The activity chosen to incorporate into our recently transitioned freshman students from this log includes the “Who am I questionnaire.” This list of questions is geared toward making positive connections and identifying strengths. This activity also serves as a get-to-know-you. Ideally, this would be completed at the beginning of group sessions after initial introductions, boundary setting, and the necessary first steps of the initial process.  

The main goal of our group sessions is to build student confidence. By applying a strengths-based approach, students can identify their individual qualities, strengths, and needs. Some beneficial processing questions could be “Who else…?” By drawing connections and linking group members, the group experience is enriched and gives students a topic most are comfortable sharing about. Another beneficial processing question is “Why?”. This leads the student to support their claim with evidence. This can later be used to reinforce these strengths when the student does not feel as confident. 

Pg. 6 is another SB activity for initial stage of group sessions

She uses the example of a past grief therapy group she ran, but keeps the suggestions open and adaptable to any group topic.

Our School Counseling Group focuses on 8th graders who need additional support to build confidence as they prepare for the transition into high school.

Quenby emphasises the importance of the work done in the first stage of the group. As you will see throughout our Padlet presentation, we have incorporated many elements she discusses.

-The importance of discussing confidentiality in the beginning when establishing group norms and reminders throughout the sessions is that confidentiality is vital to ensure trust among members and to receive the most benefit.

- Including members in establishing norms by asking them how they want to be treated, what it means to be a good listener, and respectfully treating others in the group.

-Using a large visual to write group rules that everyone contributes to and signs

-Beginning of group check-ins before each session that support group cohesion, while encouraging each member to express their authentic identity and potentially report progress on how they have taken risks or encountered challenges that have helped to build confidence and self-efficacy.

-Use of a journal or binder so that students know the option of writing down or drawing their thoughts and feelings throughout the sessions and in between sessions, if they want to

-using ball prop "popcorn technique", explained later.

-Creating a vision board collage of things that inspire students toward confidence, future goals, and personal values.

-Including a closing or end of group "check-out" to help students transition out of the meeting, reflect on learning or new awareness, etc. A "homework" suggestion could also be based on the discussion and connection to the next session.

J.Meredith

8th-grade students, typically ages 13-14, are experiencing significant developmental changes and identity formation in addition to increasing expectations for independence in academic performance, social needs and challenges, and stressors in relationships with parents and others in positions of authority.  

The students selected to participate in this group through the final interview process expressed interest in improving their thoughts, feelings, and behaviors related to school achievement and attitudes toward themselves and others in the school environment, at home, and in the community.  They want to decrease feelings of anxiety related to the transition to High School and are open to exploring opportunities to increase confidence and social engagement. 

Through this small group counseling process, we will work together to build trust, understanding, confidence, resilience, and a love of learning rooted in personally meaningful goals that can motivate these students to stay in school and pursue their dreams for a better future.  Students will be prepared to address challenges by learning to self-advocate and access resources and support in their transition to high school and throughout their careers.  

Our goal was to include a diverse group of 8-10 male and female students, representing our current 8th-grade student population.  We also tried to choose students who do not know each other well.  We have four female and four male students: 2 White, 2 Black, 2 Asian, and 2 Hispanic. We added 2 group members for 10 participants; their current GPAs range from 1.8 to 2.3.

J. Meredith

Group work in schools represents an integral domain in the ASCA National Model. (Erford, 2019; ASCA, 2019).

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Each participant will receive a small 3-ring binder with folder divider tabs, binder will include a lined paper for journaling, blank paper for free draw/doodles, a copy of the confidentiality expectations, signed permission from parents, a memorandum of understanding signed by student and parent, explicit norms and expectations established by group leaders as required by school administration and in accordance with specific state laws.  

Communal Supplies Available for session: Markers, colored pens and pencils, construction paper, different sizes of paper, post-it notes, large poster board size presentation paper (sticks to wall), tape, scissors, glue sticks, old magazines-cut outs, and Card-stock poster board, 3-hole punch. 

Initial Group Meeting Tasks:

• Introductions/Orientation

• Ice-Breaker

• Review group goals/Rationale:

• Create a communal list of group rules/norms on large paper that everyone signs and will be posted up and reviewed before each session starts. Make sure all students contribute to this list and express something that is important to them. This large poster paper will be posted up at every session as a visual reminder of why we are all here and what we agreed to together.

