Tools for Educational Success 

A Small-Group Counseling Plan for At-Risk Ninth-Grade Students  
─ 

Emily Chen  
20 May 2020 
CSP 513  
 

 
 
 
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Table of Contents 

School Demographics 2-3

Needs Assessment 4-6
Selection of Participants 7
Consent Form 8
Literature Review 9-17
Lesson Plans 18-39
Student Evaluation 40-41
Reflection 42-45
References 46-47
 
 
 
 
 
 
 

 
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School Demographics: John W. North High School 

 
School Profile:

For 2019, John W. North High School in Riverside Unified School District had 2,228

students with 14% reported as English Learners, 77.2% as socioeconomically disadvantaged,

3.5% as homeless, 0.1% as foster youth, and 11.9% as students with disabilities. 3.5% of the

school population is Asian. 0.4% of students are American Indian, 1% are Filipino, 9.2% are

White, 71.2% are Hispanic, 10.9% are African American, 0.4% are Pacific Islander, and 2% are

two or more races.

Academic Performance​:

The school’s overall English Language Arts performance is average with a 6.7-point

increase from the previous year. Students with disabilities and English Learners’ performance in

this area are far below average and below average, respectively. African American, White,

Hispanic and socioeconomically disadvantaged students have all shown improvement in

performance in this area. The school also has an overall average performance in Mathematics

with a 11.1-point increase. There are no students who perform far below average in this area, and

all groups have shown an overall increase in performance.

The school has a far above average graduation rate of 97.8%, which is a 3.7% increase

from the previous year. However, the school’s overall college and career readiness performance

is average, with African American, Homeless, and White students scoring below average on this

scale. This indicates that although the majority of seniors are graduating, they are not necessarily

prepared and ready for life after high school. Specifically, the data shows a decline in the
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percentage of African American, homeless and White students who are college and career ready

before they graduate.

Suspension Rates:

Meanwhile, suspension rates for the school scored below average. 5.9% of students have

been suspended at least once. English Language Learners, homeless students, and students with

disabilities have the highest suspension rates and are in the far below average zone. There are no

groups of students who scored above average or far above average in suspension rates, which

indicates a relatively high suspension rate for the school and a need for more effective

disciplinary and behavior interventions.

 
 
 
 
 
 
 
 
 
 
 

 
 
 
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Needs Assessment  
 

The digital copy of Needs Assessment can be found at:

https://docs.google.com/forms/d/1KQU9vTACZ8obRVN31-_RYSTPSwIhW_Ycs6kkymhu3xs/e
dit 
 

 
 
 
 
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In this instance, group counseling for ninth-grade at-risk students was predetermined. The

need was found through ninth graders’ grades from Semester 1. However, instead of having a

solely academic group for these at-risk students, the group will also target other possible

components that impact a student’s academic performance, such as learning how to set personal

goals and finding motivation and drive through career exploration. The needs assessment, if

implemented without predetermined data, would be given to all ninth-grade students to better

understand what concerns they have and where they need extra support. Data will be collected to

determine what topics should be covered during the small group sessions. In this scenario, this

needs assessment could have also been given to the all ninth-grade at-risk students, to better

understand what areas they need help in and how it may be affecting their academic growth​.
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Selection of Participants  
 
Typically, in order to select participants for group counseling, I would analyze the results

from the student needs assessment to better understand what the students’ needs are. I would also

give teachers a needs assessment to gain another perspective of what students might need more

guidance in, as well as take referrals from teachers who think their student may benefit from the

group. However, in this case, I did not administer a needs assessment and my group of at-risk 9​th

graders (or 9​th​ graders with at least two F’s) was pre-selected for me.

I conducted a pre-group screening with these students individually to assess whether or

not the student would be a good fit for a group counseling experience and whether they were

interested in participating in a group focused on helping students build skills for educational

success. In addition, I also explained the concept of confidentiality, and how as a group member,

they will be expected to practice confidentiality as well. Some other questions I asked the

students were:

· What do you hope to learn from being a part of the group?

· What do you feel you can contribute to the group?

· Are you able to maintain confidentiality? Attendance?

· Would you be willing to share about yourself to the group?

From there, I compiled a list of potential group members who have expressed their

consent and interest in joining the group. These students will receive a consent form to be signed

by their parents/guardians before they can participate in the group.

 
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Consent Form  

 
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Literature Review 

Many students who are underperforming in schools do not receive the guidance and

interventions they need to reach their full capabilities. School counselors can combat this

problem by facilitating group counseling for students who need the extra help. In this case, a

Tools for Educational Success counseling group will be held for at-risk ninth graders who have

at least two F’s in their academic classes. These students will attend 6 group sessions targeted

towards fostering academic enabling behaviors such as personal goal setting, learning and

implementing study skills, understanding individual learning types, improving test-taking

abilities, reducing test anxiety, building career goals, etc. Students will be able to self-monitor

their progress and implementation of what they learn in each session through group follow-up

discussions as well as the use of personal tracking worksheets. A pre- and post-test will be

administered to gain a better understanding of whether or not group counseling was effective for

this group of students, and what improvements can be made for the future.

