P.E.A.R.L.

S 1

P.E.A.R.L.S: Pretty, Educated, Adventurous, Resilient, Ladies, and Scholars

Katelyn Price
Vanderbilt University
P.E.A.R.L.S 2

Table of Contents

Logistics Pages 3-4

Rationale Pages 5-8

Goals and Rules Pages 9

Session Outline Pages 10-15

Additional Resources Pages 16-25

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Logistics

Purpose
The purpose of this psychoeducational group is to help females who live in single parent

homes or are raised by their grandparents improving awareness of feelings, academics, and

behavior. This group will teach students skills that will help in each of these elements through

eight sessions. The group will comprise of 6-8 middle school girls who will meet once a week

for 30-50 minutes.

Recruitment:
I will recruit students from all grades 6-8. I will speak with teachers in all grade levels

expressing my desire to reach female students who are in non-traditional families. I will ask the

teachers to make recommendations based on academics, behavior, and personality.

Screening:

Screening will take place in five steps that include the potential group members, teachers,

and parents. The first step is looking through data generated by the school. Data such as family

structure, grade point average, and standardized test scores. Once a pool of potential students is

generated teachers will complete a Learning Behaviors Pre-Assessment Scale and a Group

Counseling Teacher Questionnaire. Students will be selected for an interview based on the

results of the Learning Behaviors Scale and the teacher questionnaire. The interview will decide

if the particular students are suitable for this group. Screening of this group is in line with the

ASGW best practices manual in Section A.

Attendance/Confidentiality:
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Majority of the work that takes place in this group will be a result of relationships. It is

important that members attend all sessions in order to develop relationships with others. This

will also be a closed group. Adding other members during the course of the group could disrupt

the groups harmony. Since students might be required to interact outside of the group setting

there will be special enfaces on confidentiality. Every student will take on the motto or What

happens in group stays in group.

Evaluation:

Evaluation of this group will be done using qualitative and quantitative methods. Parents,

teachers, and students will complete questionnaires about the various topics. The surveys and

questionnaires that were used for screening will be used again for evaluation at the end of the

eight sessions. Students will also complete a Critical Incidents Questionnaire and a Follow-up

Questionnaire at the end of the semester, a few weeks after the group has ended. Evaluation

throughout the group will done by observation of grades, behavior infractions, and teacher

commentary. Methods for group evaluation are in line with ASGW Best Practices Section B.
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Rationale

The rationale for this small group is to create a place for adolescent females who are

having adverse experiences in school due to their familial structure. This group will consist of

females who live in a household where a close relative is the guardian or a single custodial

parent household. Not every female that is included in this demographic has trouble in school,

but this group would be for those who are not excelling academically, socially, and emotionally.

Many females who live in single parent households or their parents are not their primary

caregiver have more mental health issues. Some females will misbehave in class, perform poorly

academically, or do not handle emotions and feelings appropriately. This group will help young

ladies improve their awareness of feelings, academics, and behavior.

Single Parent Homes

Recent studies show that children who live in single custodial homes with the mother as

the custodial parent have more mental health issues than children who live in single-father-

custodial homes, adoptive parent homes, and two parent homes. (Dunifton &Ziol-Guest, 2014).

Mental health issues such as depression and anxiety are common in our society. These issues

plague some females in adulthood but stem from childhood experiences. This group would instill

life skills that can help children cope with the thoughts and feelings that are associated with

depression and anxiety. Early treatment of negative thoughts and feelings can help prevent later

diagnosis of mental health illness. Results indicate that children of single mothers are less likely

to have a private health insurer and are more likely to have public health insurance compared

with children in two-parent families and that they are also more likely to be

uninsured (Dunifton &Ziol-Guest, 2014). Most public insurance does not cover mental health
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without a diagnosis. In 2010 health insurance companies were required to cover depression

screenings for children, but that was the extent of preventative mental health coverage

requirements ( The U.S. Department of Healthcare, 2010). This would create another expense for

a parent who wants to seek counseling help for a student outside of a depression screening.

