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Capstone System Change Project

CSPU 618

Emily Herrera
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The purpose of this project is to add group counseling sessions to the already

embedded counseling services at Ceres High School. A needs assessment was given

to 9th-12th grade students, to see if they would benefit from a grief-counseling program.

A comprehensive counseling program would help students understand grief and how

they can cope with grief. The purpose of this addition to counseling services is to

research and gather data that identifies a student need. The data will reflect the needs

of the students, then this data then will be used to better serve our future students. This

information will be reported to the Learning Directors and administration to show the

propose of a grief-counseling program. The group that will be chosen to include in the

study is high school students between the ages of 15-18.

This proposal to have a grief counseling group is for Ceres High School located

in Ceres California. A Computer elective teacher agreed to post the grief survey on her

Google classroom site. The students were anonymously allowed to complete the survey

during that period. Although the screening of each potential attendee ensures that

students inappropriate for group membership are kept out, it serves at least two other

important purposes: It educates about the group rules and purposes. Building the

relationship with each student upon which the strength of the group is built. This survey

also allows us to see which students would best fit this group session. While there are

already counseling programs embedded in the regular day. Ceres High does not have

many outreach group sessions that students can join. The benefits of theses group
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sessions allow students to get an in depth, one on one experience that can aid in the

way they maintain a health mind, body, and attitude.

At Ceres High there are exactly six learning directors. One for each grade 9th-

12th and one for EL students, in addition to one that is college transition, college

preparation. While in other district the titles vary from School counselor, to Academic

Advisor, Ceres has chosen to call their school counselors Learning Directors. They are

a part of the Administrative management in addition to academic success. In Ceres

District students are able to meet with their learning director upon drop in or

appointment style. Learning directors provide a confidential environment where students

can come in and talk about anything that is bothering them. When gathering the

information for this project I came to learn that they have added Student support

specialist positions to their campus which is part of a Comprehensive Counseling

program. This position offers more of a one on one counseling environment based on

student referral. As of right now there are no group counseling sessions that are in

process.

According to the district numbers there are exactly 451 9th graders, 453 10th

graders 442 11th graders, 370 12 graders and 25 ungraded secondary students at

Ceres High. This gives a total enrollment of 1,741 student. There are six academic

counselors, and two counselors for (social/behavioral or career development) which

gives and average of 283 students per counselor. The ethnic makeup of the student’s

population is 74% Hispanic, 16% White, 5% Asian and 5% Other. The number of
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students considered socioeconomically disadvantaged has steadily increased over the

past several years to 82%. Approximately 9% of the student population are English

Learners 2016-17 (School Accountability Report Card for Ceres High).

When interviewing students, Questions were included that would give a clear

understanding of what aspect of grief students needed support with. Grief most times

comes in waves, and not everyone will be in the same boat. It is important to first

understand what the initial need is, and how Learning Directors can be of assistance. The

questions that were used included are; Grade level, To what level is our school in need

of the following services, I am able to identify people in my life that I can talk to, I am

able to identify healthy coping skills, I am able to identify feelings of sadness and anger

and walk about it with a trusted person, I am able to identify 2-3 people I can talk to, I

feel as if I can help others who are dealing with the same, I feel I am able to talk with

family and friends of the person who died, I can manage my stress, I feel like I

understand how the loss has affected me, and My mental health is healthy. These

questions will be answered using a scale of 1-10. One being the highest need, 10 being

the least need.

When analyzing these results, a grief counseling plan would benefit students in

the grieving process. It can provide the necessary skills, counseling, and support in

order for students to stay emotional, socially, and physically stable after loss. Aid in

managing stress, anxiety, and fear in order to build resilient students that can overcome

grief in a positive way. Furthermore, assist students in understanding grief/loss,

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accepting change, dealing with feelings, and correcting irrational feelings. Grieving

students will be provided with professional individual counseling sessions as needed.

Students who are experiencing grief will be offered small group counseling sessions. In

addition, Grieving students will be provided with crisis intervention resources to help

them cope with their grief, and the opportunity to be referred to additional professional

counseling in.

These supports systems can allow students to have a professional outlet to

grieve. Additionally, allow them to understand the stages of grief and how to deal with

them as they arise. With the data received we can insure students are getting the help

that they need throughout the process. As other needs arise surveys can be used

periodically to allow students to have a voice in what they are struggling with, and

support staff can customize lesson plans accordingly.

This grief counseling program was created to add to already in place counseling

techniques, to ensure each student is able to cope with the loss of a loved one.

Everybody grieves differently, but there are five stages in the grieving process, denial,

anger, bargaining, depression and acceptance. This system change project will be

created to help students who are grieving to grieve in a healthy way. A survey was

made to give students a chance to see if they need a grief counseling program and how

it could benefit them. To see if students thought a grief program would help.

