Final Small Group Plan

Healthy Relationships Small Group 1
Small Group Counseling for 9th Grade Students: Building Healthy Relationships
Sarah E. Davis
The University Of North Carolina at Chapel Hill
Rationale for Population Served
The teenage years are bursting with social milestones; this is a time in which
relationships take center stage in the lives of adolescents. The emotional health of
adolescents is highly reliant on peer relationships. Whether the focus is on friendships,
dating relationships, or simply navigating the social climate of the school, these
relationships have the potential to either help or harm students (Jouriles et al. 2009). The
harmful implications of bullying and dating violence are now major public health concerns
among adolescents (Craigen et al. 2009). Transitions between school levels, like from
middle to high school, are especially disruptive for adolescent relationships (Carlisle 2011).
Therefore, enhanced knowledge of healthy relationships, unhealthy relationships, and how
to differentiate the two in real life scenarios is remarkably valuable to 9th grade students.
Cary High school is located in Wake County, North Carolina with 2,233 students in
attendance from grades 9-12. 45% of students enrolled at Cary High are minority students
and 30% of students enrolled are economically disadvantaged. 54% of enrolled students are
male and 46% of enrolled students are female (NCDPI 2011-2012).
Due to the large size of the school and the varied student body demographics, it can
be inferred that students are involved in many different types of relationships with other
students, teachers, and faculty. Having identified Cary High School students large amount
of social connections and relationships, it is evident that these students would benefit from
increased knowledge of healthy relationship qualities and how to differentiate healthy and
unhealthy relationships in real life scenarios. This group aims to enhance 9th grade students
knowledge of healthy and unhealthy relationships and to decrease the number of counseling
referrals due to various relationship issues.

Screening and Selection Procedures
To select students to participate in the healthy relationship group sessions, it would
be preferable to have referrals from teachers and other counselors. These referred students
may have had past relationship issues that they have brought to their teachers and
counselors or that teachers and counselors have noticed. Examples of such relationship
issues include trouble with friendships, trouble with a dating relationship, bullying from
friends or trouble with frenemies, and trouble with familial relationships at home.
Group screening is very important to ensure group effectiveness and comfort for
group members. Individual interviews can be utilized in order to screen group members. To
control for age and grade factors, this group was designed to be presented to 9th grade
students. It is also important to gage interest for the best fit in the group as part of the
screening process. Potential members will be asked about their interest in participating in
the healthy relationships small group. If members express interest, they may be issued
informed consent forms to be completed and returned within one week. A closed
membership is ideal for this group in order to encourage students to build trusting
relationships within the group setting.
Group Size and Composition Strategies
The ideal small group is small enough to control safety, confidentiality, and
comfort, but is large enough to include a good, diverse sample of students. The size of the
small groups, eight 9th grade students, was chosen as a small enough number to maintain a
controlled, intimate environment for sharing thoughts and ideas comfortably. The size was
also chosen as a large enough number to allow for a more diverse sample of students, and
therefore more points of view to consider and discuss, than a smaller group might.
Overall Standards
ASCA
A.A3.2: Demonstrate the ability to work independently, as well as the ability to
work cooperatively with other students
PS.A1.5: Identify and express feelings
PS.A1.1: Recognize that everyone has rights and responsibilities
PS.A1.9: Demonstrate cooperative behavior in groups
PS.A2.2: Respect alternative points of view
PS.A2.6: Use effective communications skills
PS.B1.3: Identify alternative solutions to a problem
PS.B1.9: Identify long- and short-term goals
North Carolina Essential Standards
Health Education- High School
9.ICR.1.1: Illustrate the ability to respond to others with empathy
9.ICR.1.3: Illustrate strategies for resolving interpersonal conflict
without harming self or others
9.ICR.1.4: Summarize principles of healthy dating
9.ICR.1.5: Explain how power and control in relationships can
contribute to aggression and violence
Social Studies- Sociology

