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Goal setting and follow through group

Online School Psychoeducational Group


OHVA & BGSU
th
9 or 10th graders

Session 1
Welcome
Send reminder emails that group is coming.
Objectives: Discuss group norms and get to know fellow group members
Time line: 45 minutes for group & 15 minutes for measures
As members log on have them type their name and answer questions about themselves:
Favorite movie, band, song, food, etc.
(You do the same!)
Discuss Group Norms:
Members will set group norms such as: respect others, listen, and be on time.
Discuss and review confidentiality, limits of confidentiality in a group.
Discussion of online environment:
Time delay, visual field/lack of visual, distractions at home, talk to each other not just leader,
speak up when you have something to say, come prepared to talk and share, ask or speak up if
you have a question or need something.
INTRODUCTIONS:
Members will take 5 minutes to explore their home/environment for items to share with the
group that tell their story. Member have 1 minute to introduce himself or herself by sharing the
items they found.
Discuss purpose of group (they already know the basics):
Improve grades
Work on goal setting
Explore motivation and increase follow-through
Each week students will choose one goal that relates to their life. The group process will be
focused on supporting students to reach these goals
Each week, the group will focus on a different topic related to goal setting. Topics include:
learning about self, exploring personality type, discuss challenges and barriers to making and
achieving goals, discuss short- and long-term payoffs
Have members take two measures:
1. Pre-test (pre-test link is posted in canvas)
Post link in the chat section
2. Online measure (link is posted in canvas)
Post link in chat section.
Students cannot log off until both are completed
Send thank you emails to group members.

Session 2
Goal Setting
Send reminder emails that group is coming.
Objective: Setting obtainable goals and becoming aware of decisions.
Time line: 45 minutes for group & 15 minutes for measure
As members log on have them answer:
Did you make a new years resolution? If yes, what was it and how is it going? If not, why not and what
would you pick now?
(you do it too!)
OPENING:
Discuss/process what members like/enjoy about online schools
Discuss difficulties and challenges of online schools
Narrow list to top 3 biggest challenges they face in online school
o This will help focus the goal setting they are about to do.
GROUP: OPEN WITH VIDEO CLIPS (watch each individually or together)
https://www.youtube.com/watch?v=52Wvn4SzYWc
http://youtu.be/-uM8ZfBIMdQ
-

What is going on in this or these clips? What is Dumbledores point?


What is so important about choices?
How is what Dumbledore says relevant to the students? How can they relate to it?
What choices do they make that are relevant to school and academics? (Lead discussion in
direction of opener)
What makes these choices hard? (Taking action on these choices is what is difficult - actions
that are hard, talk is cheap!)

Doing what is right not what is easy.


They choose every day, every moment (Refer to their list of challenges when it comes to online
education).
First you have to decide what is the right action, what is the right plan. (That is the EASY PART! They
already know that! You need to say this! You are preaching to the choir here. The hard part is the follow
through.)
Discuss setting goals and what makes a good goal (simple, attainable, realistic, has an immediate
payoff).
(type on the screen brainstorm of what makes a good goal- get to the above)
- What type of goals have they had in the past? (use this as a way to figure out what makes goals
good.)
- Have they followed through or not? (everyone drops the ball on goals and plans!!) (share your story
about not following through)
- What makes it difficult to keep goals?
Points to consider:
Putting it off until late in the day may be a bad idea!
When no one is watching it is hard to follow through. It is about integrity, character and
self worth (doing what is right when no one is watching).
.Doing what is right, not what is easy.
Again, The hard part is the follow through!

