it out. Group confrontation due to end. The pick up technique can keep people focused and on point. Probing and summarizing can help also. Capping would be necessary in this session.

Session 8-Closure

Adjourning: There may be a sense of loss that the group is over. Their responsibility to the group is over. The students are proud of their work and achievements and ready to use their skills outside the group.

Goals:

1. Discuss growth

2. Develop personal mission statement

3. Close group

Materials:

Paper, pen, markers

Predicted Leadership Skills:

Reinforcement of skills learned

Ongoing cohesion

Refection of time together

Closure

Icebreaker:

Reminder that this is our last session. Talk about our journey together.

Go around-My teachers or parents would say I am…..

Activity:

The students will create a mission statement incorporating the skills they have learned to describe how they want to be seen socially and academically from now on. It will be a kind of new beginning.

Everyone will share their new mission statement with the group.

Closing:

Encourage the group to remain supportive to one another. Discuss where the can go if they feel overwhelmed or need help. Go around-Say something positive that you have gained from group from the person sitting to your right.

EALRs:

Writing1.5- Publishes text to share with audience.

Communication 2.1- Uses language to interact effectively and responsibly in a multicultural context.

Communication 4.1- Assesses effectiveness of one’s own and others’ communication.

Rationale: Provide closure for the group. Create a sense of security for when the students leave group. Encourage continued support of one another outside the group.

Process Questions:

What is one way you have changed during this group?

What has been the most helpful part of this group for you?

Yalom’s Curative Factors:

Catharsis-everyone feels strongly in this session

Universality-everyone may be feeling loss or fear of what is to come

Installation of Hope- the students are ready to use information from the group to better their life

Possible Problems:

Procrastination, due to the end of session. Summarization and feedback would be helpful. Encouragement that they will be successful and have each other, as a safety net would help.

References

Kalb, J. & Viscott, D. (1976.) What every kid should know. (pp. 75-81.) Boston, MA:

Houghton Mifflin Co.

Greenberg, K. (2003.) Group counseling in K-12schools: A handbook for school

counselors. (pp.177-183.) Boston, MA: Pearson Education Inc.

Hopper, J. & M. Carlson. (2007.) EGC505 Group counseling theory and practice: Stages One thru Four. Handout. Summer 2007.

Hopper, J. & M. Carlson. (2007.) EGC505 Group counseling theory and practice: Stages One thru Three. Handout. Summer 2007.

Hopper, J. &M. Carlson. (2007.) EGC505 Group counseling theory and practice: Techniques to Stimulate Interaction. Handout. Summer 2007.

Hopper, J. & M. Carlson. (2007.) EGC505 Group counseling theory and practice:

Yalom’s curative factors. Handout. Summer 2007.

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