Family Matters Unit Plan

Lesson One Title: School Counselor: Date: Audience: Time Allotted: ASCA Student Standards: Behavioral/Learning Objectives: We Are Family D. Lamb 1/7/14 Seventh and Eighth Grade Girls (Small Group) 25 minutes (can be modified) Academic Development: A:A2, A:A3, A:C1 Personal/Social Development: PS:A1, PS:A2, PS:B1,PS:C1 Students will 1. Discuss their current role as they are maturing into adolescence and how that impacts their relationships. 2. Recognize that boundaries are necessary and that reliability and responsibility allow for more freedom. 3. Apply newly learned behaviors that demonstrate a greater sense of reliability and responsibility. Group Work (large group discussion), Handouts, Small Group Work Freedoms Worksheet, My Younger Self My New Self Worksheet, Poem Handout Activity and Discussion (10 minutes) Pass out worksheet and discuss who they are when they were younger and who they are now. Lead a discussion about how change is a necessary part of growth. Include information about how preadolescent and adolescent periods in a students life can sometimes be confusing and awkward because of many factors, including physical changes that students undergo, peer relations issues, peer pressure, expectations placed on students, etc. Remind students that though this phase may seem difficult, it does not have to be, and that growth can be positive. Ensure them that they will get through this phase. Instruction (10 mins) Discuss how they assume more responsibilities and freedoms as they get older. Talk about traits of a reliable and responsible teenager and work on Freedom worksheet. Group Work (5 minutes) With a partner, create a poem about growing up. If time allows, present to class in a creative way (opera, rap, coffee shop reading, etc) Process Data: Out of the 362 students that were polled, 40 students responded that Family Issues were their top concern. That is 10.6% of all eighth graders and seventh graders track 1, 2, and 3. This is the first time that this group lesson has been so perception and outcome data have yet to be determined. The group has been selected based on the conflict resolution responses from students stating family issues was their top concern. Pre and Post assessments will be given to students to evaluate efficiency of program.

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Family Matters: Lesson Two

Lesson Two Title: School Counselor: Date: Audience: Time Allotted: ASCA Student Standards: Behavioral/Learning Objectives: Start Talking: Communication and Conflict Resolution Skills D. Lamb 1/7/14 Seventh and Eighth Grade Girls (Small Group) 25 minutes (can be modified) Academic Development: A:A2, A:A3, A:C1 Personal/Social Development: PS:A1, PS:A2, PS:B1,PS:C1 Students will 1. Learn effective communication skills apply them to their daily interactions with family and friends. 2. Discuss how communication can create positive or negative outcomes. 3. Apply them to their daily interactions with family and friends. Group Discussion, Self-Reflection Exercise, Skit Activity Scenario Handout, Self-Reflection Handout, Discussion Sheet Review (5 mins) Discuss previous lesson, how they incorporated it into their life, any feedback/observations, questions, comments, concerns. Activity and Discussion (10 mins) Work together through the worksheet that discusses reasons behind why there may be poor communication. Discuss the difference between effective and ineffective communication skills. Group Activity (10 mins) Role play scenarios in a small group (2 to 3 students) and present to group. Homework Handout of self-reflection questions. Encourage students to complete and come discuss answers/concerns with counselor between group session. Process Data: Out of the 362 students that were polled, 40 students responded that Family Issues were their top concern. That is 10.6% of all eighth graders and seventh graders track 1, 2, and 3. This is the first time that this group lesson has been so perception and outcome data have yet to be determined. The group has been selected based on the conflict resolution responses from students stating family issues was their top concern. Pre and Post assessments will be given to students to evaluate efficiency of program.

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Family Matters: Lesson Three

