Alyssa Kirk & Kris Bailey

EDCEP857
Activity I: Action Plan
Week of March 7th

SMALL GROUP ACTION PLAN

School
Counselor(
s)

ASCA Domain &

Standard
(Mindsets &
Behaviors)

Kansas
Standards:

Alyssa
Kirk

SD. S1. B2. 6

Outline of Group Sessions to be

Delivered

See following pages for

activities

SD. S1. B2. 5

and

SD. S2. B1. 3

Kris
Bailey

SD. S1. B2. 3

1. I said, they said

(Vernon, 1998) pg. 129132
2. I belong (Vernon, 1998)
pg. 133- 134
3. Getting Along (Vernon,
1998) pg. 135-138
4. Peer Pressure (Vernon,
1998) pg. 139- 142
5. Me and My Parents
(Vernon, 1998) pg. 143146

School Name

Resources
Needed

See
following
pages for
materials

Process
Data
(Projected
number of
students
affected)

40-75
students
attending
the
monthly
meeting
(Starting
the second
week in
August,
ending the
week of
winter
break in
December

Perception
Data (Type
of surveys
to be used)

Outcome Data
(Achievement,
attendance
and/or behavior
data to be
collected)

August: 75
students
Follow up
activities
after each
session (in
the
outlines
below)

September:
63 students
October: 44
students
November:
58 students

Project
Start/End

August
2016
to
December
2016

December:
53 Students

Eisenhower Middle School (EMS)

Group Name

Military affiliated students

Goal (SMART
format)

By the end of the first semester, all military affiliated students will be able to demonstrate cooperation, demonstrate selfcontrol and the ability to hear anothers perspective, understand how appropriate behavior affects school and family
relationships, and identify the influences of peer pressure on decision making.
By the end of the 1st semester, 80% of military students going through deployment will take part in small group counseling
sessions catered to their needs.

Target Group

Data to Identify
Students

Students who have an immediate family member in the armed forces, no matter the rank, status of deployment, or recent
transfer to school district.

I said, They Said

Objectives:
To learn to distinguish among assertive, aggressive, and nonassertive communication styles.
To identify which communication style is most effective.
Materials:
A chalkboard/Whiteboard
A copy of the I said, They said- Worksheet (Handout 12, pg. 132)
A pencil for each student
Procedures:
Before the lesson, recruit a student volunteer to assist you with this lesson. Instruct the volunteer to react as he or she
react as he or she normally would when you deliver three different kinds of messages.
Introduce the lesson by aggressively stomping over to the volunteer and saying the following: You never get your
work in on time, and tonight you are going to serve an hour of detention. I am sick and tired of your laziness, and it has to
stop.
After the student has reacted, ask other students whether they think this was effective way of delivering a message, and
invite discussion. Then deliver the following message to the same student: (Clear message with good eye contact) I am concerned
that you havent been turning your work in on time. You will have to stay after school for an hour to complete your assignments.
Ask for reactions to this message, and ask students to compare the two messages. Then deliver the last message: (No
eye contact, mumbling voice) I, um, am really sorry, but, um, you didnt get your work in on time, and um, you should probably stay
after school to make it up.
Discuss reactions to this third message, and contrast it with the first two.

Write the words assertive, nonassertive, and aggressive on the board. Ask students if they know what these terms mean.
Have them help you define the terms, matching the messages that were delivered with the definitions. Discuss the following:

An aggressive message usually elicits anger from the person receiving the message and is usually delivered
without much consideration of the receivers feelings. Aggressive messages often begin with the word you
(You never do anything right).
An assertive message is delivered in a more sensitive manner and is not presented as a form of attacks on
the receiver. An assertive message often begins with I and includes a statement about the senders feelings
and the receivers behavior (I feel angry when you take my tapes and dont return them).
A nonassertive message is more indirect. The person delivering the message is afraid that the receiver will
get mad. That is why nonassertive people are like mice- they dart around the issue, but they are afraid to say
much. Nonassertive messages often take the form of hints, sarcasm, or nonverbal behaviors. For example, if
your parents want you to take out the garbage, they might sarcastically say, You sure did a good job getting
that garbage out, knowing full well that you havent done it. The problem with nonassertive
communication is that people sometimes dont get the hints!