Based on the culture of the family they might not be inclined to seek professional preventative

help. Small groups in school settings is a preventative measure because it introduces skills that

can be used throughout life.

Many single parents are the sole economic provider for their household which means

they spend more time working and less time checking on their childrens behavior (Dunifton &

Ziol-Guest, 2014). As a school counselor it is important to help bridge the gap between what the

student has and what the student needs. Students in single-custodial households need someone

who will monitor their behavior in place of the parent. Mentoring is a great way to have an adult

monitor the students behavior at school. This encourages positive behavior by creating another

relationship where the child knows that there is an adult in the building who cares about them

and wants them to excel in all areas.

Children Raised by Grandparents

Children who are raised by their grandparents tend to have more emotional symptoms

than their peers (Benson & Edwards, 2010). Social emotional learning is imperative in schools

for all children. This particular demographic experiences greater trouble with this area,

demonstrating a greater need for social emotional learning. In this group they will learn how to

deal with emotions in a positive way. Many children try to suppress their emotions verbally as a

result these emotions become bottled inside and they turn into human volcanos. Their emotions
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erupt in classroom behavior and peer interactions. Teaching students about emotions and what to

do with them will keep them from turning into emotional volcanos. This group will allow more

extensive learning in the social emotional area.

Effects on Children

Research indicates that children who experience social and behavioral difficulty will

likely encounter greater social rejection and exacerbation of problems that make them

susceptible to peer aggression, less social and academic support, and loneliness (Benson &

Edwards, 2010). Children who are not raised by both of their biological parents have difficulty

behaving and co-existing with peers. Peer aggression lends to loneliness as the students further

alienate themselves from peers with negative or angry behavior towards them. In the group they

will develop interpersonal skills to use amongst one another that will translate into use outside of

the small group. Less social and academic support comes from multiple places. Their parent

might not have the time to support them socially and academically. Children who are not

supported socially and academically tend to struggle. They become uninterested in making

friends and excelling academically. Being in a group that encourages social and academic

excellence offers them support in a way that demonstrates the importance of being competent in

both areas.

Resilient children generally experience positive or normal outcomes despite the most

trying and challenging circumstances. Their normal development is often fostered by significant

social relationships (Benson & Edwards, 2010). As children grow, they experience life, within

that context they have exceptional moments, life-lessons, and difficult times.Significant social

relationships can be developed with peers at school once they notice similarities in others around
P.E.A.R.L.S 8

them. The universality of a group will help them to create friendships while they learn healthy

social skills. It is important for students to have social relationships because it helps them

develop resilience.

Instrumental and emotional support strategies include small groups with peers. (Benson

& Edwards, 2010). Student support should not be limited to what the guardian or parent can

provide. That puts children who do not have a two parent home at a disadvantage. Creating an

environment where students feel supported at school can foster instrumental and emotional

support.

Based on research it is evident that students who live in single custodial parent

households or households where the parent is not the primary care giver can lack support that

students need sometimes. These students can benefit greatly from a psychoeducational group that

offers social emotional learning, teaches interpersonal skills, and helps foster positive social

relationships with others. Social, emotional, and academic excellence are promoted by school-

based support for students who have limited support at home. Support and education for these

students not only improves their behavior, grades, and peer relations but it also helps them as

they develop into healthy adults.