• Review the progress tracking sheet that each student can keep in their binder.

• Utilizing Solution Focused Brief Counseling Technique of Scaling Questions: Complete a Pre-Assessment / Post Assessment measuring students' current levels of confidence in their personal abilities (self-esteem), social skills, and academic achievement, Current level of understanding of self-awareness, attitude toward school/ teachers, level of motivation to work toward academic goals, feelings of hopefulness, satisfaction with current grades/academic achievement, level of engagement with school, i.e. participating in extracurricular activities clubs, feelings of safety and belonging at school, satisfaction with social engagements/friendships at school, satisfaction with home life and supports available outside of school environment.

• Review of the Outline of Topics/Activities covered in the next 7 sessions (if time or listed in binder)

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J. Meredith

Data Summary:

69% of American K–12 teachers reported students' lack of interest in learning as a significant problem. ​While making coursework more interesting is beneficial, it is not always feasible for every assignment. ​A self-transcendent purpose can effectively lead to self-regulation when tasks are inherently uninteresting. ​

‘Purpose for learning’ is defined as a goal motivated by both self-benefit and a connection to the world beyond oneself. ​ This concept emphasizes the importance of motives rather than the content of goals. ​

Purpose for learning includes self-oriented motives (e.g., career fulfillment) and self-transcendent motives (e.g., helping others). ​An example includes a student wanting to be an engineer to help people while also finding the career enjoyable. ​ This purpose leads to improved academic outcomes among students. Students with a purpose for learning are less likely to drop out of college, and a brief psychological intervention promoting this purpose improved high school GPA over several months. ​

A self-transcendent purpose can make tedious tasks feel more meaningful, leading to greater persistence. Historical and observational evidence support the idea that viewing tasks as beneficial to others enhances motivation.  High school students with a purpose for learning rate their schoolwork as more meaningful compared to those with only extrinsic motives.

Reference:

Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559–580. https://doi.org/10.1037/a0037637

J. Meredith

Name: 

Age:

Birthday:

Favorites: Color, Animal, Sport, Place, Movie or Play, Book, Song, Type of Music, Artist

3-5 Adjectives that describe me: 

(Brave, Shy, Curious, Adventurous, Worried, Cautious, Fun, Quiet, etc)

3 People I admire: 

3 Topics I find interesting:

3 Things I love to do:

3 Things I can’t live without (other than food, air, and water): 

One thing that inspires me?

3 things I am good at (Strengths)

3 challenges I want to overcome:

One Goal That I have for this year:  

2^nd: Students will find a partner in the group to share their answers with and find at least 3 things that they have in common.  (trust-building) 

3^rd: Group together: Each Partner shares what they found interesting about the other person and things they had in common.  

Process questions:  

How did it feel to share your answers with your partner?  What did you have in common?

Did that surprise you?  

Homework: Ask a family member, one (or more) of the questions on our worksheet, and after they answer, see if they will answer the why behind their answer. 

You can write in your binder journal if you want to.

These eleven factors are:

(1) Instillation of hope, (2) Universality, (3) Imparting information, (4) Altruism, (5) The Corrective Recapitulation of the Primary Family Group, (6) Development of Socializing Techniques, (7) Imitative Behavior, (8) Interpersonal Learning, (9) Group Cohesiveness, (10) Catharsis and (11) Existential Factors.

It is critical to the process of group therapy that you do not misinterpret group

cohesiveness as comfort. Cohesive groups should be better able to express

anger and conflict. Hostility must be acknowledged and expressed to avoid

covert hostility, which would significantly hinder the effectiveness of the

group. Hostility in group therapy must be processed. It is imperative that

the conflicting group members establish a means of working together. Clients

may have a tendency to avoid open expression of anger or hostility; however,

as the group facilitator, you need to help the group identify and explore conflict

via the open expression of anger. Be aware and prepare for the initial

expression of anger to be directed at you. If the group members cannot trust

you with their anger, how can they trust the other clients? You should observe

client challenges or confrontations at some point in the early group

development. For example, you may be confronted about your lack of direction

or your lack of care and concern. If you do not deal with this open expression

of anger in a healthy and positive way (e.g., allow members to share their

disappointment, anger, etc, without judgment), you will inadvertently establish

a group norm discouraging the open expression of intense feelings.

