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This activity picks apart the elements of a rose and uses them to describe their week. 

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This activity asks the students to describe their week using a rose, thorn, and bud. The students will write down their answers beforehand and then share them with the group. The rose stands for what went well throughout the week. They can share personal triumphs such as getting a good grade, meeting a new friend, eating at their favorite restaurant, etc. The thorn describes a low point in the week. This could include having rain cancel their soccer game, an illness, a death in the family, etc. The bud represents something that the student is looking forward to such as starting a new hobby, going out of town, etc.

References

LUMA Institute. (2021, July 22). Rose, Thorn, bud. LUMA Institute.

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This picture shows the breathing activity that each student will do at the beginning of the session.

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This opening ritual will consist of Test anxiety activities that match a student's individual needs and skills. A warm-up will be integrated with a skills demonstration. Students will show off what they learned or have been practicing. This activity would be called "Donut stress about the test". It is a booklet that helps students identify worries and practice calming strategies.

During this opening ritual, they will do a double donut breath activity where you trace your finger around the picture of a chocolate donut and deeply inhale, filling your lungs and then tracing your finger around the strawberry donut and exhale slowly. This will make them feel relaxed and ready to take their test. This will also allow students to get comfortable before discussing what they have learned in the sessions.

References

Workshop, S. E. (2022, June 4). How to start group counseling sessions. Confident Counselors. Retrieved April 25, 2023, from https://confidentcounselors.com/2018/04/04/start-group-counseling-sessions/

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Different types of weather to be compared with a student's week. For example, A student might share "My weeks has been windy." 

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This opening ritual is called "Weather Check." In this activity, students are asked to share how their week is going compared to one type of weather (Education Rickshaw, 2022). For example, a student may share that their week has been stormy because they have a lot going on in their life right now. This activity allows the students to check in with one another and for the counselor to understand where everyone's headspace is at the beginning of this session.

References

Educationrickshaw. (2022, January 18). Five reflection activities to help students glow and grow. Education Rickshaw. Retrieved April 28, 2023, from https://educationrickshaw.com/2017/10/26/5-reflection-activities-to-help-students-glow-and-grow/

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A demonstration of the "Fist to Five" activity. 

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This opening activity is called "Fist to Five." According to Opening Routine: Fist to Five (n.d.), “This activity helps students assess and communicate how they are feeling. Use this activity to check their emotional well-being, comfort level with technology, or something fun, like their opinion about a recent social media campaign, television series, or music release" (Overview, para 1). During this opening ritual, students will be asked to show a number 0-5 on their hands. Each number corresponds to how their week is going. A zero (fist) would be on the low end of the scale, indicating that they have had a tough week, while a five would indicate that their week is going well. Fist to Five is an effective opening ritual because it allows students to reflect on what is happening in their lives. It also allows students to share their feelings comfortably to be more fully present in the group counseling session.

References

(n.d.). Opening Routine: Fist to Five. Pear Deck. Retrieved April 30, 2023, from https://www.peardeck.com/deck/fhao-opening-routine-fist-to-five

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Mindfulness Journaling

High school students could have their minds on so many other things. For example, a breakup, losing a game, failing a test, school dance, or shopping for new shoes. All group members must be present to get the most out of the group. This opening ritual is a mindful exercise that involves journaling. According to Holly (1989), as cited in Crawford et al. (2021), " Journaling enables us to become more accepting, less judgmental, and better acquainted with our hidden patterns of thinking and feeling” (Journaling-Brief History,2021, para 3). Mindfulness will bring students into the present moment (Corey et al.,2017). According to Corey et al. (2017), "In mindfulness practice, group members train themselves to focus on their present experience in a non-judgmental way intentionally" (p. 217).

Materials Needed:

Loose Leaf notebook paper

Pens

Clipboards

Soft music

The students will be given a sheet of notebook paper, a pen, and a clipboard. As the soft music plays, students will write down their thoughts, worries, and emotions at the moment. The students will be given five minutes and invited to share their writings voluntarily. Students might share: “I am nervous about being in a group with strangers.”  “I hope I do not have to read anything out loud.”  “I am not sure if I belong in this group.” The goal of this opening ritual is to help group members be present so that they may focus on learning the skills.

