0% found this document useful (0 votes)
228 views71 pages

GCP Tilley

The document summarizes a needs assessment given to students participating in a small group counseling project at Price Elementary School. The needs assessment looked at how distracted students get by friends and technology in class, how pressured they feel to do things, their ability to complete classwork, motivation to attend school, and future goals. Results showed that most students are easily distracted by friends and technology in class and struggle to finish classwork. However, all students reported having goals for the future. The small group will focus on helping students make choices that support classroom success and their goals.

Uploaded by

api-608529636
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
228 views71 pages

GCP Tilley

The document summarizes a needs assessment given to students participating in a small group counseling project at Price Elementary School. The needs assessment looked at how distracted students get by friends and technology in class, how pressured they feel to do things, their ability to complete classwork, motivation to attend school, and future goals. Results showed that most students are easily distracted by friends and technology in class and struggle to finish classwork. However, all students reported having goals for the future. The small group will focus on helping students make choices that support classroom success and their goals.

Uploaded by

api-608529636
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 71

Group Counseling Project:

Making Choices That Support Our Goals

Alexandria Tilley
Chapman University
Spring 2022
School Site
Data Summary:
Price Elementary School
DEMOGRAPHICS:
White: 4.7% Asian: 2.5%
632 Enrolled
Students

51.4% English language learners

5.7% Homeless

Hispanic or Latino: 80.1% Socioeconomically


disadvantaged
89.6%
9% Students with disabilities

ATTENDANCE ACADEMICS
During the 2018-2019 school For CAASPP ELA and math testing,
year, 39 students were students who were Hispanic or
chronically absent Latino, socioeconomically
Disproportionately, 90% of disadvantaged, ELL, or had
students who were chronically disabilities were less likely to meet or
absent were students who were exceed testing standards
socioeconomically Percentage of students who met CAASPP
disavantaged ELA Standards
80% of 41% of
BEHAVIOR white Hispanic or
students Latino
The suspension rate was 0.1%
students
during the 2018-2019 year,
Percentage of students who met CAASPP
with no students expelled Math Standards
The students suspended 67% of 35% of
were disproprionately white Hispanic or
students Latino
white
students
Participants
Small Group Selection
The participants were pre-selected by my supervisor prior to starting practicum.
Three times per year, all teachers are required to complete a screener for each of
their students. The screener that is implemented throughout Anaheim Elementary
School District is the Brief Externalizing and Internalizing Screener (BEISY). The
screener includes 6 questions, 3 of which require the teacher to assign a score in
an internalizing or an externalizing domain. The scores follow along a continuum
of 0 being not-problematic and 4 being extremely problematic. The externalizing
categories include: disruptive behavior, aggressive behavior, and
defiance/oppositional behavior. The internalizing categories include: withdrawal
behavior, negative talk about self, future, or school, and internalizing emotional
problems. If the student scores above a 2 in any one category, that student is
flagged, and the school counselor will discuss the specific students with the
teacher to best understand the behavior seen in the classroom.

The students are also given a screener, Panorama, in which they rate themselves
on self-management, social awareness, and emotional regulation.

In this particular classroom, externalizing behaviors have oftentimes hindered


academic performance. The teacher specifically noted that these students are
often passing notes, multi-tasking on their tablets, having private conversations,
and appear disengaged during class time. They appear to be easily influenced by
one another, and therefore, based on the teacher screener (BEISY) scores, the
student survey (Panorama) scores, and the teacher referral, a small group was
formed.

The selected participants are all 5th-grade females, who are in the same class.
They all identify themselves as friends with one another. All of the participants are
Latinx students. They are all socioeconomically disadvantaged. Three of the four
students have attended the school since kindergarten, and they have a
longstanding history with one another whereas one student started attending in
3rd grade.
Small Group Selection

BEISY Score:
Score is assigned based on the frequency (how often it
occurs), duration (amount of time), or the intensity
(severity) or a combination of these dimensions.