12.C.2.2: Analyze the roles of the family, school, peer groups, and
media in socializing adolescents.
12.C.2.3: Explain the impact of social organizations (such as
families), social structures (such as marriage), and social institutions
(such as schools) on individuals and groups within society.
Theatre Arts- High School
B.C.2.1: Use improvisation and acting skills, such as observation,
concentration, and characterization in a variety of theatre exercises.
Visual Arts- High School
B.V .2.3: Create personal, symbolic expression as a means of
communication (original, visual language).
Common Core Standards
English/Language Arts: Grades 9-10
CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for
collegial discussions and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed.
CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and
responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse
perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning
presented.
Overall Outcome Goals
To create a more positive In 13-14, referrals due to trouble with friendships at

(and focused) school climate school will be reduced by 5% as compared to 12-13.
To create a safer climate for In 13-14, reports of dating violence at school will be
students in dating reduced by 5% as compared to 12-13.
relationships
To create a more positive In 13-14, referrals due to trouble with dating
(and focused) school climate relationships at school will be reduced by 5% as
compared to 12-13.
To create a more positive In 13-14, referrals due to trouble with family
(and focused) school climate relationships at school will be reduced by 5% as
compared to 12-13.
Overall Evaluation Plan
Process Data:
Each group will include eight 9th grade students and will be timed during their lunch
hour. The group will meet once every Tuesday from September 10th until October 8th.
Students will sign in on sign-in sheets and complete post-lesson surveys every group
session. Each group session will include activities followed by discussions regarding the
lesson/activity for the day. The results will be shared with administration, teachers, and the
school counseling department via e-mail.
Perception Data
Students will demonstrate their knowledge of healthy relationships and unhealthy
relationships in the surveys provided throughout the group sessions. 90% of students will be
able to identify and state the qualities of a healthy relationship. 80% of students will be able
to identify and state the qualities of an unhealthy relationship. 90% of students will be able
to state solutions to common relationship scenarios and problems. 75% of students will feel
better equipped to manage common relationship dilemmas. The results will be shared with
administration, teachers, and the school counseling department via e-mail.
Outcome Data
As a result of these group lessons, students will exhibit the following behavioral
changes: Students will use their knowledge of healthy relationships to assess their
relationships with others, leading to the reduction of referrals due to trouble with
friendships by 5% in 13-14 as compared to 12-13. Students will use their knowledge of
unhealthy relationships to assess their relationships with others, leading to the reduction of
reports of dating violence at school by 5% in 13-14 as compared to 12-13. Similarly,
students will use their knowledge of unhealthy relationships to assess their relationships
with others, leading to the reduction of referrals due to trouble with dating relationships by
5% in 13-14 as compared to 12-13. In addition, referrals due to trouble with family
relationships at school will be reduced by 5% as compared to 12-13.

