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Running Head: New Student Group 1
New Student Group with 7th Grade Girls at Carrington Middle School
Amanda Brown
University of North Carolina- Chapel Hill
Running Head: New Student Group 2
Small Group Action Plan School Name: Carrington Middle School Group Name: New Student Group Goal: To provide support and information that the new students need in order to become familiar with school Target Group: 7th grade girls Data to Identify Students: Counselor recommendation School Counselor (s) Amanda Brown
ASCA Domain, Standard and Student Competency and NCGES
ASCA: C: A1.4, A:C1.2, C:A1.1, PS.A2.8, PS:B1.4, A:C1.2 NCGES: RED.CR.4.1, I.C.2.2, EEE.C.2.1
Outline of Group Sessions to be Delivered
Session 1: Introduction to the group, set rules and expectations, get to know each other Session 2: Jenga Session 3: Fear in a hat Session 4: Hierarchy of Needs and belonging
Resources Needed Session 1: Pre-assessment, pencils Session 2: Jenga blocks, list of questions, candy Session 3: hat, papers, pencils Session 4: Hierarchy of needs handout, group leader handout, pencils, post assessment
Process Projected Data (number of students affected)
Ten 7th grade, female students will participate in a new student psychoeducational counseling group
Perception Data (Type of surveys to be used)
Pre-assessment and Post-assessment will be used in order to measure an overall effectiveness of the program. For each session, perception data will be gathered by asking questions about each session at the end.
Outcome Data (Achievement, attendance and/or behavior data to be collected)
None at this time.
Project Start/Project End
October 6, 2014- October 13,2014
Running Head: New Student Group 3
Small Group Results Report School Name: Carrington Middle School Group Name: New Student Group Goal: To provide support and information that the new students need in order to become familiar with school Target Group: 7th grade girls Data to Identify Students: Counselor recommendation Year: 2014-2015 School Counselor (s) Amanda Brown
ASCA Domain, Standard and Student Competency and NCGES
ASCA: C: A1.4, A:C1.2, C:A1.1, PS.A2.8, PS:B1.4, A:C1.2 NCGES: RED.CR.4.1, I.C.2.2, EEE.C.2.1
Outline of Group Sessions to be Delivered
Session 1: Introduction to the group, set rules and expectations, get to know each other Session 2: Jenga Session 3: Fear in a hat Session 4: Hierarchy of Needs and belonging
Resources Needed Session 1: Pre-assessment, pencils Session 2: Jenga blocks, list of questions, candy Session 3: hat, papers, pencils Session 4: Hierarchy of needs handout, group leader handout, pencils, post assessment
Process Projected Data (number of students affected)
Ten 7th grade, female students will participate in a new student psychoeducational counseling group
Perception Data (Type of surveys to be used)
Pre-assessment and Post-assessment will be used in order to measure an overall effectiveness of the program. For each session, perception data will be gathered by asking questions about each session at the end.
Outcome Data (Achievement, attendance and/or behavior data to be collected)
None at this time.
Implications Students will be able to use coping strategies to help them better adjust in the school environments.
Running Head: New Student Group 4
Literature Review
Every year there are about six million transfer students nation wide (Jason, 1992). This
creates a large population of new students with unique needs. These students are
experiencing many stressors at once and enduring this turbulent transition during
adolescents adds an element of potential complication. Not only are can they
overwhelmed with changes in the school setting but also at home. If left unaddressed
these students may have dysfunctional development, which may lead to a variety of
negative repercussions.
Transfer or new students experience many different types of stressors from multiple
sources. Research has shown that some of the main causes of anxiety for new students
surround their social, emotional and academic well -being (Marlett, 1993). In addition to
trying to find their way in a new school setting many of these students are also making
big adjustments in their home lives. The reasons for the student’s move may be
unbeknownst to school staff but could very well be just as difficult, if not more difficult,
as being in a new school. The reasons for relocation could be any variety of
circumstances including financial change with in the home as the result of a divorce,
death, or parental job loss. Not only will the school be new for the student but also their
neighborhoods and even their own homes. All of these changes could prove to be
overwhelming so additional support at school would be beneficial.