References

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://ambassadored.vitalsource.com/books/9781337515719

Crawford, A., Sellman, E., & Joseph, S. (2021). Journaling: A More Mindful Approach to Researching a Mindfulness-Based Intervention in a Junior School. International Journal of Qualitative Methods, 1–11. https://doi.org/10.1177/16094069211014771

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This picture is an example of some of the thoughts that group members might write doing the opening ritual.

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Mindfulness Journaling

High school students could have their minds on so many other things. For example, a breakup, losing a game, failing a test, school dance, or shopping for new shoes. All group members must be present to get the most out of the group. This opening ritual is a mindful exercise that involves journaling. According to Holly (1989), as cited in Crawford et al. (2021), " Journaling enables us to become more accepting, less judgmental, and better acquainted with our hidden patterns of thinking and feeling” (Journaling-Brief History,2021, para 3). Mindfulness will bring students into the present moment (Corey et al.,2017). According to Corey et al. (2017), "In mindfulness practice, group members train themselves to focus on their present experience in a non-judgmental way intentionally" (p. 217).

Materials Needed:

Loose Leaf notebook paper

Pens

Clipboards

Soft music

The students will be given a sheet of notebook paper, a pen, and a clipboard. As the soft music plays, students will write down their thoughts, worries, and emotions at the moment. The students will be given five minutes and invited to share their writings voluntarily. Students might share: “I am nervous about being in a group with strangers.”  “I hope I do not have to read anything out loud.”  “I am not sure if I belong in this group.” The goal of this opening ritual is to help group members be present so that they may focus on learning the skills.

References

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://ambassadored.vitalsource.com/books/9781337515719

Crawford, A., Sellman, E., & Joseph, S. (2021). Journaling: A More Mindful Approach to Researching a Mindfulness-Based Intervention in a Junior School. International Journal of Qualitative Methods, 1–11. https://doi.org/10.1177/16094069211014771

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This activity asks the students to describe their week using a rose, thorn, and bud. The students will write down their answers beforehand and then share them with the group. The rose stands for what went well throughout the week. They can share personal triumphs such as getting a good grade, meeting a new friend, eating at their favorite restaurant, etc. The thorn describes a low point in the week. This could include having rain cancel their soccer game, an illness, a death in the family, etc. The bud represents something that the student is looking forward to such as starting a new hobby, going out of town, etc.

References

LUMA Institute. (2021, July 22). Rose, Thorn, bud. LUMA Institute.

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This activity shows an example of what kind of scenario each student will complete during the beginning of the session. 

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Group members will start with an opening activity to help sharpen their critical thinking skills. According to Workshops (2022), “Start group counseling sessions with activities that match a student’s individual needs and their skills.” A routine in the session will help an individual remember what needs to be done. Having a beginning routine minimizes downtime (Workshop, 2022). As group members come in, they will have an opening activity waiting for them to complete. This opening activity will include writing, a skill they have practiced since the last group session. Students will be given about five minutes to write down their skills, and then students will share their skills. For example, I practiced reading over my notes three times each night" Another student might share, "I practiced turning in my assignments a day early to avoid procrastination."

References

Workshop, S. E. (2022, June 4). How to start group counseling sessions. Confident Counselors. Retrieved April 25, 2023, from https://confidentcounselors.com/2018/04/04/start-group-counseling-sessions/

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This activity highlights the hopes that each student has for one another. 

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References

Folsom, D. (2018). Hope for a new year... Alteristic.

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This video showcases the process of this particular session activity, In My Control. 

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References

Keri, C. (2017). In My Control School Counseling activity. YouTube.

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In My Control School Counseling Activity

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This activity aims to promote awareness of time management skills and help students identify available times within their day for homework and studying. This activity fits within the working stage. At this point, students have already acclimated to the group environment and grown comfortable with the other group members. During this stage, students are more deeply exploring themselves and are assimilating to new behaviors/roles (Corey et al., 2017). This activity would create an opportunity to reflect on current habits and plan for any potential changes they would like to make as they move forward.

References

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://ambassadored.vitalsource.com/books/9781337515719 Links to an external site.

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A group of new high schoolers discusses the challenges they faced when transitioning from middle school to high school. 

