ࡱ>  %`  bjbjNN ,,- 0004$RRRhf D&#(LP(P(P(6:;dðŰŰŰŰŰŰ$8h~0eL56eLeLP(P(u TTTeLP(0P(ðTeLðTTh0͖P(# 0UzRL</0DNVx͖͖&0<<ATE,H<<<T<<<DeLeLeLeL Dd dx  Small Group Counseling Title/Theme: Missing You Grade Level(s): K-2 Small Group Counseling Description: This group is for studentren who are experiencing problems with the death of a loved one. Studentren will learn the stages of grief, discover what supports can help, learn to say goodbye, label feelings, learn coping strategies, and share memories. The group will be reading books and making a pillowcase about the loved one in order to help cope with the loss. Number of Sessions in Group: 6 Sessions plus an Optional Follow-Up Session Session Titles: HYPERLINK \l "session1"Session # 1: Getting to Know You Materials needed Pillow Case Markers Cardboard HYPERLINK \l "Smallgroupcounselingguidelines"Small Group Counseling Guidelines HYPERLINK \l "TeacherParentGuardianSmallGroupFollowup"Teacher/Parent/Guardian Small Group Follow-Up HYPERLINK \l "session2"Session # 2: Facing Feelings Materials needed Pillow Case Markers Chart paper Cardboard Book about death/dying/grief and/or feelings Puppet HYPERLINK \l "TeacherParentGuardianSmallGroupFollowup"Teacher/Parent/Guardian Small Group Follow-Up HYPERLINK \l "session3"Session # 3: Stick By Me Materials needed Pillow Case Markers Cardboard Old Crayons Popsicle sticks Chart Paper HYPERLINK \l "TeacherParentGuardianSmallGroupFollowup"Teacher/Parent/Guardian Small Group Follow-Up HYPERLINK \l "session4"Session # 4: Skill Builder Materials needed Pillow Case Markers Cardboard Cut out HYPERLINK \l "SkillBuilderStrategyStrips"Skill Builder Strategy Strips Cup/Bag HYPERLINK \l "TeacherParentGuardianSmallGroupFollowup"Teacher/Parent/Guardian Small Group Follow-Up HYPERLINK \l "session5"Session # 5: Memory Maker Materials needed Pillow Case Markers Cardboard Tape recorder or CD player with the selected song about memories ready to play. HYPERLINK \l "TeacherParentGuardianSmallGroupFollowup"Teacher/Parent/Guardian Small Group Follow-Up Unit Assessments (attached to the Unit Plan) HYPERLINK \l "sgcteacherprepostgroupperceptions"Teacher Pre-Post-Group Perceptions Individual Student Behavior Rating Form HYPERLINK \l "teacherfeedbackoveralleffectiveness"Teacher Feedback Form: Overall Effectiveness of Group HYPERLINK \l "coverletter"Parent/Guardian Cover Letter HYPERLINK \l "parentguardianfeedbackform"Parent/Guardian Feedback Form: Overall Effectiveness of Group HYPERLINK \l "session6"Session # 6: Bring It Full Circle Materials needed Pillow Case Markers Cardboard Lists from previous groups Snacks HYPERLINK \l "TeacherParentGuardianSmallGroupFollowup"Teacher/Parent/Guardian Small Group Follow-Up HYPERLINK \l "studentfeedbackform"Student Feedback Form: Overall Effectiveness of Group  HYPERLINK \l "certificateofcompletion" Certificate of Completion  HYPERLINK \l "optionalfollowup"Post Small Group Follow-Up Session (Optional) 8 x 11 paper for each participant; crayons/markers/pencils Alternative Procedure: HYPERLINK \l "followupwithstudents"Follow-Up Feedback Form for Students. Missouri Comprehensive Guidance Strand/Big Idea: PS.3 Applying personal safety skills and coping strategies Missouri Comprehensive Guidance Concept(s): PS.3.C. Coping Skills American School Counselor Association (ASCA) National Standard: Personal/Social Development C. Students will understand safety and survival skills. NOTE: The overall purpose of the MCGP small group counseling units and sessions is to give extra support to students who need help meeting specific Comprehensive Guidance Program Grade Level Expectations (GLEs). This small group counseling unit provides a shell that allows you to personalize sessions to meet the unique needs of your students. Your knowledge of the developmental levels, background knowledge and experiences of your students determines the depth and level of personal exploration required to make the sessions beneficial for your students. Show-Me Standards: Performance Goals (check one or more that apply) XGoal 1: gather, analyze and apply information and ideasGoal 2: communicate effectively within and beyond the classroomXGoal 3: recognize and solve problemsGoal 4: make decisions and act as responsible members of society Outcome Summative Assessment: acceptable evidence of student achievement Summative assessment relates to the performance outcome for goals, objectives and (GLE) concepts. Assessment can be survey, student sharing, etc. Perceptual Data Collection: The following end-of-group perceptual data collection forms will be used as a part of session four and five; the forms are attached to the Unit Plan: Classroom Teacher Assessment: The classroom teacher will complete the HYPERLINK \l "sgcteacherprepostgroupperceptions"Teacher Pre-Post-Group Perceptions Individual Student Behavior Rating Form for each student before the group starts and after the group has been completed. The Professional School Counselor may consider making two copies of this form, one for the pre-assessment and one for the post-assessment, then entering all data on a final form for comparison. HYPERLINK \l "teacherfeedbackoveralleffectiveness"Teacher Feedback Form: Overall Effectiveness of Group will be given to teacher to complete at the end of the group unit. Parent Assessment: HYPERLINK \l "parentguardianfeedbackform"Parent/Guardian Feedback Form: Overall Effectiveness of Group will be given to parents to complete at the end of the group unit. Student Assessment: HYPERLINK \l "studentfeedbackform"Student Feedback Form: Overall Effectiveness of Group will be given to students to complete at the end of the group unit. Results Based Data Collection: The Professional School Counselor will demonstrate the effectiveness of the unit via pre and post comparisons of such factors as attendance, grades, discipline reports and other information, utilizing the PRoBE Model (Partnerships in Results Based Evaluation). For more information about PRoBE, please visit the HYPERLINK "http://www.dese.mo.gov/divcareered/guidance_placement_index.htm"Guidance and Placement section of the Department of Elementary and Secondary Education website.  Follow Up Ideas & Activities Implemented by counselor, administrators, teachers, parents/guardians, community partnerships: The Professional School Counselor will check in to see if students are using coping strategies and supports in order to deal with the feelings and emotions of losing a loved one.  SHAPE \* MERGEFORMAT  SMALL GROUP COUNSELING TEACHER PRE-POST-GROUP PERCEPTIONS Individual Student Behavior Rating Form (Adapted from Columbia Public Schools Student Behavior Rating Form) STUDENT___________________________GRADE __________TEACHER ____________________ DATE: Pre-Group Assessment ___________ Date: Post-Group Assessment _______________ Part 1 - Please indicate rating of pre-group areas of concern in the left hand column.Part 2 - Please indicate rating of post-group areas of concern in the right hand column.Pre-Group Concerns Rank on a scale of 5(1 (5 = HIGH(1 = LOW)Student Work Habits/Personal Goals Observed Colleagues, please help us evaluate the counseling group in which this student participated. Your opinion is extremely important as we strive to continuously improve our effectiveness with ALL students!Post-Group Concerns Rank on a scale of 5(1 (5 = HIGH(1 = LOW)Academic DevelopmentFollows directionsListens attentivelyStays on taskCompliance with teacher requestsFollows rulesManages personal & school property (e.g., organized)Works neatly and carefully Participates in discussion and activitiesCompletes and returns homeworkPersonal and Social DevelopmentCooperates with othersShows respect for othersAllows others to work undisturbedAccepts responsibility for own mis-behavior (e.g., provoking fights, bullying, fighting, defiant, anger, stealing)Emotional