Running head: GROUP PROPOSAL 1

Group Proposal
Elizabeth A. Blair
Seattle University
COUN 517











GROUP PROPOSAL 2
Abstract
This group proposal paper introduces a group created by the author called Connections. This
group was designed for incoming high school students who may not have received adequate
transition services from middle school to high school, or who are generally struggling in their
first year of high school. The paper includes a rationale for developing Connections with support
from research and other scholarly articles. The overall goals for Connections and the outcome
for participants are to help students connect and fully understand themselves and how they
function in school, connect with the school personnel and the student body for a supportive
academic environment, and connect with community resources for further support of their
unique academic and personal/social needs. Connections will consist of 6-8 participants, and
meet twice a week for 3 weeks with a total of 6 sessions. Session topics include an introduction
to the group, finding balance, managing stress and identifying self-care skills, self-advocacy
skills and getting to know the school, getting connected to community resources, and a closing
and reflection session to finish off the group. The proposal includes all necessary materials to
conduct the group sessions. The proposal also includes an assessment tool to be given in a pre-
test/post-test fashion, to measure the outcome of participants and their view of themselves,
others, and their school.






GROUP PROPOSAL 3
Rationale
Starting high school is an overwhelming experience for many teenagers. As educators,
we would like this transition for youngsters entering high school to be seamless, however this is
not always the case. Incoming freshman experience apprehensions about entering high school,
with some common fears being social integration, higher academic standards, being disorientated
in a much larger school community, and lack of collaboration with teachers (Mizelle, 2005).
One of the unfortunate realities is that if ninth grade students do not have the support or skills
they need to be successful in the transition to high school, grades and attendance can decline
which leads to increased dropout rates. Ninth grade is considered to be the make or break year
for completing high school (McCallumore & Sparapani, 2010). Overall trends from high
schoolers self reports and other research studies have concluded that there are many contributing
factors to a successful shift from middle school to high school. This incorporates adequate
preparation for the rigors of high school academics, connecting regularly with high school
students and staff through orientations, and transition programs during the summer before high
school (Cushman, 2006). Unfortunately we cannot count on all incoming high school students to
receive substantial transition services to ensure their academic and social/personal success and
development. So what can we do?
Students who manage the academic demands of the transition to high school have a
higher probability of graduating in four years, but those who do not face a substantially higher
risk of dropping out of high school. Ruth C. Neild (2009) examined four different theories about
why ninth grade presents difficulties for some students. The first is that that ninth grade
coincides with life-course changes, such as decreased parental supervision with an increase in
peer influence (Neild, 2009, p. 53). The second reason is students are forced to break bonds with
GROUP PROPOSAL 4
friends, and teachers that they had established in middle school. Students are faced with entering
a new school and encountering the unknown, and often the uncomfortable. The third theory,
which Neild observes to be the strongest evidence, is that students are inadequately prepared
during their middle school years for high school academics. The final theory is that the
organization of high school itself proves to be a major difficulty for some students. Neilds
(2009) approach to these problems are creating a comprehensive school reform with a focus on
ninth graders, with the best response being surrounding the young people with supportive and
caring adults who can help them navigate the treacherous waters of growing up during their
early high school years (p. 63).
As a Seattle University student and future school counselor, I identify as a social justice
advocate who will strive to promote learning for all students. The persistent under-achievement
of students, especially those in high poverty urban schools, has placed a large number of students
at risk of school failure (Cooper & Liou, 2007). Cooper and Liou (2007) bring to light that
school failures translates into disengagement from the schooling process, and this failure
becomes most evident during the transition from middle school to high school when students
who are disconnected from the learning process are pushed out of the educational pipeline
altogether (p. 43). Cooper and Liou suggest that distribution of information should increase,
particularly for students who have been historically marginalized in the school system. Some
students can be excluded from the educational process not because they lack intelligence or
motivation, but because they lack the information to effectively navigate and discuss the
educational system and its delivery of possibilities. It is our responsibility to students to bring
forth the pertinent information they may not have received in their transition to high school to
help them positively work their way through their high school career.
GROUP PROPOSAL 5
Another significant issue for students we should recognize in their transition to high
school is the potential for achievement loss. Joshua Smith (2006) from Indiana University
conducted a study that focused on achievement loss of incoming high school students, and the
affect it had in college drop out rates. The results of this study suggested that high-achieving
middle school students who experienced achievement loss during their early high school
experience were more likely to drop out of the first college they attended. Smith (2006)