Lesson Three Title: School Counselor: Date: Audience: Time Allotted: ASCA Student Standards: Behavioral/Learning Objectives: Tough Decisions: Decision Making D. Lamb 1/7/14 Seventh and Eighth Grade Girls (Small Group) 25 minutes (can be modified) Academic Development: A:A2, A:A3, A:C1 Personal/Social Development: PS:A1, PS:A2, PS:B1,PS:C1 Students will 1. Learn the difference between Emotional Mind, Reasonable Mind, and Wise Mind and how that impacts decisions that we make. 2. Learn the decision making model and apply decision making skills to their lives. 3. Recognize that freedom and independence that they crave depends on making good and smart decisions. Group Discussion, Self-Reflection Exercise, Skit Activity Wise Mind Handout, Decision Making Model Handout, Role Play Scenarios Individual Activity and Instruction (10 mins) Discuss the concepts of Emotional Mind, Reasonable Mind and Wise Mind. Students will work on Wise Mind handout and then discuss with the whole group. Instruction (5 mins) Discuss the decision making model. Group Activity (10 mins) Role play with small groups of 2 or 3 of a situation where they have to make a decision. They first act out making and bad decision and then they act out making a good decision by applying the decision making model. Process Data: Out of the 362 students that were polled, 40 students responded that Family Issues were their top concern. That is 10.6% of all eighth graders and seventh graders track 1, 2, and 3. This is the first time that this group lesson has been so perception and outcome data have yet to be determined. The group has been selected based on the conflict resolution responses from students stating family issues was their top concern. Pre and Post assessments will be given to students to evaluate efficiency of program.

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Family Matters: Lesson Four

Lesson Four Title: School Counselor: Date: Audience: Time Allotted: ASCA Student Standards: Behavioral/Learning Objectives: Fireworks: Building A Healthy Self-Esteem D. Lamb 1/7/2014 Seventh and Eighth Grade Girls (Small Group) 25 minutes (can be modified) Academic Development: A:A2, A:A3, A:C1 Personal/Social Development: PS:A1, PS:A2, PS:B1,PS:C1 Students will 1.Learn the difference between a healthy and unhealthy self-esteem 2.Recognize the ways that a low self-esteem impacts them in the classroom, at home, and with their peer relationships. 3. Establish ways to incorporate skills into their daily lives Music, Small Group Activities and Discussion, Handouts Computer with song, lyric handout, buckets, compliment cards, instructional handout Compliment Bucket Activity (10 mins) Provide each student with a bucket and compliment cards. Each student goes around and writes compliments of each group member. As students read their compliments we discuss their thoughts and feelings about what was written. After all cards are read, discuss overall feelings and why it may be hard to believe some/all of the compliments. Group Discussion/Instruction (10 minutes) Students will define self-esteem, how it impacts their lives, what skills they can use to start to build a healthy self-esteem. Firework Activity (5 mins) Provide handout of lyrics to Firework, Students listen while paying close attention to the lyrics, Discuss lyrics (what stands out to them, what they think it means, what is the message they got from the song), listen to the Firework song again. Process Data: Out of the 362 students that were polled, 40 students responded that Family Issues were their top concern. That is 10.6% of all eighth graders and seventh graders track 1, 2, and 3. This is the first time that this group lesson has been so perception and outcome data have yet to be determined. The group has been selected based on the conflict resolution responses from students stating family issues was their top concern. Pre and Post assessments will be given to students to evaluate efficiency of program.

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Family Matters: Lesson Five

Lesson Five Title: School Counselor: Date: Audience: Time Allotted: ASCA Student Standards: Behavioral/Learning Objectives: Hard Days Indeed : Coping Skills D. Lamb 1/7/2014 Seventh and Eighth Grade Girls (Small Group) 25 minutes (can be modified) Academic Development: A:A2, A:A3, A:C1 Personal/Social Development: PS:A1, PS:A2, PS:B1,PS:C1 Students will 1. Learn the difference between positive, negative, and neutral coping strategies. 2. Recognize when they are feeling strong emotions 3. Apply the positive coping strategies when they are needed. Small Group Activities and Discussion, Handouts, Computer Computers, Feelings Worksheet, Coping Strategies Handout, Post Assessment Group Activity/Discussion (5 mins) Students will work in groups to discuss situations that make them feel extreme feelings (i.e. anger, sadness, loneliness).(Feelings Worksheet) Then explore appropriate ways to handle more difficult feelings such as anger and sadness. Instruction Activity (10 mins) Discuss the difference between positive, negative and neutral coping strategies and provide them the coping strategies handout. Post-Assessment (10 mins) Have students log in to computers and take the post assessment. Process Data: Out of the 362 students that were polled, 40 students responded that Family Issues were their top concern. That is 10.6% of all eighth graders and seventh graders track 1, 2, and 3. This is the first time that this group lesson has been so perception and outcome data have yet to be determined. The group has been selected based on the conflict resolution responses from students stating family issues was their top concern. Pre and Post assessments will be given to students to evaluate efficiency of program.

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Evaluation