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Goals and Rules:

A. Goals:

1. Students will understand the purpose, goals, and rules for the small group

2. Identify and label shared emotions and concerns in the group based on pre-assessments.

3. Create positive and supportive relationships with other students.

4. Express and communicate emotions effectively with others

5. Increase knowledge about study skills and positive learning behaviors.

6. Increase positive thoughts about themselves.

7. Develop relationships with adults that support success.

8. Increase self confidence in ability to succeed.

B. Rules:

a. Be honest

b. What happens in group stays in group

c. Be respectful
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Session 1: Introduction

Objectives:

1. Introduce the group members to each other.

2. Establish group rules.

3. Review the purpose of this group.

4. Give an outline of the sessions over the next few weeks.

Materials:

1. Crayons

2. construction paper

3. scissors

4. Copies of group overview

Specific Strategies: Students will introduce themselves using an adjective. After introductions

students will review the purpose of the group, establish additional group rules, and review an

outline of group sessions. Once there is an understanding of group purpose, rules, sessions the

students will be asked to create name tags for themselves. The name tags will be used as another

way to introduce themselves.

Session 2: How do I feel?

Objectives:

1. Students will make connections with each other.

2. Students will understand that emotions are normal.

Materials:

1. Slips of paper with different emotions on them.

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2. Slips of paper with statements on them.

3. White board

4. Dry erase Markers

Specific Strategies: Students will come in and list emotions that they feel everyday. Students

will discuss the different emotions that they list. While the discussion is going on the group

leader will point out the fact that there group members have experience with the same feelings.

Session 3: What about your friends?

Objectives:

1. Students will foster a sense of community

2. Students will continue to make connections while sharing feelings and experiences.

Materials:

1. computer

2. internet access

3. journals

4. pens

Specific Strategies: Students will complete the Respect and Friendship survey at the beginning

of the session. After the survey is complete students will watch a brief clip about how to make

friends in middle school. After they watch the clip they will write a paragraph response about it

in their journals. Then the students will have a discussion about friendships using the survey as a

discussion guide.
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Session 4: Lets Talk

Objectives:

1. Studetnts will practice using I statements.

2. Students will learn techniques to express their emotions.

Materials:

1. Paper

2. Pens

3. Journals

Specific Strategies: Students will write about their day in their journals at the beginning of the

session. After that students will be asked if they are comfortable with sharing, to share with the

other group members. Students will then be asked about how sharing made them feel and about

how they feel about their day. This will lead into a discussion about I statements. They will

practice using them with group members. The session will conclude with the students writing a

poem using I statements as a guide.

Session 5: Study Hall

Objectives:

1. Students will establish strong study habits.

2. Students will identify areas of difficulty in academics.

Materials:

1. Homework

2. textbooks/ class materials

3. notebooks
P.E.A.R.L.S 13

4. pens/ pencils

Specific Strategies: Students will review what they said about themselves during the Learning

Behaviors Survey. The will brainstorm ways to become better students. Students will also use

this time to complete any missing assignments or work on difficult assignments.

Session 6: I like Me!

Objectives:

1. Students will discuss negative thoughts and their root.

2. Students will replace negative thoughts with positive thoughts.

Materials:

1. Mirror

2. Post-its

3. Index cards

Specific Strategies: Students will write three things they like about themselves on post it notes

at the beginning of the session. Students will share the post it notes with their group members.

This will lead into a discussion about what the students like about themselves. Then students will

take turns standing in front of a mirror and reading their post it notes. At the end of the session

students will write positive statements about themselves on the notecards to keep.
P.E.A.R.L.S 14

Session 7: Who Can I Run To?

Objectives:

1. Students will identify adults in the building and the community who can be positive role

models for them.

2. Students will identify adults who can support them.

Materials:

1. Notecards

2. pens

3. thank you notes

Specific Strategies: Students will hear from a panel of successful women in the school and

community. Students will be allowed to ask questions throughout the panel discussion. At the

end of the panel the students will write thank you notes to the guest panelist.

Session 8: Its so hard to say goodbye

Objectives:

1. Students will prepare for termination of the group.

2. Students will acknowledge their growth as a group and as individuals.

Materials:

1. Paper plates

2. Markers

3. Ribbons

4. Pizza

5. Cups
P.E.A.R.L.S 15

6. Ice

7. Drinks

Specific Strategies: Students will prepare for termination and celebrate their growth with a

small pizza party. Students will create paper plate awards for their group members to highlight

the positive things they like about each other. Students will talk about confidentiality at the

closing of the group.

