Group Counseling Proposal

Title: New Student Orientation

Grade Level: 6th graders

Purpose: Students will develop a familiarity with school resources, teachers, facilities, and other new students.

Group Description: 6-8 students

Number of Sessions: 8 sessions

Length of sessions: 30-35 minutes

Meetings Times per week: Once a week

Measurable Objectives tied to National and Virginia Standards and VA SOL’s

Students will: Identify 3 school resources they can use in a middle school setting. Increase knowledge of classes, school expectations, and peer settings in a middle

school by applying problem solving skills.

Standards for School Counseling in Virginia Public Schools

Academic Development

Students will acquire the academic preparation essential to choose from a variety of educational, training, and employment options upon completion of secondary school.

Grades 4-5Students will: EA14. Understand the choices, options, and requirements of the middle school

environment.

Grades 6-8Students will: MA1. Understand the relationship of personal abilities, goals, skills, interests, and

motivation, to academic achievement.MA2. Understand the relationship of dependability, productivity, and initiative to

academic success.

Personal/Social Development

Student will acquire an understanding of, and respect for, self and others, and the skills, to be responsible citizens.

Grades 6-8Students will:MP4. Use appropriate decision making and problem solving skillsMP5. Demonstrate appropriate skills for interactions with adults and developing and

maintaining positive peer relationships,

The National Standards for School Counseling Programs

I. Academic Development

Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

Student CompetenciesImprove Academic Self-Concept

Students will: articulate feelings of competence and confidence as a learner display a positive interest in learning take pride in work in an achievement identify attitudes and behaviors which lead to successful learning

Acquire Skills for Improving LearningStudents will: use communication skills to know when and how to ask for help when needed apply knowledge of learning styles to positively influence school performance

Achieve School SuccessStudents will: demonstrate the ability to work independently, as well as the ability to work

cooperatively with other students demonstrate dependability, productivity and initiative share knowledge

III. Personal/Social Development

Standard A: Student will acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

Student Competencies

Acquire Self-KnowledgeStudents will: understand change as a part of growth identify and express feelings identify and discuss changing personal and social roles

Acquire Interpersonal SkillsStudents will: respect alternative points of views use effective communication skills know that communication involves speaking, listening, and nonverbal behavior learn how to make and keep friends

Standard B: Students will make decisions, set goals, and take necessary action to achieve goals.

Student Competencies

Self-Knowledge ApplicationsStudents will:

use a decision-making and problem-solving model understand consequences of decisions and choices identify alternative solutions to a problem demonstrate when, where and how to seek help for solving problems and making

decisions

Virginia SOL’s

Oral Language 6.1 The student will analyze oral participation in small-group activities.

a) Communicate as leader and contributor.b) Evaluate own contributions to discussions.c) Summarize and evaluate group activities.d) Analyze the effectiveness of participant interactions.

Assessment Instruments.

Pre/Posttest - (To determine knowledge gained). Teacher Observations (Pre/Post).

Overview of Counseling Plan.

New Student Orientation: Session 1Introduction.Group Rules.Review problem statement. Summarize.

New Student Orientation: Session 2Icebreaker/Rounds.Review problem statement and list facts.Identify open-ended questions. (At least two questions)Summarize.

New Student Orientation: Session 3.Review Problem Statement. Identify open-ended questions.Hypotheses. (List 2-3 ONLY)Summarize.

New Student Orientation: Session 4.

Review Problem Statement.Continuing Hypotheses. (List 2-3 ONLY)Summarize.

New Student Orientation: Session 5.Review Previous Session.Determine at least 2 Key Questions and identify resources.Homework will be to answer Key Question #1 by interviewing 1 person and reading 1 resource material. Summarize.

New Student Orientation: Session 6.Review Previous Session.Discuss answers to Key Questions #1.Practice skills identified in resources.Homework will be to answer Key Question #2 by interviewing 1 person and reading 1 resource material.Summarize.

New Student Orientation: Session 7.Review Previous Sessions.Discuss answers to Key Question #2.Practice skills identified in resources.Let students know they will create pamphlet in next session. Come with ideas.Summarize.

New Student Orientation: Session 8.Students will create a pamphlet for new middle school 6th graders.Share ideas from resources/Rounds.Administer posttest.Summarize all counseling sessions.

Counselor’s Guide for PBL:

Expectation for each PBL step:

Problem Statement: Students should be able to identify similarities in the problem statement in conjunction with their own.

Facts: Students should identify the following:

Nicole is a new 6th grader.Nicole is having a hard time finding her classes.Nicole is unfamiliar with her new school resources.