Bemak, F., Chung, R., & Siroskey-Sabdo, L. (2005). Empowerment groups for

academic success: an innovative approach to prevent high school failure for at-risk, urban

african. ​Professional School Counseling,​ ​8(​ 5), 377-389. Retrieved from:

www.jstor.org/stable/42732475

This research article discusses the importance of using multicultural group counseling

for at-risk students to improve their school and interpersonal successes. In this case, the

author explains the process of implementing an empowerment group for academic

success for African American girls. Students who were selected for the group were able
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to choose what topics they felt would be most beneficial for them. Discussions

specifically focused on academic success included asking students who and what was

responsible for their school “failures.” Students were able to express times when they felt

disrespected or discriminated against by their teachers, and came up with ways to better

deal with these situations. The discussions then led to students’ self-reflections to not

mistreat anyone the way they felt mistreated by some of their teachers, which improves

their socio-emotional behaviors. This discussion topic would be particularly insightful

when helping students identify the barriers that may be preventing them from succeeding

academically and promoting strategies they can overcome these obstacles.

Berger, C. (2013). Bring out the brilliance: A counseling intervention for underachieving

students. ​Professional School Counseling​, 17(1), 86-96. Retrieved from:

www-jstor-org.libproxy.chapman.edu/stable/profschocoun.metadata_info_tab

This study evaluates the impact of a small group counseling intervention for ninth

and tenth grade students in the areas of organizational skills, time management, and

motivation in an effort to increase student academic performance and attendance rates.

The group experience was broken down into 8 sessions, with a different topic each

session. Session 1 focused on developing connections between group leaders and

members, and building self-efficacy. Session 2 was building self-regulation skills through

setting long/short term goals and understanding the link between school tasks and future

goals to increase meaningfulness. To do this, students performed guided imagery where

they visualized they are receiving an academic degree, and then students used this

visualization to help them set long and short-term goals as well as the role that school

success has in relation to their goals.

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In the following weeks, students also learned different time management

strategies, effective ways to stop procrastination, identifying their feelings in relation to

their achievement, etc. At the end of most sessions, students were given a small task to

practice based on the topic of the session, and the results would be discussed at the start

of next week’s session. This increased student involvement and students reported the

group taught them a wide variety of skills that help them with their day-to-day school

success, as measured by the pre/post-survey. The detailed breakdown of[MOU2] session

objectives and activities this article provides can be implemented in academic success

groups.

Bruce, A., Getch, Y., & Ziomek-Daigle, J. (2009). Closing the gap: A group counseling

approach to improve test performance of african-american students. ​Professional School

Counseling,12​(6), 450-457. Retrieved from: www.jstor.org/stable/42732767

This study focuses on the effects of group work with eleventh-grade African

American students. The goal of the group was to decrease the achievement gap between

African American and White students, and improve their performance on standardized

testing. After the group intervention, 80 percent of group participants passed both parts of

their graduation standardized tests. Along with group discussions, members were also

given extra academic guidance on subjects that would be on their test and were provided

with extra review materials. This strategy would be particularly helpful if students in the

educational success group were struggling with a specific subject, especially given the

fact that they are all in the same ninth grade level classes. There can be a specific time

period during group meetings set aside for providing tutoring help, or answering

questions that students might have about what they are learning in class.
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Briesch DuBois, J. M., Briesch, A. M., Hoffman, J. A., Struzziero, J., & Toback, R. (2017).

Implementing self-management within a group counseling context: Effects on academic

enabling behaviors. ​Psychology in the Schools​, 8, 852. doi: 10.1002/pits.22029

Self-management interventions are an important piece to increasing academic

enabling behaviors in students. This study examines implementing self-management

interventions in a group counseling format to middle school students in order to increase

behaviors that promote academic success. Students in the group were asked to

self-monitor the academic enabling behaviors they learn during group sessions by using a

self-evaluating sheet given to them by their teachers in a discreet way. In the following

sessions, students analyzed their self-monitoring ratings and set new goals.

The article was very thorough in describing the data results for every single

student pre-and post-intervention, which suggests a higher accuracy for group evaluation.

Results showed that 2 out of 3 students showed an increase in academic enabling

behaviors. The idea for students to set goals and then self-monitor is a good idea because

it allows for students to be more accountable for their own actions. It is also beneficial for

group leaders to make sure student goals are measurable and achievable, and if they are

not, to help guide the student to set more effective academic goals that they can reach.

Brigman, G., & Campbell, C. (2003). Helping students improve academic

achievement and school success behavior. ​Professional School Counseling​, 7(2), 91-98.