Each student will set a simple goal for next week. Goals should be simple and obtainable in a week.
These goals can include logging into class on time, doing one assignment, participating in class (refer
to the biggest challenges of online school). Write this on the page for critique by others.
- Each week, from now on, students will set a new simple, attainable academic goal. The goal may be
the same each week or a new goal. The following week they will be accountable to the group for that
goal. They will have to tell the group if they accomplished the goal or not. The group leader will record
everyones goal (screen shot).
In Closing Discuss Awareness:
Students are encouraged to, at least, be aware of choices they make that result in not completing
goals. For example: Being aware that not turning in or completing homework is a choice. Again, the
hard part is the follow through! They should think about choosing not to follow through on their goals.
Take a screen shot of the goals. Set the stage for it to be a safe place for them to be honest if they dont
reach their goal. This is crucial!
Have members take measure:
1. Online measure (link is posted in canvas)
Post link in chat section.
Students cannot log off until it is completed
Send thank you emails to group members.

Session 3
Motivation with Music
Modified from: ACA activity (Appendix C)
PRE-GROUP PREPARATION:
Create a Padlet. Be professional and appropriate.
Post the youtube links for motivational music listed below on Padlet.
Be prepared to share the Padlink link at the end of the group.
Send reminder emails that group is coming.
Objective: Staying motivated to accomplish goals/tasks
Time line: 45 minutes for group & 15 minutes for measure
As members log on have them post their goal from last week and if they accomplished it.
BRIEFLY! Discuss awareness of not completing goals or awareness of completing goals. Discuss what
got in the way if they didnt. What were they aware of when accomplishing or not accomplishing their
goal?
Opening question (round):
Rate yourself on scale of 1-10 how are you at follow-through?
Rate yourself on scale of 1-10 how are you at taking initiative?
GROUP:
Is it hard to just sit there and get fired up to get to work?
Today they are going to look at two things they can do right there in their own environment to get them
going on those goals!
What motivates people to complete goals? (Be ready for externalized answers money, praise,
grades).
How do others motivate themselves to complete goals? How do athletes or sports teams get
motivated?
#1. What about movement?
Get up and move. Have members walk around their room for 30 seconds pretending as if they are: 1)
sad, 2) happy, 3) proud, 4) bored.
They have to do this! (they wont want to!).
What felt different about each walk? Did they feel differently between each mood? How did it impact
them?
This week when they are faltering on their goals they need to get moving! Get their feet moving! Go for
a quick walk in a good frame of mind! Tell themselves that they have this! They can do this!
#2. Another motivational gimmick! Music can affect our mood and attitude so use it!
Dont get lost in it and distracted listening to your favorite group!
Find music that is motivating and get going ready to work! Play it loud, sing out loud, dance around. No
one is watching. Live a little! Or be a teen and decide this is dorky, that is okay too. There is nothing to
lose.
For example: A Nostalgic throw back! Eye of the Tiger song http://youtu.be/VgSMxY6asoE
Sample music:
Motivational and Get You Moving Songs!
a. Some nights by Fun http://youtu.be/qQkBeOisNM0
b. Safety Dance (glee cast) http://youtu.be/61zPV3t66mY
c. Brighter than the Sun by Colbie Caillat http://youtu.be/KU5o6M7S5nQ
Have students share songs that get them motivated. Write titles on the screen. (Pull from their iTunes
or youtube)
Share the Padlet link to post their links to songs/youtubes (They will add to the Padlet all week).

(group leader will add links from this session to padlet)


(screen share and show how to use padlet)
Discuss: Your assignment this week is to share music that gets you moving & motivated. We will create
our own play list on our group Padlet. You should check in daily and use the music to motivate you in
the morning to get your goal accomplished.
CLOSING: Set simple goal for next week.
Screen shot of goals!
Have members take measure:
1. Online measure (link is posted in canvas)
Post link in chat section.
Students cannot log off until it is completed
Send thank you emails to group members. Share Padlet link