contributes that factors associated with a smooth transition to high school are parental
involvement, prior achievement, middle school academic difficulty, socioeconomic status, and
student attitudes towards school. Smith (2006) also suggests that students who attended schools
with explicit transition programs experienced a smooth transition to high school than students
who attended schools without such programs. What I took away from this study is that by
intervening on students early in their first year of high school, and providing a program that can
help students who did not receive transition services acquire the skills they need, we can promote
success in high school that will extend itself into higher education success as well.
Successful schools require involvement and support from multiple stakeholders, one
being community involvement. Students benefit from community partnerships because they
offer services that can support the diverse needs of a large student body. With slashes in school
budgets and a suffering economy, school leaders can lean on community partnerships to fill the
gaps in services needed in schools. In a study conducted by Mavis Sanders from John Hopkins
University, and Karla Lewis from the SERVE Regional Education Laboratory (2005), results
concluded that community partnerships not only supported community development, but also
enhanced school quality, and improved student academic and personal success. By building
bridges between our students and community resources, we can support our students academic
GROUP PROPOSAL 6
and personal achievement.
As educators, we continuously strive for preventative interventions. However in many
cases in schools, interventions are created in a reactionary response to a problem. While we
should attempt to provide opportunities for all of our transitioning students, we also need to have
back up plans for those who fall through the opportunity cracks. This is my reason for wanting
to create a combination of a psychoeducational and counseling group for ninth grade female
students who are struggling academically called Connections, with the hopes to support their
success in school, and integrate them into the school, and participating outside community.
Group Participants
The target population for this group are female students who are experiencing academic
struggles in their first year of high school. Ideally, the group would take place midway through
the first semester of the school year. This is so we can target struggling students, and be able to
intervene as early in the school year as possible. Academic struggle is a broad term, but for the
purpose of this group it is defined by school personnel identifying, or students self-identifying
as having difficulty completing homework or tasks in class, having attendance issues (multiple
absences, full day or specific periods), an observable disconnect from school and/or peers, and
grades that do not meet the academic standards of the teachers or individual student.
Group Goals & Objectives
The goals of this group are to have students explore the views they have of themselves,
others, the world in which they live in, and how this is affecting their academics. By exploring
these views, it is my hope to work together with the students to recognize new choices and
opportunities for a meaningful educational experience. An additional goal is for students to
become oriented or reoriented with themselves, in addition to their school and community. I
GROUP PROPOSAL 7
chose Connections to be the group name, because that is the overall theme of the group. Having
students connect and fully understand themselves and how they function in a new school,
connect with school personnel and the student body for a supportive academic environment, and
connecting with community resources, and understand there are avenues of support in many
places to help care for their unique needs. The group objectives for the students are, 1)
identifying issues that may be affecting them and their academic success, and where sources of
imbalance may be in their lives; 2) identifying ways to effectively manage stress and how to
implement self care; 3) identifying self advocacy skills and practicing positive communication,
such as where to go for help, and who/how to ask for help; and 4) familiarizing themselves with
surrounding community resources that can help support a positive academic experience.
Membership Type
The type of membership for this group would be close-ended, and no new participants
would be admitted after the first session. The group would consist of 6-8 participants, who
would be female students in their first year of high school. Group admittance would come on a
first come first serve basis, unless a student was to be determined potentially detrimental to the
group process and success. In such cases, it would be the responsibility of the school counselor
to seek alternative resources to meet the identified needs of the student denied group
membership. Potential group members would be screened through an individual interview
process. During the interview, the student would be provided information about the details of
the group (goals, objectives, and topics) so they are genuinely giving informed consent when/if
they agree to participate. Additionally, we would gather information from the student, which
would identify their needs (both presented by school personnel and the individual) about what
the student expects to receive from the group, and their level of commitment to the process
GROUP PROPOSAL 8
(Gladding, 2012, p. 89). Within the interview process, a discussion of confidentiality and the
limitations to it would be reviewed with the student. If the student commits to the group, a
phone call would be made to the parents/guardians of the student to give notification of the
purpose of the group and the students interest in participation. A form would also be sent home
to the parent/guardian to review the goals and objectives of the group, and gain consent for the
student to participate.
Role of the Leader
The style of leadership for this group would be versatile, and would take on an instructor