Follow-up
Following group sessions, teachers will report back to counselors regarding changes
in referred students relationship behavior via email. The counselor will meet individually
with each student in the group for a follow-up session two weeks after the final group
session. This follow-up meeting will be used to gage the students feelings about the group,
their relationship progress since the beginning of group, and to address any lingering
questions they might have.
Theoretical Foundation
The lessons in these small group sessions incorporate counseling theories in order to
create a well-rounded lesson that accounts for multiple learning styles. One example of
these theories is the use of skillstreaming and modeling from Cognitive Behavioral
Therapy. Students are asked to conduct role-plays in order to gain a sense of what those
scenarios are like in real life and how to react to them in proper ways. Cognitive Behavioral
Therapy can also be seen in the Dear Abby exercise where students must respond as
advice columnists; students are told to consider their thoughts and how they are thinking
before the react (or how the person should react in their situation).
Multicultural Considerations
Small group sessions require multicultural considerations and cultural awareness. It
is imperative to recognize different communication styles, be sensitive to cultural
stereotypes, and appreciate the importance of cultural diversity. A foundation of these needs
is leader self-awareness; leaders should be aware of their own culture and the others in the
group. This is especially important in a group that focuses on healthy relationships as
relationships norms can vary across cultures. For this reason, the group should take the
following cross-cultural factors into consideration during the lessons and discussion: race,
ethnicity, gender, religion, sexual orientation, and socioeconomic status.
Differentiation Strategies
It is important to consider differentiation strategies for small group counseling in
order to account for multiple intelligence. Students are gifted in a range ways and often
learn through various teaching methods. For instance, some students are visual learners
while others are linguistic learners; some students learn by kinesthetic experiences while
others are more logical and mathematical in their thinking. To best suit the different
learning styles of students, a counselor may want to change the product, content, or process
of the group lessons. The first lesson includes a variety of learning opportunities; students
may act out scenarios in order to hear them or see them first-hand. If there are no students
that are able to conduct role-plays, the counselor may want to attempt the role-play
him/herself. Lesson two includes a visual and kinesthetic activity in which students are
asked to create relationship recipes. If students are unable to create the recipes
themselves, the counselor may decide to create one large recipe on the board. The content
of the lessons is based on healthy relationships; therefore, students with different styles of
learning or disabilities may need to understand that content under their own terms. The
product of the group sessions (the means in which a culminating understanding of the
content is expressed by the student) may be seen and heard on surveys and in discussions.
Counselors may conduct surveys aloud individually if a student requires it.
Rationale for Sequence of Sessions
Small groups can often be divided into stages. This group plans sequence of
sessions was designed with the model of group stages by Corey (2008) in mind. Coreys
model of group stages is based on the concept that a successful small group naturally flows
from step to step: formation, orientation, transition, working, consolidation, and follow-up.
The first group sessions lesson is very interactive; students conduct role-plays of given
relationship dilemmas. This interaction is key for orientation, getting comfortable in the
group and getting to know one another. The following three lessons fall mostly under the
working group stage, where students are working out the relationship issues presented.
The fifth and final lesson is meant to consolidate the knowledge of relationships gathered so
far. The post-lesson surveys are also used following each lesson in order to consolidate
information and check for understanding and helpfulness. The individual sessions following
the five group lessons are conducted for the purpose of follow-up. Counselors will meet
with students individually to gage the students feelings about the group, their relationship
progress since the beginning of group, and to address any lingering questions they might
have.
Healthy Relationships Group: Lesson #1: Relationship Role Playing

School Counselor: Sarah Davis Date: September 10, 2013
Grade: 9
ASCA Student Standards (Domain/Standard/Competencies):

PS.B1.2: Understand consequences of decisions and choices
Common Core/Essential Student Standards (Domain/Standard/Competencies):

presented.
NC Essential Student Standards



Theatre Arts- High School

B.C.2.1: Use improvisation and acting skills, such as observation,
concentration, and characterization in a variety of theatre exercises.
Learning Objective(s):
1. Students will be able to identify characteristics of a healthy relationship
2. Students will identify their own solutions to common relationship dilemmas
3. Students will be able to empathize with different points of view by coming up with
solutions to relationship problems
4. Students will be able to recall at least one group rule on the post-lesson survey
Materials:
Whiteboard or poster paper for writing small group counseling rules
Pens/markers
Post-lesson survey
Role Plays (below)
Procedure
Introduction:
Students will be asked to sign in on a sign-in sheet at the beginning of the lesson. Students
will be given an opportunity to create rules for the group, including rules regarding
confidentiality and punishments for breaking confidentiality. The counselor will then
introduce the major elements of healthy teenage relationships: respect, trust, mutual
intimacy, caring and empathy, communication, and self-awareness/self-worth.
Main Content/Experiential Activities:

The counselor will ask for volunteers to act out the following scenarios. Actors will create
their own dialogue for the scenario. The counselor will tell actors that they may choose one
of the possible endings or they may create their own ending. A group discussion will follow
each scenario.
Role Play #1: The Dilemma

Scenario: Maria agrees to go out with her friend Kim for pizza and to the movies on Friday.
A few hours later, Marias friend Jen asks her if she wants to go to a popular concert that
same Friday night. What should Maria do?
Options for response:
a. Maria talks to Kim to see if they can have pizza and go to the movies
another night and then goes with Jen to the concert.
b. Maria thanks Jen for the invitation but says that she already has plans for
that night.
c. Maria agrees to go with Jen to the concert and doesnt tell Kim.
d. Choose your own ending.
The counselor will lead a discussion regarding Role Play #1 (discussion questions found in
processing, below).
Role Play #2: The Outfit