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References

YouTube. (2016, July 19). Moving up: Making the middle to high school transition. YouTube. Retrieved March 29, 2023, from https://www.youtube.com/watch?v=KLAnTs5yiwY

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Moving up: Making the middle to high school transition

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Need and Efficacy of Group Topic

Transitioning from middle to high school can be a new and exciting experience for some. However, research shows this transition period can also have some downfalls (Williamston, 2010). A decline in student achievement between middle and high school increases the probability of students eventually dropping out of school altogether (Williamston, 2010). If these issues are not addressed, many students could go unnoticed or follow a negative pattern of poor classroom achievement (Hinojosa et al., 2016).

Research states that the best practice to avoid future dropout rates is to create a positive school environment that includes preventative and intervention methods (Hinojosa et al., 2016). Positive relationships with counselors, teachers, and other school staff are also meaningful when promoting academic success (Hinojosa et al., 2016). Getting a jump start on this in our school can engage students academically and form those meaningful positive relationships to prevent a decline in achievement.

Developmental and Cognitive Needs

The transition into ninth Grade has been recognized as a pivotal moment for childhood development in recent years (Fay School, 2023). It is a period in which the physical, emotional, and cognitive elements come together (Fay School, 2023). Students going into high school will begin thinking about more complex issues and will start worrying about their future more than in middle school (Siddens, 2017). In order to facilitate future growth, the school counselor should be aware of these cognitive changes as well as the social, emotional, and physical changes that occur at this stage. During this time, ninth graders have some challenges, such as mood swings, limited testing, vulnerability, physical appearance changes, conformity, and concern with what others think about them (Seedling, 2018). This will need to be taken into account when conducting group counseling with this specific population.

References

Fay School. (2023). Why is ninth Grade so important? Why Is Ninth Grade So Important? | Fay School Blog. Retrieved March 16, 2023, from https://www.fayschool.org/k-9-learning/why-is-ninth-grade-so-important

Hinojosa, T., Bos, J., O’Brien, B., Park, S., Liu, F., & Jerabek, A. (2016). Starting Strong: A Randomized Controlled Trial of the Building Assets Reducing Risks (BARR) Model in 9th Grade. In Society for Research on Educational Effectiveness. Society for Research on Educational Effectiveness.

Seedling. (2018). Developmental characteristics of fourteen to eighteen years old (grades 9-12). Seedling Mentor Program.

Siddens, S. (2017). Your child's development: The High School Years. Ohio Department of Education.

Williamston, R. (2010). Transition from Middle School to High School. US Department of Education.

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The final session is a crucial moment to give members clarity, consolidate everything learned, and put these new skills into their everyday lives (Corey, Corey, & Corey, 2018). The ultimate goals of this activity are to close the group on a positive note and solidify the skills that were learned. When terminating a group, it is vital that group members are able to express their feelings about the closure (Corey, Corey, & Corey, 2018). The following activity gives members the opportunity to share how they are feeling while also providing essential feedback to their peers and counselor.

References

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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The main activity for this session is called "My Hope for You" and it combines the recollection of information learned throughout the group sessions with an emotional factor. Each member’s name will be written on a small piece of paper and placed in the bowl (Keri, 2021). Everyone will get into a circle and names will be drawn one at a time (Keri, 2021). The first person to draw will state their hopes for the person whose name they drew (Keri, 2021). For example, Student A draws Student B’s name and could tell Student B, “My hope for you is that you improve your grades using the methods we learned in these meetings” (Keri, 2021).

References

Keri, C. (2021). 5 closing rituals for Group Counseling. Counselor Keri.

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·         Writing Utensil

·         Paper Slips

·         Bowl

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The goal of this activity is to give the students a new perspective on the things that they can and cannot control in life. It can be difficult to understand that some things are out of your control, even for adults. Adolescents may have an even harder time letting go of things that are out of their control. Realizing that they cannot live their lives trying to control the impossible may allow students to relinquish built-up stress and anxiety.  This session is also the turning point from the working stage to the termination stage. This week it is important to begin and process the finalizing of the group, as it is vital that students have enough time to process the group's ending (Corey, Corey, & Corey, 2018).

References

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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In my Control is an activity that explores the magnitude of decisions by determining what each student is able to control and what they are not. The first task in this activity is to trace each student's hand on a blank sheet of white paper. The inside of the handprint is marked "things I can control" while all of the blank space on the outside of the handprint is labeled "things I cannot control". Each student fills out the things they can control such as: self-image, attitude, things they say, etc. They can fill the outside with things they cannot control such as: their parent's divorce, what people say about them, disabilities, etc. (Keri, 2017).