Continue to discuss these concepts, with examples, until students understand the distinctions among the three styles.
Distribute the I said, They said-Worksheet (Handout 12) to each student, and ask students to complete it with a partner.
When they are finished, go over the answers (Items 1,3,4,8 are aggressive; Items 2,6,9 are assertive; Items 5,7,10 are
nonassertive). Then invite students to role-play these different styles, elaborating on each message with a sender and a
receiver. Discuss the effectiveness of each style and its impact on the receiver.
Discuss the Content and Personalization Questions.
Discussion:
Content Questions:
1. How accurately did you label the messages on the worksheet?
2. Which one were the most difficult to make decisions about?
3. What is your understanding of the difference between assertive, aggressive, and nonaggressive
communication styles?
Personalization Questions:

1. Which type of messages do you use most often? Are you satisfied with the results?
2. Which type of message do you think is the most effective, and why?
Follow up Activity:
Have students work in small groups and make up their own examples of these three communication styles. Invite them
to role-play their examples, elaborating on the message so there is a receiver who also responds to the sender. Discuss the
effectiveness of each style.

I belong:
Objectives:
To identify feelings about belonging to a specific group.
To identify positive and negative aspects of associating with different groups.
Materials:
A Chalkboard/whiteboard
Paper and pencil for each student
Procedures:
Introduce the lesson by writing the terms preps, jocks, dirt and nerds, and on the board. Ask students if these groups
exist in their community, and add others they suggest.
Divide the group in half and assign each subgroup two of the terms identified in Step 1 (or more, if students suggested
additional terms). Ask each students to divide a sheet of paper in half and write one of the assigned terms on each half. Then have
students individually brainstorm and write down words they associate with each term. Ask them to discuss their responses with their
subgroup and then with the total group.
Have each student think about what group he or she belongs to and write down the rules or standards associated with
this group. Ask students to describe how they have or have not changed since they have begun associating with particular groups and
how they feel about belonging to those groups. If some students do not belong to groups, have them write about the groups they would
like to be in or the reasons they choose not to be associated with any group. (Assure them that the responses are confidential and will
not be shared with the total group.)
Discuss the fact that belonging to a particular group may have positive or negative consequences. For example, a
positive consequence of being part of the nerd group could be a likelihood of getting good grades, something that would please
ones parents. A negative consequence of being a dirt might be a likelihood of being judged on the basis of appearance, assumed to
be a troublemaker, and falsely accused of doing something wrong. Ask students to share examples. Finally, ask them to add to what
they wrote in Step 3 by listing any positive or negative consequences they have experienced from associating with particular groups.
Discuss the Content and Personalization Questions.

Discussion:
Content Questions:
1. Do you think the words that were used to identify different groups accurately represent the groups, or are they
stereotypes?
2. Do you think it is possible to be a member of more than one group at the same time? Why or Why not?
3. How easy is it to switch from one group to another?
Personalization Questions
1. Are you happy with the group you belong to? If you are not happy, what do you think you can do about it?
2. If you are not in a group, how do you feel about this? Does it mean that there is something wrong with you or that
you are no good if you dont belong?
3. If you are not in a group and you would like to be, what do you think you need to do in order to be included?
4. Were you able to identify positive or negative consequences of belonging to the group you associate with? (invite
sharing of examples.)
Follow up Activity:
Encourage students to think about the positive and negative consequences of associating with particular groups and
to ask themselves whether they are happy with their current status. Invite them to wrote stories or poems about what
belonging to groups means to them.