Often times new students worry about finding new friend groups and overall developing
a sense of belonging in the new school setting. This is critical element in overall
adjustment especially during adolescents. School connectedness and mental health
concerns are reciprocally related, so as connectedness decreases mental health concerns
Running Head: New Student Group 5
increase (Lester, L., Waters, S., & Cross, D., 2013). The on set of depression would be a
major concern as well as unsafe sex practices, and substance abuse.
A great way to off set the negative experiences associated with being a new student is by
providing these students with resources to help them build quality social relationships at
school. The more of the concerns that cause anxieties for new students that can be
alleviated the better off the student will be. Providing the student with helpful resources
as well as coping skills, and meaningful relationships at school should be a focus for new
students during their transition.
Multicultural Considerations
This small group was designed to serve a diverse group of female students. There were
several different races and ethnicities represented within the group and, of course, each
student brought an individual and unique set of experiences to the group. To help create a
safe and open environment within the group it was important not to place value on what
the students shared. Many socioeconomic levels were also represented within the group
so it was important not to ostracize them by assuming everyone had access to the same
resources outside of school. I was also made aware of a trauma a group member
experienced that plays a part in her being more reserved and shy. When talking about
making friends and putting yourself in situations different to meet new people I was sure
also mention that it was normal that some people are not comfortable in those types of
situations and started a discussion about alternative ways to make friends.
Standards
ASCA Standards
-C: A1.4: Learn how to interact and work cooperatively in teams.
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-A: C1.2 Seek co-curricular and community experiences to enhance the school
experience
-C: A1.1 Develop skills to locate evaluate and interpret career information
-PS: A2.8 Learn how to make and keep friends
-PS: B1.4: Develop effective coping skills for dealing with problems.
-A: C1.2: Seek co-curricular and community experiences to enhance the school
experience
NCEGS Standards
-RED.CR.4.1: Recognize how to interact and work cooperatively in teams and groups
-I.C.2.2 Use past experiences and general information to make decisions in a variety of
situations.
-EEE.C.2.1 Analyze problems in terms of the academic, social, personal, and career
information needed to solve them.
-RED.CR.3.3: Summarize how interests, abilities, and achievement are related to
achieving personal, social, educational, and career goals.
Mindsets and Behaviors
- Category 2: Behavior Standards: Social Skills: 6. Use effective collaboration and
cooperation skills
-Category 2: Behavior Standards: Social Skills: 7.Use leadership and teamwork skills to
work effectively in diverse teams
-Category 2: Behavior Standards: Self-Management Skills: 10: Demonstrate ability to
manage transitions and ability to adapt to changing situations and responsibilities.
Running Head: New Student Group 7
-Category 2: Behavior Standards: Self-Management Skills: 7: Demonstrate effective
coping skills when faced with a problem.
- Category 1: Mindset Standards: 3. Sense of belonging in the school environment.
Logistics
This small group at Carrington Middle School for new students consisted of ten 7th grade
girls. A group of 16 girls were screened for the group based on their new student status
the ten that were selected were based on the 7th grade counselor’s recommendations as
well as the student’s interest and commitment to attend meetings as determined during
screening. The group met for a total of four sessions, each session being about 30 minutes
long. The group of students were reminded ahead of time about meetings times but some
still needed to be called out of class the day of the sessions, cutting into meeting times
slightly. Students were to meet in the guidance office then escorted by the group leader to
a trailer at the opposite side of the campus. After group time needed to be set aside to
sign students’ passes back to class.