References

Keri, C. (2017). In My Control School Counseling activity. YouTube.

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·         Paper

·         Colored Markers

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This week marks the first week of the termination stage, in which students will begin the process of grieving the upcoming ending of the group (Corey, Corey, & Corey, 2018). Processing is important in each stage, but is extremely vital in the termination stage as the counselor learns how the group affected each student and whether or not there was success.
For this activity, I would ask the following processing questions:

1. How does it feel to know there are things that are out of your control?

2. What was the most difficult aspect of this activity?

3. How could you apply this knowledge to your life?

References

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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This Activity aims to help sharpen our ninth graders' member skills. Memory is a critical part of test-taking skills. We want our ninth graders to be able to learn and recall the material in their classes.

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Two Bags of Apples

12 Bandannas

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This Activity is called the "Blind snake and apples". Blind snake and apples activity requires each member in the activity to take one step at a time. The coordinator will signal the members when it is time to move, and each player will take a step. Players may bend, sit, or kneel to pick apples upon each step. The feet must remain in the same spot. The players can pick fruit from any part and move in any direction. Players decide whether to take a big or small step. Each member is allowed an equal number of steps” (p. para 2)

References

Sink, C. A., Edwards, C., & Eppler, C. (2011). School Based Group Counseling. Cengage Limited. https://ambassadored.vitalsource.com/books/9781285011677

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How difficult was this activity?

How could you apply this activity to your anxiety and test-taking?

Is there anything else that would help you overcome your testing anxiety?

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This particular picture shows what the group will look like during each group session. 

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The goal of this activity is to sharpen critical thinking and problem solving skills. (15 Team Building Activities, Exercises & Ideas for Small Groups, 6. The Water Balloon, 2022). The ninth graders will be able to demonstrate critical thinking and problem-solving, which is needed to increase test-taking skills.

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This activity is called "Water balloon" and it consists of ninth graders being split into two teams. Each team member will be responsible for getting the water balloon from one end of the masking tape to the other without touching balloons with your hands. The balloon must not burst. If a team member violates the rules, the team must go back to the starting point. The team that reaches the end point wins.

Group members will feel comfortable enough to get into the deeper issue the group was designed for. Students should be able to be guided with verbal and nonverbal communication. This activity shouldn't make them feel like they are judged or criticized when working on test-taking skills

Resources
Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://ambassadored.vitalsource.com/books/9781337515719

Links to an external site.

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1. Two pre-filled giant balloons

2. Masking tape

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Processing questions include:

How difficult was it to trust your team members to get the balloon where it needs to go?

What strengths and challenges did you experience?

How could you connect this activity to test-taking?

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This picture gives a visual of the different learning styles.

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The goal of this activity is for students to identify what kind of learner they are. This information is relevant as it affects what methods may be most productive for students while studying.

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This activity is called "How do you Learn?" Students will take a quiz to find out what kind of learner they are. After taking the quiz, they will share their results and group up with other students who have the same learning style. The small groups will discuss their learning type and what it means to them. They will also share what study skills they have that work well for them and what study habits do not work well for them. After small group discussions, the whole group would wrap up and process the activity.
This activity would be implemented within the working stage. Students should be comfortable speaking in small groups with one another and brainstorming similarities they have as it relates to their study habits. During the working stage, students are more deeply exploring themselves and are assimilating to new behaviors/roles (Corey 2018). If students learn what their learning style is, hopefully they would be able to incorporate that information into their academic life as they move forward.

References
Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://ambassadored.vitalsource.com/books/9781337515719

Links to an external site.

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Learning Style Quiz

Laptops/tablets/phones to access quiz

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Auditory

If you are an auditory learner, you learn by hearing and listening. You understand and remember things you have heard. You store information by the way it sounds, and you have an easier time understanding spoken instructions than written ones. You often learn by reading out loud because you have to hear it or speak it in order to know it.

As an auditory learner, you probably hum or talk to yourself or others if you become bored. People may think you are not paying attention, even though you may be hearing and understanding everything being said.