Retrieved from: www.jstor.org/stable/42732548

This study evaluates the impact of student success skills (SSS) group counseling

curriculum on fifth, sixth, eighth and ninth graders’ academic skills. Students were

selected based on their current academic performance at school and were identified as
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those who needed extra services. The study found that the SSS curriculum was effective

based on student pre- and post-test results, along with student performance in English and

Math before and after the intervention. This study describes the group format for each

session, including beginning, middle and end, along with various discussion formats such

as the “go-around” and using a 1 to 10 rating scale to check in with students. Group

members also used goal-setting and progress monitoring charts to achieve the cognitive,

social and self-management skills they set for themselves during the group. Each of the

interventions used in these groups targeted specific skills associated with students’

success at school. The group structure and discussion methods provided by this study is

very informative for running an educational success group.

Cook, J. B. & Kaffenberger, C. J. (2003). Solution shop: A solution-focused counseling

and study skills program for middle school. ​Professional School Counseling​, 7(2),

116-123. Retrieved from:​ https://www-jstor-org.libproxy.chapman.edu/stable/42732551

This study assesses the impact of a solution-focused counseling and study skills

program, called the “Solution Shop,” on underachieving middle school students, or

students who are capable of higher achievement, but are not being successful. The

program runs for 9-weeks and is built into the students’ daily schedules. The goal of the

program is to introduce and reinforce student study skills, establish goals, involve

parents, and monitor progress on a daily, weekly, monthly basis. At the end of the

program, over half of the students showed an improvement in their grade point averages.

During the program, each group session began with students reviewing their

progress towards their individual goals and brainstorming new strategies. Students also

used daily monitoring sheets with different target goals, depending on that week’s focus,
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to help them develop a greater personal awareness for how they are doing in school and

to increase their sense of accountability. This method would benefit students who may

forget what goals they have set for themselves in the previous meeting or the things they

learn during group counseling, especially since most groups do not meet every single

day. Having a personal monitoring sheet would serve as a reminder for students to

implement the strategies they learn throughout their day.

Kayler, H. & Sherman, J. (2009). At-risk ninth-grade students: A group approach to

increase study skills and grade point averages. ​Professional School Counseling,​ 12(6),

434-439.

This article describes the successful results of a group counseling experience for

at-risk ninth grade students (students who had at least two F’s) to increase study skills

and grade point average. The author found that small-group counseling interventions for

this student population strengthened studying behaviors and academic skills as measured

by pretest-posttest design. This program specifically focused on three areas that

contribute to student academic performance: a) cognitive skills such as goal setting; (b)

social skills such as listening and teamwork, and c) self-management skills such as

motivation. Individual group meeting topics began with goal-setting during the first

session, followed by groups on time management, homework, study skills, test-taking

strategies, and organization. During each group, students discussed their thoughts about

the topic and what might be preventing them from achieving their goal in this topic area.

The pre/post-test was a worksheet titled “How do you study?” used to measure

student academic and self-management skills, rather than a standard pre/post-test. The
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creative questions that students answer can be used to better understand what students

learned after the group sessions.

Maree, J. G. (2019). Group career construction counseling: A mixed-methods

intervention study with high school students. ​Career Development Quarterly,​ 67(1),

47–61. Retrieved from: https://doi-org.libproxy.chapman.edu/10.1002/cdq.12162

This study inspected the value group career counseling in a high school setting.

The 8-week group counseling program was targeted towards students who were

interested in learning more about careers. The participants were mostly grade 11 students

from higher income families. The groups were primarily discussion based; counselees

were asked to reflect on their strengths and weaknesses as well as what they believed

they could do to improve. Members were also asked about their favorite quotations, and

why they regarded specific events as their biggest successes or failures in order to

increase their sense of self-awareness and “clarify” their career identities, to better choose

their future careers. Pre- and post-test results showed a moderate to medium

improvement in students’ interest and understanding in choosing their potential careers.

While the discussion questions implemented in this study can be used for a

future-focused session in an educational success group, this study was geared towards

students who already showed interest towards participating in group counseling. Thus,

the impact of a strictly discussion-based career group session on at-risk ninth grade

students who are mainly from low-income families might not be significant. However,

other activities can be used along with the discussions to promote better insight and

inspiration.

Webb, Linda & Brigman, Greg. (2007). Student success skills: a structured group
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intervention for school counselors. ​The Journal for Specialists in Group Work.​ 32.

190-201. doi: 10.1080/01933920701227257.

This article explains the “Student Success Skills” small group intervention

developed for school counselors targeting student academic outcomes. The program

informs students of skills they need to be successful in school. Students who complete the

program show consistent patterns of improved academic performance. The study appears

to be very thorough, with specific steps for beginning, middle and ending of each session,

along with target goals. The article also provides the entirety of the group curriculum,

including each group session structure and activities, in detail.