Scenario: Abby tries on an outfit that is very ugly and looks terrible on her. Her two friends,
Chantel and Katrina, dont want to hurt her feelings, but they feel they should say
something as Abby thinks about buying the outfit. What should Chantel and Katrina do?
a. Chantel and Katrina suggest to Abby that they look around the Mall a little bit more
before she buys the outfit in case she sees something she likes even better.
b. Chantel and Katrina tell Abby that they think the outfit looks horrible on her and
that she should not buy it.
c. Chantel and Katrina decide not to say anything to Abby.
d. Choose your own ending
processing, below).
Role Play #3: The Bad Day

Scenario: Dina walks home with her friend Kayla and tells her about how her math teacher
embarrassed her in front of the class. When she walks into her house, Dinas mother asks
her how her day was. Instead of answering, Dina makes a face at her mother, goes to her
room, and slams the door. What should Dina do?
a. Dina blasts her music and ignores what happened between her and her mother.
b. Dina takes some time in her room to cool off and then goes and talks to her mother about
her day and apologizes for being rude.
c. Dina calls her friend to talk about how she is feeling.
d. Choose your own ending.
processing, below).
Processing:
Questions for Discussion following Role Play #1:
1. What do you think Maria is feeling? How do you think Jen and Kim will feel depending
on what Maria decides to do? The aim of this question is to get participants to empathize
with different positions or points of view.
2. Does everyone agree with the ending? Why or why not?
3. What are other possible endings and how do you think they would work out?
Challenge participants to consider not only what they think would be the right thing to
do, but also what they would want to do and how they could try to work out different
outcomes. Have participants think about how they would word responses.

1. How do you think Chantel and Katrina are feeling? How do you think Abby is feeling?
How would a different approach change the way Abby feels? Help the participants build
empathy and consider Abbys feelings as they think of strategies.
3. What would you have done differently? Have the participants think about how the way
they say something can change its meaning. In a healthy relationship, the characters are
empathic and sensitive towards each other and respect each others views.

1. How do you think Dina might be feeling? How do you think her mother is feeling?
Encourage participants to connect how feelings can influence behaviors.
3. What would you have done differently? In a healthy relationship, Dina is able to express
her feelings and take responsibility for her actions.
The counselor will ask students to complete a post-lesson survey containing questions
regarding relationships, the lesson, and discussion.
Closing:
The counselor will review the group rules to check for understanding. The students will
then be asked to recap the qualities of a healthy relationship in a final discussion. The
counselor will ask students to notice these qualities in their relationships in school, at home,
and in the community until the next group session.
Plan for Evaluation

Process Data:
The lesson will be taught in small groups of eight 9th grade students. The students will sign
in on a sign-in sheet at the beginning of the lesson. Students will conduct role plays to
examine common relationship scenarios. Students will complete a survey after the lesson
containing questions regarding relationships, the lesson, and discussion. The results will be
shared with administration, teachers, and the school counseling department via e-mail.
Perception Data:
Students will demonstrate their knowledge of healthy relationships in the survey provided,
as well as their understanding of the group rules regarding confidentiality. At least 80% of
students will be able to state a group rule on the survey. The results will be shared with
Lesson Plan adapted from:

Young Womens Health (2005). Module 1: Healthy Relationships. Teen Safe Curriculum.
Retrieved from http://www.youngwomenshealth.org/PDFs/curric_healthy_relat.pdf
Healthy Relationships Group: Lesson #2: Relationship Recipe

Grade: 9



presented.

Visual Arts- High School

B.V .2.3: Create personal, symbolic expression as a means of
communication (original, visual language).


1. Students will be able to identify the qualities of relationships that they deem most
important
3. Students will be able to compare and contrast similarities and differences between
other students relationship values
Materials:
Recipe cards
Decorating pens and stickers
Post-lesson survey
Procedure
Introduction:
Students will be asked to sign in on a sign-in sheet at the beginning of the lesson. The
counselor will hand out materials to students and begin a discussion about what students
value most in relationships.

