SOAR Full Plan

Solution- Focused Success Skills Group
Session 1: Group Introduction

Date: Fall 2016
School Counselor: Laura Witt
Activity: Group Introduction
Grade(s): 3-4
ASCA Mindsets & Behaviors (Domain/Standard):
M 2. Self-confidence in ability to succeed
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Positive attitude toward work and learning
B-LS 4. Apply self-motivation and self-direction to learning
B-LS 7 Identify long- and short-term academic, career and social/emotional goals
B-SMS 6. Demonstrate ability to overcome barriers to learning
B-SS 6. Use effective collaboration and cooperation skills
Learning Objective(s) (aligns with Competency):
1. Students will become acquainted with the group setting and one another.
2. Students will be introduced to the purpose of group.
3. Students will introduced to group rules and expectations.
Materials: Smarties/M&Ms, SmartiesM/Ms Questions worksheet, Group Rules handout,
Shield handout, White Board, Dry Erase Markers
Procedure: Welcome students to group. Remind students of the purpose of group: This
group is designed to help students be more successful through goal setting and reflecting on
personal strengths. Throughout group, students will set a goal to work toward in order to
become more successful in school.
Pass out a Group Rules handout to each student and explain that this handout can be used
to remind all group members of the group expectations
Explain the following group rules:
Be on time.
Make up any classwork that you miss while attending group.
No put-downs.
Offer positive feedback.
Use I messages whenever possible.
You have the right to pass at any time.
Respect confidentiality- what happens in group stays in group.
Go over things that can be outside of group vs. what cannot.
Ask questions while explaining the group rules to ensure that students understand the rules.
Icebreaker
Explain to the group that to better get to know their group members, they will be playing a
Get-to-Know-You game, titled the Smarties/M&M game. Pass out a handful of
Smarties/M&Ms and the Smarties/M&M Questions handout to each student. Explain that
on the handout is a group of questions that correspond to the colors of Smarties/M&Ms in
their hands. Based on the colors of Smarties/M&Ms in their hands, they can answer 2-3 of
the questions about themselves. Students will share and play the game
Strengths Activity
Write the word Strength on the white board. Ask students what a strength is. Define
strength if need be (a good or helpful quality or trait). Tell the group that everyone has
strengths, which can help us to become more successful. Give students the Shield handout.
Students will draw or write what they think the possible strengths that they possess are.
Ask students to following questions:
What is a strength that you have?
What are you good at? What do you enjoy doing?
What is something that others tell you that you are good at?
How will these strengths help you meet the goal that you will be setting?
Ending
Remind students that in the future, we will be setting goals to help us be more successful at
school. Instruct students that during the next week, notice what happens at school that you
would like to like to have continue to happen more often
Plan for Evaluation: How will each of the following be collected?
Process Data: 8 students, 8 sessions
Perception Data: Group observations, log of group session occurrences
Outcome Data: Teacher observations, academic grades.

Session 2: Miracle Question
Date: Fall 2016
Activity: Miracle Question
Grade(s): 3-4
Students will be reminded of the purpose of group.
Students will understand what will make them personally successful at school.
Students will visualize what the potential goals that they will be setting will look like.
Materials: Miracle Question worksheet.
Procedure:
1. Welcome students back to group. Remind students of the purpose of group: This group is
designed to help students be more successful through goal setting and reflection of personal
strengths. Throughout group, students will set a goal to work toward in order to become
more successful in school.
2. Have students reflect on the homework given in the last session. Ask: How did you get
that to happen? What are some things that youve done in the past to make that happen?
How do your strengths that were discussed during the last meeting relate to that?
3. Ask students the miracle question, or if today and a miracle occurred that allowed you to
meet your goal, what would be different? How would you be different? Give students Miracle
Question worksheet. Students will write/draw miracles.
4. Allow students to share their miracles. Point out that the miracles may be solutions to
what they would like to change or do differently.
5. Ending
Ask students ending questions:
What did you learn today about yourself that you did know? What is something that we
talked about that was surprising? What caught your attention?
Date: Fall 2016

