This 2018 Movie was nominated for 91 awards and won 60 film awards, including
2018 Winner BSFC Award

Best New Filmmaker, Bo Burnham

Millions of teenagers and adults have weighed in to applaud this film. Reviews describe the film as an accurate and up-to-date portrayal of the life of a typical 8th-grade student in the United States.

Group leaders can watch this movie separately or together and consider ways to incorporate the modern themes discussed into Group Counseling sessions.

We will explore the possibility of viewing one or more of the movie clips to introduce the topic of supportive interpersonal relationships and how to be true to yourself while also finding ways to connect to others.

A.2. Informed Consent in the Counseling Relationship

A.2.a. Informed Consent Clients have the freedom to choose whether to enter or remain in a counseling relationship and need adequate information about the counseling process and the counselor. Counselors have an obligation to review in writing and verbally with clients the rights and responsibilities of both counselors and clients. Informed consent is an ongoing part of the counseling process, and counselors appropriately document discussions of informed consent throughout the counseling relationship.

Friendships and peer acceptance are crucial. Encourage respectful communication and cooperation, as peer opinions significantly impact self-esteem. 

Technology plays a large role in their lives. Discuss the responsible and safe use of digital media and its impact on mental health. 

Empathy, cooperation, and active listening are essential for positive peer interactions. Adolescents experience heightened emotions. 

Emotional regulation skills and encourage open expression in a safe environment. 

 Reinforce positive self-images and skills to build confidence and resilience. 

Create safe spaces for students to tell their own stories, sharing diverse backgrounds and personal experiences.  Foster the attitude that everyone has value and is capable of learning and growing in a cooperative and respectful way to encourage a sense of belonging among all group members.  

• Very confident
  

• Somewhat confident
  

• Not very confident
  

•  I don’t have any goals yet

  
  

2) "In the past month, how often have you felt angry, frustrated, or had trouble staying out of trouble?"

•  Almost every day
  

• A few times a week
  

•  Once or twice
  

•  Not at all

3) How connected do you feel to your teachers and classmates at school?"

•  Very connected
  

•  Somewhat connected
  

• Not very connected
  

• Not at all connected

2. Regarding question two, 10 percent said almost every day, and 30 percent said a few times a week. 40 percent said once or twice, and 20 percent said not at all. These results indicate that a majority of the students need help in this area. These students need support in areas such as emotion regulation, impulsivity, and positive decision making. 

3. Regarding question three, 40 percent of students said they feel very connected. 30 percent said they feel somewhat connected. 20 percent said not very connected, and 10 percent said they feel not at all connected. These results indicate that at least 70 percent of students feel some type of connection to teachers and classmates, while 30 percent feel some type of disconnect. This group could serve as a protective factor to those students feeling the disconnect, and may need additional support in areas such as improving social connections and trusting others. 

We don't believe that students with less than a 2.0 GPA will benefit from this group because they may lack motivation and feel forced to be there, resulting in them not benefiting from the group experience. These students could also potentially disrupt the flow of the group and take away from others who may benefit from the goal of the group, which is to help students who are struggling transition to high school.

Regarding students with at least two behavioral referrals, those who may benefit from this counseling group are those with referrals in repeated infractions such as defiance, disrespect, or classroom disruptions.

If many students are referred/recruited, priority will be given to those who have a pattern of inconsistent academic performance and who have shown increasingly alarming signs of disengagement or behavioral escalation. Students will also be selected based on a combination of results from the needs assessment, academic data, staff recommendation, and behavioral history. The needs assessment will allow us to identify students who meet the group's criterion, as well as students who genuinely want to be there and can benefit from the goal of group. This ensures that selected students are both eligible and likely to participate in the group.

The referral process is that staff, such as teachers, counselors, and administrators, can refer students to participate in this group. A referral form will be sent out to these stakeholders, which they can then fill out and send back to the school counselor. Parents/guardians will also need to be informed about group participation and need to sign and provide an informed consent form. School counselors must infrom parents/guardians because parents sometimes question allowing their child to be included in small-group sessions for many reasons, such as they fear that their child will be exposed to material they object to or that theu will lose their place as the guiding voice in their child’s life (Stone, 2022). 

The school counselor will review student records to ensure students meet all eligibility criteria, such as a pattern of low academics and behavioral referrals. The school counselor will also conduct a one-on-one interview with each participant before the group begins to ensure that they are willing to participate in group work. During this interview, questions will be asked such as: 

“What do you need to feel more supported?” 

“Have you ever worked in group settings before?” 

“Have you ever been part of a group where there were disagreements? How did you handle them?”

1. On a scale from 1-5 (with one being the lowest to five being the highest), how do you feel about going to high school? 