Catharsis: Catharsis is the process of emotional experience and generally

refers to expressing and discharging previously repressed emotions. It is

generally accepted by most theorists and clinicians that catharsis is not

sufficient to promote psychological change. As the facilitator, one of your tasks

is to help the client get beyond the ventilation of feelings and attempt to add

meaning or significance to the cathartic experience. You must facilitate the

dual process of expressing feelings and then reflecting back on the process

Reference:

Yalom, Irvin D. The Theory and Practice of Group Psychotherapy. 5th edition, Basic Books. 2010

J. Meredith

OUR VALUES ARE OUR STRENGTHS and SHAPE OUR IDENTITY

1. The leader will ask students to spend a few minutes rating the values on the worksheet.

2. Students are invited to share what they identified as their most important values.

3. The leader will specify a value standard in the group and demonstrate how the value shapes decision-making and contributes to well-being. For example, honesty is an essential value in developing our unique and genuine identity as well as gaining and maintaining the trust of our family and friends. When we value honesty, but we say things that distort the truth or tell a conscious lie to get what we want in the moment or to avoid responsibility, we will have an internal response of discomfort that can cause us to feel insecure and act in ways that show a lack of confidence and diminish our self-esteem.

When one's values do not align with their actions, this can cause mental disturbance or a sense of dis-ease. When this happens, I'd like to reflect on the why behind the value, how it developed, and what changes you could make to align your actions with your values.

J. Meredith

Research shows that middle and high school classrooms that neglect questions of higher purpose work against the innate desires of teens.

By Andrew Boryga September 17, 2024

Perhaps the most critical discovery in this recent wave of research—you might think of it as confirmation that teens are biologically primed to think BIG. A novel, 5-year study of 14-18 year-olds by USC researchers concluded that teens possess an innate desire to dwell on the world beyond themselves, and are wired to consider material through the lens of “cultural values and associated emotions to infer social and ethical implications.”  

According to the research presented in Edutopia (2024), middle school classrooms that operate within the narrow confines of immediate, concrete concerns and ignore the transcendent questions of broader purpose and future goals are working against students’ capacity to engage in abstract thought and the ways that they are biologically wired to think. The findings were derived from brain scans that revealed increasing coordination between two regions of the adolescent brain associated with “reflective, autobiographical and free-form thinking,” and “effortful, focused thinking.” This increased brain interconnectivity, the research said, is associated with improved identity formation and self-awareness, social relationships, and mental health, even years after students graduate from high school.  

J. Meredith

Resource:  Established in 2017, the Center for Parent and Teen Communication is a multidisciplinary team based within the Division of Adolescent Medicine at Children's Hospital of Philadelphia. Center for Parent and Teen Communication offers practical, science-based strategies for strengthening family connections and building youth prepared to thrive. For additional resources, visit parentandteen.com. For media inquiries, contact Eden Pontz (pontze@chop.edu).

Could you read the Grit Worksheet and discuss? 

According to leading researcher Dr. Angela Duckworth, grit is a strength rooted in passion and perseverance towards a specific goal. 

Passion and perseverance are essential in reaching goals and thriving in different aspects of life. 

Generally, grit is unrelated to intelligence or talent. Rather, it is long-term dedication to a specific goal in the presence of challenges. 

Grit can be developed over time to improve one's ability to thrive. 

One’s community can also support it. It’s not just about a person’s sheer force of will or determination.  

The amount of grit someone has is linked to accomplishing specific goals. 

People who work to increase their grit are more likely to accomplish their goals, bounce back from failure, and counterbalance stress. 

Grit is not automatic, and people do not have a fixed level. They can develop grit throughout their lives to improve the possibilities of achieving goals.

Group Discussion:

Can you think of a time when you had grit?  What did you really want, and you stuck through to achieve it?

What helped, what didn’t?

Process Questions:

What are your future goals that will require you to have grit?

J. Meredith

1. Modeling: Lead by Example

Humans are social creatures, hardwired to take cues from those around us. If students don’t see their peers seeking help, they assume it’s something people just don’t do. But when help-seeking becomes visible, it starts to feel natural.

Seeing a peer admit confusion and get a response makes asking for help feel like a shared experience, not an isolated risk. The key here is that if we want students to ask for help, they need to see it in action.

2. Structure: Designing for Engagement

When help-seeking is the norm, students adopt it naturally.

Student-led help centers reinforce this mindset by rotating students as Help Desk experts, shifting the teacher’s role from sole problem solver to facilitator. Instead of waiting for help, students take ownership, supporting one another and strengthening their own skills.