Theories/Techniques
This was a psychoeducational group that attempted to help first year students adjust to
being in a new school. Several different techniques and theories during different meetings
were utilized to in order provide different tools to help them feel more comfortable in a,
sometimes, difficult situation. Throughout all of the sessions aspects of person-centered
counseling were used to generate a positive atmosphere within the group. The use of
congruence, unconditional positive regard, and empathy helped to validate the group
members’ experiences and views while creating a caring and respectful climate within the
group. Role-play was used to better prepare the group members for using the skills they
Running Head: New Student Group 8
learned in session in their real lives. Several sessions also involved getting up and
moving around the room to be sensitive to fact that this age group may get jittery and also
to help the group to wake up because the sessions were early and first thing in the
morning.
Evaluation Plan
The group members completed pre and post-tests to gauge what they learned as a result
of their participation in the new student group. Prior to the being involved in the small
group the students may have had general knowledge about many of the topics covered in
group, such as making friends or being academically successful, but the group aimed to
help students discover Carrington specific resources and opportunities. After the group
the group members should be more comfortable in the school environment and feel more
connected Carrington.
Running Head: New Student Group 9
Lesson Plan Template
School Counselor: Amanda Brown Date: October 6, 2014
Activity: Session #1 Introduction to New Student Group
Grade(s): 7th
ASCA Mindsets and Behaviors for Student Success and NCGES Student Standards
(Domain/Standard/Competencies):
ASCA Standards:
C: A1.4: Learn how to interact and work cooperatively in teams.
NCEGS Standards:
-‐ RED.CR.4.1: Recognize how to interact and work cooperatively in teams and groups
Mindsets and Behaviors:
-‐ Category 2: Behavior Standards: Social Skills: Use effective collaboration and cooperation skills
-‐Use leadership and teamwork skills to work effectively in diverse teams
Learning Objective(s):
1.Group members will collaborate to establish small group rules.
2. Group members will begin to learn about the each of the group members.
Materials:
-‐ Pre-‐assessment
-‐ Pencils
Procedure:
1. Once the group has come together in the designated meeting space welcome everyone
to the group!
2. Re-‐explain that all the members were selected for this group because they are all new
students at the school and include that the group consists of all 7th grade girls. Also
explain that this group is suppose to help them better adjust in their new school and it
should be a fun and safe place to learn a variety of skills and techniques.
3. Tell the student that even though you are the adult in the room and the group leader
these group sessions should be focused around them. This means they should feel free
to direct conversation with each other and try not to depend on the leader to direct the
flow or conversations in the group. The group is a team and no one member is any more
important than another.
Running Head: New Student Group 10
4. Explain to the group that they will meet for a total of four sessions and review the
logistics of coming together for meetings.
5. From there ask the members what expectations they have for their group meetings and
what they hope to get out of it. As the group leader take notes because this information
will be helpful in planning future lessons.
6. Explain that in order for the entire group to get the most out of this unique experience
there need to be rules in place in order for everyone to feel safe and for the sessions to
be productive.
7. Have the group members come up with some rules they think should be in place for
group meetings in order for everyone to feel safe, respected and for the sessions to be
productive. As the group leader be sure to take notes!
8. After getting the group’s input, briefly review what has been discussed and ask if what
has been included seems reasonable, fair and if everyone can agree to them. If not,
revisit the rules that are causing problems until everyone can agree on a set of rules.
9. Be sure that the set of rules includes being respectful of all group members and what
that looks like in group (quite and listening while others are talking, no criticizing other
members), and confidentiality in the group (what happens in group, stays in group).
10. Now it’s time for the group members to get to know each other better! It maybe good to
get the students out of their seats so they can perk up after all that talking. If
appropriate ask the students to stand up in the circle of seats.
11. In order for everyone to begin to learn to know everyone’s names and learn a little bit
about each other play some icebreakers. I like using an “adjective and your name”. Make
sure that everyone knows what an adjective is and explain that the students are to say
an adjective that describes themselves that starts with the same letter as their name.