Wisner, B. L., & Norton, C. L. (2013). Capitalizing on behavioral and emotional

strengths of alternative high school students through group counseling to promote

mindfulness skills. ​Journal for Specialists in Group Work​, 38(3), 207–224. doi:

10.1080/01933922.2013.803504

This study explores the benefits and outcomes of group counseling utilizing

mindfulness meditation to help at-risk students (students who are close to dropping out)

improve functioning at school. Groups began with a 10-minute meditation session,

followed by a 30-minute question and answer time with the students, with the exception

of the first session where norms were established. During the Q&A time, students were

able to also discuss the challenges they find with meditation with each other, and the

group leader was able to also normalize a lot of the student concerns. Findings from the

study indicate that teaching mindfulness in a counseling group can help students enhance

their strengths; however, findings were only based on teacher and family opinions of the

student, rather than the students’ self-evaluations. Also, the study focused on the effects
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of mindfulness on students’ social and emotional functioning, rather than academic

achievement. Nonetheless, the benefits of mindfulness practices were impactful for

at-risk students within a short period of time, which indicates a potential benefit for

student academic achievement as well.

Conclusion

Based on previous research, students who participate in small group counseling

demonstrate measurable improvement in their academic, social and self-management skills. For

a group targeted towards increasing students’ educational success, group structure and timely

and consistent follow-up check-ins/discussions are critical for reinforcing the skills students

learn. Also, effective goal setting, including ensuring students are setting measurable and

achievable goals for themselves, is important for students to actually make progress in their

groups. Moreover, multiple studies show that groups that implement student self-monitoring

methods are more likely to see students using the skills they learn throughout their week. Other

ideas include incorporating mindfulness practices into groups, in order to improve students’

overall functioning and improve personal coping methods when facing test anxiety or stress at

school as well as implementing guided imagery, similar to the miracle question, in order to

motivate and inspire students to think of ways to reach their goals.

 
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Group Counseling Lesson Plans: Tools for Educational Success  

Facilitator Name: ​Emily Chen ​Group Title: ​Tools for Educational Success

Target Group: ​At-Risk 9th Grade Students ​Length of Each Session: ​35 minutes

Overall Group Objective: ​Students will learn skills and tools to increase their educational

success both within and outside of the school setting. Students will also better understand their

own learning styles and how to set achievable personal goals.

Anticipated Number of Students: ​10

Group Evaluation: ​A pre- and post- test will be administered at the first and last group session.
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Lesson Plan 1 of 6

Learning Objective(s)/Competency for Group intervention lesson

Group will: Develop connections between group members and group leader.

Group will: Establish norms and rules, and review confidentiality

Group will: Share initial thoughts about study skills based on pre-test

Lesson Procedure

Overview of Plan Students will engage in an ice breaker activity to get to know each other
(provide a brief better. Students will then take a pre-test, and be informed of/agree to
summary of group confidentiality practices. Finally, students will collaboratively
overall lesson for establish group norms, and share some thoughts about learning
session) habits/study skills (Sink, 2012).

Introduction/ Candy Introductions:

Ice Breaker
Activity You will need: A bag of skittles (or any bag of candy that comes in
(Include different colors), a whiteboard and marker.
instructions,
materials, Instructions: Pass around the candy and ask each student to choose 3
procedures) pieces. Instruct the students to not eat the candy yet. On the whiteboard,
write down:

Red – Hobbies
Green – Favorite genre of music/artist
Yellow – Dream career/job (It’s okay to not have one.)
Blue – Favorite place to be
Orange – Tell us anything about yourself
(Colors can vary depending on what colors are in the bag.)

Each student will go around and say their name, and one fact based on
the color of the candies they are holding in their hand. ​The group leader
should model this activity first.​ After students are done, they can eat
the candy (Activity adapted from Blahman, 2020).
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Procedure and A.​ ​Open discussion about creating group rules (Sink, 2012).
Lesson: Group leader will introduce the idea by suggesting that the group
should be a safe place where everyone feels comfortable sharing
their experiences. The group leader should then ask the group
what they think would help to make this a good place for
everyone to share their thoughts?
a.​ ​Make sure that the rules group members come up with
ultimately include: avoid making negative
comments/judgements about what other people have said,
make sure to actively listen and participate, do not talk
when others are talking
b.​ ​Also, make sure to let the group know that it is okay to
pass when asked a question if you are not ready yet, and
confidentiality must be maintained.
B.​ ​Students will receive a pre-test questionnaire to complete to
demonstrate their initial understanding of the subject matters that
will be covered during the group sessions. Students were told that
their answers will be confidential.
C.​ ​After students complete the pre-test, the group leader will ask
the students whether any of the questions stood out to them.

Closing: Group leader will ask students to think about something they want to
become better at in the next few months that pertains to school, and let
them know that next week’s group session will begin with discussing
these goals.
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Lesson Plan 2 of 6

Learning Objective(s)/Competency for Group intervention lesson

Group will: Build self-regulation skills through setting short and long-term goals.

Group will: Discuss strategies that can be used to overcome obstacles that might get
in the way of these goals.

Group will: Understand how they can reach their goals with success at school.

Lesson Procedure

Overview of Plan Students will discuss the goals they thought of after last week’s group
(provide a brief session. Students will participate in guided imagery, and reflect on their
summary of overall visualizations to create goals (Berger, 2013). The group will discuss
lesson for session) possible obstacles that may arise and what students can do to overcome
these obstacles. The group will conclude with discussing how school
can help them reach these goals.

