running head: academic success skills group 1 · 2018. 9. 9. · academic success skills group 2...

Running head: ACADEMIC SUCCESS SKILLS GROUP 1

Group Counseling Proposal: Academic Success Skills for At Risk High School Sophomores

Sara Brame, Michael Muse, Jessie Roney, Sarah Oertel

The University of North Carolina at Chapel Hill

ACADEMIC SUCCESS SKILLS GROUP 2

Group Counseling Proposal: Academic Success Skills for At Risk High School Sophomores

This group, focused on promoting academic success, will consist of 8-10 diverse

sophomores who failed at least two core classes during their freshman year. This group will

focus on topics related to academic success, including individual learning styles, time

management, study strategies, and coping with test taking anxiety.

Rationale for Group/ Literature Review

There is a growing amount of research that shows that academic achievement during

ninth grade can be used as a predictor for potential dropouts. According to the work of Hickman,

Bartholomew, Mathwig, and Heinrich (2008) “the first-semester GPA of ninth-grade students

who dropped out was significantly lower than the first-semester GPA of ninth-grade students

who graduated” (p. 12). They also found that “dropouts took significantly more core courses than

did graduates during their ninth-grade year” (p. 12). Hickman et al. (2008) suggests the reason

students who eventually drop out take more core courses their ninth-grade year could be due to

the fact that they are trying to recover from previously missed credit, which puts them further

behind their classmates and more at risk of dropping out (p. 12). While the Hickman et al. study

was not exhaustive and only sampled 119 students in northwestern Arizona, there is support for

their findings from other studies that involve cities on the East Coast. Neild, Balfanz, and Herzog

(2007) found that “among students who sent their first serious distress signal in 9th grade, those

who earned fewer than two credits or attended school less than 70 percent of the time had at least

a 75 percent chance of dropping out of school” (p. 30). Neild, Balfanz, and Herzog (2007) used

data from studies they conducted in Philadelphia, Indianapolis, and Boston to come to their

conclusions. Using both of these studies provides a much larger sample size and underscores the


importance of academic success during a student’s ninth-grade year in predicting whether a

student will drop out of school.

Ninth-grade academic success has been shown to be a predictor for which students could

potentially drop out of school. Research also shows that students do not drop out immediately

after ninth grade. Neild, Balfanz, and Herzog (2007) also found that “Most of these students did

not drop out immediately but attempted 9th grade courses for another one or two years before

finally giving up on school altogether” (p. 30). Hickman et al. (2008) were more specific stating

“59 students who dropped out of school did so between their sophomore and junior year” (p. 6).

These findings suggest that there is a window between a student’s ninth-grade year and the time

the student drops out of school. During this window, there is an opportunity for school

counselors to implement strategies to remediate students and prevent dropouts. Based on this

information a student’s sophomore year is the ideal time to target potential dropouts and

implement a remediation program.

By targeting students during the sophomore year to implement a group counseling based

remediation program, students will have the opportunity to get back on track before their junior

year of high school. Bemak, Chung, and Siroskey-Sabdo (2005) initiated a school counseling

group called Empowerment Groups for Academic Success (EGAS) in a midwest inner-city high

school. This group intervention was more successful than remediation programs previously

implemented for the students in the intervention program, as demonstrated by student feedback,

school performance, and attendance rates. Additionally, the self-reported impact of the

implementation of EGAS was more impactful for students than previous interventions. For

example, one student reported that the most important thing learned in group was the ability to


communicate, whereas another reported that her grades improved after the group had concluded.

Previous failed interventions included detention, suspension, disciplinary warnings, counseling

targeted to specific behaviors, linking to families, and behavior modification programs (p. 383).

The EGAS approach was more successful due to its emphasis on interpersonal dynamics that

allowed group members to engage in discussions about ways to succeed academically (Bemak et

al., 2005).

Using the EGAS approach allowed group members to establish their goals for school

performance and academic success, as well as supporting group members throughout the group

process. Group counseling is often beneficial for academic success groups, especially in schools

with a high academic achievement gap. Bruce, Getch, and Ziomek-Daigle (2009) supported

group counseling as a method for academic success interventions. Their study utilized a group

counseling intervention approach designed to minimize the academic achievement gap in the

English and math sections of the high school graduation test for African-American students at a

rural high school in Georgia. Twelve out of fifteen eleventh-grade participants in the study

received passing scores on all four sections of the end-of-year examination following the

intervention. After the group counseling sessions concluded, 100% of participants received

passing scores on the English and math sections of the test. The group counseling approach

additionally allowed participants to provide feedback and data about school climate and teacher

expectations, and led to the discovery that these participants seemed to have positive interactions

with their school counselors, however “their general perception of teachers and administrators

seemed slightly negative in regard to fairness and expectation” (p. 454).