This system change will be implemented in an 8-week group counseling

program. Grieving students will be provided with crisis intervention resources to help
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them cope with their grief. Students will have the opportunity to be referred to additional

professional counseling. Support systems can play a prominent role in grief for children.

Along with our students receiving all the tools necessary to go through the grieving

process, Learning Directors will be required to attend professional development

trainings to stay up to date with current counseling guidelines and techniques. As well

as our administration and teachers who will be provided with grief trainings and

professional development opportunities. As a school, they will be well prepared to

ensure each student is receiving the best care through their grieving process.

Recommendations for this program include students checking in weekly with the

school counselor. Students will also be provided with a personal journal to make weekly

journal entries. Students will be provided the opportunity to express themselves in a

weekly group counseling setting with other peers that are experiencing grief. This

addition will allow for more opportunities for interns and fieldwork opportunities to run

groups. Interns will be able to conduct more needs assessments and help create

curriculum for new groups. Furthermore, they will be able to take over and run groups

with the assistance of a Learning Director. Additional community services such as

Center for Human services, Youth for Christ, Community Hospice, Field trips, and

Motivational speakers will be able to intertwine as the curriculum goes along.

Coordination between administration, faculty and staff will need to impeccable,

and smooth running. Bi-weekly to monthly meetings will need to be in place to ensure

that all aspects of this addition to counseling programs is running smoothly and is
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effective. Pre and post surveys will be well examined to determine the effectiveness of

the programs and how we can offer even more support across the board. Parents and

families will be encouraged to participate and learn how to support their child in the

process. In addition, Facilitators and administration that is involved in the beginning and

end of this group will know how to open and close every week of the 8-week curriculum.

Introduction of themes, rules, activities will be discussed each week upon the beginning

of each session. Closing sessions will include asking all the students that have been

quiet or not engaged to share. Sometimes students will be affected by a certain session

and not have anything to say. We want to take this time to ensure all students get a fair

turn. By offering different engaging activities and worksheets, students are able to

channel a different side of the brain without speaking. Proper disengagement from each

session is important, for a sense of safety. All of this is laid out in the curriculum below

to give the students and staff running the program the necessary tools to have an

effective group. This curriculum was created with students and families in mind. Below

shows the 8-week long curriculum to be used to conduct, implement, and evaluate

students during this process. The curriculum gives a week by week outline in detail of

what materials will be needed, handouts/worksheets, rules, homework, Pre/post

questionnaire/survey, and needs survey.

Budget for this addition to counseling services would not require another

Learning director at Ceres High. This program would be created by Learning Directors

and administration. Once the program was started a counseling intern could run the
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group with the help and guidance of a Learning Director. Professional development and

training would yearly cost around 20,000-25,000. Materials would be the cost of printing

up the curriculum, flyers, activities, and week by week agenda which would cost about

5,000 a year. Other methods of push out would also be included for no fee such as;

emails, classroom google, and parent dialer messages. Additionally, 30,000 for

additional counseling services such as; Motivational speakers, Youth for Christ mentors,

Community Hospice, Center for Human Services, etc.

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EIGHT- WEEK CURRICULUM

Week One:
Theme(s): Ice-breaking, introductions, group norm building.

 Opening: brief intros, develop rules, invitation to share

 Activity1: Move’; Talking stick.
 Activity2: What got me here’; Question basket.
 Handout: Normal Grieving’, Physical Effects’
 Closing: re-invite sharing, review handout, ask about what helps (see
introduction).

Week Two:

 Theme(s): Getting to know each other, memory building.

 Opening: Review” what helps” from last week, Invitation to share, ‘memory
mural'.
 Activity: Choose from “My Story”, “What do You Need?” &/or Question Basket.
 Handout: “Bill of Rights for Teens Experiencing Grief́, Common Myths About
Grief.
 Closing: Review handouts, remind to bring sharing, ë what are you going to do to
take care of you?’

Week Three:

 Theme: Family and other changes since the death.

 Opening: Review ‘what you did to help’, Memory Mural, and Invitation to
share.
 Activity: Choose from ‘What do you need’ (if not done last week)?
‘Timeline’, Writing letters

to Parents, ‘What has changed in your life’, ‘Rough Mountain Smooth

Mountaiń.

 Handout: ‘Conquering Depression’.

 Closing: As above.
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Week Four:

 Theme: Follow-up on Family changes, ‘Feelings’.

 Opening: Review ‘homework’, memory mural.
 Activity: Choose from ‘Four Feelings’, ‘Anger Circle’, ‘I miss you most….&/or
Collage.
 Handout: ‘Words of Feelings’.
 Closing: As above.