Session 4
Adapted from ACA activity
Road Maps with Padlet
Send reminder emails that group is coming. Let members know they will need yarn, thread, or
string
Objective: Understand distractions from goal completion (e.g., fun, procrastination)
Time line: 45 minutes for group & 15 minutes for measure
As members log on have them post their goal and if they accomplished it.
Discuss awareness of not completing goals or awareness of completing goals.
Yarn gimmick!
Each member needs 80 inches of yarn, thread, string
One inch equals one year.
Have each member mark 15 inches (that is where they are now in age).
Have each member mark past and future events that fit for them:
Kindergarten
Middle school graduation
High school graduation
Drivers license
College
Getting a job/choosing a career
Marriage
What is it like to complete this timeline? How often do they think about the past things they
accomplished? How often do they think about the future events?
Can they relate these future events to small choices now (think about week 2 in group)
Discussion on the small choices and how they have a large impact on life down the line. Turning in
homework, going to class. These lead to BIGGER choices such as school completion. Which leads to
bigger choices such as career options. How small choices such as turning in homework add up to the
bigger choices. It is the small choices we make that are so important!
Discussion: Distractions from choices/ follow through on goals:
1. Video clip: Lotus room from Lightening Thief
http://youtu.be/UJ26JYrnYXw
What is going on in this clip?
The choice of fun over responsibility!
What is the issue with time?
One day turns into a week, turns into a month, turns into a year, etc.
Procrastination can ruin your goals.
2. Video Clip:
Pinocchio: (the adventures of Pinocchio, 1996)
Video clip on CANVAS
What is going on in the clip?
Pinocchio wants to be a real boy. He is distracted by kids that are bad influences.
He turns into a donkey.
How might this relate to you?
You are your behaviors. Successful or not.
You turn into your choices over time.

Consider how your choices are defining you.


- Are you where you thought you would be?
- Are you where you want to be?
- How are you distracted?
- What are you becoming by your own actions?
CLOSING: Set simple goal for next week.
Screen shot of goals!
Have members take measure:
1. Online measure (link is posted in canvas)
Post link in chat section.
Students cannot log off until it is completed
Send thank you emails to group members

Session 5
Meyers Briggs Type Indicator (MBTI)
Personality & the impact on Sticking to Goals PART 1
PRE GROUP PREPARATION:
Take Meyers Briggs Type Indicator yourself
Familiarize yourself on the types and what each means
Send reminder emails that group is coming.
Objective: Understand personality type (introverted/extroverted etc.)
Time line: 45 minutes for group & 15 minutes for measure
As members log on have them post their goal and if they accomplished it.
BRIEFLY: Discuss awareness of not completing goals or awareness of completing goals.
Discussion about personality types:
What do they think or know about different types of personalities?
Have they heard they expression Type A personality?
What about class clown
Or Queen Bee
These all come with a pre-packaged image.
- Introverted
- Extroverted
- Planner
- Thinker
- Feeler
- Procrastinator
What types of personalities would do well in school?
How would you describe your personality?
Describe the Meyers Briggs. It is a personality description with four personality indicators.
E/I (extrovert, introvert)
N/S (intuitive, sensing)
T/F (thinking, feeling)
J/P (judging, perceiving)
You answer some questions about preferences and the test analyzes your personality type. You get a
four letter answer like ENFJ (one letter from each of the four categories). Take the test and we will talk
about the personality types today and next session.
ACTIVITY:
Take Meyers Briggs (MBTI). Live link to Meyers Briggs posted on CANVAS on OHVA page
http://www.humanmetrics.com/cgi-win/JTypes2.asp
75 question personality quiz
Process:
1. In a round: Share your type. For example, I am an ENFJ. (describe what the letters mean)
2. In a round: Each person talk about their type and if it fits them. Do they initially Agree/Disagree with
you think the letters mean.
E/I (extrovert, introvert)
N/S (intuitive, sensing)
T/F (thinking, feeling)
J/P (judging, perceiving)

If they disagree what do they disagree with and why? What would they say is more correct?
Discuss what they think about types and success/struggles in online school?
Next week you will spend time talking more about these types.
CLOSING: Set simple goal for next week.
Screen shot of goals!
Have members take measure:
1. Online measure (link is posted in canvas)
Post link in chat section.
Students cannot log off until it is completed
Send thank you emails to group members