Session 3: Exceptions & Goal Setting

Activity: Goal Setting/Smart Goals
Grade(s): 3-4
Students will set specific goals that will help them to be more successful at school.
Materials: Blank piece of paper, colored writing utensils, Goal Worksheet
Procedure:
1. Welcome students back to group. Remind students of the purpose of group: Group is
designed to help students be more successful through goal setting and reflection of personal
2. Give students a blank piece of paper. Ask students to on one side draw a picture of a time
when they were successful at meeting their goal, and on the other side draw an instance
when they were not. Students will share their drawing. Ask students: What was different
about that time? What were you doing differently? What was that like? How did that feel?
3. Introduce SMART Goals
Tell students that during this group, we will be setting specific goals for ourselves and will be
asked to follow them each week. Ask students: What makes a goal a good goal?
Tell students that goals have to be a SMART goal.
Describe SMART goals to students, use the example of wanting to better reading abilities.
Ask students to think of their own goals while going over this. :
SMART goals are
(S) Specific- clearly defined with details, I want to read more books this year.
(M)- Measurable- Goal can be measured and counted, I want to read 20 books this year.
(A)- Attainable- The goal is something that can reached or achieved. Even if it takes hard
work, is 20 books attained?
(R)- Relevant- The goal is something that is important or appropriate, I want to read 20
books on my reading level this year.
(T)- Time-oriented- By the last day of school, I want to read 20 books on my reading level.
Students will write a SMART goal version of their goal on a small slip of paper that serves of
a reminder of their goal.
Instruct students that during the next week, try to work toward their goals. Give them the
Goal Worksheet, where they will write their goal and reflect on their progress each week.
4. Ending
What did you learn today about yourself that you did know? What is something that we
talked about that was surprising? What caught your attention?

Session 4: Obstacles & Strengths
Date: Fall 2016
Activity: Goal Setting/Obstacles/Cheerleaders
Grade(s): 3-4

Students will recognize obstacles and supports for their goal setting process.
Materials: Goal worksheet, Journey Worksheet, Scaling Poster with numbers 1-10
written side by side.
Procedure:
designed to help students be more successful through goal setting and personal
more successful in school. During this group, you will be able to learn more about goal
setting and reflect on your own goals.
2. Introduce students to scaling. Put the scaling poster on the floor in front of the group.
Ask group members to get up from their seat and stand on or near the number that
closely matches their current scale or experiences. Ask students to record their scale on
the Goal Worksheet. Students will share their scale number. Students will answer the
questions on the Goal Worksheet: What is better or different from last week? What
would happen to make it better or get you to the next level.
3. Distribute the My Journey worksheet. Asks students to illustrate their journey to
their goal on the worksheet. At the top of the sheet, they will draw what will happen
when they reach their goal. On the road signs, they should draw or symbolize obstacles
that may take place. Students will also draw cheerleaders who will encourage their
journey. Ask students to share their drawings. When talking about obstacles, ask what
will you do to overcome these obstacles? How do your strengths relate to this process?
4. Ending
What did you learn about today about yourself that you did know? What is something
that we talked about that was surprising? What caught your attention?
Solution- Focused Success Skills

Group
Session 5: Success Skills Game
Date: Fall 2016
Activity: Success Skills Game
Grade(s): 3-4

Students will set specific goals that will help them to be more successful at school.
Materials: Goal worksheet, Scaling poster, small pieces of paper with various study
skills/learning issues on them, ball, bucket
Procedure:
designed to help students be more successful through goal setting and reflect on
personal strengths. Throughout group, students will set a goal to work toward in order
to become more successful in school. During this group, you will be able to learn more
about goal setting and reflect on your own goals.
3. Success Skills Game
Students will be divided into two teams to play a game. In the game, the group will
divided into two teams. Each student will draw two study skills/ issues from a hat. After
reading over the skills, students will think of one solution/SMART goal that can be used
to better this trait, and one strength that they or another group member has that would
work in their advantage in doing so. After the question is answered, their team will
receive a point, and an option for a bonus point if they are able to toss the ball into the
bucket from a certain distance. If students do not know the answer, they can ask a
friend for assistance. Remind students of bucket filling/bucket dipping behaviors.
Students will play the game.
4. Ending
How do you know how to better each student skill?
What experiences gave you this idea?