   
   

2. How often do you get in trouble at school and what do you get in trouble for? _________

   
   

3. Do you enjoy working in group settings? Why or why not? __________

   
   

4. What do you do when you are feeling upset or overwhelmed? ____________

   
   

5. What goals would you like to gain from this group? ____________

Lin, J., & Guo, W. (2024). The Research on Risk Factors for Adolescents’ Mental Health. Behavioral Sciences, 14(4), 263. https://doi.org/10.3390/bs14040263

 The ASCA domains that would be impacted by this group experience are academic development, social/emotional development, and career development (American School Counselor Association, 2014). Academic development is being impacted by this group experience because students who have shown a pattern of academic struggle will practice gaining skills such as organization, time management, and goal-setting. Social/emotional development will be impacted by this group experience because students will gain a better understanding of themselves, how to manage their emotions, and how to collaborate with others in a group setting. Lastly, career development is being impacted by this group experience because students will be learning essentials skills such as responsibility, goal-setting, and accountability, that will be useful to them in the transition to high school, and possibly into the workfield. 

•  M1: Belief in development and whole self, including a healthy balance of mental, social/emotional, and physical well-being

• M2: Sense of acceptance, respect, support, and inclusion for self and others in the school environment 

• M4: Self-confidence in the ability to succeed 

• M6: Understanding that postsecondary education and lifelong learning are necessary for long-term success 

Learning Strategies -

•  B-LS 3: Time management, organizational, and study skills 

• B-LS 4: Self-motivation and self-direction for learning 

• B-LS 7: Long-term and short-term academic, career, and social/emotional goals 

Self-Management Skills - 

• B-SMS 2: Self-discipline and self-control 

• B-SMS 5: Perseverance to achieve long-term and short-term goals 

• B-SMS 6: Ability to identify and overcome barriers 

• B-SMS 7: Effective coping skills 

• B-SMS 10: Ability to manage transitions and adapt to change 

Social Skills - 

• B-SS 2: Positive, respectful, and supportive relationships with students who are similar to and different from them

• B-SS 3: Positive relationships with adults to support success

• B-SS 5: Ethical decision-making and social responsibility

• B-SS 9: Social maturity and behaviors appropriate to the situation and environment

Retrieved from: https://theresponsivecounselor.com/2023/01/communicating-with-families-about-school-counseling.html

https://www.theprincipalsplaybook.com/instructional-leadership/scheduling/scheduling-intervention-blocks

To ensure a diverse and representative group, recruitment strategies will prioritize inclusivity by targeting both male and female students from various racial and ethnic backgrounds (White, Black, Latino, etc.). Creative outreach methods include setting up informational tables during lunch periods, distributing flyers at home, and hosting virtual meetings to enhance engagement and raise awareness of the group’s objectives.  

As far as confidentiality is concerned, we need to make sure that we explain to our students what confidentiality is, how they are protected, and the scenarios that would cause us, as the counselors, to breach that confidentiality, like if they pose a danger to themselves or others. Many students who are coming from urban areas and low-income families tend to be overlooked and have their cultural practices overlooked so it is important that we honor equity and inclusion to honor our population and ensure they feel seen. In receiving information from our students, it is also important for us in our roles to be advocates for our students outside of our groups, which will not only make our students feel seen, but heard as well (ASCA 2022).

Reference:

Steiner, J. L. (2011). The relationship between middle school students' college-going beliefs and sense of belonging in school (Education Doctoral, Paper 39). https://fisherpub.sjf.edu/education_etd/39

-strength-focused vs issues

-ID successes 

-Short-term goal-directed 

Interventions: Vision board-   beneficial for times of transition/ Visualizing future 

2. An orientation that emphasises the positive therapeutic relationship:

“Researchers have repeatedly discovered that a positive alliance and a collaborative therapeutic relationship are the best predictors of therapy outcome”(Elkins, 2016; Hubble, et. al., 2010, As cited by Corey, 2017). 

DATA-DRIVEN ASSESSMENTS ARE ESSENTIAL FOR ALLOCATING RESOURCES: MAKING THE BEST USE OF LIMITED RESOURCES

Student privacy regulations and the Protection of Pupil Rights Amendment (PPRA) are federal laws SC MUST be familiar with when gathering personal data from students for needs assessments.

• political affiliations or beliefs of the student or the student’s parent;

• mental or psychological problems of the student or the student’s family;

• sex behavior or attitudes;

• illegal, anti-social, self-incriminating, or demeaning behavior;

• critical appraisals of other individuals with whom respondents have close family relationships;

• legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;

• religious practices, affiliations, or beliefs of the student or student’s parent; or,

• income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).

PPRA also concerns marketing surveys and other areas of student privacy, parental access to information, and the administration of certain physical examinations to minors.  The rights under PPRA transfer from the parents to a student who is 18 years old or an emancipated minor under State law. 

American School Counselor Association. (2020). The school counselor and group counselingLinks to an external site.. Retrieved from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

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

Bryan, J., Williams, J. M., & Griffin, D. (2020). Fostering Educational Resilience and Opportunities in Urban Schools through Equity-Focused School-Family-Community Partnerships. Professional School Counseling, 23(1). https://doi.org/10.1177/2156759X19899179

Cokley, R. K., Beaty, Z., & A.A. Singh (2022). Utilizing counseling competencies to design and deliver group work in schools. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.), A school counselor’s guide to small groups: Coordination, leadership and assessment  (2^nd ed., pp. 19-26). Cognella.