feel when distributing information during the groups, and infuse democratic qualities during
group discussions and activities. This will allow participants to step into a leadership role and
facilitate their own discussion and contributions on learning new skills. During discussion
sessions and activities, it would be the leaders role to allow exploration on the members part,
but also make sure they keep the focus of the goals and objectives of the session.
Format
The group would meet for six sessions. Sessions would be held twice a week, with the
total time of commitment being three weeks. This seemed like an appropriate format because
due to the busy nature of high school students, meeting twice a week as apposed to running the
group for 6 weeks seemed more practical. It would also allow for more then one group to be
facilitated during the school year. In addition, meeting more frequently during the week can
maintain student interest in the group. The group sessions would be spaced out by one day,
either meeting on a Monday and Wednesday, or Tuesday and Thursday. I would not want to
hold a group on a Friday, because students may be exhausted from a whole week of school, and
also may be distracted by weekend plans. The sessions would also be held after school, as to not
GROUP PROPOSAL 9
take away from instructional time during the school day. Sessions would be approximately 50
minutes, which is comparable to the length of a classroom period during the school day.
Group Rules
There would be a set of established ground rules coming into the group, however the
group members would have the opportunity to set their own rules first. In addition to the group
members self-established rules, the existing ground rules would be 1) Confidentiality-
Confidentiality is essential, I expect that each person will respect and maintain the confidentiality
of the group. What is said in our group will not be repeated or discussed at any other time or
place. This also holds true for the group leader, however if a group member discloses something
in the group that poses a threat of harm to themselves or others, or if other people are harming
the group member, the group leader will need to break confidentiality to seek additional help for
that group member; 2) Respect- I am here to share my feelings and experiences, and I will try to
accept people, just as they are, and I will avoid making judgments; 3) Accountability- I will
show up each session, and if I am unable to make a session, I will let the group leader know in
advance; 4) Allowing Vulnerability- I will stretch myself to be as open and honest as I can with
my opinions and experiences; 5) Avoid Interrupting- I will give supportive attention to the
person who is speaking and avoid side conversations. If I do break in, we return to the
conversation of the person who was speaking; 6) No Cell Phones: I will silence my cell phone
and put it away during group time.
Group Session Plan
Session 1- INTRODUCTION:
1) Theme or Focus:
a) ASCA Competency- Academic Development- A:A1- Improve academic self-
conceptA:A1.5- Identify attitudes and behaviors that lead to successful learning.
GROUP PROPOSAL 10
b) ASCA Competency-Personal/Social Development- PS:A1- Acquire self-knowledge
PS:A1.1- Develop positive attitudes toward self as a unique and worthy person.
c) ASCA Competency-Personal/Social Development- PS:A2- Acquire interpersonal
skills PS:A2.3- Recognize, accept, respect and appreciate individual differences.
2) Goals and Objectives: Having group members identify positive characteristics and qualities
about themselves and their school, while also identifying areas of improvement about themselves
and the school.
3) Description of Activities:
a) Welcome Activity
a.i) Welcome the members to the group.
a.ii) Have the group members go around and introduce themselves, and have them
say one thing they are looking forward to about the group.
a.iii) Have group members create decorative nametags for themselves so students
can familiarize themselves quickly with other group members.
b) Introduction
b.i) Have the group members create rules for the group. These rules will be
written down on a large sheet of paper.
b.ii) Connect and introduce established ground rules for the group. These will be
on another sheet of paper that can be attached to member-established rules.
b.iii) Allow time for questions or clarification about the group rules.
c) Colored Candy Go Around activity- Adapted from Katherine Arkell (2010)
c.i) Distribute 10 colored candies to each group member (Skittles, jellybeans, etc),
and have them assort their candies by color with instructions not to eat them.
c.ii) Go around in a circle, and have each member pick one color, and have them
tell how many candies they have of that color (i.e. two green candies)
c.iii) Ask the group member to give you the amount of responses of how many
candies they have to the following questions (i.e. two responses for two green candies).
Green Candy: Words that describe yourself (focus on strengths).
Purple Candy: Things that you would like to improve about yourself to help you
be successful in school.
Orange Candy: Things that you like about school.
Red Candy: Things that you would like to see improve at your school.
Yellow Candy: Things that you worry about (school or personal/social concerns).
c.iv) After one person has answered their questions, have them choose the next
person to answer the same question based on the number of candies that person has. If a person
does not have a particular color candy, they use the number of candies the person who went
before them had and answer that number of questions also.
c.v) The activity is complete when each person has answered all the questions,
and no candies remain. Candies can be eaten after a question is answered.
d) Group Discussion and Closing-
GROUP PROPOSAL 11
d.i) Lead the group in a discussion about the previous activity. Questions can
include: What did you learn about yourself or your school? Did anything surprise you? How
will you work towards making improvements?
d.ii) Close the group session. Have group members check out and have them
discuss how they felt about the days session. Remind the group of the next meeting day and
time.