Introduction Depending on group members’ familiarity with each other, the group
leader can consider adding another ice breaker or circle question to the
start of session 2. Some questions can be: What is something that
you’ve done that you’re especially proud of? What would you consider
to be your biggest accomplishment?

The group leader will open the discussion by asking students what are
some goals they thought of following last week’s group session. The
group leader will then lead the members in a guided imagery, where
students will be asked to visualize themselves receiving an award or
recognition for something they have accomplished (Berger, 2013).

Procedure and A. Goal setting: Students will reflect on their visualization

Lesson: to help them develop more concrete personal goals.
These can be both long-term or short term (Berger,
2013). Students will be split into dyads and discuss what
they visualized and how it made them feel. The group
leader will then explain to students how to come up with
a SMART goal that aligns with their accomplishments in
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their guided imagery and their goals they thought of after

last week’s session (Briesch et. al., 2017).
a.​ ​The group leader will explain what SMART goals are
briefly, and give an example of a SMART goal in their
own life.
b.​ ​Students will then be asked to come up with one thing
they can start doing today to help them reach their own
SMART goal (Briesch et. al., 2017). 2-3 students can
choose to share out with the group what they have come
up with.
B.​ ​The group leader will then explain that sometimes there are
obstacles that might get in the way of reaching our goals (Kayler
& Sherman, 2009; ​Bemak & Siroskey-Sabdo, 2005).​ The group
will then discuss what happens if there is an obstacle that arises
as they are working towards their goal. Students will be asked to
volunteer to share what are possible solutions for the obstacles
that their peers may face to compile a list of options that students
can do when they are stuck (Kayler & Sherman, 2009).
a.​ ​The group leader can contribute ideas directly relating
to SFBT or CBT, such as changing negative thoughts,
think about past exceptions, etc. (Kayler & Sherman,
2009). This will be implemented depending on
applicability, based on the students’ answers.

C. Briefly, the group leader can lead a discussion by explaining

how school can help students achieve their goals, such as
completing an assignment for a class, which will put a student
closer to having better grades to getting a specific degree or
certification (Berger, 2013).

Closing: Students will be asked to go around and share what is one new thing
they learned in today’s group.

The group leader will then ask students to research how a role model of
theirs became successful, whether it is someone they know in real-life,
or a public figure (Kayler & Sherman, 2009). Group leader will remind
students that they will be sharing some examples the next time they
meet.
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​Lesson 3 of 6

Learning Objective(s)/Competency for Group intervention lesson

Group will: Learn their individual learning style.

Group will: Learn study strategies related to their learning style.

Group will: Be able to identify changes they need to make to improve their learning
based on their individual learning style.

Lesson Procedure

Overview of Students will take a short quiz to figure out their own learning style. They
Plan will then be grouped based on their results and learn different skills and
(provide a brief techniques related to their personal style (Webb & Brigman, 2007).
summary of Students will come back together as group to discuss changes they need to
overall lesson make to improve their current learning based on what they now know
for session) about their learning styles, on a volunteer basis. Students will then reflect
on the new things they have learned in this group session that will help
them improve their academic performance.

Materials Needed:
1.​ ​Handouts of VAK Learning Styles Quiz (Attached below)
(​https://www.businessballs.com/freepdfmaterials/vak_learning_styl
es_questionnaire.pdf​), or ask students to access:
https://www.proprofs.com/quiz-school/story.php?title=vak-quiz-vis
ual-auditory-kinesthetic
2.​ ​Reference guide for study tips based on study styles:​ (Attached
below)
https://ace.fsu.edu/sites/g/files/upcbnu296/files/Study_Strategies_b
y_Learning_Styles.pdf
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Introduction A.​ ​Open group by discussing examples of role models that students
did research on. Students will volunteer to share out who they
researched for their task from the following week (​Bemak, Chung,
& Siroskey-Sabdo, 2005).
B.​ ​Bridge the examples with learning styles. Depending on who the
student shared, point out that person’s potential learning style, what
aspect of their lives helped them succeed or what their strengths are
(Maree, 2019). Introduce the idea that everyone has a different
learning style, different strengths that helps them learn and
understand information most effectively. Students should know
what their personal learning style is to help them reach their goals.

Procedure and A. Students will take the personal learning styles quiz (Webb &
Lesson: Brigman, 2007). They will then be grouped based on their learning
style.
a.​ ​Each group will be given a handout that explains what
their learning style is, and tips and strategies for that
specific style.
b.​ ​Groups will come back together and go around to share
out what their style is, and what are some tips and strategies
they can use.
B. As a group, students will volunteer and discuss what they can
change about their current study habits based on what they have
learned about their individual learning styles (Cook &
Kaffenberger, 2003).