Model an example (Bouncy Ms. Brown). But before they can say their own they have to
go through everyone else that went before them. And tell the group that they should not
feel nervous or scared because if you get stuck we can help each other out!
12. Bring students back to their seats and have them complete the pre-‐assessment.
Encourage them to ask if they have any questions about the assessment. When everyone
is done collect the assessment.
13. Towards the end of the session thank all the members for being part of the group and
contributing during the session. Review the date, time and meeting space for the next
session before dismissing the group.
Plan for Evaluation: How will each of the following be collected?
Process Data:
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-‐The numbers of students present the days of the small groups meetings will be recorded and
kept in an attendance log.
Perception Data:
-‐Pre-‐assessment results
Outcome Data:
-‐ No outcome data at this time. Data will be reviewed at the end of the four group sessions.
Follow Up:
-‐Check in with group members to remind them of the next group meeting.
Running Head: New Student Group 12
New Student Group Pre-Test
Name:___________________________ Grade:____________________
Team:__________________________ Homeroom Teacher:_______________
Please complete by circling yes or no.
1. I know where to locate key places in the CMS building, such as the library or
main office.
YES NO
2. I know how to approach a new classmate to start a friendship.
YES NO
3. I know about school resources to help me be academically successful at CMS.
YES NO
4. I know appropriate ways to cope with my fears of being a new student.
YES NO
5. I know some important staff members at CMS, such as my counselor or principal.
YES NO
6. I know places where I feel a sense of belonging at school.
YES NO
Running Head: New Student Group 13
Lesson Plan Template
School Counselor: Amanda Brown Date: October, 8,2014
Activity: Session #2 New Student Jenga!
Grade(s):7th
ASCA Mindsets and Behaviors for Student Success and NCGES Student Standards
(Domain/Standard/Competencies):
ASCA Standards:
A:C1.2 Seek co-‐curricular and community experiences to enhance the school experience
C:A1.1 Develop skills to locate, evaluate and interpret career information
PS:A2.8 Learn how to make and keep friends
NCEGS Standards:
I.C.2.2 Use past experiences and general information to make decisions in a variety of situations.
Mindsets and Behaviors:
Category 2: Behavior Standards: Self-‐Management Skills: 10: Demonstrate ability to manage
transitions and ability to adapt to changing situations and responsibilities.
Learning Objective(s):
1. Student will re familiarize with the Carrington Middle School Building.
2. Students will learn about different support staff at the school including their names and in
what ways they help students.
3. Students will learn about ways to be academically successful.
4. Students will learn more about other group members.
Materials:
-‐Numbered Jenga Blocks
-‐Candy
-‐Printed numbered list of questions
Procedure:
1. Once the group has gathered together in the meeting space welcome everyone back
together.
2. Have the group review what was covered last session. Being sure they mention the
creation of the rules and being introduced to everyone.
Running Head: New Student Group 14
3. Have the students review the specific group rules. Making sure they include being
respectful and what that looks like during group sessions and the confidentiality of the
group.
4. Open to the new activity by explaining that often times new students have worries or
anxieties surrounding academic success, the physical lay out of the school, and meeting
new people both teachers and staff.
5. The Jenga blocks should already be set up so you can lead right into explaining the
activity. Say everyone will get a turn to participate and when it is their turn they will go
to the blocks and pull one with out making the tower fall over. Each block has a number
on it and the number corresponds to a question regarding either academic success or
getting familiarized with the school building or staff. Also say that if you get stuck on a
question the group can help you out. The right answers will be rewarded with candy.
6. The students will then take turns coming up, picking blocks and answering their
questions.
7. After every question take time to have a discussion about that question specifically or
themes addressed in the question. For example, if the question asks about resources
offered by the school that would help them be successful academically then after the
students come up with different resources they know about offered by the school that
would help them to be academically successful. Once the question is answered be sure
to address why those resources are helpful and the appropriate way to utilize them. If
students provide answers that are not exactly right be sure to validate their response
and work with it! For example, if a member says highlight/review notes point out that is
a great way to study not really a resource from the school. This can lead into a
discussion about other helpful study techniques and what works well for each
individual.