3. Communication: Changing the Narrative Around Help-Seeking

Too many young people view asking for help as a sign of weakness rather than a strategy for success.

Research shows that students with high self-efficacy—those who believe effort leads to improvement—are far more likely to seek help. The problem? Many students don’t see themselves as capable of getting better.

One way to change this is by sharing real stories of improvement. Invite students to talk about how they struggled but succeeded by seeking support.

Article summary by J. Meredith

Resilience is a skill that can be developed and strengthened

Resilient students don’t just survive challenges; they thrive in the face of them. They solve problems better, engage more, and build stronger relationships. And research backs this up.

**Positive coping strategies reduce anxiety and enhance resilience

**Optimism and purpose improve emotional recovery and long-term well-being.

Strategies to Build Resilience 

1. Break down big fears into bite-sized wins. Daunting tasks overwhelm even the most motivated students. The key? Break them into manageable steps that build momentum. Each step is visible, celebrated, and builds confidence.

2. Observe resilience in action. We all need role models. For students, seeing how others navigate failure can transform how they view their own setbacks. Think about someone who you admire who is successful and look at the difficult obstacles and life circumstances that they have overcome. Dissect their stories, identifying strategies like persistence, problem-solving, and grit.

3. Build networks of support. Resilience grows in relationships. Isolation shrinks it. Develop peer check-ins and accountability partners to share struggles, brainstorm solutions, and offer encouragement.

Article Summary by J. Meredith

Multicultural Applications of Solution-Focused Brief Therapy

SFBT Therapists learn from their clients about their experiential world rather than approaching clients with a preconceived notion about their worldview. Instead of aiming to make change happen, the SFBT practitioner attempts to create an atmosphere of understanding and acceptance that allows diverse individuals to use many potential resources for making constructive changes. Murphy (2015) states that emphasis on strengths and resources in solution-focused counseling supports culturally competent services to individuals regardless of ethnicity and cultural background. 

Therapeutic Goals of Solution-Focused Brief Therapy

The solution-focused model emphasizes the role of participants establishing their own goals and preferences. Much of the group process involves members thinking about their future and what they want to change in their lives.

Leaders concentrate on clear, specific, observable, small, realistic, achievable changes that may lead to additional positive outcomes. Small goals are the beginning of change and should be celebrated.

Therapeutic Relationship

SFBT is a collaborative process. Empathy and collaborative partnership are more important than assessment or technique. Instead of aiming to make change happen, the leader attempts to create an atmosphere of understanding and acceptance that allows individuals to bring out their ideas and resources for making changes. Group members interpret their own experiences.

.

This approach makes a difference in how problems and solutions are talked about. The language frames how problems are understood. Concepts of care, interest, respectful curiosity, openness, empathy, contact, and even a sense of awe and wonder are essential.

Group leaders create a climate of mutual respect, dialogue, inquiry, and affirmation. Group members create and coauthor their own unique and evolving stories.

Solution-focused counseling is designed to be brief, so the leader keeps group members focused on solutions rather than problems.

Techniques

Solution-focused therapists use various techniques, including pretherapy change, exception questions, the miracle question, scaling questions, homework, and summary feedback.

Some group practitioners ask the member to externalize the problem and focus on strengths or unused resources. Techniques focus on the future and how best to solve problems rather than on understanding the cause.

Solution-focused brief therapists often ask, “What have you done since the last session that has made a positive difference?” Encouraging students to rely less on the therapist and more on their resources.

Questioning is a primary intervention. Solution-focused group leaders use questions to understand better a group member’s experience rather than simply gathering information.

Questions are asked from a position of respect, genuine curiosity, sincere interest, and openness.

Asking questions enables members to describe things in their own words: “Tell me more about your concerns.”; “What do you think needs to happen to improve things?”

Exception questions direct group members to times when their problems did not exist, opening up opportunities for engaging strengths and creating possible solutions.

The leader might ask if they will do something different the next time they feel worried and anxious.

The miracle question allows group members to describe life without the problem. The miracle question is often presented: “ If a miracle happened and the problem you have disappeared overnight, how would you know it was solved, and what would be different?”

Group members are then encouraged to enact “what would be different” despite perceived problems. This question involves a future focus that enables group members to consider a different kind of life than one dominated by a particular situation. The miracle question focuses clients on searching for solutions and recognizing minor improvements toward their goals.