Closing: Students will go around and share how they will implement what they
have learned about their learning styles for their classes this week (Cook &
Kaffenberger, 2003). Students will be asked to provide at least one
example the next time the group meets.
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​Learning Styles VAK Quiz

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27 
 
28 
 
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(Chislett & Chapman, 2005).

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Learning Styles Tips and Strategies Handout

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(Learning Styles, n.d.).

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Lesson Plan 4 of 6

Learning Objective(s)/Competency for Group intervention lesson

Group will: Learn time-management strategies for educational success

Group will: Identify a support team who can hold them accountable with their time
management both at home and at school

Group will: Identify ways they can implement better time management with
balancing their current school-life schedule

Lesson Procedure

Overview of Plan Students will learn time-management strategies to help them not only
(provide a brief succeed at school, but also achieve a more effective school-life balance
summary of overall overall (Berger, 2013). Students will identify a support team of people
lesson for session) that can hold them accountable to their time. Students will come up
with at least one way they can implement a new time-management
strategy they learned in their current schedule (Berger, 2013; Cook &
Kaffenberger, 2003).

Introduction A. Review what was learned in the previous group session.

Go around in a circle and ask everyone to share how
they implemented one strategy based on their learning
styles (Cook & Kaffenberger, 2003).
B. Introduce Time-Management (Webb & Brigman, 2007;
Kayler & Sherman, 2009): What does time-management
mean to you? On a scale from 1-10, what would you
rank your time-management skills, with 10 being the
best? Where would you like to be?
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Procedure and A. Ask students to fill out a time-management worksheet

Lesson independently (attached below). Provide students with
an example that can be based on the group leader’s
(Lesson plan personal life.
adapted from Webb a.​ ​As a group, have students volunteer to share-out the
& Brigman, 2007; breakdown of time spent in each of the categories, and
Kayler & Sherman, what students found. What was surprising? What was
2009). not surprising at all?
b.​ ​What are some struggles that you have with
managing time?
B. As a group, brainstorm time-management techniques on
a volunteer basis.
a.​ ​Introduce a few tips and techniques that group
members can try such as the Pomodoro Technique,
creating a list, prioritizing, setting SMART goals, etc.

C.​ ​Give students 5-10 minutes to look at the ratio of time spent
on school tasks versus time spent on things outside of school,
such as spending time with family/friends, watching TV alone,
etc.
a.​ ​As a group leader, explain the need for a good
school-life balance. Ask students if their time between
school and life is balanced. Are they spending too much
time on school work? Not enough time? Volunteers can
share their thoughts.
b.​ ​What can students do to make sure they are spending
enough time on school work? Ask students to refer to
the support team, and time-management skills they just
learned. Volunteers can share out.

Closing: Students will go around and share out what is one thing they have
learned during today’s group that they can use throughout the week.
They will be given the task of implementing what they have learned
today throughout the week (Cook & Kaffenberger, 2003). They will be
asked to provide at least one example the next time the group meets.
 34 
 

(Time Management worksheet, n.d).

 35 
 

Lesson Plan 5 of 6

Learning Objective(s)/Competency for Group intervention lesson

Group will: Be able to recognize “test anxiety.”

Group will: Identify ways to reduce test anxiety.

Group will: Learn relaxation techniques prior and during the test.

Lesson Procedure

Overview of Plan Students will learn what test anxiety is, what causes text anxiety, and
(provide a brief what they can do to control their anxiety (Berger, 2013; Webb &
summary of Brigman, 2007). Students will also learn how to better prepare for tests
overall lesson for to reduce test anxiety, and specific relaxation techniques they can use
session) immediately prior and during the test to increase test performance
(Wisner & Norton, 2013).

Introduction A. Review previous lesson. In a circle, ask 2-3 students to share

out what time management tip they used last week.

B.​ ​Group leader introduces test anxiety and what it is (Berger,

2013).
a.​ ​Test anxiety is the worry or fear of having to take a test.
It can cause mental distractions, physical symptoms, and
mental blocks, that prevent you from performing to the
best of your abilities on your test.
b.​ ​Have 3-5 students share out: What are some
test-anxiety symptoms that you have? How do you feel
before taking a test? After a test?
c.​ ​Make sure to normalize test anxiety, as the group
leader.
 36 
 

Procedure and A. Discuss and have 1-2 students share out: What are some
Lesson: things you can do to reduce anxiety?
a.​ ​Have students break up in pairs, and come up with at
least 2 ways they think might help students be less
anxious before a test.
b.​ ​Come back together and have 2-3 groups share out
answers.
c.​ ​Provide students with examples (Webb & Brigman,
2007):
​i.​ ​Getting ready physically and mentally: Get

plenty of sleep, eat healthy, and exercise. Don’t

lose sleep to cram. Be on time. Dress comfortably.
​ii.​ ​Make the best use of your time: Pace yourself

during the test. Answer the questions you know

the answers to first. Come back to questions you
do not know later. Check over your answers.
​iii.​ ​Do not score yourself as you take your test.

iv.​ ​Trust your gut.