0 = Not problematic
1 = Mildly problematic
2 = Moderately problematic
3 = Quite problematic
4 = Extremely problematic

Panorama Score:
Scaled from 0-5
The higher the score, the
better the student has
evaluated themselves in that
particular area
Consent Form
Adelaide Price
Elementary School
Dear Parents and Guardians,

My name is Alexandria Tilley, and I am the school counseling practicum student at Price Elementary. I would like to include
your child_____________in an small group that I will be facilitating under the supervision of Mrs. Springle. Students in small
groups meet for 30 minutes once a week for approximately 6-8 sessions, and they will take place during the school day. The
small group will focus on responsibility, accountability, and how to make good choices. Your student was carefully selected
to participate in this group, and we believe this group will be beneficial for your child inside and outside the classroom.

Prior to implementing the small group, we require your signed consent. Please fill out, sign, and date the form below. Your
child can bring the signed form to Mrs. Springle’s office, or you can email the form to [email protected]. We kindly ask that
you return the form before Thursday, March 3.

If you have any questions regarding small group counseling, you can either email or call us at 714-517-8947 between 8:10am-
3:00pm Monday through Friday.

Thank you! We look forward to working with your child.

Alexandria Tilley
School Counseling Graduate Student

Brittany Springle, M.A. Ed., PPS


School Counselor
Phone: 714-517-8947
Email: [email protected]

_ _ _ _ _ _ _ _ _ _ _ _ (cut
_ and
_ _return
_ form
_ _below)
________________ _
Parental/Guardian Consent Form: Making Good Choices Small Group

YES, I would like my child to participate in the small group

NO, I do not want my child to participate in the small group

Student's Name: ______________________


Parent/guardian name (please print) ______________________

Parent/guardian signature: ______________________ ________


Date:
Needs Assessment
Needs Assessment
Needs Assessment
Needs Assessment
Needs Assessment
Needs Assessment Results
I am easily distracted in class by my friends I am easily distracted in class by technology

Strongly agree Strongly agree Agree

Agree Disagree

I feel pressured to do things because my I am able to finish my classwork in a timely


friends are doing them, not because I want manner
to

Strongly
Agree Disagree disagree
Disagree

Strongly agree
Needs Assessment Results
I am motivated to come to school in the I have goals for my future
morning

Strongly agree Agree


Agree
Disagree

Strongly
disagree

Summary of Results
100% are distracted by their friends during class

75% are distracted by technology during class

50% feel pressured to do things because their friends are doing


them

100% are unable to complete their classwork in a timely manner

75% are not motivated to come to school in the morning

100% have goals for their future


Needs Assessment Results

Based on the results of the needs assessment, 100% of the students reported they
were distracted by their friends during class. 75% of the students are distracted by
technology, including phones and tablets. 50% reported they feel pressured to do
things because their friends are doing them and not because they want to do things
themselves. All of the students reported they have difficulty completing their classwork
Strongly agree Agree
in a timely manner. While 75% of the students reported being unmotivated to come to
Agree
Disagree
school in the morning, 100% reported that they have goals for their future.
Strongly
After administering thedisagree
needs assessment, it was evident that these particular
students are distracted during class by both their peers and technology and are
unable to complete their classwork in a timely manner. Fortunately, they all have goals
for their future. In our small group, we will further expand on their goals and
motivations. We will also connect how all choices have consequences, and the choices
they make within the classroom can be helpful or harmful in reaching their goals.

My group was pre-determined by my site supervisor based on BEISY and Panorama


results, as well as teacher referrals. The teachers were specifically concerned with
disruptive class behavior, including private conversations and technology use during
class time.

As my group was pre-determined, I was unable to use the needs assessment I


designed as part of the screening process for who should be in my group. Rather, I
designed the questions to determine possible contributors to disruptive class
behaviors. I then gave my needs assessment during our first meeting and used the
results to tailor lesson plans specifically to student needs.