Questions: Students should be able to identify the following:

Why is Nicole having a hard time finding her classes?When is Nicole having a hard time finding her classes?Why is Nicole unfamiliar with her new school resources?When is Nicole unfamiliar with her new school resources?

Hypotheses: Students should be able to identify the following:

1. Why is Nicole having a hard time finding her classes? She doesn’t know how to find them. She doesn’t have an extra copy of her classes written down. She didn’t go to 6th grade orientation.

2. When is Nicole having a hard time finding her classes? In the morning from the bus. After lunch. Block schedules.

3. Why is Nicole unfamiliar with school resources? She doesn’t what they are. She doesn’t know who to ask for more information. She doesn’t know the importance of school resources.

4. When is Nicole unfamiliar with school resources? When she wants to get involved with extra-curricular activities. When she needs help with her studies.

Key Questions: Students should identify two Key Questions.

Why is Nicole having a hard time finding her classes? Why is Nicole unfamiliar with school resources?

List of possible Resources:

Middle School: The Real Deal: From Cafeteria Food to Combination Locks by Juliana Farrell

Too Old for This, Too Young for That!: Your Survival Guide for Middle School Yearsby Harriet S. Mosatche, Karen Unger

The Middle School Survival Guide : How to Survive from the Day Elementary School Ends until the Second High School Begins by Arlene Erlbach, Helen Flook (Illustrator)

Stuck in the middle with you.(how to survive through middle school ) : An article from: New Moon [HTML] by Janina Glasov (Digital - January 1, 2004)

STUDENT LUNCH, WITH A TWIST.(Schools)(Jefferson middle-schoolers step out of their social circles and `mix it up') : An article from: The Register-Guard (Eugene, OR) [HTML] (Digital - November 19, 2003)

Swimming Upstream: Middle School Poems by Kristine O'Connell George, Debbie Tilley (Illustrator)

Middle School: How To Deal by Sarah Miller, et al (Paperback - February 28, 2005)

A Smart Girl's Guide to Starting Middle School: Everything You Need to Know About Juggling More Homework, More Teachers, and More Friends (American Girl Library (Paperback)) by Julie Williams, et al

New Student Orientation: Session 1

Introductions. (Rounds/Ask student’s two questions below)

1. How did it feel leaving your old school and friends and coming to a new one? (2minutes)

Process information. (1 minute and continue rounds again). (Allow students to formulate the answers)

2. What do you miss about your old school? (2 minutes)

Process information (1 minute). (Allow students to formulate the answers)

Establish Group Rules. (8-10 minutes).(Make sure to students are aware of confidentiality within the group).

Introduce Problem Statement: (7 minutes).Nicole is a new 6th grader in middle school. She is having a hard time finding her classes and is unfamiliar with her new school resources.

Process information. (6 minutes).(Allow students to give feedback and express feelings).

Summarize (5 minutes). Rounds/Opportunity for students to make last comments about group. Group Rules. (Have student type or handwrite them neatly for next week.

Stress the importance of confidentiality once more).

New Student Orientation: Session 2

Icebreaker/Rounds. (3-5 minutes). Students are to state one word that describes how they’re feeling about being a

new 6th grader. Along with their names (just to get group members acquainted with each other).

Review Problem statement. (2 minutes).Problem Statement:Nicole is a new 6th grader in middle school. She is having a hard time finding her classes and is unfamiliar with her new school resources.

Process Information (1 minute). Clarity; Answer 2-3 questions from students.

List Facts (5 minutes).

1. Nicole is a 6th grader.2. Nicole is having a hard time finding her classes.3. She is unfamiliar with school resources.

Identify open-ended questions. (15 minutes)

Process information (Counselor will have to explain what open-ended questions are. (Minutes obtained within 15 minutes above).

(Who, What, When, Where, Why, How)

1. Nicole is having a hard time finding her classes.1a.Why is Nicole having a hard time finding her classes? 1b. When is Nicole having a hard time finding her classes?

Summarize. (3 minutes).Rounds/Final thoughts from students.Questions from session.

New Student Orientation: Session 3

Review previous session. (2-4 minutes)(Counselor will go over questions in Session 2).

Continuing questions. (15 minutes).

2. She is unfamiliar with her new school resources.2a. Why is she unfamiliar with school resources.2b. When is she unfamiliar with school resources.

Process Information (2-3 minutes).

Summarize. (5-7 minutes)Rounds/Final thoughts from students.Clarity on any of sessions thus far.

New Student Orientation: Session 4

Review previous sessions. (3 minutes).(Counselor will re-visit open-ended questions that were stated by students).

