Verbos aspectuales

Session

40 minutes

Objective: A t the end o f this lesson, students will be able to list scenarios in which they might need support, and list solutions to finding support in those scenarios.

Scope and sequence: This session fits into the broader unit by giving students a chance to practice their coping skills thus increasing their self-efficacy. It increases student confidence in

their ability to successfully solve future problems by using their existing strategies and resources, and gives them a chance to evaluate their outcome expectations.

The following ASCA Standards will be met during this session:

A AC 1.1, Demonstrate the ability to balance school, studies, extracurricular activities, leisure time, and family life.

A CA 1.7, Understand the importance o f planning.

A CB 2.2, Assess and modify their educational plan to support career.

A CC 2.2, Learn how to use conflict management skills with peers and adults. This session requires school counselor support.

Materials: Work-based learning journals, paper, pens, white board and dry erase markers, list of resiliency builders (listed below in lesson).

Warm-Up 10 minutes

Objective: To re-orient students to the classroom component of the work-based learning session and reset group cohesiveness, as well as to reflect on their work-based learning experience. Welcome students back, introduce new students, and go over the group norms delineated in the first session of first semester. You may have new students who need to learn the group norms or students may wish to alter or add to them. Discuss the positive outcomes of the classroom component of the work-based learning experience, as well as the importance of confidentiality. Collaboratively decide on a set of culturally appropriate group norms for the class. Write these down on the board and make sure they are visible thereafter. Have students sign and date the Group Membership Agreement.

Check in with students and see how their break went. Ask if any of them thought about what they will do after graduation. Does it relate to what they are doing now in their work-based learning experiences? Ask students to share their thoughts with the group.

Activity 20 minutes

Partner Discussion (5 minutes):

Post the following topics on the white board: • Family, friends

• Housing • Finances • Education • Employment

Have students to find a partner and talk about potential problems they expect to experience during their first year out of high school related to these topics. Students will write these down in their journal.

Group Discussion (15 minutes): Have each pair present their findings to the group. Write themes on the white board. Encourage students to generate coping strategies by thinking of their own resiliencies and problem-solving abilities. Have students write individual coping strategies in their journals. Write the coping strategies on the white board as well. If students need some ideas about resiliencies, the following may be provided:

• Relationships — Sociability/ability to be a friend/ability to form positive relationships • Service - Giving of yourself to help other people; animals; organizations; and/or social

causes

• Humor — Having and using a good sense of humor

• Inner Direction — Basing choices/decisions on internal evaluation (internal locus of control)

• Perceptiveness — Insightful understanding of people and situations

• Independence — “Adaptive” distancing from unhealthy people and situations/autonomy • Positive View of Personal Future - Optimism; expecting a positive future

• Flexibility — Can adjust to change; can bend as necessary to positively cope with situations

• Love of Learning — Capacity for and connection to learning

• Self-motivation — Internal initiative and positive motivation from within • Competence — Being “good at something”/personal competence

• Self-Worth — Feelings of self-worth and self-confidence • Spirituality — Personal faith in something greater

• Perseverance — Keeping on despite difficulty; doesn’t give up

• Creativity — Expressing yourself through artistic endeavor, or through other means of creativity

(Adapted from Resiliency in Action at https://www.resiliency.com/free-articles-resources/the- resiliency-quiz/)

Assessment 5 minutes

Can each student tell how they would find support to help them deal with an obstacle or setback? If not, further explore this with students. Have students generate answers to help each other.

Closure 5 minutes

Insight Prompt: Think about the following questions and write the answers down in your journal.

• Who is part of your circle of support?

• Tell about a time in which you have asked them for help.

• Write down some of the obstacles you expect to encounter right out of high school. • Who are the best people to help you in this situation? Are they personal friends, or are

they services such as Rural Student Services at the university?

Scheduling Individual Sessions: Today, the counselor will schedule a follow-up session with each student. The break has given students a chance to speak with their family and friends, to self-reflect and to orient themselves in their personal career development process. The counselor can provide feedback and help students identify solutions to postsecondary transition issues that have arisen, or provide encouragement and planning for new ideas or goals. S.M.A.R.T. goals should be re-visited, and can be revised appropriately.

Session 14 - College or Employment Application/Letters of Recommendation