Session 2- FINDING BALANCE:

1) Theme or Focus:
a) ASCA Competency- Academic Development- A:A2- Acquire skills for improving
learning A:A2.1- Apply time-management and task-management skills.
b) ASCA Competency- Academic Development-A:C1- Relate school to life experiences
A:C1.1- Demonstrate the ability to balance school, studies, extracurricular activities,
leisure time, and family life.
2) Goals and Objectives: Identifying sources that may be affecting the group member and their
academic success, and where sources of imbalance may be in their lives. Have the group lead a
discussion on what skills can be implemented to seek balance between school, activities, family,
etc.
3) Description of Activities:
a) Check-In
a.i) Check in with each group member, see how they are doing.
a.ii) Review the group rules together.
b) Finding Your Balance activity
b.i) Have a pile of paper strips, and have the group members write or draw all the
responsibilities and activities they currently have going in their lives on the paper strips.
Examples are school, work, sports, taking care of siblings, hanging out with friends, etc.
b.ii) There will be a large paper scale of the floor that members will be able to
move and manipulate. Have each individual member place the school strip on one side of the
scale, and all their other activities and responsibilities strips on the other side of the scale.
b.iii) Have the group member move the scales to where they feel their current
state of balance is between school and other responsibilities/activities.
c) Group Discussion and Closing
c.i) Have group members go around and discuss where and why they feel balance
or imbalance in their lives, and how that is affecting their success in school. Questions can
include: What would need to change to find balance? What needs to taken away? What needs to
be added? What did you learn about yourself or other people in this activity? Have the group
members take away strips or make new ones to move the scale to be balanced.
GROUP PROPOSAL 12
c.ii) Invite group member to contribute ideas for other members on what they can
do to obtain their balance in life.
c.iii) Close the group session. Have group members check out and have them
discuss how they felt the days session went. Remind the group of the next meeting day and
time.