Session 6
Meyers Briggs Type Indicator (MBTI)
Personality & Its Impact on Sticking to Goals PART 2
PRE GROUP PREPARATION:
Review MBTI powerpoint and have video clips prepared for group
Send reminder emails that group is coming.
Objective: Understand how personality type can impact goal completion.
Time line: 45 minutes for group & 15 minutes for measure
As members log on have them post their goal and if they accomplished it.
Discuss awareness of not completing goals or awareness of completing goals.
Discuss:
Have everyone share their type (to refresh memories)
Today they will learn more about the personality types. Pay attention to the details that describe them.
Consider if the descriptions seem to fit, or if they wish it didn't fit.
PPT posted in canvas on OHVA page. (questions are embedded in the ppt)
Movie clips are posted on the canvas page as well.
Discuss:
How might it impact how you work in an online school?
How might it impact how you interact with others?
How might it impact how you approach your goals?
CLOSING: Set simple goal for next week.
Screen shot of goals!
Have members take measure:
1. Online measure (link is posted in canvas)
Post link in chat section.
Students cannot log off until it is completed
Send thank you emails to group members

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Session 7
Kohlbergs Moral Development
Send reminder emails that group is coming.
Objective: Choices and how they are made
Time line: 45 minutes for group & 15 minutes for measure
As members log on have them post their goal and if they accomplished it.
Discuss awareness of not completing goals or awareness of completing goals.
Opening Discussion:
How do you know what is good? (maybe brain storm examples - start a list on the screen)
How do you know what is right? (maybe brainstorm examples - start a list on the screen)
Just because it is good and right, does that make it easy to do? (they should know it doesnt)
What makes it easier to do what is right is moral development, or character. It can be complicated.
Doing what is right involves moral development, self control, being a grown up, being responsible.
Activity: Read Kohlbergs Dilemma (Appendix A)
Or Youtube! (Heinz, druggist) https://www.youtube.com/watch?v=1UurYKhi-QQ
Discuss their solutions to the dilemma.
Let them debate but make note of what is said by how. Write the options on the board if you can.
Ask for explanations of their choices.
In the end have they changed their initial knee jerk answer?
Share Kohlbergs stages (also below in Appendix A)
Process their reaction to the stages
What surprises them?
Where do they fall?
Which is a higher level of character and development: Immediate gratification, delayed gratification
(long term pay off). Getting through school just because you should. Working hard because you should.
Or not? The choice is yours and you will live with it, not me (you the group leader).
How does this information add to the discussion of doing what is right?
Depends on your level of moral development
How does this relate to how you approach your weekly goals?
You get to choose to follow through with goals. You get to decide if you do you work and
succeed. Do it because you should. Not for reward, or praise good boy or good girl.
Does knowing better mean you will do better? (no, but you get to choose to do better)
What keeps you from doing well in school?
- Character? Morals? Fun? Procrastination? All of the above? (people are complex and it can be all of
these things, thus it is hard to do the right thing and follow through).
Remind them: Next week is last week.
CLOSING: Set simple goal for next week.
Screen shot of goals!
Have members take measure:
1. Online measure (link is posted in canvas)
Post link in chat section.
Students cannot log off until it is completed

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Send thank you emails to group members


Session 8
Termination Group
PRE GROUP PREPARATION:
Start a tagxedo.com
Save the url
Send reminder emails that group is coming.
Time line: 45 minutes for group & 15 minutes for measure
Objective: Time for goodbyes
As members log on have them post their goal and if they accomplished it.
Discuss awareness of not completing goals or awareness of completing goals.
Discussion: Round
Rate themselves overall on how they have done on their goals each week. 1 (did not even try to obtain
one goal) to 10 (they met all of their goals every week)
What would they like to say about the goals they set each week? (Did they take it easy make them too
simple? Did they challenge themselves?)
What will they remember/take away from the group?
How do they feel about the group ending?
What did they learn from each other?
What did they learn from the group?
Leader creates a wordle (tagxedo.com) using words from members about the group and share the final
wordle with the members.
Enter member names
Enter group topic
Enter group discussion topics (meyer brigs, Kohlberg)
Have members take two measures:
1. Online measure (link is posted in canvas)
Post link in chat section.
2. Post-test measure - (link is posted in canvas)
Post link in chat section
Students cannot log off until it is completed
Send thank you emails to group members. Send Tagxedo link