Hypotheses (Limit to 2-3 ONLY). (20 minutes)

Processing (5-7 minutes of the 20 minutes)(Counselor will explain to students what hypotheses are and answer questions).

1.a. Why is Nicole having a hard time finding her classes? She doesn’t know how to find them. She doesn’t have an extra copy of her classes written down. She didn’t go to 6th grade orientation.

Processing (1 minutes)(Allow counselor to write down all of student’s responses but limit to most important).

1.b. When is Nicole having a hard time finding her classes?

In the morning from the bus. After lunch. Block schedules.

Processing (1 minutes)(Allow counselor to write down all of student’s responses but limit to most important).

2a. Why is Nicole unfamiliar with her new school resources? She doesn’t what they are. She doesn’t know who to ask for more information. She doesn’t know the importance of school resources.

Processing (1 minutes)(Allow counselor to write down all of students responses but limit to most important).

2.b. When is Nicole unfamiliar with her new school resources? When she wants to get involved with extra-curricular activities. When she needs help with her studies.

Processing (1 minutes)(Allow counselor to write down all of student’s responses but limit to most important).

Summarize. (2 minutes)Go over the hypotheses listed.

New Student Orientation: Session 5

Review Previous Session. (5 minutes)(Counselor will go over hypotheses stated in previous session).(Open the floor up to any questions).

Determine two questions from the hypotheses in Session 4. (8 minutes).

Processing (included within 8 minutes).(Allows students to come to a consensus with each other).

Key Questions: Why is Nicole having a hard time finding her classes? Why is Nicole unfamiliar with school resources?

Students will identify resources to find out answers to Key Questions selected. (5 minutes).

Students identified the following resources:

Teachers (Give names) Counselor (office number and periods to stop by) Books Internet Talking with seventh graders who had the same problem Visiting their teacher last year Keeping in contact with friends who are in middle school Parents Student Groups (Group their interested in knowing more about)

Students will be assigned homework assignment #1. (8 Minutes).

Assignment #1Answer key question #1 by interviewing 1 person and reading 1 resource material.

Key Question #1: Why is Nicole having a hard time finding her classes?

Summarize. (4 minutes).

Open the floor to any last minute questions about the HW assignment.Allow students to pick and choose through reading materials.

New Student Orientation: Session 6

Review Key Question #1 and HW assignment. (8 minutes).(Rounds/Ask students what their responses were to Key Question #1. Write them down on large paper so the group can see).

Practice skills identified in resources. (6 minutes).(Rounds/Allow students to share what resources they used).

Homework Assignment #2 (6 minutes).Answer Key Question #2: Why is Nicole unfamiliar with her new school resources?(Student is to interview1 person and read 1 resource material from list)

Processing (2 minutes). (Counselor may need to go over list for students that have forgotten).

Summarize. (4 minutes).Answer any questions on HW assignments. Allow students to pick and choose through reading materials.

New Student Orientation: Session 7.

Review Key Question #2 and HW assignment. (8 minutes).(Rounds/Ask students what their responses were to Key Question #2. Write them down on large paper so the group can see).

Practice skills identified in resources. (8 minutes).(Rounds/Allow students to share what resources they used. Also allow them to see what resources were the most useful in each question).

Processing (5 minutes).

(Any extra thoughts and feedback applied to practice skills).

Summarize (9 minutes).Review practice skills used in Session 6 and Session 7.Prep them for next session and ideas about a pamphlet.If time permits ask them about names for the pamphlet so you will not have to do it in your last session.

New Student Orientation: Session 8.

Explain purpose of pamphlet. (3 minutes).(Counselor will let student know that the pamphlet is designed to help students like them. They will comprise information from each session).

Get ideas for pamphlet. (8 minutes).(Counselor will jot down ideas).

Create pamphlet. (8 minutes).(Students may add their own creative piece to the pamphlet. Counselor should provide markers, construction paper, pens, and glue).

Posttest. (5 minutes).Likert scale.(Under Assessments).

Summarize all counseling session. (6 minutes).Session 1: Introduced Problem Statement.Session 2: Facts and Questions from Problem Statement.Session 3: Continued Questions and hypotheses.Session 4: Continued with hypotheses.Session 5: Choose Key Questions (important questions) with HW assignment #1.Session 6: Practice skills and HW assignment #2.Session 7: Practice skills from HW assignment 1and 2.Session 8: Created pamphlet.

(In this part you want the students to summarize what they learned to make it worthwhile. I just included a wrap-up session).