Issues (e.g., perfectionism, anxiety, anger, depression, suicide, aggression, withdrawn, low self-esteem)Career DevelopmentAwareness of the World of WorkSelf-AppraisalDecision MakingGoal Setting Add Other Concerns: SHAPE \* MERGEFORMAT  SMALL GROUP COUNSELING TEACHER POST-GROUP PERCEPTIONS: TEACHER FEEDBACK FORM: OVERALL EFFECTIVENESS OF GROUP One or more of your students participated in a small counseling group about _____________. We are seeking your opinion about the effectiveness of the group e.g., students relationship with the professional school counselor and other participants in the group and your observations of students behavioral/skill changes (positive OR negative). We appreciate your willingness to help us meet the needs of ALL students effectively. The survey is anonymous unless you want us to contact you. Teachers Name (optional): ___________________________________________ Date:_____________ Professional School Counselors Name:___________________________________________________ Small Group Title: ____________________________________________________________________ Before the group started, I hoped students would learn: ___________________________________________________________________________________ ___________________________________________________________________________________ While students were participating in the group I noticed these changes in their behavior/attitude ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Using a scale of 5 to 1 (5 being the highest and 1 the lowest), please circle your opinion about the following What do you think?5=High1=LowOverall, I would rate my students experience in the counseling group as:54321Students enjoyed working with other students in the group.54321Students enjoyed working with the counselor in the group.54321Students learned new skills and are using the skills in school54321I would recommend the group experience for other students.54321Additional Comments for Counselor:   SHAPE \* MERGEFORMAT  SCHOOL LETTERHEAD Comprehensive Guidance Program Request for Feedback from Parents/Guardians. Small Group Counseling topic/title: ___________________________________________ Students Name _________________________________ Teachers Name ________________________ Date: __________________________ Dear Parent, I have enjoyed getting to know your student in our small group counseling sessions. Next week will be the last session for our group. During the group sessions we shared information related to a variety of topics. Below is a list of topics discussed during the group sessions. Session 1: _________________________________________________________________________ Session 2: _________________________________________________________________________ Session 3: _________________________________________________________________________ Session 4:__________________________________________________________________________ Session 5: _________________________________________________________________________ Comments about your students progress: Attached is a feedback form. I would appreciate input from you about your students experience in the small group. Please complete the attached Parent/Guardian Feedback Form and send the completed form back to school with your student by ______________. Thank you for your support and feedback. Please contact me if you have questions or concerns. Sincerely, Professional School Counselor  SHAPE \* MERGEFORMAT  SMALL GROUP COUNSELING PARENT/GUARDIAN POST-GROUP PERCEPTIONS Parent/Guardian Feedback Form Your student participated in a small counseling group about _____________. Was this group experience helpful for your student? Following is a survey about changes (positive OR negative) your student made at home while participating in the group at school and since the group ended. The survey will help us meet the needs of ALL students more effectively. The survey is anonymous unless you want the school counselor to contact you. We appreciate your willingness to help us Professional School Counselor: ____________________________________________Date:_________________ Small Group Title: ____________________________________________________________________ Before the group started, I hoped my student would learn _______________________________________ ___________________________________________________________________________________ Ive noticed these changes in my students behavior and/or attitude as a result of participating in the group: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Using a scale of 5 to 1 (5 being the highest and 1 the lowest), please circle your opinion about the following What do you think?5=High4321=LowOverall, I would rate my students experience in the counseling group as:54321My student enjoyed working with the other students in the group54321My student enjoyed working with the counselor in the group.54321My student learned new skills and is using the skills in and out of school54321I would recommend the group experience to other parents whose student might benefit from the small group.54321Additional Comments:   SHAPE \* MERGEFORMAT  SMALL GROUP COUNSELING STUDENT POST-GROUP PERCEPTIONS: STUDENT FEEDBACK FORM: OVERALL EFFECTIVENESS OF GROUP We want your opinion about the effectiveness of your group. We appreciate your willingness to help us make our work helpful to all students. The survey is anonymous unless you want us to contact you. My Name (optional): ___________________________________________ Date: __________________ Professional School Counselors Name:___________________________________________________ Small Group Title: ____________________________________________________________________ Before the group started, I wanted to learn _________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Because of the group, I have noticed these changes in my thoughts, feelings, actions: ____________________________________________________________________ _______________ ___________________________________________________________________________________ ___________________________________________________________________________________ Using a scale of 5 to 1 (5 being the highest and 1 the lowest), please circle your opinion about the following What do you think?5=High1=LowOverall, I would rate my experience in the counseling group as:54321I enjoyed working with other students in the group54321I enjoyed working with the counselor in the group.54321I learned new skills and am using the skills in school54321If other students ask me if they should participate in a similar group, I would recommend that they give-it-a-try54321Additional Comments for the Counselor:  SMALL GROUP COUNSELING POST-GROUP FOLLOW UP WITH STUDENTS Level: Elementary Student Feedback Form Directions: Please complete the Student Feedback Form after completion of the unit. Name: ______________________________ (optional) Date: _____________ When I started the group, I wanted to learn __________________________________about (the topic of the group). Instructions: Read each sentence. Put a circle around the face that shows how you think and feel right now about what you learned in the group. = I agree = Im not sure = I disagree _________________________________________________________________________________________ 1. Overall, I enjoyed working in the group: = I agree = Im not sure = I disagree 2. I enjoyed working with other students in the group = I agree = Im not sure = I disagree 3. I enjoyed working with the counselor in the group. = I agree = Im not sure = I disagree 4. I learned new skills and am using the skills in school. = I agree = Im not sure = I disagree 5. If other students ask me if they should participate in a similar group, I would recommend that they give-it-a-try = I agree = Im not sure = I disagree Additional comments you would like to