Scenarios:

1. An issue that could come up during the group sessions could be someone having an extreme

emotional breakthrough during the I Like Me session. That can be handle by spending

time with the student outside of the group session.

2. Another issue could be that a student is not receptive to the group process and might hinder

the growth of others. At that time, it is appropriate to discuss early termination with that

student.

3. An ethical dilemma that might occur is a student sharing information about harming

someone or about being harmed. At that time the appropriate authorities should be notified.

4. Another ethical dilemma could be a group member sharing group information with those

who are not apart of the group. At that time the discussion of early termination would be

appropriate to protect the other members of the group.

P.E.A.R.L.S 16

Additional Resources

ASE Group Interview Questions Secondary School

Student Name ___________________Grade/Homeroom_________________

You were recommended by your parents, teachers or counselor to participate in a small group
that will use discussions and some activities as a way of exploring how to have a better
school experience. With your permission, Id like to ask you more specific questions about
your experiences to see if attending this group would be something worthwhile. Are you
interested in finding out more?

1. Generally speaking, how would you describe your interactions with your peers?
___________________________________________________________________________
__________________________________________________________________________

2. Generally speaking, how would you describe your classroom behavior?

___________________________________________________________________________
__________________________________________________________________________

3. Generally speaking, how would you describe your attendance and/or tardiness regarding
class?
___________________________________________________________________________
__________________________________________________________________________

4. If applicable, when and how do you positively contribute to the classroom environment?
___________________________________________________________________________
__________________________________________________________________________

5. Describe your work ethic regarding class and/or homework assignments.

___________________________________________________________________________
__________________________________________________________________________

6. If applicable, what are the crises at school or home that may be impacting your school
experience?
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________

7. What is one way to describe you? ___________________________________

8. Group Norms and Responsibilities
Confidentiality is stressed
Must be willing to take risks
9. Next Steps
We will contact your parents
Contact your teachers
10. Are you interested? ______________

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P.E.A.R.L.S 17

Learning Behaviors Scale Pre-Assessment (Teachers & Parents)

(Myrick, 2003)

Dear Teachers/Parents,
We are asking for your help in discovering the most effective way to work with your students.
Following is a list of questions that will be used to support our counseling programs in meeting
their identified needs. Additionally, please provide your contact information below.

Student________________________ Teacher_______________ Date_______

Please check the frequency of each behavior listed based on your knowledge at home or in
school. Add other items or make additional comments if you wish.
Very Often Often Sometimes Seldom Very Seldom
Participates in class
Follows directions
Starts assignments
Attends to a given task
Completes assignments
Talks at appropriate
times
Works independently
Follows rules
Asks for help when they
need it
Completes homework
Please briefly answer the questions below:
1. What behavior/attitude would you most like to be addressed with your student?
___________________________________________________________________________
___________________________________________________________________________

2. Is your student having academic success or difficulty? Please list areas of concern.
___________________________________________________________________________
___________________________________________________________________________

3. Would you like the counselor to contact you regularly while working with your student? If so, please
check your preferred way(s) of communication and provide your contact information:
Phone ____ Cell phone ____ Email ____ Text Messages ____ Facebook ____ Twitter ____
House/Cell Number ___________________ Email: _______________
Facebook: _____________ Twitter: ___________________________

4. For parents- I give permission for my childs group to be videotaped for training purposes.
____________________________________________________Please sign (if applicable)

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P.E.A.R.L.S 18

Learning Behaviors Scale Post-Assessment (Teachers & Parents)

(Myrick, 2003)

Dear Teachers/Parents,
We use the following information to discover the most effective way to work with all children.
Following is a list of questions that may be useful when meeting the needs of your students. This
information will also aid the improvement of our future programs. Please fill this information
from your perspective of the impact that the small group meetings had on your student and place
in our mailbox.
Thanks,