Session 3- MANAGING STRESS AND IDENTIFYING SELF-CARE SKILLS

1) Theme or Focus:
a) ASCA Competency-Personal/Social Development- PS:A1- Acquire self-knowledge
PS:A1.5- Identify and express feelings.
b) ASCA Competency-Personal/Social Development- PS:A1- Acquire self-knowledge
PS:A1.6- Distinguish between appropriate and inappropriate behavior.
c) ASCA Competency-Personal/Social Development- PS:C1- Acquire personal safety
skills PS:C1.10- Learn techniques for managing stress and conflict.
d) ASCA Competency-Personal/Social Development- PS:A2- Acquire interpersonal
skills PS:A2.7- Know that communication involves speaking, listening, and nonverbal
behavior.
2) Goals and Objectives: Identifying ways to effectively manage stress, and how to implement
positive self-care. Creating a safe space for group members to discuss their sources of stress and
express their feelings.
3) Description of Activities:
a) Check-in
a.i) Check in with each group member, see how they are doing.
b) What is Stress? Activity
b.i) Lead a discussion with the group about sources and types of stress. Have
each member come up to a white board or paper board and write down sources and types of
stress they have experienced or can identify.
b.ii) Create another list of positive ways of dealing with stress, and negative ways
of dealing with stress. Discuss the implications for both positive and negative stress relieving
strategies.
c). Self- Care Activity
c.i) Give the members a large piece of paper that they can fold in half.
c.ii) On one half of the paper, have members create a list of negative activities
and behaviors they do to relieve stress, and on the other half create a list of positive activities and
behaviors that relieve stress.
c.iii) Tie in the previous sessions discussion about finding balance, and how
positive self-care activities can contribute to this.
d) Safe Space activity- Peer sharing (time permitting. If there is no time, use this activity
in session 6)
GROUP PROPOSAL 13
d.i) Group members will split into pairs (have them number off 1, 2, 1, 2).
d.ii) Establish the safe sharing rules, such as be respectful, no teasing, etc.
d.iii) Member 1 talks while member 2 listens. This is an opportunity for members
relieve stress by talking about what they are thinking and feeling in the moment while being
intentionally listened to. They also can talk about solutions related to what the member is talking
about to help move beyond their stress in a positive way.
d.iv) After 2-3 minutes, the students switch roles and member 2 talks while
member 1 listens for another 2-3 minutes.
e) Group Discussion and Closing
e.i) Have a discussion about the experience of sharing thoughts and feelings while
being listened to by another group member. Questions can include: Do you feel a sense of relief
or calmness? Do you feel less stressed as a result of the activity? Emphasize that the skills
learned today can be used with people outside of the group (friends, family members, teachers
etc.).
e.ii) Close the group session. Have group members check out and have them
discuss how they felt the days session went. Remind the group of the next meeting day and
time.

Session 4- SELF ADVOCACY SKILLS AND GETTING TO KNOW YOUR SCHOOL

1) Theme or Focus:
a) ASCA Competency- Academic Development- A:A1- Improve academic self-concept
A:A1.5- Identify attitudes and behaviors that lead to successful learning.
b) ASCA Competency- Academic Development- A:A2- Acquire skills for improving
learning A:A2.3- Use communication skills to know when and how to ask for help when
needed.
c) ASCA Competency- Academic Development- A:B1- Improve learning A:B1.4-
Seek information and support from faculty, staff, family and peers.
d) ASCA Competency- Personal/Social Development- PS:B1- Self knowledge
application PS:B1.5- Demonstrate when, where and how to seek help for solving problems
and making decisions.
2) Goals and Objectives: Teaching self-advocacy skills and positive communication, such as
where to go for help, and who/how to ask for help. Orienting or re-orienting group members to
their school, so they can access people with confidence and ease.
3) Description of Activities:
a) Check-in
a.i) Check-in with each group member, see how they are doing.
b) Asking for Help and Positive Communication Discussion:
b.i) Remember, it is ok to ask for help. Dont be embarrassed, and dont worry
about other people judging you.
b.ii) Think: What might happen if you didnt seek support or help? What would
GROUP PROPOSAL 14
happen if you do?
b.iii) Define what the problem is and what you need help/support for.
b.iv) Think about all the people you can as for help. Choose someone you can
trust and who you know can help you, or find the help/support you need.
b.v) Think about what you will say when you ask for help/support, and how you
will say it.
b.vi) Remember, getting help/support when you need it is a part of being
responsible to yourself and is a part of positive self-care.
c) School Scavenger Hunt activity
c.i) Create two teams from the group and have them decide on a team leader
(have members number off, 1, 2, 1, 2). They will have 25-30 minutes to work towards finishing
the scavenger hunt.
c.ii) Give the team leader a list with riddles on them that will lead them to
specific areas of the school. These can include, the principals office, and vice-principals office,
the school resource officers office, the counselors office, the library, the girls locker room, the
cafeteria, the career center, and the nurses office.
c.iii) Once the team figures out the riddle, they will find their way to that part of
the school, and receive a token from the person in the office or area. In addition, each team
member must introduce themself to the person they received the token from. For example,
when arriving at the principals office, the principal will give the team their team token, and each
member will introduce themself to the principal. The same goes for the school nurse, counselors,
librarian, vice-principals, etc. The point is to not only get group members to know where people
are, but also know whom the people are. Example riddles are: For the principals office: From
within this castle, the king (or queen) doth rule on high, and can gaze upon his (or her) subjects,
in records that dont lie. This throne room acts as govern, passing judgment overall, to be sent
there is a horror, for your parents they may call!.
c.iv) Have group members return at specified time, and compare how many
tokens each team member was able to receive.
d) Group Discussion and Closing
d.i) Have a discussion around the members experience with the activity.
Discussion questions can include: What did you learn? What surprised you? Do you feel you
know your way around the school better? Who did you meet that you didnt know before and/or
felt a connection with?
d.ii) Close the group session. Have group members check out and have them
discuss how they felt the days session went. Remind the group of the next meeting day and
time. Remind them that next session we will have guest speakers at the group and there will be
no check-in.