Group
Session 6: Myself in 5 Years
Date: Fall 2016
Activity: Myself in 5 Years
Grade(s): 3-4
ASCA Mindsets & Behaviors (Domain/Standard): M 2. Self-confidence in ability to succeed
Students will visualize how accomplishing their goals will benefit them in the future.
Materials: Goal worksheet, Scaling poster, Myself in 5 Years worksheet
Procedure:
designed to help students be more successful through goal setting and reflect personal
3. Myself in 5 Years
Introduce the activity by asking students to take a journey into their future:
Imagine yourself stepping forward into a time five years from now. How old will you be?
Create a picture where you want to be with as much detail as possible. What would be
different in your life?
Students will draw a picture of what their life will be in 5 years.
Ask students the following questions:
What did you like about where you were in 5 years? Where would you say that you
current goal is at this time? What may future goals be? What do you see in yourself that
would help you achieve these goals? What role does your current goal/ progress play?
What is already happening to help you move toward this state?
4. Ending

Session 7: Recent
Obstacles/Successes
Date: Fall 2016
Activity: Recent Obstacles/ Successes
Grade(s): 3-4

Students will reflect on what they have learned about themselves from this goal setting
process.
Materials: 3x5 index cards, writing utensils
Procedure:
to become more successful in school.
3. Pass 2 index cards to each student. Ask students to write down two challenges that
they have overcome while in school on one card, and the qualities that helped them
overcome this challenge on another. Ask students to look over all of the qualities that
made them successful. Their current goal setting should be included
Ask the following questions:
What qualities do you have that helped your overcome these challenges? Is this new to
you?
Are these situations from earlier on? Are they still as powerful?
How did you manage to become successful? Which did you rely on most? Which would
you like to strengthen? How would you do that? What would be different?
4. Ending
Remind students that just because group is ending, does not mean that they can not
continue to work toward their goals. Ask students:
When you fully accomplish your goal, what do you believe should be your next step?
What will you need to get there?
Sometimes setbacks can occur as we work toward our goal. Dont panic! Look at what
you need to move ahead Remember the setbacks that you have worked through.
These setbacks were things that you have overcome.
What are some possible challenges that you might face when working toward your goal
in the future? How will your strengths help you overcome these obstacles?
What qualities would you like to develop because they may be useful?
Who will most likely support you?

Group
Session 8: Wrap-Up & Reflection
Date: Fall 2016
Activity: Wrap-Up & Reflection
Grade(s): 3-4

Students will reflect on what they have learned about themselves from this goal setting
process.
Materials: Post-Test, Want to Know/Learned Worksheet
Procedure:
to become more successful in school. During this group, you will be able to learn more
about goal setting and reflect on your own goals.
3. Provide students with the What to Know/Learned worksheet. Ask students to fill out
the worksheet with information about the most valuable thing that they have learned
from group, what they would like to learn more about and how they will use this
experience in the future. Discuss with group. Ask how students will continue to work on
their goal and what will help.
4. Ending
Students will complete the Posttest Assessment.

SOAR Full Plan

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

SOAR Full Plan

Transféré par

Droits d'auteur :

Formats disponibles

Solution- Focused Success Skills Group

Session 1: Group Introduction

Solution- Focused Success Skills Group

Outcome Data: Teacher observations, academic grades.

Date: Fall 2016

Solution- Focused Success Skills Group

School Counselor: Laura Witt

Solution- Focused Success Skills Group

Learning Objective(s) (aligns with Competency):

Solution- Focused Success Skills

Learning Objective(s) (aligns with Competency):

Solution- Focused Success Skills

Solution- Focused Success Skills Group

Students will be reminded of the purpose of group.

Solution- Focused Success Skills

Learning Objective(s) (aligns with Competency):

Vous aimerez peut-être aussi