share with the school counselor POST-SMALL GROUP FOLLOW-UP WITH STUDENTS (OPTIONAL SESSION scheduled 4-6 weeks after group ends) Level: Elementary/Middle School/High School  SHAPE \* MERGEFORMAT  FOLLOW-UP SESSION FEEDBACK FORM FOR STUDENTS Name: ______________________________ (optional) Date: _____________ Questions: What specific skills are you practicing now that the group is over? What was the most useful thing you learned from the group? What could you use more practice on? How are things different for you now? What Progress have you made toward the goals you set for yourself at the end of our group meetings? How are you keeping yourself accountable? What suggestions do you have for future groups? Circle your overall experience in the group on a scale from 1 ( 5 ______ 1=Most positive activity in which I have participated for a long time 2=Gave me a lot of direction with my needs 3=I learned a lot about myself and am ready to make definite changes 4=I did not get as much as I had hoped out of the group 5=The group was a waste of my time What specific things contributed to the ranking you gave your experience in the group? What would have made it better? Additional comments you would like to share with the school counselor: TEACHER/PARENT/GUARDIAN SMALL GROUP FOLLOW-UP The counselor has the option of sending this form to teachers or parents/guardians after each group session to keep these individuals informed of students progress in the group. GROUP TOPIC: _____________________________________ Session # _________ Students Name: _____________________________ Date: ____________________ Today I met with my school counselor and other group members. Session Goal: __________________________________________________________ Today we talked about the following information during our group: Circle one or more items. Friendship Study Skills Attendance Feelings Behavior School Performance Family Peer Relationships Other ________________ Group Assignment: I will complete or practice the following at school and/home before our next session. _____________________________________________________________________ Our next group meeting will be: Date: ____________________________ Time: ____________________________ Additional Comments: Please contact ___________________________, Professional School Counselor at _____________ if you have further questions or concerns. POST-SMALL GROUP FOLLOW-UP WITH STUDENTS (OPTIONAL SESSION scheduled 4-6 weeks after group ends) Level: Elementary/Middle School/High School  SHAPE \* MERGEFORMAT  FOLLOW-UP SESSION FEEDBACK FORM FOR STUDENTS Name: ______________________________ (optional) Date: _____________ Questions: What specific skills are you practicing now that the group is over? What was the most useful thing you learned from the group? What could you use more practice on? How are things different for you now? What Progress have you made toward the goals you set for yourself at the end of our group meetings? How are you keeping yourself accountable? What suggestions do you have for future groups? Circle your overall experience in the group on a scale from 1 ( 5 ______ 1=Most positive activity in which I have participated for a long time 2=Gave me a lot of direction with my needs 3=I learned a lot about myself and am ready to make definite changes 4=I did not get as much as I had hoped out of the group 5=The group was a waste of my time What specific things contributed to the ranking you gave your experience in the group? What would have made it better? Additional comments you would like to share with the school counselor: SESSION #1 Group Title: Missing You Session Title: Getting to Know You Session # 1 of 6 Grade Level: K-2 Estimated time: 30 min Small Group Counseling Session Description: Students will learn group guidelines and identify a personal loss. Missouri Comprehensive Guidance Strand/Big Idea: PS.3 Applying personal safety skills and coping strategies Missouri Comprehensive Guidance Concept(s): PS.3.C. Coping Skills American School Counselor Association (ASCA ) National Standard: Personal/Social Development C. Students will understand safety and survival skills.  SESSION #1 Materials (include activity sheets and/ or supporting resources) Pillow Case (or T-Shirt or large piece of construction paper) - 1 for every student Markers (sharpie or permanent markers work best) Cardboard (to put between pillow case or t-shirt) HYPERLINK \l "Smallgroupcounselingguidelines"Small Group Counseling Guidelines HYPERLINK \l "TeacherParentGuardianSmallGroupFollowup"Teacher/Parent/Guardian Small Group Follow-Up SESSION #1 Formative Assessment Students will understand their purpose for being in the group. Students will draw on their pillowcase a picture of their deceased loved one. SESSION #1 Preparation Essential Questions: Why is it important for you to be here? Engagement (Hook): The Professional School Counselor engages in a role play discussion with a puppet. The puppet has lost something (i.e. cell phone) and expresses how he feels about the loss (i.e., angry, frustrated, sad, worried). The school counselor summarizes the puppets response and asks the group to tell the puppet how they would feel if they had lost the same item. The school counselor says We all lose things but when we lose people we love or care about our feelings are stronger and we might need help and support to feel better. Hopefully, in this group we will help and support one another.  SESSION #1 Procedures Session #1: Professional School Counselor Procedures:Session #1: Student InvolvementDiscuss Group Guidelines, including student additions. Refer to the HYPERLINK \l "Smallgroupcounselingguidelines"Small Group Counseling Guidelines Let each student introduce themselves and why they are part of the group. Tell students to draw a picture of the person they have lost and want to remember on their pillowcase. Closure/Summary: How did you feel while you were working on your drawing today? What other feelings did you hear other group members discuss today? Group assignment: Ask students to pay attention to the specific feelings that occur this week in relationship to their feelings of their loved one. We will be sharing those at the next session. Students may add any guidelines they want the group to follow. Introductions are made. Students draw pictures of their loved ones on the pillowcase. Closure/Summary : Students discuss their feelings. Group assignment: Students will pay attention to their feelings during the week about their lost loved one. SESSION #1 Follow-Up Activities Professional School Counselor will check in with teacher to monitor students classroom performance and behaviors. SESSION #1 Counselor reflection notes (completed after the session) STUDENT LEARNING: How will students lives improve as a result of what happened during this session? SELF EVALUATION: How did I do? IMPLEMENTATION PROCEDURES: How did the session work?  Small Group Counseling Guidelines All participants observe confidentiality. Counselor Student One person speaks at a time. Everyone has an opportunity to participate and share. No Put-Downs are allowed. All participants will treat each other with respect. 