If given the opportunity, I would have distributed the needs assessment to all students
who scored high on the BEISY and/or low on the Panorama in order to assign
individuals to their small groups based on similar needs.
Literature Review
Self-Regulation & Making Choices that are Goal-Oriented: Literature Review

Alexandria Tilley
Chapman University
CSP: 513: Group Counseling, Leadership, and Intervention
Dr. Kirkemo
Spring 2022
Topic

The literature finds that students who are highly motivated are more likely to exhibit self-regulation
and achievement-oriented behaviors, which inevitably leads to improved academic outcomes and
improved classroom behaviors (Ning & Downing, 2010). While there are many types of motivation,
targeting intrinsic motivation is found to produce the most effective and long-lasting effects. One way to
improve intrinsic motivation is through the process of goal-setting. Studies have shown that students who
set individual goals have higher academic achievement and are more actively engaged within the
classroom (Rowe et. al, 2017).
While motivation can improve self-regulation, it is important that the student has foundational self-
regulation skills to build upon. The literature has shown that elementary students who have difficulty with

classroom behaviors, such as talking out of turn or failing to complete assignments, have increased
academic and social difficulties (Blair & Diamond, 2008). Not only will the student have lower academic
achievement due to unfinished schoolwork, but they may have strained relationships with their teachers or
peers. It is especially important for students in the elementary setting to establish these self-regulation
skills, as students who have academic and social success in early childhood are more likely to show high
engagement in later school settings (Blair & Diamond, 2008). Additionally, Hispanic students from low-
income neighborhoods demonstrate reduced self-regulation skills upon enrollment into elementary
schools, further supporting the need to teach these skills to this subpopulation of students (Wanless et al.,
2011).
Therefore, this small group will focus on motivation and self-regulation strategies with the intention
for students to learn how to make choices that support their goals and refrain from behaviors that hinder

them.
Tier 2 Intervention: Group Counseling
School counselors play an integral role throughout all tiers of the Multi-Tiered Systems of Support
(MTSS) model. They provide universal services to all students within tier 1, most commonly in the form
of classroom lessons (American School Counseling Association, 2019). However, despite having access
to tier 1 services, a certain subpopulation of students may need additional support. These students are
often identified through screening measures, parent or teacher referrals, or through evaluation of
achievement, behavioral, and attendance data. Typically, 10-15% of the student population will require

targeted interventions, which are more time-intensive and individualized compared to tier 1 services
(Goodman-Scott et al., 2019). Group counseling may be recommended for students who are either at-risk
or are currently having academic or social-emotional challenges. Small group counseling is instrumental
within a comprehensive school counseling program because it allows school counselors to be more
efficient with their time and resources and for students to feel connected and supported by their peers
(Goodman-Scott et al., 2019).According to Springer and colleagues, school counselors assist in the
identification of students who need tier 2 interventions by collecting and interpreting data (2022). They
also facilitate small group counseling sessions, using their leadership skills to ensure the needs of each
group member are met. School counselors use best practices when determining group topics and planning

lessons. They also evaluate the effectiveness of their group counseling intervention by interpreting process,
perception, and outcome data.
Literature Review
Goal-setting has been found to decrease problematic classroom behaviors, including behavior that
suggests deviance or disrespect, allowing for an increase in prosocial interactions. (Bruh et. al, 2016)
Across studies that implement goal-setting to improve behavioral outcomes, goal-setting has led to
improvements in-class preparation, on-task behavior, and work completion (Gureasko-Moore et al., 2007).
Improvements in long-term outcomes are seen when students actively participate in the goal-setting
process because it fosters a sense of ownership, autonomy, and engagement (Morisano, 2010). Further,
goal-setting is more efficacious when feedback is readily provided, as it allows for the student to progress
monitor and increases motivation towards achieving their goals. (Bruh et. al, 2016).
A 2015 study examined the effects that Student Success Skills (SSS) had on improving the ability to
self-regulate (Ohrt et. al). SSS is a curriculum that emphasizes cognitive and metacognitive skills, such as
goal setting and progress monitoring. The program also emphasizes self-management skills, including
managing attention and ignoring distractions. There are additional lessons that address social and
interpersonal skills, teaching ways to resolve interpersonal conflict in a healthy and appropriate manner.
The study included 22 8th-grade students who were at risk for academic failure. The participants were
divided into groups of 6-8 students and underwent 8 weeks of the SSS intervention program. Following the
intervention, students reported an increase in their perceived learning competence and all managed to
advance to the next grade.
A 2003 study similarly identified elementary school students who were at risk for academic failure
related to behavioral concerns (Brigman & Campbell, 2003). They enrolled 180 students, across 10
elementary schools, into small groups that implemented the SSS program. Prior to initiating the intervention
teachers completed the School Social Behavioral Scale (SSBS) screener for their enrolled students. During
the intervention, students underwent a modified SSS program that emphasized goal formation, progress
monitoring, cognitive skills, and strategies to improve self-management. Following the intervention,
behavioral improvements were seen for approximately 70% of students in the intervention group, 82%
showed improvements in math achievement scores, and 61% showed improvements in their reading
achievement scores.
Aside from SSS, Positive Action is another curriculum that can be adapted and used as a targeted, Tier