See appendix A on pages 18-19 for session plans 5-6.

GROUP PROPOSAL 15
Appropriate Forms & Materials
See appendix B on page 20-21
Practical Considerations
The large, bureaucratic nature of most high schools sometimes may not be supportive of
incoming ninth graders with weak social and academic preparation (Cauley & Jovanovich,
2006). As educators we need to recognize the new students who are not flourishing, and provide
them with the skills to be successful and reach graduation with their peers. This includes taking
the time to be present in our schools and recognize the students who are not reaching their full
potential. In Washington State in the 2009-2010 school year, estimated annual on-time
graduation rates were 76.5%, which means 23.5% of our students are either not graduating on
time, on not completing high school at all (OPSI, 2010). By implementing support services to
our students, we can help them get connected to school and community resources, which will
increase the probability of success and remaining in school.
Group Evaluation
See appendix C on pages 22-23








GROUP PROPOSAL 16
References
American School Counselor Association (2004). ASCA student standards. Alexandria, VA:
Author.
Arkell, K. (2010). Assessment and treatment activities for children, adolescents, and families.
Vol. 2. Toronto, Canada: Champion Press.
Cauley, K. M., & Jovanovich, D. (2006). Developing an effective transition program for students
entering middle school or high school. Clearing house, 80(1), 15-25.
Cooper, R., & Liou, D. D. (2007). The structure and culture of information pathways: Rethinking
opportunity to learn in urban high schools during the ninth grade transition. High School
Journal, 91(1), 43-56.
Cushman, K. (2006). Help us make the 9th grade transition. Educational Leadership, 63(7), 47-
52.
Gladding, S.T. (2012). Groups: A counseling specialty (6
th
ed.). Upper Saddle River, NJ. Pearson
Education, Inc.
McCallumore, K. M., & Sparapani, E. F. (2010). The importance of the ninth grade on high
school graduation rates and student success in high school. Education, 130(3), 447-456.
Mizelle, N. B. (2005). Moving out of middle school. Educational Leadership, 62(7), 56-60.
Neild, R. (2009). Falling off track during the transition to high school: What we know and what
can be done. Future Of Children, 19(1), 53-76.
Office of Superintendent of Public Intruction (2010). Washington state report card. Retrieved
from http://reportcard.ospi.k12.wa.us/summary.aspx?year=2010-11.
Sanders, M. G., & Lewis, K. C. (2005). Building bridges toward excellence: Community
involvement in high schools. High School Journal, 88(3), 1-9.
GROUP PROPOSAL 17
Smith, J. S. (2006). Examining the long-term impact of achievement loss during the transition to
high school. Journal Of Secondary Gifted Education, 17(4), 211-221.
