By working with students on academic skills, school counselors are able to use groups to

increase academic achievement. Berger (2013) found that after a group on self efficacy and

academic skills student achievement outcome goals moved in the positive direction. The results

of the pre-and post- assessments showed that grade point average increased, behavior referrals

decreased, and unexcused absences decreased for the students who participated in the group. The

study revealed that by working with a diverse population of underachieving students during their

early high school years, they were able to quickly show improvement. In a study assessing

factors influencing high school dropout, Nield, Stoner-Eby, and Furstenberg (2008) found that

failing a class during the ninth grade year was the largest predictor for a student leaving high

school (p. 558). Through working with students during the early high school years, school

counselors are able to increase student performance and prevent future dropout. For students that

have participated in small group interventions, this increased academic performance can be

long-term and sustain throughout high school (Kayler & Sherman, 2009).

A student’s potential for success can also be affected by personal belief systems and other

external factors. Counselors must help students build education as part of their value system.

This can be accomplished through group counseling that focuses on students’ individual

academic attributes and beliefs (Lemon & Watson, 2011). School counselors also have an

integral role in establishing an inclusive school climate. An inviting school climate can help

promote the value of education. In this case, school climate encompasses the way in which

students perceive their ability to be accepted by teachers, staff members, and peers (Bruce et al.,

2009). Small group counseling can help these students develop a sense of inclusiveness and a

connection to the larger school community. This improved attitude towards school climate and


being included can inspire students to feel empowered to make improvements in their academics

(Cook & Kaffenberger, 2003). Students report that school counselors can help them succeed by

focusing on individual learning styles and making a greater personal connection with their

students (Berger, 2013).

Multicultural and Social Justice Considerations

When addressing student success and academic achievement in school, it is important to

consider multicultural and social justice implications. While gender, socioeconomic status, and

race present many gaps in student performance and achievement, Nield, Stoner-Eby, and

Furstenberg (2008) reveal the importance of a student’s successful transition to high school. All

students make the transition from middle school to high school, and they all need a varying level

of support. During the early years, school counselors can play a key role in prevention by

running groups for underachieving students. Each student has a unique reason for not living up to

their potential, and it is the responsibility of the group counselor to address these differences in a

positive manner during the group. Rowell (2013) discusses strategies to help students increase

their academic motivation, and he emphasizes the importance a student’s level of self-efficacy.

Successful students know they are capable, and group counseling is a positive way to show each

student his or her strength and ability.

SMART Goals

Students will explore their unique learning style, time management skills, study strategies

and test-taking anxiety coping skills to assist them in achieving academic success by the end of

the first semester. Over the course of 6 weeks, students should demonstrate an increase in their

confidence towards academic success as well as have an understanding of basic skills towards


improving academic performance. This will be measured through a pre- and post- assessment at

the beginning and end of the group counseling sessions. Students will be asked to rate on a scale

of always to never questions relating current academic success strategies. (see Appendix C).

After learning these strategies and skills during each fifty minute weekly session, every student

should be able to recognize their opportunities for growth in the four domains: learning styles,

time management skills, study skills, and test-taking anxiety coping skills. Success of the

academic success group will be demonstrated through improvement of GPA and a passing grade

in all of their core classes.

Objectives

ASCA Standards

1.5 Belief in using their abilities to their fullest to achieve high-quality results and

outcomes.

2.LS.3 Use time-management, organizational, and study skills

2.SMS.1 Demonstrate ability to assume responsibility

2.SMS.2 Demonstrate self-discipline and self-control

2.SMS.5 Demonstrate perseverance to achieve long- and short-term goals

2.SMS.8 Demonstrate the ability to balance school, home and community activities.

2.SMS.10 Demonstrate ability to manage transitions and ability to adapt to changing

situations and responsibilities

2.SS.3 Create relationships with adults that support success

NCGES Student Standards


I.SE.3.2 Use communication strategies that emphasize clarity and precision to achieve

desired outcomes.