6. Group members will have the opportunity to develop other guidelines. TEACHER/PARENT/GUARDIAN SMALL GROUP FOLLOW-UP The Professional School Counselor has the option of sending this form to teachers/ parents/guardians after each group session to keep these individuals informed of students progress in the group. GROUP TOPIC: _____________________________________ Session # _________ Students Name: _____________________________ Date: ____________________ Today I met with my school counselor and other group members. Session Goal: __________________________________________________________ Today we talked about the following information during our group: Circle one or more items. Friendship Study Skills Attendance Feelings Behavior School Performance Family Peer Relationships Other ________________ Group Assignment: I will complete or practice the following at school and/home before our next session. _____________________________________________________________________ Our next group meeting will be: Date: ____________________________ Time: ____________________________ Additional Comments: Please contact ___________________________, Professional School Counselor at _____________ if you have further questions or concerns. SESSION #2 Group Title: Missing You Session Title: Facing Feelings Session # 2 of 6 Grade Level: K-2 Estimated time: 30 min Small Group Counseling Session Description: Students will be able to name different feelings associated with the death of their loved one. Missouri Comprehensive Guidance Strand/Big Idea: PS.3 Applying personal safety skills and coping strategies Missouri Comprehensive Guidance Concept(s): PS.3.C. Coping Skills American School Counselor Association (ASCA) National Standard: Personal/Social Development C. Students will understand safety and survival skills.  SESSION #2 Materials (include activity sheets and/ or supporting resources) Pillow Case from last session (t-shirt or large construction paper) - 1 for every student Markers (sharpie or permanent markers work best) Cardboard (to put between pillow case or t-shirt) Book about death/dying/grief and/or feelings Puppet Chart paper HYPERLINK \l "teacherparentsmallgroupfollowup"Teacher/Parent/Guardian Small Group Follow-Up SESSION #2 Formative Assessment Students will be able to state different feelings they have regarding the death of their loved one. SESSION #2 Preparation Essential Questions: How do we feel about death? Engagement (Hook): Introduce puppet. Say, "(Puppet's Name) has lots of feelings inside. Sometimes he's angry, red as a hot chili pepper. Sometimes he's sad, as blue as a rainy day. Sometimes he's excited, yellow as a sunny day. Sometimes he's frightened, white as a ghost. I bet sometimes you have different colors inside you too." SESSION #2 Procedures Session #2: Professional School Counselor Procedures:Session #2: Student InvolvementReview HYPERLINK \l "Smallgroupcounselingguidelines"Small Group Counseling Guidelines Review previous session. The counselor welcomes everyone to the group. Explain that today the group will be focusing on feelings. There are many types of feelings (can explain the feeling words from the hook here if the students don't understand them). It's okay to have all the feelings. It's even okay to have more than one feeling at the same time. Read a book about grief/feelings. Have students identify different feelings in the story and see if they have felt any of those feelings before. As students state feelings, the counselor will write a list of all the feelings mentioned on chart paper. Instruct students to identify a couple feelings they have and will display these on their pillowcase either with colors, pictures, or words. Instruct students to refer to the color coding in the hook to choose which colors to use. Closure/Summary: Counselor reviews the session including the book and different types of feelings. Group assignment: Students will try to notice when they are experiencing different feelings and what kind of feeling it is. Students listen and ask questions. Students share what they remember from the previous session. Students listen to the counselor. Students listen to the reading of the book. Students state different feelings and share with the group when they have felt that way. Students will choose a few feeling words off the list and draw or color their feelings on a designated part of their pillowcase. Students will use the list to identify a couple feelings they have and will display these on their pillowcase either with colors, pictures, or words. Students will refer to the color coding in the hook to choose which colors to use. Closure/Summary: Students will state feelings and understand it is acceptable to have more than one feeling at a time. 8. Group assignment: Students will try to be more aware of their feelings. SESSION #2 Follow-Up Activities Professional School Counselor will check in with teacher to monitor students classroom performance and behaviors. SESSION #2 Counselor reflection notes (completed after the session) STUDENT LEARNING: How will students lives improve as a result of what happened during this session? SELF EVALUATION: How did I do? IMPLEMENTATION PROCEDURES: How did the session work?  TEACHER/PARENT/GUARDIAN SMALL GROUP FOLLOW-UP The counselor has the option of sending this form to teachers or parents/guardians after each group session to keep these individuals informed of students progress in the group. GROUP TOPIC: _____________________________________ Session # _________ Students Name: _____________________________ Date: ____________________ Today I met with my school counselor and other group members. Session Goal: __________________________________________________________ Today we talked about the following information during our group: Circle one or more items. Friendship Study Skills Attendance Feelings Behavior School Performance Family Peer Relationships Other ________________ Group Assignment: I will complete or practice the following at school and/home before our next session. _____________________________________________________________________ Our next group meeting will be: Date: ____________________________ Time: ____________________________ Additional Comments: Please contact ___________________________, Professional School Counselor at _____________ if you have further questions or concerns. SESSION #3 Group Title: Missing You Session Title: Stick by Me Session # 3 of 6 Grade Level: K-2 Estimated time: 30 min Small Group Counseling Session Description: Students will learn the meaning of a support and be able to name different supports they have. Missouri Comprehensive Guidance Strand/Big Idea: PS.3 Applying personal safety skills and coping strategies Missouri Comprehensive Guidance Concept(s): PS.3.C. Coping Skills American School Counselor Association (ASCA) National Standard: Personal/Social Development C. Students will understand safety and survival skills. SESSION #3 Materials (include activity sheets and/ or supporting resources) Pillowcase from last session (t-shirt or large piece of construction paper) - 1 for every student Markers (sharpie or permanent markers work best) Cardboard (to put between pillowcase or t-shirt) Old Crayons Popsicle sticks Chart Paper HYPERLINK \l "teacherparentsmallgroupfollowup"Teacher/Parent/Guardian Small Group Follow-Up SESSION #3 Formative Assessment Students will name different people in their lives who can help them cope with the loss of their loved one. SESSION #3 Preparation Essential Questions: Who do you talk to when you are feeling bad? Engagement (Hook): The Professional School Counselor shows students one crayon and says the following: It is all alone. ( Break the crayon, place next to popsicle stick) With one support it may be easy to break, but still more difficult than when it stood alone. (Try to break the crayon holding it against the one popsicle stick). Say With more than one popsicle stick around the crayon, you cannot break it. The more support you have, the easier it is to deal with your feelings and cope with your problems, so you don't break down. (Show students that the crayon will not break with the popsicle sticks surrounding it.) SESSION #3 Procedures Session #3: Professional School Counselor Procedures:Session #3: Student InvolvementReview HYPERLINK \l "Smallgroupcounselingguidelines"Small Group Counseling Guidelines. Review previous session. Welcome everyone to the group. Explain that today we will be focusing on sources of