GROUP PROPOSAL 18
Appendix A
Group Session Plans Continued:

Session 5- GETTING CONNECTED

1) Theme or Focus
a) ASCA Competency- Academic Development- A:C1- Relate school to life experiences
A:C1.2- Seek co-curricular and community experiences to enhance the school
experience.
b) ASCA Competency- Academic Development- A:C1- Relate school to life experiences
A:C1.5- Understand that school success is the preparation to make transition from
student to community member.
2) Goals and Objectives: Members will learn about surrounding community resources that
can help support a positive academic and personal/social experience in high school.
3) Description of Activities:
a) Introduction of community partners-
a.i) Depending on the school district, the group leader will have researched
surrounding community resource employees to come and have a discussion panel for the group.
There should be about 3-5 community partners to come and speak for the group and give
information about their services. For the purpose of this project, I will use some examples from
the Bellevue School District. The Bellevue Boys & Girls Club has a teen center that hosts a
program called Be Great, Graduate. Be Great, Graduate is a dropout prevention program that
targets youth in grades 6-12 in the Bellevue School District and surrounding areas. The locations
offer a quiet working environment in order to assist studying and academic needs. Laptops,
digital cameras, graphing calculators, and school supplies are available for student use on site.
There is a pick-up service for students who are within a certain distance to be brought to the
facility after school. Tutors are available for any student who is in need of extra assistance. The
program also offers one-on-one assistance and case management to identify and break down
barriers for youth struggling in school. There is also a mentoring program offered for youth in
need of additional one-on-one support. Another community resource would be Youth Eastside
Services. YES offers youth and family counseling (individual and groups), substance abuse
treatment, violence prevention, and success mentoring.
a.ii) Have a Q & A for group members and the community partner panel.
b) Group Closing
b.i) Have group members check out and have them discuss how they felt the days
session went and what they learned. Remind the group of the next meeting day and time, and that
it is also the last session. Have group members come prepared to share and reflect on their group
experience.


GROUP PROPOSAL 19
Session 6- CLOSING AND REFLECTION

1) Theme or Focus:
a) ASCA Competency- Academic Development- A:A1- Improve academic self-concept
A:A1.1- Articulate feelings of competence and confidence as learners.
b) ASCA Competency- Academic Development- A:A1- Improve academic self-concept
A:A1.1- Display a positive interest in learning.
c) ASCA Competency- Personal/Social Development- PS:A1- Acquire self-knowledge
PS:A1.10- Identify personal strengths and assets.
2) Goals and Objectives: Reflect on group members experience in the Connections group,
and what they will take away from it. Identify skills they have obtained and how they can apply
those skills to enhance their academic success.
3) Description of Activities:
a) Check-in
a.i) Check in with each group member, see how they are doing.
a.ii) Have a short discussion about the community resource panel.
b) If time did not allow for the Safe Space-Peer sharing activity from session 3, this is
where it would take place.
c) Closing Activity- Leaves on a Tree
c.i) Give each group member three leaves made out of paper.
c.ii) Have members write down reflections from the group experience that they
have had. Have them write on leaf 1) A skill(s) they are taking away from the group, leaf 2)
something they learned from another group member that they can take away, and leaf 3)
something they feel they contributed to the groups learning and process.
c.iii) There will be a picture of a large tree, and each member will take turns
placing their leaves on the tree, and sharing with the group what they wrote on their leaves.
d) Group Discussion and Closing
d.i) Have a discussion about the closing activity, and reflect on the entire group
experience. Questions can include: How did you feel in the beginning of group, and do you feel
differently now? How?
d.ii) Final check out. Thank the group for participating, and you hope that they
had a meaningful experience, and that they can apply their new skills to be successful in their
academic and personal/social development while in high school. Give the members your contact
information.





GROUP PROPOSAL 20
Appendix B
Appropriate Group Forms and Materials

Connections
Name of High School

CONSENT FOR GROUP PARTICIPATION


Student Name: __________________________________________________ Date: __________________

Student ID #: _____________________

Welcome to Connections! Connections is a group that was created for students who are identified as
having struggles in their transition to Name of High School. The goals of this group are to have your student
explore the views they have of themselves, others, and the world in which they live in, and how this is affecting their
academics. By exploring these views, we will work together to recognize new choices and opportunities for a
meaningful educational experience. An additional goal is for your student is to become oriented or reoriented with
themselves, in addition to their school and community.
The group objectives for the students are
1) Identifying issues that may be affecting them and their academic success, and where sources of
imbalance may be in their lives;
2) Identifying ways to effectively manage stress and how to implement self care;
3) Identifying self advocacy skills and practicing positive communication, such as where to go for help, and
who/how to ask for help; and
4) Familiarizing themselves with surrounding community resources that can help support a positive
academic experience.