P.C.1.1 Understand how to make adjustments to strategies that are not effective in

making decisions or solving problems.

P.C.1.2 Analyze strategies you have used in the past to determine the most appropriate

strategies for solving a current academic problem

P.C.2.2 Use time-management and task-management skills to complete academic work of

high quality in a timely manner.

P.CR.4.1 Compare the effects of personal and academic decisions upon career goals and

life expectations.

Techniques

The proposed group lesson plans will apply techniques from Cognitive Behavioral

Therapy. According to Cognitive-Behavioral Therapy (CBT), a person’s behavior is influenced

by some preceding event or cognition and is sustained by the consequences that particular

behavior elicits. The following lesson plans are designed with the intention of modifying

pre-existing behaviors related to academic success. The lesson plans apply CBT by identifying

the cognitions students have regarding these particular behaviors and by teaching new techniques

that create positive consequences.

Logistics

It is the responsibility of the school counselor to collaborate with teachers, administrators,

and staff to determine practical and productive ways to run groups. This plan assumes that the

school counselor will be able to pull eight to ten students out of class for fifty minute sessions.


The sessions will occur six times throughout the first semester of the school year. The school

counselor will screen all sophomore students that failed at least two core courses during their

freshman year to determine who shall be the members of the group. Core courses for high school

students are considered to be English, math, science, and history. The group will consist of

students who come from various cultural backgrounds, and it will include both male and female

students. The school counselor will take precaution during the screening process to ensure the

members of the group will be support one another, maintain confidentiality, and work to improve

their current academic habits. Students in the group will vary in multiple ways, but through this

group they will learn skills and find common ground.

Projected Behavioral Outcomes

The school counselor will evaluate the behavioral outcome of the group using the

process, perception, and outcome data from the group. Each group member will take a pretest

and posttest to assess their academic skills at the beginning of the group and at the end. The

school counselor will also assess the students’ skills during and at the end of each lesson of the

group session. Each lesson will focus on a certain academic skill, so this will provide the school

counselor the ability to assess specific behaviors as well as the overall academic improvement.

The skills include learning styles, time management, study strategies, and test taking skills. The

school counselor will check for progress at the end of each session. Upon successful completion

of this group, the group members should be able to apply the knowledge they have gained in

each of these skills to their academics. By applying these skills, the students’ grades should

improve and reduce the chances that the students’ will drop out.


Appendix A

ASCA National Model School Counseling Program SMART Goals Worksheet Specific Issue What is the specific issue based on our school’s data?

Student dropout rates

Attainable What outcome would stretch us but is still attainable?

Group members will pass all core courses during the first semester of sophomore year.

Time Bound When will our goal be accomplished?

By the second semester of sophomore year.

Measurable How will we measure the effectiveness of our interventions?

Pre- and post- assessments of academic success skills Passing grade in all courses

Results-Oriented Is the goal reported in results-oriented data (process, perception and outcome)?

Perception data: Pre- and post- assessment for group Outcome data: Students’ grades for 1st semester of sophomore year

School: ___________________________________________Year: 2016-2017

School Counselor(s): Sara Brame, Michael Muse, Jessie Roney, Sarah Oertel

Based on the information above, write a single goal statement sentence

By the beginning of the second semester of their Sophomore year, all group members will pass

all of their core classes.


Appendix B

Lesson Plan Template #1

School Counselor: Jessie, Michael, Sara, Sarah Date: Week 1

Activity: Introduction to Academic Success Group

Grade(s): 10th

ASCA and NCGES Student Standards (Domain/Standard/Competencies):

ASCA


2.SS.3 Create relationships with adults that support success

NCGES

I.SE.3.2 Use communication strategies that emphasize clarity and precision to achieve desired

outcomes.

P.C.1.1 Understand how to make adjustments to strategies that are not effective in making

decisions or solving problems.

Learning Objective(s):

1. Identify goals of group

2. Establish Group Norms

3. Students begin building relationships with other group members

Materials:


Pencil, Paper, Markers, Whiteboard, Building Skills for Academic Success Preassessment, “I am

Poem" handout

Procedure:

1. Group will start off with introduction of facilitators and group members and purpose of group

(2 mins)

● This group is designed to help you improve your academic skills.

2. Facilitators lead discussion of Confidentiality and Informed Consent and ensure that group

members understand their rights and responsibilities (5 mins)

● What does confidentiality mean to you?