Scaling questions require group members to specify improvement on a particular dimension on a scale of zero to 10. This technique enables clients to see progress in specific steps and degrees. Solution-focused therapists use scaling questions when changes in human experiences, such as feelings, moods, or communication, are not easily observed. For example, a group member reporting feelings of anxiety in social situations might be asked, “On a scale of zero to 10, with zero being how you felt when you first came to this group and 10 being how you feel the day after your miracle occurs and your problem is gone, how would you rate your anxiety right now?” Even if the group member has only moved away from zero to 1, she has improved.

Scaling questions enable clients to pay closer attention to what they are doing and how they can take steps to lead to the desired changes.

Solution-focused practitioners typically allow time in each group session to share feedback.

The leader gives members credit for the changes they are making through statements such as these:

“How did you manage to make these improvements?”

“How does your family treat you differently now compared to before?”

“What have these improvements taught you about yourself?” “What is the biggest difference between the old you and the new you?”

These questions encourage members to search within themselves for the credit they deserve for making changes. This kind of questioning and feedback assists members in carrying their learning outside of the group sessions into daily living. (Corey et al. 2018)

J. Meredith

J. Meredith

Duration - 30 minutes (lunch period)

Group goal - Increase students' confidence for their transition from middle school to high school 

Objective #1 (formative) - By week 3, students will demonstrate three new social skills essential for building positive relationships and navigating the high school environment (e.g., problem-solving, active listening, goal-setting).

Natalie DePaz's section

the same letter as their first name.

• For example, my name is Natalie, and I am nurturing.

of a swimming pool (rules are necessary to keep everyone safe). Lead students to discuss

things like:

• Taking turns talking so everyone’s voice is heard

• Respecting feelings

• Being honest

• Confidentiality

List the norms on a poster and have them sign it to indicate their agreement. The poster will be displayed so all students can see it and be reminded of these norms during all sessions. 

• What we talk about in the group stays in this group. We don’t share what others talk about in the group with anyone who is not in this room. The group leader may talk to other adults if you say that you want to hurt yourself or someone else, or if someone else is hurting you.

• Over the next few weeks, we’ll be getting together as a group to talk about how we can increase confidence and navigate our way through the transition to high school. We will be discussing how to be a productive problem-solver, how to actively listen, and how to set achievable goals for ourselves. We will be practicing three new social skills, which are social, emotional, and behavioral skills.

Academic Habits - 

• Rate your study habits from 1 (poor) to 5 (excellent).

• How confident are you in managing your time effectively? (Scale 1-5)

• How often do you complete your homework on time? (Never, Sometimes, Always)

Motivation and Goals:

• List three goals you have for high school.

• How motivated do you feel about succeeding in high school? (Scale 1-5)

Emotional Awareness:

• Rate how well you understand your emotions and how they affect your behavior. (Scale 1-5)

• How comfortable are you with asking for help when needed? (Scale 1-5)

• What tools or strategies do you use for regulating your emotions?

Speed Chat: 

1. Students will be put in pairs (can be put in a trio if an odd number of students)

2. Rules: “You’ll have 1 minute to talk with a partner. I’ll give you a prompt to start your conversation. Each partner will get 1 minute to speak, take turns, and listen to what the other person says.” 

3. Prompt: What’s one thing you’re looking forward to about high school?
   

4. Time Each Round (2 minutes each), then rotate partners. 

5. Students will rotate four times, so they can chat with new people and gain new perspectives. 

Speed Chat is a simple, low-prep activity designed to get people talking in brief, focused conversations. Participants discuss a specific topic with a partner for a short amount of time, then rotate to a new partner and repeat the process. Since the topic stays the same but the partner changes, each interaction is slightly different, keeping the experience fresh and engaging. Research suggests that repeating a task like this can help improve both fluency and complexity in speaking (British Council, n.d.)

• Did anyone else have a similar feeling about high school? 

These processing questions are aimed at helping students connect their experiences, fostering a sense of connectedness.

• Before we end today’s session, you will be given a progress log that you will be using each week. This is the tool you will be using to keep track of the skills you are learning and practicing in this group. The three main areas we will be focusing on are social skills, emotional skills, and behavioral skills. When you notice that you have demonstrated a skill, you will describe the skill, what you want to work on next time, and your confidence level when it was demonstrated. Don’t feel pressured to always write down a demonstration. This is for you to reflect on the skills we will be learning throughout this group and implement them into your outside life. Next week, we will check in and see how you are feeling about your progress.

