RESULTS REPORT

SMALL GROUP - Wonder Book Club

School Name: Oakview Elementary School
Goal: Increase prosocial behaviors in 4th grade girls by exploring kindness and empathy in Wonder
Target Group: 4th grade girls
Data to Identify Students: Teacher referral, interest, and screening process

ASCA
Outcome Data
Domain and Process Data Perception Data
Grade Projected (Achievement,
Group Topic Mindsets & (Number of (Data from surveys/ Implications
Level Start/End attendance and/or
Behaviors students affected) assessments)
behavior data)
Standard(s)
5/5 students were able to
recall every member’s name
(including the leader)

4/5 students contributed a Students able to learn group

group norm or rule, 5/5 names, develop and agree on
students agreed on and group norms, and define
Lesson 1: Feb 1, 2018 signed the group norms kindness will likely feel more
4 Introductions M 3.
5 students
(the other 2 students signed
TBD
included and have positive
and Setting B-SS 2. 11:30am- during session 2) feelings towards group.
Expectations 12:00pm Students will hopefully feel a
5/5 members provided an sense of safety in group, and be
individual definition or comfortable sharing their ideas
explanation of kindness and opinions.

Pretest results are included

in the attached tables and
graphs.

5/7 students contributed a

character trait or theme Students able to distinguish
from Wonder for discussion between positive and negative
self talk and reframe their
Lesson 2: Feb 8, 2018 7/7 students were able to thinking will likely be able to
Identifying distinguish between positive identify negative thoughts
4 Themes and
M 3.
11:30am- 7 students and negative self talk on the TBD throughout the day and reframe
RED.SE.2.1 12:00pm worksheet them into more positive ones.
Positive Self-
Talk Students should be able to see
7/7 students were able to themselves and the world
reframe a negative thought around them in a more positive
into a positive one on the light.
worksheet
 All students were able to
identify traits they value in
friends and compare them to
their current friendships,
7/7 students identified six
meaning these students are
character traits they value
Lesson 3: more likely to surround
Feb 15, 2018 most in a friend on their
themselves with friends that
4 Friendship B-SS 2.
7 students
Box of Beliefs
TBD match their values and
Values and RED.SE.2.1 11:30am-
hopefully have more positive
Beliefs 12:00pm 7/7 students appropriately
friendships. Since all students
used an I-Message when
were able to appropriately use
speaking to a friend
an I-Message, they should be
more empowered to speak up
when a conflict arises and
express themselves assertively.
Students able to define
Feb 22, 2018
Lesson 4: 5/5 students were able to perspective will be more likely
4 Introducing
B-SS 2.
11:30am- 5 students
provide a definition of
TBD
to identify times in their lives
B-SS 4. 12:00pm
perspective on an index when different perspectives
Perspective card have an impact on situations or
events.

4/6 students explained the Students able to define

role of perspectives in perspective, explain it as an
interpreting others’ words interpretation of words and
and behaviors behaviors, and relate it to their
own friendships will be more
Lesson 5: Feb 27, 2018
6/6 students were able to likely to identify and practically
4 Exploring
B-SS 4.
6 students relate perspectives to their TBD apply understanding
RED.SE.2.1 11:30am-
own friendships by perspectives in their own lives
Perspective 12:00pm
providing examples of outside of group when conflicts
situations or conflicts and arise. More examples or
how understanding activities could be implemented
perspectives would have in order to make sure all
helped the situation students are able to do this.
Out of the 3 teachers,
all 3 (100%) reported
to have observed
more positive Students able to identify one
friendship behaviors strategy important for making
than usual from their friends and one for keeping
7/7 students were able to
student(s) that friends should be able to better
identify one strategy
participated in the navigate the social aspects of
important for making
Lesson 6: Mar 6, 2018 group. their lives, understanding their
friends
4 Closing
M 2.
7 students
values of friendships and
B-SMS 6. 11:30am-
7/7 students were able to Out of the 3 teachers, applying practical skills to make
Group 12:00pm and keep good friends. Students
identify one strategy all 3 (100%) reported
that their students will likely have skills that better
important for keeping
seem to have a equip them to meet new people,
friends
positive relationship appropriately resolve conflicts,
with the school and exhibit prosocial behaviors
counselor and seem to in their interactions with peers.
enjoy being a part of
the book club.
Group members were given a pretest and posttest questionnaire. The items on these questionnaires were later
divided into two sections; those describing prosocial friendship behaviors and those describing harmful friendship
behaviors. Below are the results of tests, showing the
difference between students’ pre and posttest
responses.

86% (6/7) of group members improved or kept the

same score for expression and knowledge of prosocial
behaviors.

100% (7/7) of students reported improvement on the

item identified as “knowing how to appropriately handle
friendship problems”

86% (6/7) of group members decreased or kept the

same score for expression and knowledge of harmful
social behaviors.
Teachers of students in the group were given a survey via Google Forms to fill out after the six sessions in order to
evaluate the effectiveness of the group and identify any impacts on students involved. The results were condensed
and can be seen below.

➔ Out of the 3 teachers, all 3 (100%) reported to have observed more positive friendship behaviors than usual from their
student(s) that participated in the group.
➔ Out of the 3 teachers, all 3 (100%) reported that their students seem to have a positive relationship with the school
counselor and seem to enjoy being a part of the book club.