Here are some things that auditory learners like you can do to learn better.

Sit where you can hear.

Have your hearing checked on a regular basis.

Use flashcards to learn new words; read them out loud.

Read stories, assignments, or directions out loud.

Record yourself spelling words and then listen to the recording.

Have test questions read to you out loud.

Study new material by reading it out loud.

Remember that you need to hear things, not just see things, in order to learn well.

Visual

If you are a visual learner, you learn by reading or seeing pictures. You understand and remember things by sight. You can picture what you are learning in your head, and you learn best by using methods that are primarily visual. You like to see what you are learning.

As a visual learner, you are usually neat and clean. You often close your eyes to visualize or remember something, and you will find something to watch if you become bored. You may have difficulty with spoken directions and may be easily distracted by sounds. You are attracted to color and to spoken language (like stories) that is rich in imagery.

Here are some things that visual learners like you can do to learn better:

Sit near the front of the classroom. (It won't mean you're the teacher's pet!)

Have your eyesight checked on a regular basis.

Use flashcards to learn new words.

Try to visualize things that you hear or things that are read to you.

Write down key words, ideas, or instructions.

Draw pictures to help explain new concepts and then explain the pictures.

Color code things.

Avoid distractions during study times.

Remember that you need to see things, not just hear things, to learn well.

Tactile

If you are a tactile learner, you learn by touching and doing. You understand and remember things through physical movement. You are a "hands-on" learner who prefers to touch, move, build, or draw what you learn, and you tend to learn better when some type of physical activity is involved. You need to be active and take frequent breaks, you often speak with your hands and with gestures, and you may have difficulty sitting still.

As a tactile learner, you like to take things apart and put things together, and you tend to find reasons to tinker or move around when you become bored. You may be very well coordinated and have good athletic ability. You can easily remember things that were done but may have difficulty remembering what you saw or heard in the process. You often communicate by touching, and you appreciate physically expressed forms of encouragement, such as a pat on the back.

Here are some things that tactile learners like you can do to learn better:

Participate in activities that involve touching, building, moving, or drawing.

Do lots of hands-on activities like completing art projects, taking walks, or acting out stories.

It's OK to chew gum, walk around, or rock in a chair while reading or studying.

Use flashcards and arrange them in groups to show relationships between ideas.

Trace words with your finger to learn spelling (finger spelling).

Take frequent breaks during reading or studying periods (frequent, but not long).

It's OK to tap a pencil, shake your foot, or hold on to something while learning.

Use a computer to reinforce learning through the sense of touch.

Remember that you learn best by doing, not just by reading, seeing, or hearing.

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What's Your Learning Style? 20 Questions

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Auditory If you are an auditory learner, you learn by hearing and listening. You understand and remember things you have heard. You store information by the way it sounds, and you have an easier time understanding spoken instructions than written ones.

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Did the results of your quiz surprise you? Why or Why not?

Would anyone like to share what study methods work well for you? Which ones do not?

What will you do differently now knowing that you have a specific learning type?

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The Mayo-Jar activity aims to demonstrate the importance of prioritizing. According to Vanagas (2021), “This can be a lesson about doing tasks in the right order. If you pour the water in first and add the golf balls, you will not fit nearly as much in the jar. Tasks when working on any goal are often the same. If you do not think about what to prioritize, you will have a worse final result" (Mayo Jar activity, para 2). The Mayo-Jar activity will be great for our ninth graders because it will help them prioritize their school assignments over playing or hanging out with friends. For example, Mary has an assignment due, chores, play with friends, and study. Mary would complete her assignment, study, do chores, then play with friends.

References

Vanagas D (2021). Time Management Group Activities and Games: Personal Development the Fun Way. Personalpivots.com. Time Management Group Activities and Games | Personal Pivots

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“Mayo Jar “Activity
For this Activity, the school counselor will fill an empty jar with golf balls. Ask the ninth graders a question. "Is the jar full? Some may say yes. Then Add sand. Ask another question. "Is the jar full?" Some may say yes. Add the water. Take the empty second jar and fill it with water first. Then add the golf balls. Explain to them see all the golf balls did not fit because the water was put in first.

References

15 Team Building Activities, Exercises & Ideas for Small Groups. (n.d). teambuilding.com 15 Team Building Activities, Exercises & Ideas for Small Groups.