support. Define a source of support as someone or something that is there for us; to listen and to help us feel better. There are many types of supports-parents/guardians, siblings, teachers, relatives, friends, pets, church, and other relationships. Sometimes we forget how many sources of support we have. Make a list on chart paper of different sources of support the students suggest, prompting them as needed. On their pillow cases, have students write the names of at least three sources of support they have and can rely on in this instance of grief. Students can use the chart paper list to help identify these sources of support. Instruct students to display their sources of support on their pillowcase and share with the group. Closure/Summary: Counselor asks the following: What did we discuss today? What is a source of support? Who/What/Where can be a source of support? Group assignment: Be aware of those around you and who can be a source of support. Students listen and ask questions. Students share what they remember from the previous session. Students listen to today's hook and name possible sources of support. Students will give examples of various personal sources of support: parents/guardians, siblings, teachers, relatives, friends, pets, church, and other relationships. Students have the opportunity to write or draw pictures of their sources of support on their pillow cases. Students share their decorated pillow cases with the group. Closure/Summary: Students will respond to the counselor's questions. Group assignment: Students think about and notice sources of support. SESSION #3 Follow-Up Activities Professional School Counselor will check in with teacher to monitor students classroom performance and behaviors. SESSION #3 Counselor reflection notes (completed after the session) STUDENT LEARNING: How will students lives improve as a result of what happened during this session? SELF EVALUATION: How did I do? IMPLEMENTATION PROCEDURES: How did the session work?  TEACHER/PARENT/GUARDIAN SMALL GROUP FOLLOW-UP The counselor has the option of sending this form to teachers or parents/guardians after each group session to keep these individuals informed of students progress in the group. GROUP TOPIC: _____________________________________ Session # _________ Students Name: _____________________________ Date: ____________________ Today I met with my school counselor and other group members. Session Goal: __________________________________________________________ Today we talked about the following information during our group: Circle one or more items. Friendship Study Skills Attendance Feelings Behavior School Performance Family Peer Relationships Other ________________ Group Assignment: I will complete or practice the following at school and/home before our next session. _____________________________________________________________________ Our next group meeting will be: Date: ____________________________ Time: ____________________________ Additional Comments: Please contact ___________________________, Professional School Counselor at _____________ if you have further questions or concerns. SESSION #4 Group Title: Missing You Session Title: Skill Builder Session # 4 of 6 Grade Level: K-2 Estimated time: 30 min Small Group Counseling Session Description: Students will learn different coping strategies and be able to identify the ones that will best help them in dealing with the loss of their loved one. Missouri Comprehensive Guidance Strand/Big Idea: PS.3 Applying personal safety skills and coping strategies Missouri Comprehensive Guidance Concept(s): PS.3.C. Coping Skills American School Counselor Association (ASCA) National Standard: Personal/Social Development C. Students will understand safety and survival skills.  SESSION #4 Materials (include activity sheets and/ or supporting resources) Pillowcase from last session (t-shirt or large piece of construction paper) - 1 for every student Markers (sharpie or permanent work best) Cardboard (to put in between pillowcase or t-shirt) Cut out list of HYPERLINK \l "SkillBuilderStrategyStrips"Skill Building Strategy Strips Cup/Bag HYPERLINK \l "teacherparentguardianfollowup"Teacher/Parent/Guardian Small Group Follow-Up SESSION #4 Formative Assessment Students will be able to name different coping strategies in order to help them cope with the loss of their loved one. SESSION #4 Session Preparation Essential Questions: What activities help us cope with loss? Engagement (Hook): The counselor draws a strategy from the bag of skill builder strategy strips. The counselor acts it out and then asks the students, How could this help me cope with the loss of a loved one? SESSION #4 Procedures Session #4: Professional School Counselor Procedures:Session #4: Student InvolvementReview HYPERLINK \l "groupguidelines"Small Group Counseling Guidelines. Review previous session. Welcome everyone to the group. Explain that today we will be focusing on ways to cope. PlaceHYPERLINK \l "SkillBuilderStrategyStrips" Skill Builder Strategy Strips into a cup or bag. When a student pulls out a strategy whisper it into the student's ear. They have 20 seconds to act it out and have each group member guess what strategy they had. Have students name at least three coping strategies they can use to help them cope with their grief. Ask students to display the skills on their pillowcase either with words or pictures. Closure/Summary: What did we discuss today?Ask students to name a skill they will try sometime this week. Group assignment: Practice the skill you have chosen before the next session. Students listen and ask questions. Students share what they remember from the previous session. Students listen. Students take turns grabbing a strategy strip and acting it out. The students who are not acting will be guessing the strategy. The student gets to tell the group members what it is. After the group knows the strategy, everyone in the group acts it out the same way the original student did it. Students can give a thumbs-up if they think this particular strategy may help them feel better in their own situation. Allow each student to share three coping strategies they think will help them. Students will add their chosen coping strategies to the pillowcase. Closure/Summary: Students respond to questions. Group assignment: Students will practice their chosen skill before the next session. SESSION #4 Follow-Up Activities Remind students during the week to practice their chosen skill.  SESSION #4 Counselor reflection notes (completed after the session) STUDENT LEARNING: How will students lives improve as a result of what happened during this session? SELF EVALUATION: How did I do? IMPLEMENTATION PROCEDURES: How did the session work?  