● How are we going to keep confidentiality in this group?

● What should be the consequences of breaking confidentiality?

3. Group discussion of group norms (5-10 mins)

● What would you like the group to look like?

● How are we going to handle disagreements in group?

● How are we going to support each other?

4. Activity - I am poem (20 - 25 mins)

● Anyone want to share their poem? (leader may share to engage group)

● Any thoughts about your poem?

● What did you learn about someone else?

5. Pre-assessment - Building Skills for Academic Success Inventory and discussion - (5-10 mins)

● How do you feel about the results?

● Did you learn anything new today?


● Which topic interests you the most from the questionnaire?

Plan for Evaluation: How will each of the following be collected?

Process Data:

8-10 students meet for 50 mins

I am Poem

Building Skills for Academic Success Preassessment

Perception Data:

Building Skills for Academic Success Preassessment

Outcome Data:

Agreed upon group norms

Follow Up:

Wrap up session by discussing next sessions focus on learning styles and finding group members

individual learning styles.

Revisit group norms to start next session.




Activity: Learning Styles

Grade(s): 10th


ASCA

1.5 Belief in using their abilities to their fullest to achieve high-quality results and outcomes.

2.SMS.1 Demonstrate ability to assume responsibility

NCGES

P.C.1.1 Understand how to make adjustments to strategies that are not effective in making

decisions or solving problems.


1. Students identify their preferred learning style

2. Students learn to apply their learning to improve academic performance

Materials:

Pencil, Paper, Learning styles handouts - see appendix C, calculator

Procedure:

1. Opening and review of confidentiality and group norms. (5 mins)

● Do you remember about confidentiality in our group?


● What were some of our agreed upon norms from last week?

● How is everyone doing today?

2. Introduction of learning styles - group members read handout about different learning styles

and discuss what we have learned. (10 mins)

● What learning style do you think you are?

● Why do you think you are that learning style?

● How can this information help you with your school work?

3. Group members complete learning styles inventory and determine their dominant learning

style. (10 mins)

4. Discuss information learned from learning styles inventory and how group members can apply

new information to academics. (15 mins)

● Was your learning style different than you expected?

● What are some things you can do during class to better meet your learning style?

● Give me an example of how you are going to apply this knowledge?

● Is this helpful information?

● What might you do differently now?

5. Reflect on session (10 mins)

● How are you feeling about the group after two sessions?

● Has this session been helpful?

● How are you going to use this information?

● Any questions on group counseling so far?

● What are you most looking forward to this week?



Process Data: 8-10 Students completing learning styles inventory and discussing results

Perception Data:Student’s preferred learning style and ways to apply that style to an

educational setting

Outcome Data: Student’s quarter and semester grade

Student’s GPA

Follow Up: Ask students to try and incorporate their learning styles into their academic

behaviors for the next week and check in to start the next session.




Activity: Time-Management Skills

Grade(s): 10th


ASCA

2.SMS.8 Demonstrate the ability to balance school, home and community activities.

NCGES

P.C.2.2 Use time-management and task-management skills to complete academic work of high

quality in a timely manner


1. Develop skills that enhance planning, studying, communication and critical thinking.

2. Students learn strategies to manage time effectively for a successful school-work-life balance.

3. Establish connections for support in time management processes.

Materials:

Paper, pencil, Time Management box worksheet, Time Management Self Assessment worksheet

- see Appendix C

Procedure:

1. Opening and review of confidentiality and group norms. (5 mins)

● What do you remember about confidentiality in our group?

● How are you feeling this week?


2. Assess current strategies (10 mins)

● Talk about a time that you finished a project before it was due.

● How did you feel after accomplishing that goal?

● What do you do now that allows you to finish work on time?

● What are some barriers that prevent you from finishing work on time?

● What other things require you to be conscious of how you use time?

3. Complete the Eisenhower Time Management Activity Box (10 mins)

4. Discuss thoughts about completing the box and steps to take in the future (15 mins)

● What was surprising to you when you completed the box?

● What do you normally prioritize that is actually not urgent?

● What can you do to make sure all urgent tasks are completed on time?

5. Reflect on session ( 10 mins)

● What will be different after learning these skills?

● On a scale of 0 to 10 with 0 being the worst and 10 the best, how do you feel about your

time management skills right now.

