Name of Lesson: Living On My Own

Counselor: Brian Catt

UNIT/TOPIC:
Transition to College / Living On My Own
TITLE of LESSON
DOMAIN:
Personal/Social

GRADE LEVEL(S): 12
PS:A1.4 Understand change is a part of growth
PS:A1.5 Identify and express feelings
GUIDANCE
PS:A1.7 Recognize personal boundaries, rights and privacy needs
STANDARD(S):
PS:A1.11 Identify and discuss changing personal and social roles
ASCA Standards
PS:A1.12 Identify and recognize changing family roles
Addressed:
PS:C1.5 Differentiate between situations requiring peer support and
situations requiring adult professional help
INDIANA
STANDARDS IS.9-12.3.5 - Utilizes appropriate supportive resources.
ADDRESSED
DIFFERENTIATED
INSTRUCTION N/A
STRATEGIES:
1. Students will be able to reflect upon what family support will look like
LEARNING
once they graduate from high school
OBJECTIVES
2. Students will be able to understand that the level of family support they
experience during college might be different than in high school.
3. Students will be able to identify other individuals they might be able to
rely upon during their college years.
TIME REQUIRED 25 minutes
MATERIALS
1. N/A
NEEDED

Teacher will present a short activity and then lead the class in discussion
ACTIVITY
questions. The goal of this exercise is to get students thinking about
SUMMARY
developing support systems outside of their families for their time in college
(which may be spent many hours away from their parents/guardians).

Procedures:

PROCEDURE 1. Write family support on the board.

2. Ask students to define family support (answers may be emotional,

physical, financial, etc. in nature)

3. Encourage students to provide examples of family support and write

them on the board.
 Leader will then talk about what supports are available for emotional
support at a typical college (e.g. counseling center and health center), but
will also emphasize the importance of developing a support network soon
after arriving at college. Those who are connected and supported are more
likely to finish school and graduate.

Leader will lead the class in a discussion using the following questions:

How much do you depend on your family?

How much do you depend on your friends?

Is it important for you to have someone you can depend on?

In the years to come, how long will you rely on your family for help?

In the next few years, who do you think you will turn to for support
aside from your family?

Is it important to have family support after you graduate high

school?

How long should your family continue to support you?

Do you think your family support will ever decrease?

Closing

Teacher will challenge students to think about who they will rely or lean on
during the coming years after high school.

EVALUATION:
To assess the effectiveness of the lessons, the counselor/leader will ask
What data will you students to answer the following four questions on a 1-5 Likert scale:
collect and how
will you collect
data to show:

1. Impact on 1. I currently depend on my family for support (emotionally, physically,

K-12 financially, etc.).
students
2. Feedback 2. I feel ready to support myself and be self-reliant once I move on to the
on lessons next phase of life after high school.

3. I am confident that my relationships with my family will not change once I

graduate from high school.

4. When I graduate and go on to the next phase of life after high school, I
 think I will have someone in my family to 'lean on' when times get tough.

Counselor will follow up with students who express higher levels of difficulty
FOLLOW-UP PLAN: with the topic being addressed in order to process information and provide
additional support for the student.