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The goal is that every group member feels like they belong and that the group is a safe space. According to Corey et al. (2017), “ As members get to know one another and learn how the group functions, they develop the norms that will govern the group, explore fears and expectations pertaining to the group, identify personal goals, clarify personal themes they want to explore and determine if this group is a safe place" (p. 149). I have found it challenging to share with a group of people with whom I feel you do not fit in or am unsafe. Another goal is for group members to start to build some trust. According to Corey et al. (2017), "The manner in which the leader deals with the reactions of members largely determines the degree of trust that develops" (p.149). Also, another goal is for the group members to be able to relate to other group members. For example, a group member may feel supported to discover that Mary likes math but needs help understanding algebra. The goal is to create a friendly and welcoming environment for all group members. According to Sink et al. (2011), "In brief, the counselor's role at this stage is to facilitate a warm climate of sharing and caring, where members feel safe to speak, desire to reveal more of themselves to their peers, and set individual goals for their group experience" (p.93)

References

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://ambassadored.vitalsource.com/books/9781337515719

Links to an external site.

Sink, C. A., Edwards, C., & Eppler, C. (2011). School Based Group Counseling. Cengage Limited. https://ambassadored.vitalsource.com/books/9781285011677

Links to an external site.

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This picture is an example of the "My Name Means" activity. Courtney used adjectives to describe herself that started with each letter of her name.

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My Name Means

The Opening  Group counseling activity is called "My Name Means" ( 15 Fun Icebreakers for Small Groups (n.d.). The 15 Fun Ice Breakers for Small Groups article provided many ideas to use in a group. The activities in the article helped build group cohesion. My Name Means activity allows group members to learn each other names and a little about each other. Before the activity, the counselor will discuss group guidelines and confidentiality and introduce the activity for the current group counseling session. Each student would be given a sheet of loose-leaf notebook paper wooden clipboard, and then the student will be able to choose a colored pen.

Students will be asked to come up with words to describe themselves. The trick is that they must develop words that start with each letter of their Name. There will be a poster of adjectives on the easel for students to refer to if they need help putting their thoughts into words. The school counselor will share an example of their Name to demonstrate the activity. For example, "I am Shannan, and I am S-strong, H- honest, A- attentive, N- neat, N- nice, A-Authentic, and N-noiseless." Noiseless is another way of putting more attention on enjoying peace. The school counselor will give students 5 mins to come up with their words for each letter of their first name, then each person will share their words, and if they want to elaborate on a word, they can do so just like the example for noiseless. Once the 5 minutes are up, Students will share until the last person has shared. After the activity, the group members will discuss how each member understood the purpose of the activity through a series of process questions.

The Stage

My Name Means will be best used in the Orientation and Exploration Stage. According to Sink et al. (2011), "As the label suggests, during this period, group counselors help students become better acquainted and more comfortable with group dynamics. Implementation strategies and activities are devised with these outcomes in mind" (p. 92).

References

15 Fun Icebreakers for Small Groups (n.d.) https://icebreakerideas.com/icebreakers-small-groups/Links to an external site.

Sink, C. A., Edwards, C., & Eppler, C. (2011). School Based Group Counseling. Cengage Limited. https://ambassadored.vitalsource.com/books/9781285011677

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This picture is of the colored pens that the ninth graders could choose from to write their names and adjectives. Most students chose their favorite color.

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Loose-leaf notebook paper

A wooden clipboard

Variety-colored pens

One poster with adjectives

An easel

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Two large Jars

Six golf balls

Sand from beach

Gallon of water

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This activity is called "Find the Time." To help students become aware of their current time management skills, I would ask them to reflect on how they spend a typical week. A frequent myth surrounding productivity is that there is not enough time in the day (Effective Student Method, n.d.). If students have a visual representation of how they currently spend their time, it may help them to see that there is more time available than they realize. This activity can be completed with colored pens/pencils and a printout of a week broken down into hourly segments. Students would be given a list of activities that should be included in their schedule, such as mealtimes, getting ready/travel, school, extracurriculars, and social activities (Effective Student Method, n.d). Students would be given up to ten minutes to complete their calendars independently, and then, as a group, we would discuss our reactions.

