th Grade Students: Building Healthy Relationships Sarah E ...€¦ · relationships take center stage in the lives of adolescents. The emotional health of adolescents is highly reliant

Healthy Relationships Small Group 1

Small Group Counseling for 9th Grade Students: Building Healthy Relationships

Sarah E. Davis

The University Of North Carolina at Chapel Hill


Rationale for Population Served

The teenage years are bursting with social milestones; this is a time in which

relationships take center stage in the lives of adolescents. The emotional health of

adolescents is highly reliant on peer relationships. Whether the focus is on friendships,

dating relationships, or simply navigating the social climate of the school, these

relationships have the potential to either help or harm students (Jouriles et al. 2009). The

harmful implications of bullying and dating violence are now major public health concerns

among adolescents (Craigen et al. 2009). Transitions between school levels, like from

middle to high school, are especially disruptive for adolescent relationships (Carlisle 2011).

Therefore, enhanced knowledge of healthy relationships, unhealthy relationships, and how

to differentiate the two in real life scenarios is remarkably valuable to 9th grade students.

Cary High school is located in Wake County, North Carolina with 2,233 students in

attendance from grades 9-12. 45% of students enrolled at Cary High are minority students

and 30% of students enrolled are economically disadvantaged. 54% of enrolled students are

male and 46% of enrolled students are female (NCDPI 2011-2012).

Due to the large size of the school and the varied student body demographics, it can

be inferred that students are involved in many different types of relationships with other

students, teachers, and faculty. Having identified Cary High School students’ large amount

of social connections and relationships, it is evident that these students would benefit from

increased knowledge of healthy relationship qualities and how to differentiate healthy and

unhealthy relationships in real life scenarios. This group aims to enhance 9th grade students’

knowledge of healthy and unhealthy relationships and to decrease the number of counseling

referrals due to various relationship issues.


Screening and Selection Procedures

To select students to participate in the healthy relationship group sessions, it would

be preferable to have referrals from teachers and other counselors. These referred students

may have had past relationship issues that they have brought to their teachers and

counselors or that teachers and counselors have noticed. Examples of such relationship

issues include trouble with friendships, trouble with a dating relationship, bullying from

friends or trouble with “frenemies,” and trouble with familial relationships at home.

Group screening is very important to ensure group effectiveness and comfort for

group members. Individual interviews can be utilized in order to screen group members. To

control for age and grade factors, this group was designed to be presented to 9th grade

students. It is also important to gage interest for the best fit in the group as part of the

screening process. Potential members will be asked about their interest in participating in

the healthy relationships small group. If members express interest, they may be issued

informed consent forms to be completed and returned within one week. A closed

membership is ideal for this group in order to encourage students to build trusting

relationships within the group setting.

Group Size and Composition Strategies

The ideal small group is small enough to control safety, confidentiality, and

comfort, but is large enough to include a good, diverse sample of students. The size of the

small groups, eight 9th grade students, was chosen as a small enough number to maintain a

controlled, intimate environment for sharing thoughts and ideas comfortably. The size was


also chosen as a large enough number to allow for a more diverse sample of students, and

therefore more points of view to consider and discuss, than a smaller group might.

Overall Standards

ASCA

•A.A3.2: Demonstrate the ability to work independently, as well as the ability to

work cooperatively with other students

•PS.A1.5: Identify and express feelings

•PS.A1.1: Recognize that everyone has rights and responsibilities

•PS.A1.9: Demonstrate cooperative behavior in groups

•PS.A2.2: Respect alternative points of view

•PS.A2.6: Use effective communications skills

•PS.B1.3: Identify alternative solutions to a problem

•PS.B1.9: Identify long- and short-term goals

North Carolina Essential Standards

Health Education- High School

• 9.ICR.1.1: Illustrate the ability to respond to others with empathy

• 9.ICR.1.3: Illustrate strategies for resolving interpersonal conflict

without harming self or others

• 9.ICR.1.4: Summarize principles of healthy dating

• 9.ICR.1.5: Explain how power and control in relationships can

contribute to aggression and violence

Social Studies- Sociology


• 12.C.2.2: Analyze the roles of the family, school, peer groups, and

media in socializing adolescents.

• 12.C.2.3: Explain the impact of social organizations (such as

families), social structures (such as marriage), and social institutions

(such as schools) on individuals and groups within society.

Theatre Arts- High School

• B.C.2.1: Use improvisation and acting skills, such as observation,

concentration, and characterization in a variety of theatre exercises.

Visual Arts- High School

• B.V .2.3: Create personal, symbolic expression as a means of

communication (original, visual language).

Common Core Standards

English/Language Arts: Grades 9-10

• CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for

collegial discussions and decision-making (e.g., informal consensus,

taking votes on key issues, presentation of alternate views), clear

goals and deadlines, and individual roles as needed.

• CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and

responding to questions that relate the current discussion to broader

themes or larger ideas; actively incorporate others into the

discussion; and clarify, verify, or challenge ideas and conclusions.


• CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse

perspectives, summarize points of agreement and disagreement, and,

when warranted, qualify or justify their own views and understanding

and make new connections in light of the evidence and reasoning

presented.

Overall Outcome Goals

To create a more positive (and focused) school climate

In 13-14, referrals due to trouble with friendships at school will be reduced by 5% as compared to 12-13.

To create a safer climate for students in dating relationships

In 13-14, reports of dating violence at school will be reduced by 5% as compared to 12-13.


In 13-14, referrals due to trouble with dating relationships at school will be reduced by 5% as compared to 12-13.


In 13-14, referrals due to trouble with family relationships at school will be reduced by 5% as compared to 12-13.

Overall Evaluation Plan

Process Data:

Each group will include eight 9th grade students and will be timed during their lunch

hour. The group will meet once every Tuesday from September 10th until October 8th.

Students will sign in on sign-in sheets and complete post-lesson surveys every group

session. Each group session will include activities followed by discussions regarding the


lesson/activity for the day. The results will be shared with administration, teachers, and the

school counseling department via e-mail.

Perception Data

Students will demonstrate their knowledge of healthy relationships and unhealthy

relationships in the surveys provided throughout the group sessions. 90% of students will be

able to identify and state the qualities of a healthy relationship. 80% of students will be able

to identify and state the qualities of an unhealthy relationship. 90% of students will be able

to state solutions to common relationship scenarios and problems. 75% of students will feel

better equipped to manage common relationship dilemmas. The results will be shared with

administration, teachers, and the school counseling department via e-mail.

Outcome Data

As a result of these group lessons, students will exhibit the following behavioral

changes: Students will use their knowledge of healthy relationships to assess their

relationships with others, leading to the reduction of referrals due to trouble with

friendships by 5% in 13-14 as compared to 12-13. Students will use their knowledge of

unhealthy relationships to assess their relationships with others, leading to the reduction of

reports of dating violence at school by 5% in 13-14 as compared to 12-13. Similarly,

students will use their knowledge of unhealthy relationships to assess their relationships

with others, leading to the reduction of referrals due to trouble with dating relationships by

5% in 13-14 as compared to 12-13. In addition, referrals due to trouble with family

relationships at school will be reduced by 5% as compared to 12-13.


Follow-up

Following group sessions, teachers will report back to counselors regarding changes

in referred students’ relationship behavior via email. The counselor will meet individually

with each student in the group for a follow-up session two weeks after the final group

session. This follow-up meeting will be used to gage the students’ feelings about the group,

their relationship progress since the beginning of group, and to address any lingering

questions they might have.

Theoretical Foundation

The lessons in these small group sessions incorporate counseling theories in order to

create a well-rounded lesson that accounts for multiple learning styles. One example of

these theories is the use of skillstreaming and modeling from Cognitive Behavioral

Therapy. Students are asked to conduct role-plays in order to gain a sense of what those

scenarios are like in real life and how to react to them in proper ways. Cognitive Behavioral

Therapy can also be seen in the “Dear Abby” exercise where students must respond as

advice columnists; students are told to consider their thoughts and how they are thinking

before the react (or how the person should react in their situation).

Multicultural Considerations

Small group sessions require multicultural considerations and cultural awareness. It

is imperative to recognize different communication styles, be sensitive to cultural

stereotypes, and appreciate the importance of cultural diversity. A foundation of these needs


is leader self-awareness; leaders should be aware of their own culture and the others in the

group. This is especially important in a group that focuses on healthy relationships as

relationships norms can vary across cultures. For this reason, the group should take the

following cross-cultural factors into consideration during the lessons and discussion: race,

ethnicity, gender, religion, sexual orientation, and socioeconomic status.

Differentiation Strategies

It is important to consider differentiation strategies for small group counseling in

order to account for multiple intelligence. Students are gifted in a range ways and often

learn through various teaching methods. For instance, some students are visual learners

while others are linguistic learners; some students learn by kinesthetic experiences while

others are more logical and mathematical in their thinking. To best suit the different

learning styles of students, a counselor may want to change the product, content, or process

of the group lessons. The first lesson includes a variety of learning opportunities; students

may act out scenarios in order to hear them or see them first-hand. If there are no students

that are able to conduct role-plays, the counselor may want to attempt the role-play

him/herself. Lesson two includes a visual and kinesthetic activity in which students are

asked to create “relationship recipes.” If students are unable to create the recipes

themselves, the counselor may decide to create one large recipe on the board. The content

of the lessons is based on healthy relationships; therefore, students with different styles of

learning or disabilities may need to understand that content under their own terms. The

product of the group sessions (the means in which a culminating understanding of the


content is expressed by the student) may be seen and heard on surveys and in discussions.