​v.​ ​Remember: You know more than you think

you know! (Think positive thoughts before and

during the test.).
vi. Provide students with attached handout.

Closing: Students will be given the task of implementing what they have learned
today throughout the week (Cook & Kaffenberger, 2003). They will be
asked if the test anxiety tips they learned helped them on a quiz/test.
Students will also be reminded that next week is the last session.
 37 
 

(Mesick, 2014).
 38 
 

Lesson Plan 6 of 6
Learning Objective(s)/Competency for Group intervention lesson

Group will: Review goals set during Session 2.

Group will: Make a plan for practicing the skills they learned in group, after the
group ends.

Group will: Celebrate and acknowledge their accomplishments.

Lesson Procedure

Overview of Plan Students will review the goals they created for themselves during session
(provide a brief 2 (Webb & Brigman, 2007). Students will then create a short plan for
summary of how they will continue to use the tools and skills they learned during the
overall lesson for group (Webb & Brigman, 2007). Finally, students will share snacks and
session) celebrate their accomplishments as a group.

Introduction A.Students will review what they learned in the previous session.
Discussion: Did anyone take a quiz or a test this week and use
what we learned during last week’s group? (Cook &
Kaffenberger, 2003).
B.​ ​Remind students that this is the last group session. As the final
session, students will review the goals they have set and discuss
ways they will use what they learned in the group, in the future.
 39 
 

Procedure and A. Students will break into pairs to go over the goals they had set
Lesson: during Session 2, and share the progress they have made towards
their goal (Cook & Kaffenberger, 2003).
a.​ ​As a group, 2-3 students will share out.
B.​ ​As a group, students will share what are some of the most
valuable or useful tools and techniques they have learned during
group sessions? (Cook & Kaffenberger, 2003). (Group leader can
also remind group members of what they have learned).
a.​ ​Students will individually create a short plan for how
they will use some of the techniques that they learned or
was mentioned during the discussion after the group ends
(Webb & Brigman, 2007).
b.​ ​As a group, students will go around and share one thing
they came up with.
C.​ ​Group members will take post-test to demonstrate their
understanding of what they have learned, and for the group leader
to evaluate effectiveness of the group (Sink, 2012).
D.​ ​Group leader will acknowledge the progress that group
members have made and hand out certificates of completion to
students (Sink, 2012).
a.​ ​Group leader will provide positive reinforcement, such
as compliments to their strengths, to each of the members
while giving them their certificates.

Closing: Group leader will thank everyone for participating in the group, and let
students know that they can make appointments to meet with her
individually if they have questions or need help with anything (Sink,
2012).
 40 
 

Tools for Educational Success: Student Evaluation Form

Directions: Please read each question and choose the answer that is the most accurate for you.

1. I know how to set goals for myself.

Strongly Agree Agree Neural Disagree Strongly Disagree

2. I have short and long-term goals that I want to achieve.

Strongly Agree Agree Neural Disagree Strongly Disagree

3. I have good study habits that help me learn.

Strongly Agree Agree Neural Disagree Strongly Disagree

4. I know what my learning style is and skills that fit my learning style.

Strongly Agree Agree Neural Disagree Strongly Disagree

5. I can manage my time effectively in order to complete assignments and study for tests.

Strongly Agree Agree Neural Disagree Strongly Disagree

6. I have a good school-life balance.

Strongly Agree Agree Neural Disagree Strongly Disagree

7. I have at least one person that I can call for support when I need help staying on track.

Strongly Agree Agree Neural Disagree Strongly Disagree

 41 
 

8. I have a study plan that I use to prepare for the test a few days in advance.

Strongly Agree Agree Neural Disagree Strongly Disagree

9. I know relaxation techniques I can use when I am anxious about taking a test.

Strongly Agree Agree Neural Disagree Strongly Disagree

10. I know test-taking strategies that I can use when I am taking tests.

Strongly Agree Agree Neural Disagree Strongly Disagree

For post-test only:

11. Things I learned about being a member of a group:

12. Things I enjoyed about the group:

13. Things about the group that I feel might need some improvement to be more effective for my
learning:

14. Any other comments or concerns?

 
 42 
 

Self-Reflection 

Development and Planning

The overall development and planning phase of the group counseling lesson plans

revealed how critical it is to be able to maintain a balance between being detailed and

meticulous, but also remaining flexible and open to any changes or unforeseen circumstances

that might occur. While it is important to have lesson plans that clearly delineates the

step-by-step process of each group session, it is important to also remember that the session may

not adhere to the plan entirely, or the lesson might be derailed completely; the group leader must

still be able to remain in control of the session and be able to either steer the session back on

track or decide that the organic development of the group is more effective than what was

originally planned and follow the current discussion instead. While evidently, none of this is

predictable during the actual developing and planning, it is still important to keep in mind.

Facilitators can also incorporate back-up activities in their lesson plans, in case the original idea

does not go as planned.