Please check the frequency of each behavior listed based on your knowledge at home or in
school. Add other items or make additional comments if you wish.
Very Often Often Sometimes Seldom Very Seldom
Participates in class
Follows directions
Starts assignments
Attends to a given task
Completes assignments
Talks at appropriate
times
Works independently
Follows rules
Asks for help when they
need it
Completes homework
Please briefly answer the questions below:
1. Can you describe any outcome negative or positive from your students participation in the
group?
___________________________________________________________________________
___________________________________________________________________________

2. Did the group help your student in any areas academically? If so please describe.
___________________________________________________________________________
___________________________________________________________________________

3. If the counselor contacted you regularly while working with your student, was it beneficial or
not? Any suggestions for improvement?
___________________________________________________________________________
___________________________________________________________________________
4. Any other additional comments or suggestions?
__________________________________________________________________________
__________________________________________________________________________

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P.E.A.R.L.S 19

Learning Behavior Scale Pre/Post Assessment (Students)

Student_______________Teacher______________ Date_______________

Please put a check in the box that reflects your behavior in school.

Always Often Sometimes Rarely Never

I participate in class.

I follow directions.

I start assignments.

I focus on my school
Work.

I complete
assignments.

I talk at appropriate
times.

I work
independently.

I follow rules.

I ask for help if I

need it.
I do my home work.

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P.E.A.R.L.S 20

Group Survey
(Created by Ms. Haley & Ms. Wiley, 2012)

First and Last Name: _________________________Date: ____________

Directions: Think about each statement and circle the best answer.
1= Never 2= Rarely 3=Sometimes 4= Often 5= Always

1. I have a trusted adult to talk to when Im feeling sad or upset.

1 2 3 4 5
2. When I have trouble understanding something in school, I ask for help.
1 2 3 4 5
3. I know how to stand up for a friend who is being bullied.
1 2 3 4 5
4. I am good at doing the right thing even in hard situations.
1 2 3 4 5
5. I know ways to control my anger.
1 2 3 4 5
6. I am good at calming myself down when I am angry.
1 2 3 4 5
7. Most days I am happy with myself and the choices I make.
1 2 3 4 5
8. I show respect to myself.
1 2 3 4 5
9. I am good at solving problems.
1 2 3 4 5
10. When people urge me to do something, I consider all of the consequences.
1 2 3 4 5
11. I make friends easily.
1 2 3 4 5
12. When working in groups, I get along well with people who are really different
from me. 1 2 3 4 5

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P.E.A.R.L.S 21

Group Counseling Teacher Questionnaire (Pre/Post-Survey)

Student Name ___________________ Teacher Name_________________

1. Generally speaking, how would you describe your students interaction with his peers?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. How would you describe your students classroom behavior?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Have you or your colleagues had to send your student to the office for a disciplinary referral?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. Describe your students attendance/tardiness habits.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

5. Describe your students work ethic regarding class and/or homework assignments.
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________

6. If applicable, what are the crises at school or home that may be negatively impacting your
student?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

7. What are your perceptions of your students family relationships?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

8. If applicable, how does your student positively contribute to the classroom environment?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

9. Please list any other reasons for referring your student for group counseling or benefits you have
noticed.
_____________________________________________________________________________

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P.E.A.R.L.S 22

Group Follow-Up Questionnaire

1. Do you remember the group meetings we had last month, semester, year etc? If yes,
what do you remember most about the group meetings?

2. What are some other things that come to mind about our group?

3. Last month, semester, year etc. students mentioned that the group helped them solve
problems. Do you believe that the group has had a long term effect on you and helps
you solve problems today? If so, in what ways?

4. Last month, semester, year etc. students mentioned that the group helped them do better
in school. Do you believe that the group has had a long effect on your performance in
school? If so, please describe.