Counselors may conduct surveys aloud individually if a student requires it.

Rationale for Sequence of Sessions

Small groups can often be divided into stages. This group plan’s sequence of

sessions was designed with the model of group stages by Corey (2008) in mind. Corey’s

model of group stages is based on the concept that a successful small group naturally flows

from step to step: formation, orientation, transition, working, consolidation, and follow-up.

The first group session’s lesson is very interactive; students conduct role-plays of given

relationship dilemmas. This interaction is key for orientation, getting comfortable in the

group and getting to know one another. The following three lessons fall mostly under the

“working” group stage, where students are working out the relationship issues presented.

The fifth and final lesson is meant to consolidate the knowledge of relationships gathered so

far. The post-lesson surveys are also used following each lesson in order to consolidate

information and check for understanding and helpfulness. The individual sessions following

the five group lessons are conducted for the purpose of follow-up. Counselors will meet

with students individually to gage the students’ feelings about the group, their relationship

progress since the beginning of group, and to address any lingering questions they might

have.


Healthy Relationships Group: Lesson #1: Relationship Role Playing School Counselor: Sarah Davis Date: September 10, 2013

Grade: 9

ASCA Student Standards (Domain/Standard/Competencies):

• PS.A1.5: Identify and express feelings

• PS.A1.9: Demonstrate cooperative behavior in groups

• PS.A1.1: Recognize that everyone has rights and responsibilities

• PS.A2.2: Respect alternative points of view

• PS.B1.2: Understand consequences of decisions and choices

Common Core/Essential Student Standards (Domain/Standard/Competencies):















presented.

NC Essential Student Standards















Theatre Arts- High School

• B.C.2.1: Use improvisation and acting skills, such as observation,

concentration, and characterization in a variety of theatre exercises.

Learning Objective(s):

1. Students will be able to identify characteristics of a healthy relationship

2. Students will identify their own solutions to common relationship dilemmas

3. Students will be able to empathize with different points of view by coming up with

solutions to relationship problems

4. Students will be able to recall at least one group rule on the post-lesson survey

Materials:

• Whiteboard or poster paper for writing small group counseling rules

• Pens/markers

• Post-lesson survey

• Role Plays (below)

Procedure

Introduction:


Students will be asked to sign in on a sign-in sheet at the beginning of the lesson. Students

will be given an opportunity to create rules for the group, including rules regarding

confidentiality and punishments for breaking confidentiality. The counselor will then

introduce the major elements of healthy teenage relationships: respect, trust, mutual

intimacy, caring and empathy, communication, and self-awareness/self-worth.

Main Content/Experiential Activities:

The counselor will ask for volunteers to act out the following scenarios. Actors will create

their own dialogue for the scenario. The counselor will tell actors that they may choose one

of the possible endings or they may create their own ending. A group discussion will follow

each scenario.

Role Play #1: The Dilemma

Scenario: Maria agrees to go out with her friend Kim for pizza and to the movies on Friday.

A few hours later, Maria’s friend Jen asks her if she wants to go to a popular concert that

same Friday night. What should Maria do?

Options for response:

a. Maria talks to Kim to see if they can have pizza and go to the movies

another night and then goes with Jen to the concert.

b. Maria thanks Jen for the invitation but says that she already has plans for

that night.

c. Maria agrees to go with Jen to the concert and doesn’t tell Kim.

d. Choose your own ending.

The counselor will lead a discussion regarding Role Play #1 (discussion questions found in

processing, below).

Role Play #2: The Outfit

Scenario: Abby tries on an outfit that is very ugly and looks terrible on her. Her two friends,

Chantel and Katrina, don’t want to hurt her feelings, but they feel they should say

something as Abby thinks about buying the outfit. What should Chantel and Katrina do?



a. Chantel and Katrina suggest to Abby that they look around the Mall a little bit more

before she buys the outfit in case she sees something she likes even better.

b. Chantel and Katrina tell Abby that they think the outfit looks horrible on her and

that she should not buy it.

c. Chantel and Katrina decide not to say anything to Abby.

d. Choose your own ending


processing, below).

Role Play #3: The Bad Day

Scenario: Dina walks home with her friend Kayla and tells her about how her math teacher

embarrassed her in front of the class. When she walks into her house, Dina’s mother asks

her how her day was. Instead of answering, Dina makes a face at her mother, goes to her

room, and slams the door. What should Dina do?


a. Dina blasts her music and ignores what happened between her and her mother.

b. Dina takes some time in her room to cool off and then goes and talks to her mother about

her day and apologizes for being rude.

c. Dina calls her friend to talk about how she is feeling.

d. Choose your own ending.


processing, below).