● When you successfully manage your time, what positive outcomes do you experience?


Process Data:8-10 students meet for 50 minutes

Eisenhower Time Management box

Time Management Self Assessment

Perception Data:Time Management Self Assessment

Outcome Data:Student’s quarter and semester grade


Student’s GPA

Follow Up: Ask students to use the Time Management box to prioritize their school work for the

next week and check in next week to get feedback. Additionally follow up after the group

sessions have ceased with the Time Management Self Assessment worksheet.




Activity: Study Strategies

Grade(s): 10th


ASCA Standards

2.LS.3 Use time-management, organizational, and study skills

2.SMS.2 Demonstrate self-discipline and self-control


P.C.2.2 Use time-management and task-management skills to complete academic work of

high quality in a timely manner.


1. Students will learn how to use Cornell Notes.

2. Students will learn a strategy to critical reading.

3. Students will learn a strategy to study for tests.

Materials:

Pencil

Lined Paper

3 R Handouts (See Appendix C for a copy of the handouts)

SQ3R Handout (See Appendix C for a copy of the handouts)

Individual Students will need to bring the textbook for one of their classes


Procedure:

1. Introduction: Producing Positive Self Talk(10 minutes)

a. Students are given stems written on notecards with “Negative Self Talk”

statements, and they reframe using a positive statement they will tell

themselves.

b. “Negative Self Talk” Stems

i. “This is too hard”

ii. “I can’t make this any better”

iii. “I give up”

iv. “I’m not good at this”

v. “I just can’t do it”

vi. “I will never get it”

vii. “It’s good enough”

viii. “My plan didn’t work”

2. Activity 1: Cornell Notes (10 minutes)

a. Group leader discusses the to taking “Cornell Notes.”

b. Group discusses benefits for using this strategy when taking notes in class.

c. Students take out 4 blank sheets of paper and fold them, so they can use

these papers in class to take Cornell Notes.

3. Activity 2: 3 R Strategy for Reading (10 minutes)

a. Group leader reviews the “3 R’s for Academic Survival” with the group.

b. Group discusses benefits for using this strategy when reading textbooks.


c. Students take out textbook for current classes, and they turn to the current

chapter they are reading.

d. Students read through a paragraph and practice describing what is in the

paragraph.

4. Activity 3: SQ3R Method to studying (15 minutes)

a. Group leader reviews the “SQ3R Method for Thorough Study” with the

group.

b. Group discusses benefits for using this strategy when studying for exams.

c. Group discusses time needed to thoroughly study for an exam.

i. What are the results if this method is used for studying?

5. Closure/ Process: Session Summary and Discussion (5 minutes)

a. Name a time during the next two weeks you will use the 3 strategies we

learned today.

b. Rate how effective these strategies will be in helping to prepare for an

exam on a scale from one to ten. One means ineffective. Ten means very

effective.

i. How were you able to get to this rating?


Process Data: 8-10 students for 50 minutes

Cornell Notes, 3 R’s Strategy, SQ3R Method handouts

Perception Data: Student positive self talk discussion

Cornell Notes, 3 R’s Strategy, SQ3R Method discussion


Students response to rating effectiveness of strategies

Outcome Data: GPA and Final Quarter, Semester, Year Grades are improved because students

are able to use study strategies to score higher on assessments.

Follow Up: Group leader and students will monitor their use of the strategies and scores on

upcoming exams.




Activity: Test-Taking Anxiety

Grade(s): 10th


ASCA

1.5 Belief in using their abilities to their fullest to achieve high-quality results and outcomes.


P.C.1.2 Analyze strategies you have used in the past to determine the most appropriate strategies

for solving a current academic problem


1. Students will reflect on past experiences with test anxiety and discuss previous coping

mechanisms.

2. Students will learn to identify physical and mental symptoms of test taking anxiety.

3. Students will engage in an activity to learn skills to cope with physical and mental symptoms

of test taking anxiety.

Materials: Pencils, paper, index cards, Test-Anxiety Self Assessment worksheet, “What Causes

Your Test Anxiety?” handout, and “Test Anxiety: Causes and Eliminators” handout (see

Appendix C for a copy of this worksheet and handouts)

Procedure:

I. Introduction: (~10 minutes)


A. Brief confidentiality review

B. Discussion: Talk about a time when you were worried about a test. How

did you handle it? What was the outcome?