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Appendix A
Heinz's dilemma used in Lawrence Kohlberg's stages of moral development, is stated as follows:
A woman was near death from a special kind of cancer. There was one drug that the doctors thought
might save her. It was a form of radium that a druggist in the same town had recently discovered. The
drug was expensive to make, but the druggist was charging ten times what the drug cost him to
produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick
woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get
together about $1,000 which is half of what it cost. He told the druggist that his wife was dying and
asked him to sell it cheaper or let him pay later. But the druggist said: No, I discovered the drug and
I'm going to make money from it. So Heinz got desperate and broke into the man's store to steal the
drug for his wife. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or
why not?
From a theoretical point of view, it is not important what the participant thinks that Heinz should do.
Kohlberg's theory holds that the justification the participant offers is what is significant, the form of their
response. Below are some of many examples of possible arguments that belong to the six stages:

Stage one (obedience): Heinz should not steal the medicine because he will consequently be put in
prison which will mean he is a bad person.
Or: Heinz should steal the medicine because it is only worth $200 and not how much the druggist
wanted for it; Heinz had even offered to pay for it and was not stealing anything else.
Stage two (self-interest): Heinz should steal the medicine because he will be much happier if he saves
his wife, even if he will have to serve a prison sentence.
Or: Heinz should not steal the medicine because prison is an awful place, and he would more likely
languish in a jail cell than over his wife's death.
Stage three (conformity): Heinz should steal the medicine because his wife expects it; he wants to be a
good husband.
Or: Heinz should not steal the drug because stealing is bad and he is not a criminal; he has tried to do
everything he can without breaking the law, you cannot blame him.
Stage four (law-and-order): Heinz should not steal the medicine because the law prohibits stealing,
making it illegal.
Or: Heinz should steal the drug for his wife but also take the prescribed punishment for the crime as
well as paying the druggist what he is owed. Criminals cannot just run around without regard for the
law; actions have consequences.
Stage five (human rights): Heinz should steal the medicine because everyone has a right to choose life,
regardless of the law.
Or: Heinz should not steal the medicine because the scientist has a right to fair compensation. Even if
his wife is sick, it does not make his actions right.
Stage six (universal human ethics): Heinz should steal the medicine, because saving a human life is a
more fundamental value than the property rights of another person.
Or: Heinz should not steal the medicine, because others may need the medicine just as badly, and their
lives are equally significant.

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Appendix B
The Heroic Roadmap: A Personal Journey
Lawrence C. Rubin
St. Thomas University
Purpose:
The purpose of this creative intervention is to use narrative techniques to help clients story their lives
and various challenges as unfolding personal myths or adventures.
Materials Needed:
Large piece of paper, crayons/markers, craft supplies (clay, playdough, etc), figurines, clients personal
photographs or tokens of meaning, Internet access
Procedures:
On a large piece of paper, draw the diagram of the heros adventure (doing an Internet search for
heros adventure will produce many different types of maps to choose from). The client chooses from
various materials to symbolize people and objects (e.g., photographs, miniature toys, clay, or
playdough figures).
The client identifies a current problem and a symbol to portray it, and places that symbol on the map
based on which part of the heros journey it is associated with. Discuss the pace in the journey that the
client has identified, and ask them to clarify why they chose that point. Allow them to change their mind,
if they wish.
The client chooses a movie to watch, or a book to read, that highlights the point of the journey that they
identified. Discuss this experience in the next session, facilitating a deeper understanding of the clients
own journey.
Process Questions and Follow-up:
None
Practice Setting:
Mental Health Agency/ Private Practice