8. After each question the group member will be rewarded for their participation with a
piece of candy. If other members help contribute to the answer they should get candy as
well.
9. The Jenga questions will cover a range of topics so be flexible and ready to go with the
flow of not know which question will be next.
10. End the game with enough time at the end to discuss with the group some things that
they learned during the session and some things that they would be able to utilize after
group. From this discussion have the members come up with their homework
assignment.
Running Head: New Student Group 15
11. Repeat the homework for next time and remind the students of the next meeting time
and location before dismissing them.
Plan for Evaluation: How will each of the following be collected?
Process Data:
-‐The numbers of students present the days of the small group meetings will be recorded and
kept in an attendance log.
Perception Data:
-‐Students will report on what they learned from the session.
Outcome Data:
-‐No outcome data at this time. Data will be reviewed at the end of the four sessions.
Follow Up:
-‐Go over homework at the beginning of the next group session.
Running Head: New Student Group 16
Lesson Plan Template
School Counselor: Amanda Brown Date: October 10, 2014
Activity: Session # 3 Fear in a Hat
Grade(s): 7th
ASCA Mindsets and Behaviors for Student Success and NCGES Student Standards
(Domain/Standard/Competencies):
ASCA Standards:
-‐PS: B1.4: Develop effective coping skills for dealing with problems.
NCEGS:
-‐EEE.C.2.1 Analyze problems in terms of the academic, social, personal, and career information
needed to solve them.
Mindsets and Behaviors:
-‐Category 2: Behavior Standards: Self-‐Management Skills: 7: Demonstrate effective coping skills
when faced with a problem.
Learning Objective(s):
1.Developing effective coping skills for dealing with fears/problems.
Materials:
-‐ Small slips of paper
-‐ Hat
-‐ Pencils
Procedure:
1. Once the group has gathered together in the meeting space welcome everyone back.
2. Have the group review the rules including being respectful and what that looks like in
group (quite and listening while others are talking, no criticizing other members), and
confidentiality in the group (what happens in group, stays in group).
3. Have the group review what was talked about in the last session.
4. Go over homework. Have members talk about successes and areas for improvement.
5. During homework review be sure to offer positive feedback to each member and also
make sure other members to offer feedback.
6. Open to new activity by explaining that being a new person in any setting can be kind of
scary. Ask the group if they were nervous, worried or scared by coming to a new school
and reassure them that those feelings are normal.
Running Head: New Student Group 17
7. Pass around the little slips of paper and pencils to the group members and instruct them
to write down a few fears they had about coming to new school. Also make sure to tell
the students not to put their names on the paper. The group leader can participate too!
8. Once everyone have written down their fears on the paper have them place their slips of
paper in the hat and shake it up.
9. Have each group pick a paper from the hat and read what is written.
10. Let the group discuss the fear reported on the paper. Try to get the group to fully
explore the problem and possible solutions including why is it a fear, to another time
when they had a similar fear, how they coped with it, coping techniques that have
worked in the past, techniques that didn’t work as well, how others responded to them
in both circumstances. Have the group go through all the slips of paper in this manner.
11. Some of the fears maybe repeated such as being bullied or not knowing anybody/not
making any friends have the group members act out those situations in role-‐plays. Have
the students also talk about what they would do if they saw someone else going through
those situations.
12. Ask the group members to briefly summarize the session and report on what they
learned! Based on the responses assign homework to be attempted before the next
session.
13. Repeat the homework for next time and remind the students of the next meeting time
and location before dismissing them.
Plan for Evaluation: How will each of the following be collected?
Process Data:
-‐The numbers of students present the days of the small group meetings will be recorded and
kept in an attendance log.