Skill Builder Strategy Strips Talk to a source of support Think of loved one Carry a picture with you Draw Run Write Read Ride a bike Sing Play a game Jump rope Pet an animal Dance Eat Laugh Help someone Drink water Take pictures Take a nap Give a hug Smile Talk on the phone Take a walk Fly a kite Create a riddle Tell a joke Try to wink Stop and think Paint Play catch Kick a soccer ball Swing Bird watch Look for shapes in clouds Spin Make something Blow up a balloon Bake or cook Look for a four leaf clover Take a hike TEACHER/PARENT/GUARDIAN SMALL GROUP FOLLOW-UP The counselor has the option of sending this form to teachers or parents/guardians after each group session to keep these individuals informed of students progress in the group. GROUP TOPIC: _____________________________________ Session # _________ Students Name: _____________________________ Date: ____________________ Today I met with my school counselor and other group members. Session Goal: __________________________________________________________ Today we talked about the following information during our group: Circle one or more items. Friendship Study Skills Attendance Feelings Behavior School Performance Family Peer Relationships Other ________________ Group Assignment: I will complete or practice the following at school and/home before our next session. _____________________________________________________________________ Our next group meeting will be: Date: ____________________________ Time: ____________________________ Additional Comments: Please contact ___________________________, Professional School Counselor at _____________ if you have further questions or concerns. SESSION #5 Group Title: Missing You Session Title: Memory Maker Session # 5 of 6 Grade Level: K-2 Estimated time: 30 min Small Group Counseling Session Description: Students will recall and share memories they have of their loved one. Missouri Comprehensive Guidance Strand/Big Idea: PS.3 Applying personal safety skills and coping strategies Missouri Comprehensive Guidance Concept(s): PS.3.C. Coping Skills American School Counselor Association (ASCA) National Standard: Personal/Social Development C. Students will understand safety and survival skills.  SESSION #5 Materials (include activity sheets and/ or supporting resources) Pillowcase from last session (t-shirt or large piece of construction paper) - 1 for every student. Markers (sharpie or permanent markers work best) Cardboard (to put in between pillowcase or t-shirt) Tape recorder or CD player with the selected song about memories ready to play. Unit Assessments (attached to the Unit Plan) HYPERLINK \l "teachergroupperceptionsbehratingform"Teacher Pre-Post-Group Individual Student Behavior Rating Form HYPERLINK \l "teacherfeedbackoveralleffectiveness"Teacher Feedback Form: Overall Effectiveness of Group HYPERLINK \l "coverletter"Parent/Guardian Cover Letter HYPERLINK \l "parentguardianfeedbackform"Parent/Guardian Feedback Form: Overall Effectiveness of Group SESSION #5 Formative Assessment Students will remember fun activities, funny things that happened, and other memories of their loved one in order to help them cope. SESSION #5 Summative Assessment: Perceptual Data Collection: The following end-of-group perceptual data collection forms will be used as a part of session five and six; the forms are attached to the Unit Plan: Classroom Teacher Assessment: The classroom teacher will complete the HYPERLINK \l "teachergroupperceptionsbehratingform"Teacher Pre-Post-Group Individual Student Behavior Rating Form for each student before the group starts and after the group has been completed. The Professional School Counselor may consider making two copies of this form, one for the pre-assessment and one for the post-assessment, then entering all data on a final form for comparison. HYPERLINK \l "teacherfeedbackoveralleffectiveness"Teacher Feedback Form: Overall Effectiveness of Group will be given to teacher to complete at the end of the group unit. Parent Assessment: HYPERLINK \l "parentguardianfeedbackform"Parent/Guardian Feedback Form: Overall Effectiveness of Group will be given to parents to complete at the end of the group unit. Student Assessment: HYPERLINK \l "studentfeedbackform"Student Feedback Form: Overall Effectiveness of Group will be given to students to complete at the end of the group unit.  SESSION #5 Session Preparation Essential Questions: How do memories help us cope with loss? Engagement (Hook): As students are coming in, have a song about memories playing on a tape recorder or CD player. Have students sit quietly and listen (or they can sing along) as the song finishes. Some possible songs are: I Will Remember You, Because You Loved Me, Time of Your Life, Wind Beneath My Wings, Its So Hard to Say Goodbye to Yesterday, Memories, or other appropriate songs.  SESSION #5 Procedures Session #5: Professional School Counselor Procedures:Session #5: Student InvolvementReview HYPERLINK \l "groupguidelines"Small Group Counseling Guidelines. Review previous session. The counselor welcomes everyone to the group. Explain that today we will be focusing on our memories with the loved one. Define memories as special or favorite times that we share with our families, friends, and loved ones that we remember and never forget. (The counselor may share a memory of a loved one as an example.) Tell students they will have a short amount of time to share a memory about his or her loved one without interruptions. After each student speaks, allow group members to ask questions. The student will be encouraged to answer, if they are comfortable with sharing. Closure/Summary: Students will think of their favorite or special memory and place it on their pillowcase. 6. Group assignment: The counselor tells students to think of happy memories of their loved one.Students listen and ask question. Students share what they remember from the previous session. Students listen. Students take turns sharing something special about their loved one. While one student speaks the rest of the group listens and thinks of any questions or comments they may want to make. Closure/Summary: Students spend some time adding favorite memories to their pillow case. Group assignment: Students remember happy times with a loved one. SESSION #5 Follow-Up Activities Remind students during the week to come prepared for the next session with a happy memory. SESSION #5 Counselor reflection notes (completed after the session) STUDENT LEARNING: How will students lives improve as a result of what happened during this session? SELF EVALUATION: How did I do? IMPLEMENTATION PROCEDURES: How did the session work?  TEACHER/PARENT/GUARDIAN SMALL GROUP FOLLOW-UP The counselor has the option of sending this form to teachers or parents/guardians after each group session to keep these individuals informed of students progress in the group. GROUP TOPIC: _____________________________________ Session # _________ Students Name: _____________________________ Date: ____________________ Today I met with my school counselor and other group members. Session Goal: __________________________________________________________ Today we talked about the following information during our group: Circle one or more items. Friendship Study Skills Attendance Feelings Behavior School Performance Family Peer Relationships Other ________________ Group Assignment: I will complete or practice the following at school and/home before our next session. _____________________________________________________________________ Our next group meeting will be: Date: ____________________________ Time: ____________________________ Additional Comments: Please contact ___________________________, Professional School Counselor at _____________ if you have further questions or concerns. SESSION #6 Group Title: Missing You Session Title: Bring It Full Circle Session # 6 of 6 Grade Level: K-2 Estimated time: 30 min Small Group Counseling Session Description: Students will combine all the skills they have learned from the group sessions. They will choose a coping strategy and identify a support to help them implement this strategy. Missouri Comprehensive Guidance Strand/Big Idea: Personal Social Development: PS.3 Applying personal safety skills and coping strategies Missouri Comprehensive Guidance Concept(s): PS.3.C. Coping Skills American School Counselor Association (ASCA) National Standard: Personal/Social Development C. Students will understand safety and survival skills.  