2 intervention. In a study by Oakes and colleagues, Positive Action was provided to five 4th-5th grade
students who were identified as exhibiting behavioral challenges and/or failing to complete academic work
(2012). These students were given 21 lessons that were modified to emphasize self-regulation, goal setting,
decision making, and self-management skills. Following the intervention, improvements were seen in skill
acquisition, student motivation, and teacher-perception of student motivation. Despite its promising
outcomes, further research is needed to prove this program's efficacy due to the study's small sample size.
Discussion
Students must have the motivation and skills in order to adopt more adaptive behaviors or else they
would have no need or means to change. The literature supports the idea that motivation improves when
students are actively working towards goals they have defined for themselves (Bruh et. al, 2016; Ning &
Downing, 2010). Self-regulation skills can also be taught in a small-group setting so that students can learn
to make choices that support their goals (Brigman & Campbell, 2003; Ohrt et al., 2015). Small groups are
an ideal arrangement to address these topics because peers can offer support and camaraderie. Therefore, a
small group that addresses motivation and self-regulation strategies may be beneficial for students who are
not exhibiting academically-oriented behaviors.
There is limited research on the effectiveness of small group interventions that target self-regulation
strategies for ethnically diverse students. As studies have shown that cultural factors contribute to a
student's ability to self-regulate, culturally-sensitive small group interventions may be an area worth further
exploring (Li-Grining, 2012; Wanless et. al, 2011).

Intervention Design
Results
Pre/Post
Pre-Test Results Test Results
Post-Test
Pre-Test Results Pre/Post Test Results
Post-Test Results
Pre-Test Results Post-Test Results
I believe that I can control how I respond to I believe that I can control how I respond to
situations no matter what is happening. situations no matter what is happening.

Strongly agree Neutral


Neutral Strongly disagree

Agree
Agree

Can identify appropriate classroom behavior Can identify appropriate classroom behavior

Able Unable

Able
Unable
Pre-Test Results Pre/Post Test Results
Post-Test Results

Pre-Test Results Post-Test Results

Can write an example of a SMART Goal Can write an example of a SMART Goal

Able
Strongly
Neutral
disagree
Unable

Unable
Agree

Can list 3 possible consequences of an action, Can list 3 possible consequences of an action,
in an example scenario in an example scenario

Unable Able
Unable
Pre-Test Results Outcome Data
Post-Test Results

Achievement Attendance

25% of students 25% of students


improved in STAR improved attendance
Reading record
75% of students 75% of students
improved in STAR maintained good
Math attendance record

Behavior

100% of students improved


BEISY scores
Attendance

75% of students improved in


Panorama score
25% of students received
disciplinary action

Pre-Test Results Outcome Data


Post-Test Results
Mindsets/Behaviors & Outcome Data

Mindsets & Behaviors

A pre and post-test was provided to all 4 students that participated in the small group

Attitude: The test evaluated students' attitudes regarding whether or not academic
achievement is related to future prospects. There was a 25% increase in the belief that
school is related to the possibility of future success. Their perception of whether or not
they are in control of their own actions was also evaluated. There was a 50% increase in
the belief that the student is in control of their own actions.