Activity Summary

The “My Future Self” vision board activity invites students to create a visual representation of their goals, values, and hopes for high school and beyond. Using magazines, printed images, drawings, and words, students build a personalized collage that reflects:

• What they want to achieve

• Who they want to become

• What matters most to them

Session Structure (20–30 minutes)

Session Title: My Future Self: Visioning a Positive High School Experience

Objectives:

• Support identity formation and self-awareness.

• Strengthen peer support and confidence in high school transition.

Session Agenda

The session began with a check-in: “Share one thing you are looking forward to about high school and one thing you are nervous about.” The activity was introduced to the students, explaining its purpose and how it works, prompting them to reflect on who they want to become and what success means to each of them. Using materials like magazines, scissors, and glue, students created personalized boards themed around “Who is my future self?” and then shared highlights from their creations in a group discussion. The counselor guided the discussion with questions like:

• “What did you notice about yourself as you created your board?”

• “What strengths do you already have that will help you reach these goals?”

• “What support do you need to make this vision a reality?”

• “What steps can you take this week to get closer to this vision?”

The session ended with positive peer feedback, encouraging students to describe their future selves in a single word.

Why This Activity Works for 8th Graders

This activity fits both developmentally and culturally for a diverse population of 8th graders preparing for high school.

• Students engage in honest self-exploration and constructive feedback

• Group cohesion and trust are strong, allowing deeper discussion

• Members practice new behaviors (e.g., communication, coping)

• Increased ownership of personal goals and actions

• Feedback among members becomes more frequent and helpful

This stage is vital for 8th graders, as it supports their development of identity, emotional control, and peer relationships (Kiuru et al., 2020). It plays a key role in helping students overcome challenges such as low self-confidence, emotional regulation issues, and difficulties with goal setting.

References:

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

Kiuru, N., Wang, M. T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between adolescents’ interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence, 49(5), 1057–1072. https://doi.org/10.1007/s10964-019-01184-y

·       Developmentally appropriate activities: Activities such as Skill-Building Activities designed to meet 8th graders' developmental needs and promote self-efficacy and future-self visualization to reinforce behavior change (Foss et al., 2008).
(e.g., SMART goal setting, vision boards, strength-based check-ins)

·       Opportunities for peer feedback
Encourage statements like:

1. “I noticed…”

2. “That reminds me of…”

3. “I admire that you…”

• Process-oriented questions
  These promote insight:

1. “What are you learning about yourself?”

2. “What do you need from the group right now?”

3. “How did it feel to share that?”

• Feedback and skill-building tools
  Students need emotional regulation strategies, tools for perspective-taking, and exercises that foster mutual respect and collaboration (ASCA, 2022).

References:

American School Counselor Association. (2022). ASCA ethical standards for school counselors. Retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Foss, L., Green, J., Wolfe-Stiltner, K., & DeLucia, J. (2008). School counselors share their favorite group activities: A guide to choosing, planning, conducting, and processing. Alexandria, VA: Association for Specialists in Group Work.

Rate your study habits from 1 (poor) to 5 (excellent).

How confident are you in managing your time effectively? (Scale 1-5)

How often do you complete your homework on time? (Never, Sometimes, Always)

Motivation and Goals:

List three goals you have for high school.

How motivated do you feel about succeeding in high school? (Scale 1-5)

Emotional Awareness:

Rate how well you understand your emotions and how they affect your behavior. (Scale 1-5)

How comfortable are you with asking for help when needed? (Scale 1-5)

What tools or strategies do you use for regulating your emotions?

Students will have time for some fun and guided reflection during this time. Pizza, drinks, plates, napkins, etc., will all be provided for students at no cost to them. The counselor will also be eating their lunch along with the students to foster a sense of comfort and connection. Guided reflection questions will be asked of the students, such as: 

• What have you learned about yourself in this group? 

• What advice would you give to your past self? 

• What skills have you gained within this group that you can use moving forward? 