II. Activity #1: Test Anxiety Self-Assessment (~15 minutes)

A. Group leader hands out assessment and explains directions.

B. Students complete assessment independently.

C. Group leader passes out test anxiety handouts for students to keep.

Students can read over handouts as they finish their assessment.

D. Group reconvenes and discusses test anxiety symptoms and differences in

physical and mental symptoms.

1. Discussion questions (cover as many as time allows): Have you

ever experienced any of the listed symptoms in response to a test?

Did you realize at the time that you were experiencing test anxiety

symptoms? Do you have more physical or mental symptoms? Do

any of the causes of test anxiety on the handouts fit you?

III. Activity #2: Test Anxiety Coping Strategies (~15 minutes)

A. Deep Breathing

1. Students will engage in deep breathing for 5 minutes. Group leader

will instruct students through breaths and releases.

B. Note to Self Activity

1. Students will be given an index card to write a positive message to

themselves to read right before they take their end-of-course tests.


2. Group leader will demonstrate an appropriate message to write on

the note cards.

3. Students will share the messages they wrote.

IV. Reflection on Group Session (~10 minutes)

A. How did you feel about today’s activities?

B. How can you use the coping activities when you feel anxious in a real test

setting?

C. How do you feel about next week being the final group session?


Process Data:

8-10 students who have failed at least two core classes will meet for 50 minutes

Perception Data:

Test Anxiety Self-Assessment results

Outcome Data:

Students’ test scores for rest of semester and beyond, students’ GPAs (this data will be available

after the group has finished its last session).

Follow Up:

Group leaders and students will monitor students’ test scores. Individual counseling sessions

regarding test taking anxiety can be scheduled, particularly leading up to EOCs.




Activity: Conclusion/ Termination of Academic Success Skills Group

Grade(s): 10th


ASCA Standards


2.SMS.10 Demonstrate ability to manage transitions and ability to adapt to changing

situations and responsibilities


P.C.1.2 Analyze strategies you have used in the past to determine the most appropriate

strategies for solving a current academic problem

P.CR.4.1 Compare the effects of personal and academic decisions upon career goals and

life expectations.


1.Students will be able to discuss their growth during the quarter.

2. Students will be able to identify their own strengths and the strengths of other group members.

3. Students will know how to implement the strategies learned in group during the upcoming

quarter.

Materials:

Pencils/Pens


File Folders

Paperclips

Copies of Post Test (See Appendix C for a copy of the handouts)

Procedure:

1. Warm Up: Discussion of what went right and wrong for the semester. (10 minutes)

a. Group leader asks group members to discuss times this quarter they made choices

that helped them learn material and achieve goals.

i. What helped them make this choice?

b. Group leader asks group members to discuss times this quarter they made choices

that were not helpful in achieving goal.

i. What helped them make this choice?

2. Activity 1: Celebration of student accomplishments. (15 minutes)

a. Each student shares an accomplishment they made during this quarter

b. Group claps for student

c. Other group members are able to ask questions or make supportive comments

3. Activity 2: File Folder Motivators (15 minutes)

a. Group leader prepares File Folders by writing the name of each student on one

File Folder.

b. Students walk around and write “comments” for other students on the inside of

the File Folders.

c. “Comments”

i. Write one strength that you see in this person.


ii. Write one time this individual was successful.

iii. Write one time this individual said or did something that motivated you.

d. Group leader paperclips the File Folders shut.

e. Group leader explains to students that they should keep these folders closed until

the following quarter. During the next quarter, if there is a time a student is

feeling unmotivated, they can open up folder and remember all the things they

learned and practiced during group.

4. Closure: Post Assessment and Discussion (10 minutes)

a. Students will complete the Post Assessment and discuss their responses to the

open ended questions.

Plan for Evaluation: Post Test and Discussion

Process Data:8-10 students for 50 minutes

Perception Data: File Folder Motivation, Post Assessment

Outcome Data:Final Semester and School Year Report Card, Final Semester and School Year

GPA

Follow Up: Student’s quarter, semester, yearly grades will be monitored by counselor.


Appendix C

Group Counseling Informed Consent Form

I, _____________________________, agree to adhere to the following norms and expectations

of this group:

● I will not discuss anything shared in group with others outside of group.

● I will strive to be on time to each session.

● I will be respectful of others’ thoughts, emotions, and behavior.