Following the discussion, the counselor will instruct students to think about their own
personal recipe for the ideal relationship. Students should consider the ingredients they
need for a relationship and how much of each they would like to include (i.e., a cup,
tablespoon, pinch, etc.). The students will have 25 minutes to create their ideal relationship
recipe on the recipe cards provided and to decorate their cards.
Processing:
Discussion: The counselor will ask participants to take turns sharing their recipes with each
other. Students will discuss the similarities and differences among the recipes. How did
participants decide how much of each ingredient they needed? Are there any ingredients
that would change the flavor or consistency of the recipe?
regarding their relationship values and the helpfulness of the discussion.
Closing:
The counselor will review the qualities of a healthy relationship. The students will then be
asked to recap the qualities of the ideal relationship in a final discussion. The counselor will
ask students to notice how these qualities add up in their relationships in school, at home,
and in the community until the next group session.
Plan for Evaluation

Process Data:
in on a sign-in sheet at the beginning of the lesson. Students will create relationship
recipes to examine their relationship values. Students will complete a survey after the
lesson containing questions regarding relationships, the lesson, and discussion. The results
will be shared with administration, teachers, and the school counseling department via e-
mail.
Perception Data:
Students will demonstrate their perceptions of healthy relationships in the survey provided,
as well as their values regarding healthy relationships. At least 75% of students will be able
to state one of the qualities of healthy relationships on the survey. The results will be shared
with administration, teachers, and the school counseling department via e-mail.

Healthy Relationships Group: Lesson #3: Dear Abby

Grade: 9


presented.



2. Students will identify their own solutions to common tricky relationship situations
3. Students will be able to empathize with different points of view by coming up with
solutions to relationship problems
Materials:
Dear Abby letters
Pens and Pencils
Posterboard
Post-lesson survey
Procedure
Introduction:
counselor will continue by reviewing the major elements of healthy teenage relationships:
respect, trust, mutual intimacy, caring and empathy, communication, and self-
awareness/self-worth.

The counselor will tell students that their role is that of an advice columnist. A volunteer
will be asked to read the Dear Abby letter aloud to the group.
Example 1:
Questions for discussion: Should the author try to talk to her friend about the parts of the
friendship she finds difficult? Does the author have an obligation to continue this
friendship? Does either the author or the friend need help from an adult?
Example 2:
Questions for discussion: How can the author tell if she can trust another person? How are
peoples opinions influenced by rumors?
Processing:
The counselor will then lead a discussion about what advice they would suggest to the
author of the letter. Ask a volunteer to write suggestions on the board. Prompt a discussion
around ideas and misconceptions people have about communication in relationships.
Possible discussion questions:
What are some misconceptions people have about friends and love?
How can we be realistic in what we expect from relationships?
How can we be considerate of our own feelings and the feelings of others?
The counselor will ask students to complete a post-lesson survey containing questions about
the qualities of a healthy relationship, the helpfulness of the discussion, and their
confidence in their responses to the Dear Abby situations following the discussion.
Closing:
The students will be asked to recap the qualities of a healthy relationship and how they fit
into these Dear Abby situations in a final discussion. The counselor will ask students to
look for these situations in their lives in school, at home, and in the community until the
next group session.
Plan for Evaluation

Process Data:
in on a sign-in sheet at the beginning of the lesson. Students will consider common
relationship dilemmas and work out solutions to the issues presented. Students will
complete a survey after the lesson containing questions regarding relationships, the lesson,
and discussion. The results will be shared with administration, teachers, and the school
counseling department via e-mail.
Perception Data:
Students will demonstrate their knowledge of all major elements of healthy teenage
relationships (respect, trust, mutual intimacy, caring and empathy, communication, and
self-awareness/self-worth) in the survey provided. At least 70% of students will be able to
state the qualities of healthy relationships on the survey. The results will be shared with

Healthy Relationships Group: Lesson #4: Relationship Venn Diagram

School Counselor: Sarah Davis Date: October 1, 2013
Grade: 9



presented.