Knowledge: The pre and post-tests evaluated the group members' knowledge
regarding appropriate classroom behaviors. There was a 50% increase in the ability to
identify appropriate classroom behaviors.

Skills: Lastly, the pre and post-tests assessed the ability of students to write SMART
goals and to identify possible consequences as a result of hypothetical actions. There
was a 25% increase in the ability to write a SMART goal. There was a 50% increase in the
ability to identify possible consequences as a result of one's actions.

Outcome Data Results

Achievement: The students' STAR Math and STAR Reading scores were evaluated
before and after the intervention. Following the intervention, 75% of students improved
their STAR Math scores, and 25% improved their STAR Reading scores.

Attendance: Attendance records were evaluated before and after the intervention.
Tardies and absences were both accounted for. 25% of students showed an
improvement in their attendance record, whereas 75% of students maintained their
adequate attendance record.

Behavior: Teachers completed the BEISY survey & students completed the Panorama
survey before and after the intervention. There were improvements in 100% of the
students' BEISY scores, improvements in 75% of the students' Panorama scores, and
25% of the students received disciplinary action during the course of the intervention.
Reflection
Reflections

Session 1:
In session 1, the students bonded with each other extremely well. They were able to
collaboratively come up with a small group name (Cloud 9). It was helpful that the students
were already friends and within the same class. I was impressed with their ability to share
their "wishes" and goals very vulnerably with one another.

It was very apparent within the first session that this group of girls was exceptionally
talkative. I had to do a lot of re-direction throughout the session. I found it difficult to
balance wanting the students to enjoy the small group, especially as it was their first session,
and having to redirect the conversation. The topic of session 1 was also too lofty and
conceptually challenging for a short counseling session for 5th graders. If I had to do it
again, I would spend more time breaking big-picture goals into action steps in session 1 and
then working on a specific SMART goal as it relates to an action step in the second session.

Session 2:
For session 2, the students were able to come up with some ideas about whether or not
their behaviors align with their current goals (i.e. I want to improve my reading score, but I
talk to my friends during reading time, which doesn't align with my goal). However, they
needed a lot of assistance in this regard. I think the concept might have been either too
challenging conceptually or may have been better sequenced towards the end of the small
group intervention (session 5 or 6).

Session 3:
During session 3, we discussed how choices have consequences, and these consequences
can be good or bad. We spent some time discussing which type of person we are in regards
to making choices. A few of my students identified themselves as a "do nothing" choice-
maker because they feel their opinions are often dismissed. This made me reflect on
whether or not there are some additional underlying issues that I did not probe for in my
needs assessment, such as relationship or self-esteem issues.

Overall, the students were able to appropriately complete a puzzle piece activity, in which
they identified a possible consequence for a given action. They seemed to demonstrate
good mastery of this concept, and the activities felt very developmentally appropriate and
relevant.
Reflections

Session 4:
During this session, the students had to first discuss a positive choice they made
throughout the week. I should have been clearer, as these students all discussed positive
choices as related to their boys of interest within the school. We also worked on coming
up with listing possible consequences of both good and bad actions. In general, the
students really struggled with coming up with responses on their own. There was one
student who appeared to be better than the others at thinking through possible
consequences, but in general, it was not easy. I think that I could have used a different
term rather than "consequences", as this seemed to cause confusion. Perhaps, in the
future, I can say "what might happen as a result of ___". We also did not have enough
time to watch the video in the end, as we spent more time working through hypothetical
situations.

Session 5:
In session 5, the students were able to sort phrases into "blame" versus "taking
responsibility" with ease. However, when they had to role-play situations, in which they
had to take responsibility, they kept reverting back to "blame" language. There was a lot
of defensiveness in their language, and they kept trying to reason with me as to why their
response was appropriate. I think that I could have spent 1 or 2 additional sessions
explaining why taking responsibility is important, and possibly relate it to how taking
responsibility can repair relationships. We could even have discussed "I statements" as
well if given additional time or sessions.