References

(n.d.). The Effective Student Method. Effective Students. Retrieved April 30, 2023, from https://effectivestudents.com/

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According to Sink et al. (2011), “DeLucia-Waack suggested that group members must understand the activity they participated in for it to be meaningful” (p.79). After the Mayo-Jar Activity, I would ask the group a few open-ended process questions:

What did you understand about why we did the "Mayo Jar" activity together today?

In what ways has this activity affected you in the group today?

What about this activity was important to you?

What was your favorite part about the Mayo Jar activity? Why was it your favorite?

References

Sink, C. A., Edwards, C., & Eppler, C. (2011). School Based Group Counseling. Cengage Limited. https://ambassadored.vitalsource.com/books/9781285011677

Links to an external site.

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Printed 7 Day Calendar (blocked hourly)

Colored Pencils and Pens

List of Activities to Include

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What was your initial reaction to completing this activity?

Were you surprised by the available time you see in your week?

Now that you are aware of your available time, what changes could you make to be more intentional about completing your studying or homework?

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This voice clip is a fun reminder of the importance of process questions.

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My Name Means activity is fun and creative, but there is a strong meaning to why this activity is effective for the opening session. Group members must feel a sense of belonging, get to know each other, and increase their self-awareness. I do not want my ninth graders to walk away with only the thought, "Oh, that activity was fun.” According to Sink et al. (2011), “DeLucia-Waack suggested that group members must understand the activity they participated in for it to be meaningful” (p.79). After the My Name Means activity, I would ask the group a few open-ended process questions:

What did you understand about why we did the "My Name Means" activity together today?

In what ways has this activity affected you in the group today?

What about this activity was important to you?

What was your favorite part about My Name Means? Why was it your favorite?

The open-ended process will help me better understand the group members understanding of the group activity. There must be meaning behind my group activity because of the importance of student participation and group effectiveness (Sink et al., 2011)

References

Sink, C. A., Edwards, C., & Eppler, C. (2011). School Based Group Counseling. Cengage Limited. https://ambassadored.vitalsource.com/books/9781285011677

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Processing in the final session is vital to the success of the group as a whole (Sink, Edwards, & Eppler, 2012). A good portion of this session should be spent on processing the group and reflecting on what has taken place (Sink, Edwards, & Eppler, 2012). For this specific activity, the processing questions dive deeper into not just the activity itself but the lessons learned throughout the entire experience.

Processing Questions Include:

1. How does it feel to hear the hopes of your peers for you?

2. What could you do to be successful with these hopes?

3. How do you connect what we learned in this group with what your peers had to say?

References

Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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This closing ritual requires just a ball and for students to sit in a circle. The ball will be passed from student to student, prompting them to name one thing they learned from the session. This can be played as many times as the counselor desires to determine the main themes of the lesson.

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In this closing ritual, students will stand up in a circle holding hands or facing each other, whichever they prefer. One student begins by gently squeezing the hand of the person to their left. They say, "I pass the peace to you." This continues around the circle to pass the peace to each group member before they leave the group. According to Keri (n.d.), "If students are not holding hands, one student can begin by making eye contact with someone and giving them a wink or a smile and saying, "I pass the peace to you." This continues until everyone has received the peace.”

This closing ritual allows everyone to pass the peace to each other for those who are struggling. This gives comfort to individuals who believe they will not achieve their goals.

References

K. (n.d.). 5 Closing Rituals for Group Counseling. Counselor Keri. Retrieved April 23, 2023, from https://www.counselorkeri.com/2021/07/30/group-counseling-closing-rituals/

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This is a picture of two students symbolizing passing the peace by a friendly handshake.

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Test-taking can be very challenging and overwhelming for some students. In this closing ritual, students will stand up in a circle holding hands or facing each other, whichever they prefer. One student begins by gently squeezing the hand of the person to their left. They say, "I pass the peace to you." This continues around the circle to pass the peace to each group member before they leave the group. According to Keri (n.d.), "If students are not holding hands, one student can begin by making eye contact with someone and giving them a wink or a smile and saying, "I pass the peace to you." This continues until everyone has received the peace.”

This closing ritual allows everyone to pass the peace to each other for those who are struggling. This gives comfort to individuals who believe they will not achieve their goals.