1. Students will be able to identify the qualities of a specific relationship in their lives
2. Students will be able to identify healthy characteristics and unhealthy
characteristics of a specific relationship in their lives
3. Students will be able to compare and contrast similarities and differences between
themselves and a friend in their relationship
Materials:
Paper copies of the Relationship Venn diagram
Pens and Pencils
Post-lesson survey
Procedure
Introduction:
counselor will distribute paper and writing materials to students and ask them to think of a
friend that they would like to think about for the activity.

The counselor will ask students to write or draw qualities they admire about themselves or
activities they enjoy doing in the You circle. In the Your Friend circle, the counselor
will ask students to write or draw qualities about a specific close friend they admire or
activities this friend enjoys doing. After students have filled out both parts of the non-
overlapping circles, the counselor will ask students to write or draw qualities and/or
activities that are shared between themselves and their friend in the middle or overlapping
section, You and your friend.
Processing:
The counselor will then prompt a discussion about the mutuality and differences within a
relationship. Possible discussion questions include:
Are there qualities that were similar between yourself and your friend? Are there
differences?
Are you surprised by any of the similarities or differences you wrote down?
Do you think friends need to share characteristics or activities?
Have there been times when you had more or less in common with a friend? What
happened in that relationship?
The counselor will ask students to complete a post-lesson survey containing questions about
the differences between roles in relationships and the helpfulness of the discussion.
Closing:
The students will be asked to recap the qualities of a healthy relationship and how their
relationships stack up in regards to these healthy relationship qualities. The counselor will
ask students to observe the different relationship roles with their friends until the next group
session.
Plan for Evaluation

Process Data:
in on a sign-in sheet at the beginning of the lesson. Students will create a Venn diagram to
compare and contrast roles within their own relationships. Students will complete a survey
after the lesson containing questions regarding relationships, the lesson, and discussion. The
results will be shared with administration, teachers, and the school counseling department
via e-mail.
Perception Data:
Students will identify the qualities of a specific relationship in their lives and compare and
contrast similarities and differences within these relationships in the survey provided.
At least 70% of students will be able to relate their own specific relationships to the healthy
relationship qualities discussed in the previous groups. The results will be shared with

Healthy Relationships Group: Lesson #5: Red Light, Green Light

School Counselor: Sarah Davis Date: October 8, 2013
Grade: 9



presented.


2. Students will be able to identify characteristics of an unhealthy relationship
Materials:
Index Cards with prompts on them (handout provided)
Posterboard/chalkboard/whiteboard
Pen
Red, yellow, and green posters
Procedure
Introduction:
counselor will ask students what the characteristics of an unhealthy relationship are.

The counselor will explain to the group that they will be looking at qualities and behaviors
in relationships and deciding if they are good/healthy (Green Light), worrisome (Yellow
Light) or unhealthy (Red Light). Students will be asked to break into two groups by
counting off 1, 2, around the room. The counselor will ask students to join their team
on opposite ends of the room and will provide each team with an identical stack of index
cards. Teams will then decide what qualities they would put under Green Light, Yellow
Light, and Red Light categories. Teams will take turns taping each quality or behavior
under the category they feel it fits best in.
Processing:
The counselor will then prompt a discussion about the criteria the participants used to
categorize the qualities or behaviors. The counselor should ask about the qualities that
participants feel fall into definite categories as well as behaviors that are worrisome. Why
do some behaviors depend on the situation? Did all group members agree about the
Yellow Light qualities?
regarding unhealthy and healthy relationships.
Closing:
The students will be asked to recap the qualities of a healthy relationship and an unhealthy
relationship in a final discussion. The counselor will ask students to notice these qualities in
their relationships in school, at home, and in the community until the next group session.
Plan for Evaluation

Process Data:
in on a sign-in sheet at the beginning of the lesson. Students will play Red Light, Green
Light and consider relationship qualities that are good, bad, and questionable. Students
will complete a survey after the lesson containing questions regarding relationships, the
lesson, and discussion. The results will be shared with administration, teachers, and the
school counseling department via e-mail.
Perception Data:
Students will demonstrate their knowledge of healthy relationships and unhealthy
relationships in the survey provided. At least 95% of students will be able to state an
unhealthy quality of a relationship and all of the studied healthy relationship qualities
discussed in group (respect, trust, mutual intimacy, caring and empathy, communication,
and self-awareness/self-worth). The results will be shared with administration, teachers, and
the school counseling department via e-mail.