Perception Data:
-‐Students will report on what they learned from the session.
Outcome Data:
-‐No outcome data at this time. Data will be reviewed at the end of the four sessions.
Follow Up:
-‐Go over homework at the beginning of the next group session.
Running Head: New Student Group 18
Lesson Plan Template
School Counselor: Amanda Brown Date: October 13,2014
Activity: Session #4 Maslow’s Hierarchy of Needs-‐ Belonging
Grade(s): 7th
ASCA Mindsets and Behaviors for Student Success and NCGES Student Standards
(Domain/Standard/Competencies):
ASCA Standards:
-‐A: C1.2: Seek co-‐curricular and community experiences to enhance the school experience
NCEGS:
-‐RED.CR.3.3: Summarize how interests, abilities, and achievement are related to achieving
personal, social, educational, and career goals.
Mindsets and Behaviors:
-‐ Category 1: Mindset Standards: 3. Sense of belonging in the school environment.
Learning Objective(s):
1. Students explore personal interests.
2. Students will learn about how to get involved and try to belong in the school
environment.
Materials:
- Post Assessment
- Pencils
- “Maslow’s Hierarchy of Needs” Handout
- “Where do I Belong” Handout
- Group Leader Resource 1: “Maslow’s Hierarchy of Needs
Procedure:
1. Once the group has gathered together in the meeting space welcome everybody back.
2. Have the group review the rules including being respectful and what that looks like in
group (quite and listening while others are talking, no criticizing other members), and
confidentiality in the group (what happens in group, stays in group).
3. Have the group review what was talked about in the last session.
4. Go over homework. Have members talk about successes and areas for improvement.
5. During homework review be sure to offer positive feedback to each member and also
make sure other members to offer feedback.
Running Head: New Student Group 19
6. Open to the new activity by explaining that it is important for all students to feel
welcomed and a sense of belonging at their school and that this is especially important
for a new student.
7. Read over Teacher Resource 1: “Maslow’s Hierarchy of Needs” and explain Maslow’s theory.
8. Focus on the importance of belonging and how one must obtain this level before moving to a higher level.
9. Ask for examples of how one may become involved in order to feel that they “belong”.
10. Distribute handout 2, “Where do I Belong” and ask the students to complete as best as they can. If students are stuck between two answers, they may be instructed to pick one.
11. Designate four areas of the room “a”,”b”, c”, and”d”. 12. Read each question from the worksheet and ask the students to go to that
designated area of the room. 13. Allow students to be given a few moments after each question to look around
and see who else is in their group. 14. After going over the worksheet send the group back to their seats for a discussion about
belonging including:
- What does it mean to belong?
- Why do you think it is important for people to feel like they belong?
- How does it feel not to belong?
- Where would you like to belong?
- What are some things you can do to get involved in the areas where you want to
belong?
- What do you think of Maslow’s theory?
- Are your other types of needs on the hierarchy being met at school? How? If not,
why?
- Is CMS preparing you to reach the highest level of self-‐actualization?
15. After the discussion, reinforce that there are lots of ways to get involved and opportunities
to belong at school.
16. Ask the students to share some things that they learned from the session and the group
overall. Also ask what they learned that they apply in real life even after the group ends.
17. Pass out the post assessments and give the students time to complete them.
18. Collect the post assessments and thank the students for being a part of the group! Once again
welcome them to their new schools and tell them that if there are any future concerns you
will always be available.
Running Head: New Student Group 20
19. If possible give the students goodie bags for finishing the group and wish them well as you
dismiss them.
Plan for Evaluation: How will each of the following be collected?
Process Data:
-‐ The numbers of students present the days of the small groups meeting will be recorded and
kept in an attendance log.
Perception Data:
-‐Students will report on what they learned from the session.
Outcome Data:
-‐See Results
Follow Up:
-‐Check in with student even after group ends!