References

K. (n.d.). 5 Closing Rituals for Group Counseling. Counselor Keri. Retrieved April 23, 2023, from https://www.counselorkeri.com/2021/07/30/group-counseling-closing-rituals/

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Using the list of affirmations made last session, the group will say the list together. Each group member will be asked to identify the most meaningful affirmation and why. The students will be encouraged to repeat their affirmations daily until we meet next week. This is a positive way to end time together and teaches using affirmations. Affirmations are like physical exercise. The more affirmations are practiced, the better it will improve positive thinking (Using affirmations, n.d.).

References

(n.d.). Using Affirmations. Mind Tools. Retrieved April 30, 2023, from https://www.mindtools.com/air49f4/using-affirmations

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Imagine saying, "Well, group members, our time is up; see you all next week.” It may seem like there is no care in the world and it is just a job. Closing rituals are essential and help encourage members to practice the skills outside of the group (Corey et al., 2017). Setting You Up for Success meets weekly, so towards the end of each session, the group leader will summarize the events that occurred in the session and invite group members to reflect on their experiences in the group (Corey et al., 2017)

You Impacted Me

The closing ritual is called "You Impacted Me." You Impacted Me is where students share how other group members impacted them during group. For example, a student might say: “Mildred impacted me when she said she sets her alarm to remind her to read a chapter after school.” According to Keri (n.d.), "It is a nice way for students to hear how they have had an impact on others to remember and take away from group" (Group closing rituals, num. 5).

Along with sharing an impact, I would ask group members to share a small goal they would like to focus on this week. For example, a group member might say, "Sandy impacted me when she shared about using quizlet to study. “ A small goal I will focus on this week is to study Algebra three times a week for thirty minutes after school.

References

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://ambassadored.vitalsource.com/books/9781337515719

K. (n.d.). 5 Closing Rituals for Group Counseling. Counselor Keri. Retrieved April 23, 2023, from https://www.counselorkeri.com/2021/07/30/group-counseling-closing-rituals/

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Imagine saying, "Well, group members, our time is up; see you all next week.” It may seem like there is no care in the world and it is just a job. Closing rituals are essential and help encourage members to practice the skills outside of the group (Corey et al., 2017). Setting You Up for Success meets weekly, so towards the end of each session, the group leader will summarize the events that occurred in the session and invite group members to reflect on their experiences in the group (Corey et al., 2017)

You Impacted Me

The closing ritual is called "You Impacted Me." You Impacted Me is where students share how other group members impacted them during group. For example, a student might say: “Mildred impacted me when she said she sets her alarm to remind her to read a chapter after school.” According to Keri (n.d.), "It is a nice way for students to hear how they have had an impact on others to remember and take away from group" (Group closing rituals, num. 5).

Along with sharing an impact, I would ask group members to share a small goal they would like to focus on this week. For example, a group member might say, "Sandy impacted me when she shared about using quizlet to study. “ A small goal I will focus on this week is to study Algebra three times a week for thirty minutes after school.

References

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://ambassadored.vitalsource.com/books/9781337515719

K. (n.d.). 5 Closing Rituals for Group Counseling. Counselor Keri. Retrieved April 23, 2023, from https://www.counselorkeri.com/2021/07/30/group-counseling-closing-rituals/

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This is a list of the ninth-grade students' affirmations. The group will say the affirmations together.

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The closing ritual for the third session will be a group reciting affirmations. Using Affirmations (n.d.) states, "Affirmations are positive statements that can help you to challenge and overcome self-sabotaging and negative thoughts. When you repeat them often and believe in them, you can start to make positive changes.” Each student will choose one affirmation vital to them; then, all the affirmations will be compiled into a list. As a group, we will say the list of affirmations together. The student will be encouraged to repeat their affirmations daily until we meet next week. This is a positive way to end time together and teaches using affirmations. Affirmations are like physical exercise. The more affirmations are practiced, the better it will improve positive thinking (Using affirmations, n.d.).

References

(n.d.). Using Affirmations. Mind Tools. Retrieved April 30, 2023, from https://www.mindtools.com/air49f4/using-affirmations

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This closing ritual requires just a ball and for students to sit in a circle. The ball will be passed from student to student, prompting them to name one thing they learned from the session. This can be played as many times as the counselor desires to determine the main themes of the lesson.

For the final session, the students will state the most impactful moment for them in all sessions.