References
Carlisle, M. (2011). Healthy Relationships and Building Developmental Assets in Middle
School Students. Canadian Journal Of Education, 34(3), 18-32.
Craigen, L. M., Sikes, A., Healey, A., & Hays, D. (2009). School Counselors' Role in
Dating Violence Intervention. Journal Of School Counseling, 7(18),
Jouriles, E. N., Platt, C., & McDonald, R. (2009). Violence in Adolescent Dating
Relationships. Prevention Researcher, 16(1), 3-7.
North Carolina Department of Public Instruction. (2011-2012). NC school report cards:
Cary High School. Retrieved from
http://www.ncschoolreportcard.org/src/schDetails.jsp?pYear=2011-
2012&pLEACode=920&pSchCode=368

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Healthy Relationships Small Group 1

Rationale for Population Served

adolescents is highly reliant on peer relationships. Whether the focus is on friendships,

Therefore, enhanced knowledge of healthy relationships, unhealthy relationships, and how

male and 46% of enrolled students are female (NCDPI 2011-2012).

referrals due to various relationship issues.

Screening and Selection Procedures

To select students to participate in the healthy relationship group sessions, it would

relationships within the group setting.

Group Size and Composition Strategies

A.A3.2: Demonstrate the ability to work independently, as well as the ability to

work cooperatively with other students

PS.A1.5: Identify and express feelings

PS.A1.1: Recognize that everyone has rights and responsibilities

PS.A1.9: Demonstrate cooperative behavior in groups

PS.A2.2: Respect alternative points of view

PS.A2.6: Use effective communications skills

PS.B1.3: Identify alternative solutions to a problem

PS.B1.9: Identify long- and short-term goals

North Carolina Essential Standards

Health Education- High School

9.ICR.1.1: Illustrate the ability to respond to others with empathy

9.ICR.1.3: Illustrate strategies for resolving interpersonal conflict

without harming self or others

9.ICR.1.4: Summarize principles of healthy dating

9.ICR.1.5: Explain how power and control in relationships can

contribute to aggression and violence

Social Studies- Sociology

media in socializing adolescents.

12.C.2.3: Explain the impact of social organizations (such as

families), social structures (such as marriage), and social institutions

(such as schools) on individuals and groups within society.

Theatre Arts- High School

B.C.2.1: Use improvisation and acting skills, such as observation,

concentration, and characterization in a variety of theatre exercises.

Visual Arts- High School

B.V .2.3: Create personal, symbolic expression as a means of

communication (original, visual language).

Common Core Standards

English/Language Arts: Grades 9-10

CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for

collegial discussions and decision-making (e.g., informal consensus,

taking votes on key issues, presentation of alternate views), clear

goals and deadlines, and individual roles as needed.

CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and

responding to questions that relate the current discussion to broader

themes or larger ideas; actively incorporate others into the

discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse

perspectives, summarize points of agreement and disagreement, and,

when warranted, qualify or justify their own views and understanding

and make new connections in light of the evidence and reasoning

Overall Outcome Goals

To create a more positive In 13-14, referrals due to trouble with friendships at

Overall Evaluation Plan

school counseling department via e-mail.

Students will demonstrate their knowledge of healthy relationships and unhealthy

administration, teachers, and the school counseling department via e-mail.

friendships by 5% in 13-14 as compared to 12-13. Students will use their knowledge of

reports of dating violence at school by 5% in 13-14 as compared to 12-13. Similarly,

5% in 13-14 as compared to 12-13. In addition, referrals due to trouble with family

relationships at school will be reduced by 5% as compared to 12-13.

questions they might have.

Small group sessions require multicultural considerations and cultural awareness. It