The Meaning and Limits of Confidentiality
Sessions between the group leader and participating group members will be kept confidential, meaning that
information revealed in a session will not be shared with any other person unless given permission by the student.
Confidentiality is important because students will discuss past and present situations, as well as their innermost
feelings and thoughts. Confidentiality is both an ethical consideration, and an important part of building a trusting
group relationship. There are exceptions to confidentiality, and these include:
1). If one is a danger to themselves or others
2). If the information is court ordered
3). In the case of abuse
4). Disclosure of a communicable and/or life threatening disease, in which the identified third party will be
informed.

Please contact So and So Group Leader with any questions or concerns about your students
participation in the Connections group at (###)###-#### or Groupleader@Nameofschool.edu.


Print Parent/guardian name: _________________________________________________________

Parent Signature _____________________________________________________Date: __________________

Student Signature____________________________________________________ Date:___________________
GROUP PROPOSAL 21
Materials Needed:
Session 1:
Nametags: Cardboard, art supplies (glitter, stickers, feathers, markers).
Rules Board: Paper easel pad, markers, laminated paper with established rules.
Colored Candy Go Around Activity: Assorted colored candy (skittles, jellybeans). Make
sure there is back up sugar-free candy in case a group member has a medical condition
where they cannot consume sugar.
Session 2:
Scale Activity: Cut up strips of colored paper, a cut out of a paper scale, brags to allow
movement and manipulation of paper scale.
Session 3:
What is Stress? & Self-Care Activities: Paper easel pad, plain white paper, and markers.
Session 4:
Scavenger Hunt Activity: Two pre-made riddle lists for teams, tokens (plastic poker
chips of different colors) where a number can be written on them in permanent maker to
distinguish how many areas were reached, permanent marker, two stop-watches so team
members can keep track of the time during the scavenger hunt.
Session 5:
Community Resource Board: No materials required, however if there are funds, a 10$
Starbucks certificate or something similar can be provided to show appreciation to the
community resource employees. The group leader will ask the community resource
employees to bring their own materials to distribute to group members.

Session 6:
Leaves On a Tree Activity: Scissors, colored construction paper to create the tree and
individual leafs, tape, and markers.




GROUP PROPOSAL 22
Appendix C
Group Evaluation Form:

CONNECTIONS GROUP SURVEY

Name______________________________________________ Date_____________________
Instructions: Thank you for taking the time to complete this survey. For most answers, check the
boxes that apply to you the most, or fill in the blanks. Answer all questions honestly and to the best
of your knowledge. Remember, this is not a test! Please return completed survey to your group
leader.

Strongly
Agree
Agree Disagree
Strongly
Disagree
Dont
Know
1) How do you feel about your school?
a) I enjoy being at school
b) My school is a friendly and welcoming place
c) My school building in an inviting place to
learn

d) I feel accepted by other students in my school
e) I feel accepted by adults in my school
f) Extra help is available at my school when I
need it

2) Freshman orientation provided me with a
good start to my freshman year.

3) I am concerned about being successful in
school.

4) I feel there are barriers that stand in the
way of my learning at school.

5) I feel comfortable asking my friends for
help when I need it.

6) I feel comfortable asking my teachers for
help when I am struggling with an
assignment.

7) When I feel stressed, I can deal with it in a
positive way (exercise, asking for help,
talking to someone, etc.) versus in a negative
way (getting angry, using alcohol or drugs,
etc.).


GROUP PROPOSAL 23

8) The name of my school principal is ______________________________________________________.

9) The name of my school counselor is _____________________________________________________.

10) What are your current goals for high school?

a)___________________________________________________________________________________________

b)___________________________________________________________________________________________

c)___________________________________________________________________________________________