Week Five:

 Theme: This is a transitional group: either continue with last week

(Feelings) or begin ‘Coping’.
 Opening: As above.
 Activity: Continue with feeling activities &/or Faces, ‘Garbage in Garbage
out’, Light

Hearted Personality Profile, Unpack grief Bundle.

 Handout: How to help grieving people.

 Closing: as above, remind how many meetings left.

Week Six:

 Theme: Tools.
 Opening: As above; remind number of weeks left.
 Activity: Choose from Question Basket, Shield, Dear Aunt Blabby, &/or Future
Fears.
 Handout: Strategies for Coping, Good-bye Letter(from Activity List).
 Closing: as above.

Week Seven:

 Theme: Good-byes.
 Opening: As above.
 Activity: Forgiveness Circle, Memorial Activity.
 Handout: Establishing realistic expectations for your grief.
 Closing: Discuss favorite snack (if doing this).

Week Eight:

 Theme: Good-byes.
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 Opening: As above, review.

 Activity: Memorial Activity Favorite snack, Mementos to share.
 Handout: Memory books. Closing: Rose Petals.

Example Week One:

WHAT GOT ME HERE

Age Level: All

Time Required: 20-30 minutes (flexible) Materials Needed:

1. Three pieces of tag board, 6 x 12 with holes punched in two corners of two pieces

2. Sand four corners of one piece (which becomes the middle piece)

3. Yarn and markets

Goal:

Establish commonality and connectedness with sharing first session of a series.

Description of Activity:

1. Label first piece ‘Who Are You’ Child puts his/her name.
2. Label second piece ‘Who Died?’ Name person who died.
3. Label third piece ‘Circumstances or Cause’. Write the circumstance or the cause
of death here.
4. Then have kids share with the group.
5. After sharing, children can hang them on the wall.
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Engaging Activity:
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Post Questionnaire:

TEEN GRIEF QUESTIONAIRE

NAME GRADE

DATE AGE

I was _______years of age when I first experienced the loss of someone meaningful.

The person I lost was a _____Parent _____ Friend ____Brother _____ Sister Other
(Please specify)

This person died as a result of _____ Accident _____Illness _____Suicide Other

(Please specify)

The person who helped me most through this time was _____ Parent _____Friend

_____Brother _____Sister Other (Please specify)

Sometimes we don’t always get support from the people we want. Who would have
been the most helpful person to you during his loss?

Did you ask this person for support? Yes _____ No_____ Did the person respond?
Yes_____ No_____

Why was this person most important to you?

6. When this loss took place, I experienced feelings of: (Make more than one, if
appropriate)

_____Anger _____Fear _____Relief

_____Abandonment _____Sadness _____Peace

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_____Confusion _____Guilt
Other feelings experienced:

7. After experiencing this loss, I had thoughts and concerns about my own death.
_____Often _____Sometimes _____Never
8. Did you ever think of taking your own life as a result of this loss? _____Often
_____Sometimes _____Never
9. Did you feel isolated and as though no one understood what you were going
through? _____Often _____Sometimes _____Never
10. After awhile, did you feel people were tired of hearing about your loss and so,
consequently, you started keeping your thoughts and feelings to yourself?
_____ Often _____Sometimes _____Never
11. When you tried to share your pain with others, would they: ______hear you?
_____ change the subject? _____ignore you? Other (Please specify)
12. Did you ever feel a need to cry and/or be held by another person during this
time? _____Often _____ Sometimes _____ Never
13. During school time, did you feel support from your friends? _____Often
______Sometimes _____Never
14. During school time, did you feel support from your teacher?

__Often ______Sometimes

15. Did your grades change as a result of this loss?

______Went up ______Went down

16. Was the school notified of your loss?

_____Never _____Stayed same _____Don’t know

______Yes _____No
17. If the school was notified of your loss, did any teachers or counselors ask how you

were doing? _____No _____Yes

18. Was a support group made available to you? _____No _____Yes

19. If there were a support group led by one adult and two teenagers who had also

suffered a loss, would you go to see what it was like? _____No _____Yes

3-10b
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20. What was the most difficult thing you experienced as a result of this loss?

21. What did you do that was helpful to you in getting through this difficult time?

Group evaluation:
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References

Bereavement Education, Support & Resources. (n.d.). Retrieved March 02, 2018,

from https://griefed.files.wordpress.com/

Ceres Unified School District. (n.d.). Retrieved March 02, 2018, from

http://www.ceres.k12.ca.us/

Student Survey:

https://docs.google.com/forms/d/e/1FAIpQLScA0nPF10LjicshiwZgTV5uK933f72

W10KLolmigXLuRM3t9w/viewform?usp=sf_link
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