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Appendix C.
Creating to Mood Music
Katharina Star
Panicdisorder.guide@about.com
Purpose:
The purpose of this creative intervention is to examine how our surroundings can play a role in shaping
our moods, the ability of music to generate different mood states, and how self-exploration through
creative measures can assist in tapping into personal expressions that may not be easily accessible
just by talking.
Materials Needed:
A playlist of 5-8 songs that represent a wide range of music (i.e. jazz, classical, rock, etc.) and will elicit
different moods; CD player, iPod player, or computer with speakers.
Procedures:
The counselor explains the importance of identifying feelings and being in touch with personal
emotions, and provides the client with appropriate drawing materials and paper. The client listens to
each song and considers what feelings, thoughts, and memories each song is soliciting. The client
draws their reactions onto the paper as the counselor emphasizes there is no right/wrong way to do this
activity, normalizing the clients expressions of creativity. Other visual art mediums may also be used,
at the clients discretion. It may be helpful to create a playlist where the song plays twice in a row, so
that the client can become invested in the feeling of the music before creating to it. Once completed,
the counselor asks if the client would like to go through the music again or if they feel comfortable with
the time allotted. Finally, the counselor processes each picture with the client.
Process Questions and Follow-Up:
Go through each drawing and ask about what feelings, memories, or thoughts came up when listening
to each particular piece of music.
What songs were relaxing? Irritating? Energy-inducing? Draining?
Which songs brought up the most vivid images or strongest emotions?
Was there any music that the client did not connect with, or that they enjoyed more than others?
Did any unexpected thoughts/feelings arise?
Practice Setting:
Mental Health Agency/Private Practice

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Appendix D.
Road Maps: Helping Clients Examine Their History and Future Through Artwork
Samuel T. Gladding
Wake Forest University
Purpose:
The purpose of this creative intervention is to help clients see their life histories and gain certainty
regarding their future.
Materials Needed:
Paper, markers, pencils, pens, and crayons
Procedures:
Through this activity clients and counselors are able to explore patterns, expand self-expression, and
plan their lives more effectively. Clients paint or draw their life paths and career influences in the same
manner that they map out directions to a specific destination. In this procedure, clients sketch in
significant events and experiences along the way. Counselors may introduce the activity by saying, I
want you to represent your life as a road map. Some roads are straight and wide; others are narrow
and winding. Some are bumpy, and others are smooth. There may be some roadblocks or detours. It is
possible that the road of your life has been many of these features and more. These directions give
client free reign to evaluate the factors that have been most influential and then symbolize them in a
form that allows the visualization of past and present simultaneously.
Process Questions and Follow Up:
After completing the drawing, clients talk about the map and the events depicted on it.
What events were expected?
Which ones were unexpected?
What people were associated with these events?
What feelings are remembered?
These and other questions encourage self-exploration while providing the counselor with a picture of
the clients contextual development.
Practice Setting:
Mental Health Agency/Private Practice
Additional Comments:
Support clients who have a fear of drawing and clients who are perfectionists.

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Appendix E.
Walking: How Movement Impacts Thoughts and Feelings
Samuel T. Gladding
Wake Forest University
Purpose:
The purpose of this creative intervention is to raise client awareness of how their movement impacts
thoughts and emotions.
Materials Needed:
None
Procedures:
Clients walk in a circle at their normal pace and cadence. After they have a feel for how they walk, they
will walk faster than usual and then walk in slow motion. Walking is then linked to feelings so that the
clients walk as if they were tired, happy, or sad. After this experience, clients act as if they were walking
on or through different terrain including a desert, a mountain, mud, ice, water, and even silly substances
such as peanut butter, whipped cream, yogurt, or cornflakes. Complete the walk, typically, with terrain
such as a field or grassy meadow.
Process Questions and Follow-Up:
Clients and their counselor talk about what the experiences were like. Inquire how movement impacts
emotions and thoughts. How may movement in life modify how clients feel about themselves and
others?
Practice Setting:
Mental Health Agency/Private Practice
Additional Comments:
Clients with mobility problems may have the activity done as a visualization process. However, clients
with mobility limitations (e.g. client who recently lost mobility or never had it) may have difficulty or an
emotional reaction to a visualization exercise such as this. Counselor should be aware of these
considerations before proceeding.

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