Students will get to create a self-esteem-positive affirmation card. A template will be provided to them as an example they can make. They can choose to recreate the same affirmations or choose ones of their liking. The goal of this activity is for students to create a visual reminder of their:

• Strengths

• Values

• Positive affirmations/goals

• Dream for high school

• Skills they have learned

• Dear future me…

• If you are struggling, remember…

• Don’t forget that you are capable of…

Students will then return their letters to the counselor, and the counselor will give the letters back to the students during their first week of high school. The letter will be a reminder of the skills and confidence they gained during their group sessions, hopefully making their first week of high school more bearable and meaningful.

Students will also be handed a certification of completion for attending group counseling sessions.

Natalie D.

Next, students will be shown a brief 3-minute video regarding self-awareness and why it is important. This video discusses self-awareness in a relatable way that middle school students could relate to and how they can utilize this skill outside of this session.

Natalie D.

This section of the worksheet is as follows:

Name: 

Age:

Birthday:

Favorites: Color, Animal, Sport, Place, Movie or Play, Book, Song, Type of Music, Artist

3-5 Adjectives that describe me: 

(Brave, Shy, Curious, Adventurous, Worried, Cautious, Fun, Quiet, etc)

3 People I admire: 

3 Topics I find interesting:

3 Things I love to do:

3 Things I can’t live without (other than food, air, and water): 

One thing that inspires me?

3 things I am good at (Strengths)

3 challenges I want to overcome:

One Goal That I have for this year:  

They will also be asked to find three things that they have in common with each other. This will build trust and a sense of community.

As students share, it will be reinforced that they have more in common than they may realize, and to lean into these similarities to feel less alone as they transition into something new, high school.

• How did it feel to share your answers with your partner?

• What did you have in common?

• Did anything surprise you?

An optional journal reflection in their binder is encouraged.

LearningWorks for Kids. (2021, August 6). What is self‑awareness? [Video]. YouTube. https://www.youtube.com/watch?v=jgPSapWGPM4 youtube.com

This activity involves students drawing a "wheel of life". The wheel is divided up with each section representing an area of their own lives, such as interests, health, social life, etc. This activity aims to expand their ideas for goals in other areas of their lives and not only limit their ideas to school or work. This activity may also be used to highlight strengths in each section to build on the content from the previous session.

Students will share and reflect if they choose.

Processing Questions:

What area is the most important to you right now?

What surprised you while creating this wheel?

Which one do you feel will be the easiest to accomplish?

What will you need to reach this goal?

Homework Instructions:

Make a plan for the section that is most important to you at this moment. (loosely structured and freeform)

J. Meredith

J. Meredith

As time permits, we will review and answer any questions about the activity, and this will be given as homework.

J. Meredith

Given time restraints, students will be encouraged to go through this list independently and mark the traits they feel they currently demonstrate and the ones they would like to continue to develop.

In keeping with the Solution-Focused Brief Therapy approach, students may rate their top 5 traits on a scale of 1-10 for their confidence in demonstrating the trait.

If time allows, discuss how this trait came through in their actions or how they would like to use it. SFBT is focused on strengths, future goals, and minor, gradual improvements based on what the group member identifies as personally meaningful to them.

Throughout the group sessions, students build a toolkit via their personalized binder to access as they gain greater insights and confidence in applying their intrinsic motivations toward their goals.

J. Meredith

Opening:

1. Instrumental, calming music is playing in the background during the session. Invite students to sit in a circle on the floor with pillow seat cushions and dim lighting. Once everyone has settled in, invite members to quietly reflect on their successes and/or difficulties over the past week. They may write in their journals or just sit attentively. After everyone has settled in, ask, "What happens in your body and mind when you focus on the things that did not go well?" They can write or share verbally. Then ask, "What changes do you feel when you think about the things that went well?"

   
   

   Activity:

   1. Utilizing the Solution-Focused Brief Therapy (SFBT) approach, invite group members to focus on what worked well and think about the actions they took that led to good outcomes. They always have the option of writing in their binder journals.

   2. Give everyone a separate blank piece of paper and ask them to write any worries, negative thoughts, or stressors that come to mind during this reflection time. Let them know that no one will see what they write on this paper. Give students at least 5 minutes.

   3. Prepare a bucket with water and a dissolving solution and label it with something like "Never-Never Land" or "Good-bye to the ick, that weighs me down." "Black Hole"

   4. Invite each group member to come up to the bucket, one at a time, and intentionally tear up the paper of worries and put them in the bucket. They can state their intention and say something about letting go of the negativity that is clouding their judgment. You can invite other group members to clap or show support.

