Professional Documents
Culture Documents
PROJECT
CSPU 618
Emily Herrera
Running head: CAPSTONE SYSTEM CHANGE 2
PROJECT
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
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
Running head: CAPSTONE SYSTEM CHANGE 3
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sessions allow students to get an in depth, one on one experience that can aid in the
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
District students are able to meet with their learning director upon drop in or
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
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
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
Running head: CAPSTONE SYSTEM CHANGE 4
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past several years to 82%. Approximately 9% of the student population are English
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
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
accepting change, dealing with feelings, and correcting irrational feelings. Grieving
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.
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
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.
program. Grieving students will be provided with crisis intervention resources to help
Running head: CAPSTONE SYSTEM CHANGE 6
PROJECT
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
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
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
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
Center for Human services, Youth for Christ, Community Hospice, Field trips, and
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
Running head: CAPSTONE SYSTEM CHANGE 7
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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
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
Running head: CAPSTONE SYSTEM CHANGE 8
PROJECT
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,
Week One:
Theme(s): Ice-breaking, introductions, group norm building.
Week Two:
Week Three:
Week Four:
Week Five:
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.
Running head: CAPSTONE SYSTEM CHANGE 11
PROJECT
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)
Goal:
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.
Running head: CAPSTONE SYSTEM CHANGE 12
PROJECT
Engaging Activity:
Running head: CAPSTONE SYSTEM CHANGE 13
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Post Questionnaire:
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)
The person who helped me most through this time was _____ Parent _____Friend
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_____
6. When this loss took place, I experienced feelings of: (Make more than one, if
appropriate)
_____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
______Yes _____No
17. If the school was notified of your loss, did any teachers or counselors ask how you
suffered a loss, would you go to see what it was like? _____No _____Yes
3-10b
Running head: CAPSTONE SYSTEM CHANGE 15
PROJECT
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:
Running head: CAPSTONE SYSTEM CHANGE 16
PROJECT
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
Running head: CAPSTONE SYSTEM CHANGE 17
PROJECT