It is essential that members know that whatever they say or how they act in group remains in the

group and that members will not discuss these things with anyone outside the group. I understand

that this is the best way to create a safe and inclusive space and where members can trust one

another. I understand that the co-facilitators will break confidentiality under the following

circumstances:

● Indications of harm to self or others

● Awareness of harm being done to child, elder, or a person with a disability

In signing this consent form, I acknowledge that the co-facilitators have provided the opportunity

for group members to discuss and ask questions about the importance of confidentiality and

expectations of the group.

Student Signature________________________________ Date__________________

Leader Signature_________________________________ Date__________________


3 R's for Academic Survival

Here is a lean and wiry system containing all the essential techniques for mastering textbook assignments. This is

an "exam passer".

. . . . . . . . . . . . . . . . . . . . . . . . . .

R1 READ. Read the chapter paragraph by paragraph. Read and re-read until you can answer

the question: "What did the author say in this paragraph?"

R2 RECORD. Once you are able to describe what is in the paragraph, you will want to retain

that learning by underlining, making notes in the margin, or making notes in your

notebook.

R3 RECITE. Cover up your notes or printed page and recite aloud. Remember! If you can't

say it now, you won't be able to say it tomorrow in class, nor write it in a week on an exam;

so while you still have a chance, try and try again, until you can say it.

. . . . . . . . . . . . . . . . . . . . . . . . . . .


SQ3R Method for Thorough Study

Step 1: SURVEY - Look over material critically. Skim through the book and read topical and

subtopical headings and sentences. Read the summaries at the end of chapters and books. Try to

anticipate what the author is going to say.

WRITE these notes on paper, in sequence; then look over the jottings to get an overall idea or

picture. This will enable you to see where you are going.

Step 2: QUESTIONS - Instead of reading paragraph headings such as "Basic Concepts of

Reading," change to read, "What are the Basic Concepts of Reading?" These questions will

become "hooks" on which to hang the reading material.

WRITE these questions out; look over the questions to see the emphasis and direction; then attempt to give plausible

answers before further reading.

Step 3: READ - Read with smoothness and alertness to answer the questions. Use all the

techniques and principles demonstrated in class.

WRITE notes, in your own words, under each question. Take a minimum number of notes-use these notes as a

skeleton.


Step 4: RECALL** - Without looking at your book or notes, mentally visualize and

sketch, in your own words, the high points of the material immediately upon completing the

reading.

a. This forces you to check understanding.

b. This channels the material into a natural and usable form.

c. This points up what you do not understand.

d. This forces you to think.

Step 5: REVIEW - Look at your questions, answers, notes and book to see how well you did

recall. Observe carefully the points stated incorrectly or omitted. Fix carefully in mind the

logical sequence of the entire idea, concepts, or problem. Finish up with a mental picture of the

WHOLE.

**Note: More time should be spent on recall than on reading.

Adapted from F.P. Robinson. Effective Study. New York:Harper and Bros. 1946. Chapter II.

ÓAcademic Skills Center, Dartmouth College 2001


Pre/Post-Test for Building Skills for Academic Success Small Group

Please answer the following questions:

Always Often Sometimes Rarely Never

I feel prepared before I

take a test.

I use my learning style to

inform my study habits.

I feel comfortable taking

notes in class.

I am satisfied with my

grades on tests.

I utilize academic

resources at my school.

I feel comfortable asking

for assistance with

homework.

I feel stressed when taking

a test.

I effectively use my time.

I am satisfied with my

grades on my report cards.

(Pre-survey) What would you like to learn from this group?

(Post-survey) What would you change about this group?


TEST ANXIETY SELF-ASSESSMENT

Check the response that seems most characteristic of you.