Other things to keep in mind during the development and planning phase are the age,

grade-level, and cognitive development levels of the target group, as well as the number of

students that will be in the group (Sink, 2012). These factors will shape the nature of the content

and how it is presented. For instance, a grief and loss group for elementary school students

would vary greatly from the same group targeted towards high school students. Group leaders

need to be sure that the language they use as well as the activities they plan on implementing are

appropriate for the group participants. Also, the group facilitator must be aware of the

participants’ needs, especially if they are running a group for “at-risk” students or SPED
 43 
 

students. Thus, it is always important to understand your target population with comprehensive

needs assessments and consult with other personnel to best understand what is most effective for

your group.

Leadership and Facilitation Skills

As a group facilitator, I would be able to build rapport and establish a trusting

relationship with the students by being open to sharing my own experiences, to an appropriate

extent, and being genuine and honest with the group (Sink, 2012). I am willing to model

expected behaviors, such as caring for others, adapting to changes, being present when the group

is in session, taking appropriate risks that promote growth, in order to form a healthy group

dynamic and demonstrate positive behaviors for the group members to follow and implement

outside of a group session or when the groups have ended. I am capable of reading the situation

in the room and feeling the underlying mood of the session along with what the students might

be feeling, which would help me guide the direction of each session and make changes as

necessary in order for the session to be most effective for the participants (Sink, 2012). Also, I

am open to constructive criticism and remain open and flexible to new ideas that would be more

helpful for the students.

Some challenges I might have are having the ability to know how to follow an intuitive

feeling in a way that aligns with best practices (Sink, 2012). In order to make sure I am following

best practices, I would consult with appropriate personnel and double-check protocols before

making decisions or taking action. Another challenge I might have is knowing how to encourage

students to grow and advance in a manner that does not exceed what they are capable of, but is

still achievable and beneficial. In order to strengthen my abilities in this area, I would personally

want to become more familiar with SMART goals and gain a more comprehensive
 44 
 

understanding of what cognitive development and executive functioning looks like at each age

and grade level. Also, depending on the target population, I would like to be more culturally

aware by learning about student cultures and being conscious of their practices and needs.

System-Wide Considerations

Running a group within a school requires extensive collaboration and cooperation from

parents/guardians, teachers, administration, school psychologists and other applicable personnel,

while also following school and district guidelines and protocols (Sink, 2012). Thus, it can be

challenging to navigate the group planning and implementation process from start to finish. The

key to balancing all of these factors is to make sure that everyone has the same understanding

and is in agreement of what the group sessions consist of and what their child/student will be

doing in the group. This requires effective communication, particularly from the group

facilitator, as they will be the key point of reference.

With parents/guardians, group leaders will need to send permission slips in order to make

sure that the student has permission to participate in the group. The letter should also inform the

parent/guardian about the content of the group and clearly delineate when the group is, how long

they will go on for, and what their child will be doing when they attend the group (Sink, 2012).

Group leaders can also send updates to the parents of each group participant to let them know

how their child is doing to keep them informed of their child’s progress. A similar process is

applicable to students’ teachers. Teachers may also have the ability to refer students to the group,

if they are notified of the group prior to implementation (Sink, 2012). Both groups should be

encouraged to give the group facilitator feedback if they notice changes in the students, both

positive or negative, or have any concerns that they want to discuss with the facilitator.
 45 
 

School administrators will not only need to approve the group, but can also refer students

for the group, depending on the group topic. Administration may also ask counselors to run a

group for specific students, in which case, the counselor and facilitator should make sure best

practices are being used. Group facilitators should also consult with administrators and other

school personnel to make sure the group content and lesson plans are appropriate and helpful to

the targeted students. Overall, due to the systems nature of schools, all parts must work together

for groups to best serve the students’ needs.

 46 
 

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success: an innovative approach to prevent high school failure for at-risk, urban african.

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www.jstor.org/stable/42732475

Berger, C. (2013). Bring out the brilliance: A counseling intervention for underachieving

students. ​Professional School Counseling​, 17(1), 86-96. Retrieved from:

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https://www.icebreakers.ws/small-group/candy-introductions.html

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approach to improve test performance of african-american students. ​Professional School

Counseling,12​(6), 450-457. Retrieved from: www.jstor.org/stable/42732767

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enabling behaviors. ​Psychology in the Schools​, 8, 852. doi: 10.1002/pits.22029

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school success behavior. ​Professional School Counseling​, 7(2), 91-98. Retrieved from:

www.jstor.org/stable/42732548

Chislett, & Chapman. (2005). VAK Learning Styles Quiz . Retrieved from:

https://www.businessballs.com/freepdfmaterials/vak_learning_styles_questionnaire.pdf
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study skills program for middle school. Professional School Counseling, 7(2), 116-123.

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study skills and grade point averages. ​Professional School Counseling​, 12(6), 434-439.

Learning Styles . (n.d.). Retrieved from:

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study with high school students. ​Career Development Quarterly,​ 67(1), 47–61. Retrieved

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https://www.teacherspayteachers.com/Product/Time-Management-Worksheet-2860421

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