SESSION #6 Materials (include activity sheets and/ or supporting resources) Pillowcase from last session (t-shirt or large piece of construction paper) - 1 for every student. Markers (sharpie or permanent markers work best) Cardboard (to put in between pillowcase or t-shirt) Lists from previous groups Snacks  HYPERLINK \l "teacherparentsmallgroupfollowup" Teacher/Parent/Guardian Small Group Follow-Up HYPERLINK \l "studentfeedbackformoeg"Student Feedback Form: Overall Effectiveness of Group HYPERLINK \l "certificateofcompletion"Certificate of Completion  SESSION #6 Formative Assessment Students will use a coping skill with help from their support(s) in order to deal with the loss of a loved one. Perceptual Data Collection: The following end-of-group perceptual data collection forms will be used as a part of session four and five; the forms are attached to the Unit Plan: Classroom Teacher Assessment: The classroom teacher will complete the HYPERLINK \l "indstudentbehaviorratingform"Teacher Pre-Post-Group Individual Student Behavior Rating Form for each student before the group starts and after the group has been completed. Counselor may consider making two copies of this form, one for the pre-assessment and one for the post-assessment, then entering all data on a final form for comparison. HYPERLINK \l "teacherfeedbackoveralleffectiveness"Teacher Feedback Form: Overall Effectiveness of Group will be given to teacher to complete at the end of the group unit. Parent Assessment: HYPERLINK \l "parentguardianfeedbackform"Parent/Guardian Feedback Form: Overall Effectiveness of Group will be given to parents to complete at the end of the group unit. Student Assessment: HYPERLINK \l "studentfeedbackformoeg"Student Feedback Form: Overall Effectiveness of Group will be given to students to complete at the end of the group unit.  SESSION #6 Session Preparation Essential Questions: How can you enjoy life after a loved one is gone? Engagement (Hook): Have students sit in a close circle, all facing to their right. Students will rub the shoulders of the person in front of them for 30 seconds. Then all students turn to their left. Students will rub the shoulders of the person in front of them for 30 seconds. (Can do pats on the back, depending on the make up of the group). Discuss with the group members how we can work together with others to help us feel better.  SESSION #6 Procedures Session #6: Professional School Counselor Procedures:Session #6: Student InvolvementReview HYPERLINK \l "groupguidelines"Small Group Counseling Guidelines. Review previous session. The counselor welcomes everyone to the group. Explain that today we will combine all of the skills that we have learned and celebrate our successes. Review feelings, supports, and coping skills with the group. Have students look at the lists from the previous groups. Ask students to select one coping skill and one source of support that will help them cope with the loss of their loved one. Ask students to demonstrate what they have learned through pictures or words on their pillowcase. The counselor provides snacks for the group and asks students to share their pillowcases with the group. Discuss with students how to use the words and pictures on their pillowcases as a reminder of their loved one and strategies for coping with their loss. Closure/Summary: Thank everyone for being there; remind them that you are a source of support for them as well. 10 Group assignment: Notice which activities and sources of support you are using and be prepared to report those during the follow-up session. Students listen and ask questions. Students share what they remember from the previous session. Students listen. Students respond to questions describing what they remember about each topic. Each student will select a coping skill and one source of support that will help them cope with the loss of a loved one. Students will demonstrate what they have learned through pictures or words on their pillowcase. The students eat a snack and share their pillowcases with the group. Students listen. Closure/Summary: Students listen. 10. Group assignment: Students will notice the activities and sources of support they are using.  SESSION #6 Follow-Up Activities Check in with teachers/parents/guardians to determine how the students are doing. Follow-up session or check in with students in a couple of weeks to determine how they are feeling and coping.  SESSION #6 Counselor reflection notes (completed after the session) STUDENT LEARNING: How will students lives improve as a result of what happened during this session? SELF EVALUATION: How did I do? IMPLEMENTATION PROCEDURES: How did the session work?   SHAPE \* MERGEFORMAT  SMALL GROUP COUNSELING STUDENT POST-GROUP PERCEPTIONS: STUDENT FEEDBACK FORM: OVERALL EFFECTIVENESS OF GROUP We want your opinion about the effectiveness of your group. We appreciate your willingness to help us make our work helpful to all students. The survey is anonymous unless you want us to contact you. My Name (optional): ___________________________________________ Date: __________________ Professional School Counselors Name:___________________________________________________ Small Group Title: ____________________________________________________________________ Before the group started, I wanted to learn _________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Because of the group, I have noticed these changes in my thoughts, feelings, actions: ____________________________________________________________________ _______________ ___________________________________________________________________________________ ___________________________________________________________________________________ Using a scale of 5 to 1 (5 being the highest and 1 the lowest), please circle your opinion about the following What do you think?5=High1=LowOverall, I would rate my experience in the counseling group as:54321I enjoyed working with other students in the group54321I enjoyed working with the counselor in the group.54321I learned new skills and am using the skills in school54321If other students ask me if they should participate in a similar group, I would recommend that they give-it-a-try54321Additional Comments for the Counselor:  TEACHER/PARENT/GUARDIAN SMALL GROUP FOLLOW-UP The counselor has the option of sending this form to teachers or parents/guardians after each group session to keep these individuals informed of students progress in the group. GROUP TOPIC: _____________________________________ Session # _________ Students Name: _____________________________ Date: ____________________ Today I met with my school counselor and other group members. Session Goal: __________________________________________________________ Today we talked about the following information during our group: Circle one or more items. Friendship Study Skills Attendance Feelings Behavior School Performance Family Peer Relationships Other ________________ Group Assignment: I will complete or practice the following at school and/home before our next session. _____________________________________________________________________ Our next group meeting will be: Date: ____________________________ Time: ____________________________ Additional Comments: Please contact ___________________________, Professional School Counselor at _____________ if you have further questions or concerns. Group Certificate of  Completion ____________________________________ Students Name successfully completed the _______ group One awesome skill used by _____ was_______________________________  WAY TO GO! ______________________________________ Professional School Counselor OPTIONAL FOLLOW-UP SESSION Group Title: Missing You Session Title: How Are You Doing? Session: Follow-up (4-6 weeks after last session) Grade Level: K-2 Estimated time: 30-45 minutes Small Group Counseling Follow-up Session Purpose: The Professional School Counselor (PSC) may facilitate at least one more group session 4-6 weeks after the group has ended. This session helps the PSC track students persistence and success in applying new skills and making changes in their lives. Students who participate in follow-up sessions after a group ends are more likely to maintain the gains made during the group sessions. Missouri Comprehensive Guidance Strand/Big Idea: Personal and Social Development: PS.3.Applying Personal Safety Skills and Coping Strategies Missouri Comprehensive Guidance Concept(s): PS.3.A. Safe and Healthy Choices PS.3.B. Personal Safety of Self and Others PS.3.C. Coping Skills American School Counselor Association (ASCA) National Standard: Personal/Social Development A. Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.  OPTIONAL FOLLOW-UP SESSION Materials (activity sheets and/ or supporting resources are attached) 8 x 11 paper for each participant; crayons/markers/pencils Alternative Procedure: Complete the HYPERLINK \l "followupwithstudents"Follow-Up Feedback Form for Students. Discuss after completing.  OPTIONAL FOLLOW-UP SESSION Formative Assessment This session does not require a formative assessment. It is intended to measure students perceptions of the groups effectiveness over time. Alternative Procedure: Use the HYPERLINK \l "followupwithstudents"Follow-Up Feedback Form for Students as the procedure and the assessment for the Follow-up Session. The developmental level of your students will determine the usefulness of this alternative with younger students. OPTIONAL FOLLOW-UP SESSION Preparation Essential Questions: What does everyone have in common in this group? Engagement (Hook): What has changed for you as a result of this group? OPTIONAL FOLLOW-UP SESSION PROCEDURES Professional School Counselor Procedures: Optional Follow-up Session Student Involvement: Optional Follow-up Session Note for PSC: The group follow-up session will give participants a chance to celebrate each others successes over time. Welcome students back to the group. Remind them about the HYPERLINK \l "groupguidelines"Small Group Counseling Guidelines. Invite each student to tell one thing he or she remembers from the group meetings. I remember _________. Give each student an 8 x 11 piece of paper. Instruct students to follow you as you fold your paper into fourths; unfold the paper and number the sections 1-4. Give the directions for the quadrants one at a time. Complete all quadrants. Invite students to share one quadrant at a time; discuss responses before going to the next quadrant. 1. With a picture or words, demonstrate what you learned from group. 2. With a picture or a word, describe the most useful thing you learned from the group. 3. With a picture or words, describe a skill you need to practice. 4. With a picture or words, explain how you have changed. Alternative Procedure: An option for gathering student feedback during the follow-up session is to use the HYPERLINK \l "followupwithstudents"Follow-Up Feedback Form for Students. Discuss with students after they have completed the form. Students participate in the review of the guidelines by telling what they remember and by reminding each other of what the guidelines mean. Students contribute a specific example of something they remember about the group. Students follow directions of the school counselor, asking clarifying questions as needed. They share their words/drawings. The school counselor will acknowledge on-topic sharing. Alternative Procedure: Students complete the form and discuss their responses. OPTIONAL FOLLOW-UP SESSION Follow-Up Activities If students completed the (optional) HYPERLINK \l "followupwithstudents"Follow-Up Feedback Form for Students, use the responses to prepare a data summary and report of groups effectiveness. OPTIONAL FOLLOW-UP SESSION Counselor reflection notes (completed after the session) STUDENT LEARNING: How will students lives improve as a result of what happened during this session? SELF EVALUATION: How did I do? IMPLEMENTATION PROCEDURES: How did the session work? POST-SMALL GROUP FOLLOW-UP WITH STUDENTS (OPTIONAL SESSION scheduled 4-6 weeks after group ends) Level: Elementary/Middle School/High School  SHAPE \* MERGEFORMAT  FOLLOW-UP SESSION FEEDBACK FORM FOR STUDENTS Name: ______________________________ (optional) Date: _____________ Questions: 1. What specific skills are you practicing now that the group is over? 2. What was the most useful thing you learned from the group? 3. What could you use more practice on? 4. How are things different for you now? 5. What Progress have you made toward the goals you set for yourself at the end of our group meetings? 6. How are you keeping yourself accountable? 7. What suggestions do you have for future groups? 8. Circle your overall experience in the group on a scale from 1 ( 5 ______ 1=Most positive activity in which I have participated for a long time 2=Gave me a lot of direction with my needs 3=I learned a lot about myself and am ready to make definite changes 4=I did not get as much as I had hoped out of the group 5=The group was a waste of my time 9. What specific things contributed to the ranking you gave your experience in the group? 10. What would have made it better? Additional comments you would like to share with the school counselor:      FILENAME RSSmallGroupUnitMissingYouK-2.docPage  PAGE 1 of  NUMPAGES 41 Created by  AUTHOR MCGP Writing Team Missouri Comprehensive Guidance Programs: Linking School Success With Life Success Note to Professional School Counselor: The classroom teacher will complete Part 1 of this form before students begin their small group sessions. The teacher will complete Part 2 of this form after the group has been completed. This process will provide the school counselor with follow up feedback about individual students who participated in the group. Note to Professional School Counselor: This form measures the teachers perceptions of the overall effectiveness of the group. Teachers complete after the last session. Note to Professional School Counselor: Send this COVER LETTER and parent feedback form home with students after session four. Note to Professional School Counselor: Send cover letter and parent feedback form home with students after session four. Note to Professional School Counselor: This form measures the students perceptions of the overall effectiveness of the group using the same questions as teachers and parents answer on their feedback forms. Students complete during the last session (or the follow-up session if you have one). This form may be adapted and used at the upper elementary, middle school or high school level. Note to Professional School Counselor: The Follow-up Session Feedback Form for Students may be used in several ways, e.g., as an alternative Procedure for the post-group follow-up session, as a discussion guide, or (if post-group follow-up session is NOT scheduled) as a guide for interviewing individual students 4-6 weeks after the group ends. Adapt as appropriate for developmental level of students. Note to Professional School Counselor: The Follow-up Session Feedback Form for Students may be used in several ways, e.g., as an alternative Procedure for the post-group follow-up session, as a discussion guide, or (if post-group follow-up session is NOT scheduled) as a guide for interviewing individual students 4-6 weeks after the group ends. Adapt as appropriate for developmental level of students. Note to Professional School Counselor: The Student Feedback Form measures the students perceptions of the overall effectiveness of the group using the same questions as teachers and parents answer on their feedback forms. Students complete during the last session. This form is most appropriate for use at the upper elementary, middle school or high school levels. Note to Professional School Counselor: The Follow-up Session Feedback Form for Students may be used in several ways, e.g., as an alternative Procedure for the post-group follow-up session, as a discussion guide, or (if post-group follow-up session is NOT scheduled) as a guide for interviewing individual students 4-6 weeks after the group ends. 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