Getting Along:
Objectives:
To identify positive and negative aspects of peer relationships
To learn effective strategies for dealing with negative peer relationships
Materials:
Paper and pencil for each student
A copy of the Getting Along- Worksheet (Handout 13 pg. 137-138) for each student
Several sheets of newsprint, a marker, and a roll of masking tape.
Procedures:
Introduce the lesson by asking each student to think about a peer relationship that he or she associates with positive
feelings. Have students take out paper and pencil and list three characteristics of these relationships. (Example: This friend doesnt
break promises, is honest.) Then ask students to think about peer relationships that were or are negative and identify three
characteristics of these relationships. Discuss the students responses, making sure to elicit feelings and thoughts associated with the
positive as well as the negative aspects. (Stress that the students should not use names in the discussion.)
Distribute the Getting Along- Worksheet (Handout 13) to each student, and ask students to complete it. When they are
finished, discuss each situation, identifying feelings and strategies for coping with negative relationships. List the coping strategies on
the newsprint, and post them for future reference.
Discuss the Content and Personalization Questions.
Discussion:
Content Questions:
1. Which of the coping strategies do you think are the most effective? Which do you think are the least effective?
2. What do you think creates the negative feeling; the situation itself, or what you tell yourself about the situation? For
example, if someone blames you for losing a game because you missed a pass, does it make a difference if you tell

yourself that you are not a loser because you missed the pass? Could you apply this same thinking to other
examples? (Invite sharing.)
Personalization Questions:
1. If one of your peers says or does something that is upsetting to you, do you usually deal with it in a positive or a
negative way? How do you feel about the way you cope with upsetting things? What do you think you can do to
keep from getting so upset?
2. What did you learn from this lesson that may be helpful to you in your relationships with your peers?
Follow up Activity:
Ask each student to select one strategy learned in this lesson that he or she would like to apply to peer relationships.
Have students write short reports about what they tried and how it worked.

Peer Pressure:
Objectives:
To recognize the power of peer influence.
To distinguish between positive and negative peer pressure.
Materials:
A chalkboard/whiteboard
A copy of the Peer Pressure-Story (Handout 14 pg. 141-142) and a pencil for each student.
Procedures:
Write the term peer pressure on the board. Engage students in a brief discussion about what they think this term means
and whether peer pressure is positive, is negative, or could be either.
Distribute copies of the Peer Pressure-Story (handout 14) to students. Ask them to read the story and think about their
experiences with peer pressure.
Discuss the Content and Personalization Questions.
Discussion:
Content Questions:
1. Was the peer pressure in this story positive or negative? What do you think distinguishes positive peer pressure
from negative?
2. Why do you think the teenager in this story changed one he started middle school?
3. Do you think it would have been possible for him to change and start associating the former friends again?
4. Is the situation described in this story a common one?
Personalization Questions:
1. Have you experienced peer pressure?
2. If you have experienced peer pressure, has it had a positive or a negative effect on you?

3. What have you done, if anything, to avoid peer pressure?

Follow up Activity:
Invite students to write their own experiences with peer pressure and whether they think the ways they dealt with it
were positive or negative.

Me and My Parents:
Objectives:
To recognize how the relationship with parents changes as one enters adolescence.
To clarify feelings about ones relationship with ones parents.
Materials:
A Chalkboard/Whiteboard
A copy of the Me and My Parents-Story (Handout 15 pg. 145-146) for each student
Paper and Pencil for each student
Procedures:
Write the term parents on the board. Have students take out paper and pencils and quickly write down what comes to
mind when they think about this term. Invite sharing or responses, and discuss the fact that for young people at this age, realtionships
with parents can be positive, negative confusing, conflictual, and changeable. Assure students that because they are gradually wanting
more independence, it is normal to feel close to parents at some times and distant at others.
Distribute the Me and My Parents- Story (Handout 15). Ask students to read it and think about how their relationships
with their parents compare with the relationship described in the story.
Discuss the Content and Personalization Questions.
Discussion:
Content Questions:
1. What were some of the different feelings the teenager in this story experienced?
2. What were some of the changes she was experiencing in the relationship with her parents?
Personalization Questions:
1. Have you had feelings similar to the ones Katie in this story experienced?

2. Do you think it is important to have a good relationship with your parents? If so, what do you and your parents do
to help make your relationship good?
3. Do you think your parents understand that you are changing and want to be more independent? If not, how could
you let them known this without having an argument?
Follow up Activity:
Not necessary, since it will be the last lesson in this set.

References
Vernon, A. (1998). The Passport Program: a journey through emotional, socail, cognitive and self-development
(grades 6-8). Champaign: Research Press.