Session 6:
I was pleasantly surprised by how much information the students retained by session 6.
We reviewed all the previous lessons and the students were able to ask questions. Most
had forgotten SMART goals so we reviewed the acronym quickly. Towards the end of the
session, we also discussed the importance of support systems. I was very happy to see
that the students were able to identify people they could turn to, both at home and at
school. It was also rewarding to see that many of them put each other's names down!
Reflections

Overall Reflection:

Through this process, I learned a tremendous amount about how to facilitate small
group counseling sessions. If I was to run a similar small group in the future, there are a
few things that I would do differently. I had to re-direct conversations frequently
throughout each session, and if given another opportunity, I would have not paired 4
chatty friends together in a small group.

I also feel as though this small group touched on a lot of big topics. As my sessions were
only 30-minutes long and spanned only 6 weeks, I had difficulty discussing any of the
topics in great detail. I think that I easily could have spent 6 sessions talking about
responsibility, for example.

Also, while the behavioral outcome data is favorable in regards to my intervention's


effectiveness, their teacher still describes frequent behavioral issues within the
classroom for this group of students. Therefore, there appears to be a mismatch
between the BEISY scores and what the teacher shares with me.

Despite these challenges, this was an overwhelmingly positive experience. I learned how
to facilitate a group and connect with students in a way that creates meaningful change.
References
Appendix
GOAL:
ASTRONAUT

COLLEGE

GOOD
GRADES

SLEEP STUDY LIMIT


WELL HARD DISTRACTIONS
SPECIFIC
WHAT DO I WANT TO HAPPEN?

SPECIFIC NOT SPECIFIC

I want to get an I want to do


A on my next better in
math test school

I want to pay I want to focus


attention in more
class everyday

this week

I want to pack I want to be


my backpack prepared for
the night school
before every
day this week
MEASURABLE
HOW WILL I KNOW I ACHIEVED MY GOAL?

MEASURABLE NOT MEASURABLE

I want to
improve my I want good
math grade grades
from a C to an

I want to get 3 I want to


Panda tickets behave more
this week for

good behavior

ATTAINABLE
IS THIS GOAL REALISTIC?

ATTAINABLE NOT ATTAINABLE

I want to study I want to study


math facts for for 6 hours a
30 minutes a day
day

I want to listen I never want to


to music only 1 be distracted
time during by music or my
class this week friends in class

ever again

RELEVANT
WHY IS THIS GOAL IMPORTANT TO ME?

RELEVANT NOT RELEVANT


As a fifth
I want to stay
grader, I'm
on task during
going to start
class time
applying to
every day this
colleges this
week to show
year
that I am a

good student.

I want to
I want to
practice
practice
singing
singing every
because my
day this week
friends like
because I love
singing so I
to sing
should too

TIME-BOUND
WHAT IS MY DEADLINE FOR THIS GOAL?

TIME-BOUND NOT TIME-BOUND

I want to show I'll show


respect to my respect to my
teacher by teacher before
using kind the end of the
words 5 times year
this week


I want to
I want to get 8 improve my
hours of sleep sleep schedule
every day this so I will feel
week so I feel energized at
well rested school
Goals & Behaviors
What are my goals?

What am I doing now to reach your goals?

Are my behaviors leading me towards my

goals?

If not, what changes do I need to make?

Advice I would give a friend:


Support Team
People at School I People Outside of School

Can Turn To: Can Turn To:

Support Team
People at School I People Outside of School

Can Turn To: Can Turn To:


What i wish for: What i wish for:

What i wish for: What i wish for:

What i wish for: What i wish for:


This week's challenge
This week, I will focus on making good choices. The choice I will
focus on this week is:

This week's challenge


This week, I will focus on making good choices. The choice I will
focus on this week is:

You might also like