Screening Process:

Description of process:Counselor will place a letter with an attached list of questions for 6th grade teachers. The teacher will answer the questions attached and return to the counselor. Placing them in the teacher’s mailbox is fine but includes a specific date on letter to be returned to counselor. Indicate in the letter that the teacher should put child’s name on questionnaire upon returning. (Please make sure they do this). The counselor will than take all of the questionnaires and call students one at time to interview them with another set of assessment questions she has to ask them. From these assessment questions she will be able choose his/her students for the group.

List of questions to be asked:

List of questions handed to teachers.

1. Does this student show signs of excessive tardiness to any of his/her classes?2. Does this student ask for help with finding classes since the beginning of the nine

weeks?3. Does this student say, “I want to be a part of a club at school” but never joins?4. Does this student ask frequently where the counselor’s office is located?5. Does this student often complain about being overwhelmed with his/her classes?6. Does this student seem unfamiliar getting help from resources inside of school?

List of questions for students.(Please mark Yes or No).

1. Do you feel you get lost in the hallways going to your classes?2. Are you involved in any extra-curricular activities? Why or Why not?3. Do you know where my office is located in school?4. If you are having a problem with your schoolwork do you know where to go?5. Do you know what school resources are available at your school?6. Were you able to attend the sixth grade orientation?7. How many times have you had trouble being late to class?

Letter for Assessment sent out to teachers.

Dear Teacher,

I am writing to inform you that I will be starting a counseling group on new orientation for sixth graders. The group will allow students to explore school resources that are available to them as a new sixth grader. It will also allow them to feel more comfortable with finding classes, which can be an adjustment, and extra-curriculum activities they can become involved.

I am asking that you fill out these couple of questions for specific students that may be interested in this group or will benefit. I will need your questions filled out no later than December 10, 2005 by the end of the school day.

Thank you in advance.

Sincerely,

School Counselor

Parent Permission.

Description of process:Counselor will give teacher a copy of parent permission form in their mailboxes. They will than give the form that will be sealed in an envelope to the student. The student is to take the sealed envelope home and get their parents to sign it. The counselor will send an e-mail and put a reminder in teacher’s mailboxes that the forms will due by a certain date. It will be the counselor’s duty to make sure she checks back with the teachers to see if he/she has collected all of the student parent forms.

Letter.

November 30, 2005

Dear Parent/Guardian:

Your child has the wonderful opportunity to participate in a group counseling session on New Student Orientation for sixth graders. During the group, we will explore 3 school resources that will be helpful to them as they continue throughout middle school. Also allow them to feel more comfortable with adapting as a new sixth grader in middle school.

Students will meet once a week for eight weeks in the school counselor’s office. Arrangements have been made with teachers to ensure minimum class time is missed. If you would like for your child to participate in this wonderful opportunity, please complete the permission slip below.

If you have any questions or concerns regarding, please fill free to contact me at, 804.555.5555. I will be available Monday-Friday’s, 7:30A.M. -2:30P.M.

Thanks in Advance.

Yours truly,

School Counselor

************************************************************************I give permission for my child to participate in the PBL group on New Student Orientation.

Student’s Name: ________________________________ Date: ___________

Parent/Guardian: _______________________________

Please return this form to (homeroom teacher’s name) in room by __________.

Assessment Instruments:

Posttest

1

Not AtAll

2

A Little

3

Somewhat

4

Very

5

A Lot

How effective was the PBL group on this topic?

How did you feel about the group?

Did you feel comfortable in the group?

Was the school counselor any help with this topic?

Did you like the way the sessions were done each

week?

Counselor Observations. (Pre/Post)

None A Little Some A lot

Is student comfortable with being in

group setting?

Is student sharing openly within group?

Is student becoming aware

of problem?

Is student meeting

session’s goals?

Is student showing a clear understanding of resources?

Is student progressing

midway?

Is student progressing at end of group counseling?

Pretest for Students.(Indicate if these areas have improved since the beginning of school).

Much Better

Little Better

No Change Don’t know Not a problem

Do you feel you get lost in the hallways going to your classes?

Are you involved in any extra-curricular activities?

Do you know where my office is located in school?

Do you know where my office is located in school?If you are having a problem with your schoolwork do you know where to go?

Do you know what school resources are available at your school?How many times have you had trouble being late to class?

Were you able to attend the sixth grade orientation?

References.

Hall, K.R. (2005, October 5). Motivating Students in Group Counseling through

Problem-Based Learning. Handout from CLED 603: Group Procedures in

Counseling. Virginia Commonwealth University. Richmond, VA.

Hall, K.R. (2005, October 10). Problem-Based Learning: A New Solution for Counselors.

Handout from CLED 603: Group Procedures in Counseling. Virginia

Commonwealth University. Richmond, VA.