   5. Now that the crap has been cleared, we will focus on fueling up our positive thoughts.

      
      

   6. Provide the following information for the student's resource binder. Walter and Peller (2014) proposed five assumptions utilizing SFBT:

   (a) Concentrating on successes leads to constructive change.

   (b) Realizing that for every problem that exists, exceptions can be found where the problem does not exist, effectively providing possible solutions to perceived problems;

   (c) Small, positive changes lead to bigger, positive changes.

   (d) Individuals can solve their problems by exposing, detailing, and replicating successes during exceptions.

   (e) Goals are stated in positive, measurable, and active terms.

   
   

   The environment is changed from a problem-focused to a solution-focused one.

   The core belief of SFBT is that when people focus on problems, they become discouraged and disempowered. Insights into the origins and what perpetuates their issues are not therapeutically valuable.

   Finding exceptions and solutions to difficult circumstances will encourage and empower students, leading them to actions, success, and satisfying outcomes. Reconstructing perceptions of adverse circumstances into visions for success stimulates positive vibes, confidence, and motivation to take actions that will lead to success.

Session Closing:

While students are focused on finding the positive aspects of their current circumstances, ask them to share their favorite songs or type of music they listen to that reflects a feeling of positive success, celebration of overcoming adversity. What song or songs fuel your positive energy and a hopeful outlook on life? Ask students to write song titles on post-it notes with or without their names. Close the session by asking each student to share their song with the group or another activity they engage in that helps them to focus on their strengths and stay grounded in the full power of their positive potential.

Gather the song titles and create a playlist that can be played during the final meeting and shared with all group members.

J. Meredith

After reviewing the values clarification worksheet, students will review this worksheet.

The worksheet provides a tool for exploring one’s most essential values and those of family, friends, and society. This exercise can help clients explore how other people influence their values and what unique values they hold. 

After completing the worksheet, encourage discussion with the following questions:

• What person or people most influenced your values?

• How are your values different from those of others?

• Identifying and developing circles of support- Who is in your current support system, and where could you benefit from more support?  How positive and encouraging are the people in your life?  Are you surrounding yourself with people who share similar goals and values? Do you feel respected and understood?  

  https://www.therapistaid.com/therapy-worksheets/values/adolescents

  
  

J. Meredith

2. Schwartz, S. J., Kurtines, W. M., & Montgomery, M. J. (2005). A comparison of two approaches for facilitating identity exploration processes in emerging adults: An exploratory study. Journal of Adolescent Research, 20(3), 309-345.

3. Tatum, B. D. (2000). The complexity of identity: “Who am I?”. Readings for Diversity and Social Justice, 2, 5-8.

J. Meredith

J. Meredith

J. Meredith

Questions - Strategies - Insights

2. Everyone will be put into pairs, given different colored Post-it notes, and asked to answer as many questions as possible. Could you write each question on a Post-it note? Ques: What do you need to know to reach your goals? What questions do you have about high school life? What are you curious about that is connected to the work we have done so far in this group? What do you need or want to know to increase your confidence and ease anxiety?

3. After 5 minutes, the pair with the most questions about personal goals and group topics will win a prize.

4. All the notes will be attached to the board, and a volunteer will be asked to read the questions so that the group can identify common themes.

5. Another volunteer (with good handwriting) will be asked to write on the poster paper labeled "Strategies" the ideas that the group will brainstorm for how they will obtain the information they need. Where can we go for help? Who has this information?

6. Process Questions:

   -Do you believe that effort leads to improvement?

   -What happens when your efforts lead to disappointment? (Growth Mindset-you're still learning no matter what happens)

   -Do you believe you are capable of getting better?

7. If there is time, students will role-play with their partners: one as a student and the other as a Teacher or someone they intend to talk to to gather information and practice communication skills.

8. Closing:

   The leader guides the discussion into closing with the "Insights" poster board. A volunteer will write student responses regarding what they learned today and insights they want to share. The leader self-discloses personal experience of learning about the importance of asking questions and expressing curiosity. This is a crucial skill indicator of confidence, character, and intelligence. Help-seeking builds confidence and communication skills, powerful tools for individual success and self-directed growth.

9. Homework: Investigate something you are curious about related to the transition to high school, find out what resources are available to help new students, and be prepared to share with the group next week. The group leader will ensure that students can access the contact information needed.

   
   

   J. Meredith