Never Sometimes Usually

1. Have trouble sleeping the night before a test. ___ ___ ___ 2. Before a test, I get a headache. ___ ___ ___ 3. I lose my appetite before a test. ___ ___ ___ 4. Because of panic, I have cut class on a test day. ___ ___ ___ 5. My heart pounds just before or during a test. ___ ___ ___ 6. During a test, my palms sweat. ___ ___ ___ 7. During a test, I have become nauseated and had ___ ___ ___ to leave the classroom. 8. I have had pains in my neck, back, or legs during ___ ___ ___ a test. 9. I feel nervous and jittery when I am taking a test. ___ ___ ___ 10. During a test, my chest feels tight and I have ___ ___ ___ trouble remembering. 11. I make careless errors on tests. ___ ___ ___ 12. My mind goes blank during tests. ___ ___ ___ 13. I worry when other students are finished ___ ___ ___ before I am. 14. I feel pushed for time when I am taking a test. ___ ___ ___ 15. I worry that I am doing poorly on a test and ___ ___ ___ that everyone else is doing well. 16. When I am taking a test, I think about my ___ ___ ___ past failures. 17. During a test, I feel as if I studied all the ___ ___ ___ wrong things. 18. I can‘t think clearly during tests. ___ ___ ___ 19. I have a hard time understanding and ___ ___ ___ remembering directions when I am taking a test. 20. After a test, I remember answers to questions ___ ___ ___ I either left blank or answered incorrectly. Questions 1-10 on the self-assessment refer to physical symptoms of test anxiety. Questions 11- 20 refer to mental symptoms. If you checked “sometimes“ or “usually” ten or more times, you may have some test anxiety. Test anxiety is a learned response; and because you learned it, you can unlearn it.

Q:shared/Debbie/studyskillsbooklet Adapted from: https://www.fredonia.edu/counseling/pdf/test%20anxiety.pdf


WHAT CAUSES YOUR TEST ANXIETY?

If you are like most test-anxious students, your anxiety results from several common causes: 1. Being afraid that you won‘t live up to the expectations of important people in your life; worrying that you will lose the affection of people you care about if you don‘t succeed; 2. Believing grades are an estimation of your personal worth; 3. Placing too much emphasis on a single test; 4. Giving in to guilt feelings or anxiety as a result of inadequate preparation for tests; 5. Feeling helpless, believing that you have no control over your performance or grades. Expectations. Many students‘ perceptions of what their parents or important others expect are inaccurate. If you worry that you will alienate people you care about unless you do well in college, you may become fearful and anxious that you will disappoint them or make them angry. If you believe that you can‘t live up to the expectations of others, tests may make you especially anxious. Grades and Self-Esteem. A grade of D, F, or even C for some students translates into “I‘m stupid“ or “I‘m not college material.“ These feelings may lead to a loss of self-esteem and more anxiety. Students who equate test grades with self-worth are assigning more importance to grades than they deserve. One real value of testing is that it gives you an opportunity to find out what information you understand well enough to associate with material that you will learn later. Before your next exam, you can give this material a quick review. Mistakes on a test pinpoint areas that you need to study more thoroughly for the next exam. Feelings of Helplessness. If you have an external locus of control, you may not see the connection between study and grades. You may become anxious because you cannot predict the outcome of a test. Even if your locus of control is internal, you may feel temporarily helpless in a testing situation when you know you have not studied enough. Feeling guilty for not meeting your responsibilities may cause you to experience test anxiety. Once you have identified the cause of your test anxiety, you can take steps eliminate it. The chart on the following page shows you how to start.



Test Anxiety: Causes and Eliminators

Causes Eliminators

1. Trying to meet other people‘s expectations

Decide whether living up to these expectations is something you want to do for yourself. Set your own goals and live up to your own expectations.

2. Fearing loss of affection Understand that people like you and value your presence in their lives for many reasons, none of which is the grade you made on a test.

3. Letting grades determine your self-worth

Realize that a grade is only an approximate measure of your performance. Grades have nothing to do with you as a person but are a helpful guide to what you need to review.

4. Placing excessive emphasis on a single test

Your semester grade may include, in addition to tests, quizzes, homework, papers, presentations, lab reports, and class participation. Keep up with the material as if you must take a major test every week to demonstrate what you are learning and how to apply information.

5. Giving in to guilt or anxiety due to lack of preparation

College requires a commitment of time and money. If you are truly well prepared, you will “forgive” yourself for a few mistakes due to stress or anxiety. If you do feel guilty, it may be because you have not really done your best to make school a priority and focus in your life.

6. Underpreparing and “going blank“

The purpose of tests and exams is: (1) to evaluate your retention of course material and (2) to apply the information to demonstrate understanding or to solve new problems. Failing to properly prepare and doing poorly on the exam becomes a self-perpetuating cycle of low effort leading to low grades.

7. Feeling helpless, with no control over what happens

Take charge by developing an internal locus of control. Improve your study habits. Prepare for your next test, starting NOW. Observe the connection between the amount and quality of your studying and the grade you earn.



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