Modified from http://wvde.state.wv.us/counselors/links/advisors/ms-‐lesson-‐plans.html
Running Head: New Student Group 21
MASLOW’S HIERARCHY OF NEEDS
BELONGING Handout 1
GRADE 7
SELF- ACTUALI- ZATION
ESTEEM NEEDS ACHIEVEMENT, STATUS BELONGING AND LOVE FAMILY, AFFECTION, RELATIONSHIPS
SAFETY NEEDS PROTECTION, SECURITY, ORDER, LIMITS
BIOLOGICAL AND PSYSIOLOGICAL NEEDS
AIR, FOOD, DRINK, SHELTER, SLEEP
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WHERE DO I BELONG?
1. I have __________ sister(s). a. 1 b. 2 c. 3 or more d. none
2. I have __________ brother (s).
a. 1 b. 2 c. 3 or more d. None
3. I like to play __________.
a. soccer b. basketball c. football d. volleyball
4. I like to ___________. a. dance b. swim c. do gymnastics d. run
5. I would rather __________.
a. read a book b. write a story c. play video games d. ride my bike
6. My favorite subject in school is __________. a. Math b. Reading c. Science d. Social studies
BELONGING Handout 2
GRADE 7
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7. The color of my hair is __________.
a. brown b. blonde c. red d. black
8. The color of my eyes is __________.
a. blue b. brown c. green d. hazel
9. I like to play (the) __________.
a. piano b. guitar c. another musical instrument d. I don’t play an instrument.
10. I like ____________ music.
a. rock b. pop c. country d. I don’t like music.
Running Head: New Student Group 24
MASLOW’S HIERARCHY OF NEEDS
Maslow’s hierarchy of needs is a theory in psychology proposed by Abraham Maslow in 1943. It is often depicted as a pyramid consisting of five levels: the lowest level is associated with physiological needs, while the uppermost level is associated with self-actualization needs, particularly those related to identity and purpose. The higher needs in this hierarchy only come into to focus when the lower needs in the pyramid are met. Lower level needs will no longer be as important, once an individual has moved upwards to the next level. If a lower set of needs is no longer being met, the individual will temporarily re-prioritize those needs by focusing attention on the unmet needs, but will not permanently regress to the lower level. For example, a businessman at the esteem level who is diagnosed with cancer will spend a great deal of time concentrating on his health (physiological needs), but will continue to value his work performance (esteem needs) and will likely return to work during periods of remission.
•
Explanation of levels:
• The chart listed below is intended to be read from the bottom up. A person cannot move up through the levels until the lower levels are met.
Belonging Group Leader Resource 1
Running Head: New Student Group 25
MASLOW’S ORDER OF NEEDS
SELF ACTUALIZATION NEEDS Making a lasting and significant contribution
Maximizing personal potential
ESTEEM NEEDS Self respect Recognition
Self-‐confidence Appreciation Competence
Status
SOCIAL NEEDS Friendship
A feeling of belonging Group Acceptance
SAFETY/SECURITY NEEDS Protection from physical threat
Psychological safety
PHYSIOLOGICAL NEEDS Basic survival elements: food, water, air, shelter
http://wvde.state.wv.us/counselors/links/advisors/ms-‐lesson-‐plans.html
Running Head: New Student Group 26
New Student Group Post-Test
Name:___________________________ Grade:____________________
Team:__________________________ Homeroom Teacher:_______________
Please complete by circling yes or no.
7. I know where to locate key places in the CMS building, such as the library or
main office.
YES NO
8. I know how to approach a new classmate to start a friendship.
YES NO
9. I know about school resources to help me be academically successful at CMS.
YES NO
10. I know appropriate ways to cope with my fears of being a new student.
YES NO
11. I know some important staff members at CMS, such as my counselor or principal.
YES NO
12. I know places where I feel a sense of belonging at school.
YES NO
Running Head: New Student Group 27
References
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