Hatch, T., Kruger, A. & Pablo, N. (2022). Using data to inform and advocate for small group counseling practice. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.), A school counselor’s guide to small groups: Coordination, leadership and assessment  (2^nd ed., pp. 28-36). Cognella.

Usta, H. G. (2017). Examination of the Relationship between TEOG Score Transition (from Basic to Secondary Education), Self-Confidence, Self-Efficacy and Motivation Level. Journal of Education and Practice, 8(6), 36–47.

 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)

Attendance Attitudes:

How important do you think attending school regularly is for your success? (Scale 1-5)

What factors affect your ability to attend school regularly?

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?

Peer and Teacher Relationships:

How comfortable do you feel communicating with teachers? (Scale 1-5)

How do your friendships at school affect your schoolwork and attendance?

Do you have a trusted adult who helps to hold you accountable to your goals?

Do you have positive relationships with peers who help you to be your best self and achieve your goals for success?

Are you participating in any school-based or community-based groups or organizations that align with your future goals?

Post-Skills Assessment

Academic Habits Reflection:

Have your study habits improved? How so?

How has your time management changed since the group sessions?

Changes in Attendance:

Has your attitude towards school attendance changed? Explain.

Are there fewer factors affecting your attendance now? Describe any changes.

Motivation and Achievements:

Have you set new goals for high school? If so, what are they?

Describe any changes in your motivation level toward school.

Growth in Emotional Awareness

How has your understanding of emotions and behavior changed?

Give an example of when you successfully asked for help this year.

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

Improved Relationships:

How comfortable do you feel communicating with teachers? (Scale 1-5)

How has your communication with teachers and peers improved?

Describe a situation where a friendship helped you with your schoolwork.

Do you have a trusted adult who helps to hold you accountable to your goals?

Do you have positive relationships with peers who help you to be your best self and achieve your goals for success?

Are you participating in any school-based or community-based groups or organizations that align with your future goals?

Alternate Survey Questions:

Reflective questions for group members post-group experience:

What were a few of the turning points in this group for you?

What most stands out for you about being in this group?

What is it like for you to realize that this group will end?

What would you like to take away from this group and use in your life?

How you can use others in the group as a source of support? 

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://mbsdirect.vitalsource.com/books/9798214344812

These students will gain clarity regarding their personal values and how these values and hopes for the future relate to their success in school.  Through carefully planned activities that allow them the time and space to reflect on what success looks like to them, what they want to see in their future and how these strengths focused vision for their future relates to where they are right now and possibly gaining insights on how past events helped to shape their current values and belief systems.  Students will learn how to create smart goals that are personally meaningful to them and their unique vision.   The process of creating a vision board is a useful tool during any time of transition.  The student will learn the basic steps of this process and can use it to help through future transitions and times of uncertainty. 

We are learning to focus on the best parts of ourselves, see our challenges as shaping and strengthening our character, and see ourselves as unique and worthy of success on our own terms.  Overcoming fears through planning and asking for help, identifying positive support and if we aren’t sure where to find trustworthy people to help us through, we will explore new opportunities based on our interests, challenge ourselves to try new things and build confidence in talking to people whom we do not know but would like to know better.  Cultivating relationships with adults who understand and respect us.  Cultivating trust relationships takes time, effort, and social awareness.  Learn the value of getting outside of our comfort zones and reap the rewards.

Would you like to meet new people who understand you, accept you as you are, and support you in the direction of your dreams?  Are you willing to be a positive support to others who may need encouragement and acceptance?  Our willingness to ask sincere questions and listen to the experiences of others helps to create an environment of warmth and understanding.  Creating a culture of growth, inspiration, and peace.

The group is closed because each session will build upon the discussion and activities of the previous session.  Adding members after the group has started would take away from the limited time available.  Cultivating an environment of trust and safety is essential. Consistency of participants will facilitate this goal. 

Feelings of safety and acceptance will increase students' openness to receive guidance in navigating these developmental challenges and increase a sense of purpose and belonging through the cultivation of positive relationships of support among peers, school staff, families, and community members.

Addressing cultural considerations is crucial in creating an inclusive and supportive environment for students. Creating a safe and affirming space where diverse perspectives are encouraged will benefit the group and better prepare participants for success in high school, where they will likely encounter an increase in diverse worldviews and perspectives.

Encouraging students to share information to help the group better understand cultural traditions, leading to respectful conversation and increased awareness.

Recognize that cultural background can influence learning styles and educational needs. Provide personalized support to students, considering their cultural contexts.

Facilitate open discussions about cultural experiences and encourage students to share their backgrounds and traditions, and create space for open discussions regarding cultural experiences, which can increase understanding and appreciation among peers.

Engage with parents and community members from diverse backgrounds to participate in school activities and decision-making processes. Their insights can enhance inclusive efforts.

Offer materials and resources in multiple languages. Provide language support for students who are English language learners and ensure their families can communicate effectively with the school.