5. Did the group help you complete homework more often, study harder for tests, make a
commitment to study more, not miss school, come to school on time, or think twice
before getting into an argument or disagreement with another student, teacher, or
family member?

6. Last month, semester, year etc. students mentioned that the group helped them to
improve their grades. Was this the case for you and if so, have your grades continued to
improve?

7. Last month, semester, year etc. students mentioned that the group helped them to stay
more focused. Was this the case for you? If so, do you believe that you still continue to
focus in school?

8. If we were to have groups with other students in school, what

recommendation would you make for us?

9. Is there anything else youd like for us to know about your experience with the groups
in the past that you can remember?

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P.E.A.R.L.S 23

Critical Incidents Questionnaire

(adapted from Kivlighan & Goldfine, 1991)

Name________________________________

What would you consider the most important thing about the group?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Of the events which occurred in these group sessions, which one do you feel was the most
important to/for you personally? Describe the event:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Why was this important to you?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What did you learn from this group?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Do you think the group helped you improve grades?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Do you think the group helped you improve attendance?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What are the most important ways the group was beneficial?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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P.E.A.R.L.S 24

Respect and Friendship Survey

Name:______________________Teacher__________________Date____________

Directions: Please take a few minutes and think about each statement. Circle the best answer.
Thank you for being honest!

1= Never 2= Rarely 3=Sometimes 4= Often 5= Always

1. I show respect to my classmates. 1 2 3 4 5

2. I show respect to my teacher. 1 2 3 4 5

3. I show respect to my friends. 1 2 3 4 5

4. I show respect to my parents. 1 2 3 4 5

5. I show respect to my family members. 1 2 3 4 5

6. I show respect to myself. 1 2 3 4 5

7. I know what makes a good friend. 1 2 3 4 5

8. I am a good friend. 1 2 3 4 5

9. I have enough friends. 1 2 3 4 5

10. I like myself. 1 2 3 4 5

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P.E.A.R.L.S 25

Parent/Guardian Consent Form

Your permission is requested for your child, ____________________________________

to participate in counseling at ___________________ with the school counselor and/or

counseling intern.

Because counseling is based on a trusting relationship between counselor and client, the

counselor will keep information shared by the client confidential except in certain

situations in which an ethical responsibility limits confidentiality. You will be notified

under the following circumstances:

1. The student reveals information about hurting himself/herself or anther person.

2. The student or another person may be in physical danger.

By signing this form, I give my informed consent for my child to participate in

counseling. I understand that anything that my child shares will be kept confidential

except in the above-mentioned cases.

Parent/Guardian ______________________________________Date________________

This consent will be on file throughout the time that your child

attends___________________ . You may revoke this consent at any time. Please feel free

to call me if you have questions or comments, __________. I will be happy to talk with

you.

Revised September 2008

P.E.A.R.L.S 26

References

Edwards, O. W., & Benson, N. F. (210). A Four-Factor Support Model to Mediate stressors

Experienced by Children raised by Grandparents. Journal of Applied School Psychology.

Retrieved March 14, 2016.

Heise, Lisa (2008). Carterville Lions Middle School consent form. Retrieved April 29, 2016/

http://web.cartervillelions.com/intersch/teachers/heise/index.html

Preventive Services Covered Under the ACA. (2010). Retrieved March 13, 2016, from http://

www.hhs.gov/healthcare/facts-and-features/fact-sheets/preventive-services-covered-

under-aca/index.html

Steen, Sam. (2013). Achieving Success Everyday Group Counseling Model.

https://paulcharrisdotcom.files.wordpress.com/2013/07/ase_group_model-8-28-121.pdf.

Retrieved April 23, 2016.

Ziol-Guest, K. M., & Dunifton, R. E. (2014). Complex Living Arrangements and Child Health:

Examining Family Structure Linkages with Children's Health Outcomes.

Interdisciplinary Journal of Applied Family Studies, 424-437. Retrieved March 13, 2016.