Processing:

Questions for Discussion following Role Play #1:

1. What do you think Maria is feeling? How do you think Jen and Kim will feel depending

on what Maria decides to do? The aim of this question is to get participants to empathize

with different positions or points of view.

2. Does everyone agree with the ending? Why or why not?

3. What are other possible endings and how do you think they would work out?


Challenge participants to consider not only what they think would be the “right” thing to

do, but also what they would want to do and how they could try to work out different

outcomes. Have participants think about how they would word responses.


1. How do you think Chantel and Katrina are feeling? How do you think Abby is feeling?

How would a different approach change the way Abby feels? Help the participants build

empathy and consider Abby’s feelings as they think of strategies.


3. What would you have done differently? Have the participants think about how the way

they say something can change its meaning. In a healthy relationship, the characters are

empathic and sensitive towards each other and respect each other’s views.


1. How do you think Dina might be feeling? How do you think her mother is feeling?

Encourage participants to connect how feelings can influence behaviors.


3. What would you have done differently? In a healthy relationship, Dina is able to express

her feelings and take responsibility for her actions.

The counselor will ask students to complete a post-lesson survey containing questions

regarding relationships, the lesson, and discussion.

Closing:

The counselor will review the group rules to check for understanding. The students will

then be asked to recap the qualities of a healthy relationship in a final discussion. The

counselor will ask students to notice these qualities in their relationships in school, at home,

and in the community until the next group session.

Plan for Evaluation

Process Data:


The lesson will be taught in small groups of eight 9th grade students. The students will sign

in on a sign-in sheet at the beginning of the lesson. Students will conduct role plays to

examine common relationship scenarios. Students will complete a survey after the lesson

containing questions regarding relationships, the lesson, and discussion. The results will be

shared with administration, teachers, and the school counseling department via e-mail.

Perception Data:

Students will demonstrate their knowledge of healthy relationships in the survey provided,

as well as their understanding of the group rules regarding confidentiality. At least 80% of

students will be able to state a group rule on the survey. The results will be shared with


Lesson Plan adapted from:

Young Women’s Health (2005). Module 1: Healthy Relationships. Teen Safe Curriculum.

Retrieved from http://www.youngwomenshealth.org/PDFs/curric_healthy_relat.pdf

Healthy Relationships Group: Lesson #2: Relationship Recipe School Counselor: Sarah Davis Date: September 17, 2013

Grade: 9





















presented.









Visual Arts- High School

• B.V .2.3: Create personal, symbolic expression as a means of

communication (original, visual language).









1. Students will be able to identify the qualities of relationships that they deem most

important


3. Students will be able to compare and contrast similarities and differences between

other students’ relationship values

Materials:

• Recipe cards

• Decorating pens and stickers


Procedure

Introduction:

Students will be asked to sign in on a sign-in sheet at the beginning of the lesson. The

counselor will hand out materials to students and begin a discussion about what students

value most in relationships.


Following the discussion, the counselor will instruct students to think about their own

personal recipe for the ideal relationship. Students should consider the “ingredients” they

need for a relationship and how much of each they would like to include (i.e., a cup,

tablespoon, pinch, etc.). The students will have 25 minutes to create their ideal relationship

recipe on the recipe cards provided and to decorate their cards.

Processing:

Discussion: The counselor will ask participants to take turns sharing their recipes with each

other. Students will discuss the similarities and differences among the recipes. How did


participants decide how much of each ingredient they needed? Are there any ingredients

that would change the flavor or consistency of the recipe?


regarding their relationship values and the helpfulness of the discussion.

Closing:

The counselor will review the qualities of a healthy relationship. The students will then be

asked to recap the qualities of the ideal relationship in a final discussion. The counselor will

ask students to notice how these qualities add up in their relationships in school, at home,

and in the community until the next group session.

Plan for Evaluation

Process Data:


in on a sign-in sheet at the beginning of the lesson. Students will create relationship

“recipes” to examine their relationship values. Students will complete a survey after the

lesson containing questions regarding relationships, the lesson, and discussion. The results

will be shared with administration, teachers, and the school counseling department via e-

mail.

Perception Data:

Students will demonstrate their perceptions of healthy relationships in the survey provided,

as well as their values regarding healthy relationships. At least 75% of students will be able

to state one of the qualities of healthy relationships on the survey. The results will be shared

with administration, teachers, and the school counseling department via e-mail.





Healthy Relationships Group: Lesson #3: “Dear Abby” School Counselor: Sarah Davis Date: September 24, 2013

Grade: 9






















presented.


















2. Students will identify their own solutions to common tricky relationship situations

3. Students will be able to empathize with different points of view by coming up with

solutions to relationship problems

Materials:

• “Dear Abby” letters

• Pens and Pencils

• Posterboard


Procedure

Introduction:


counselor will continue by reviewing the major elements of healthy teenage relationships:

respect, trust, mutual intimacy, caring and empathy, communication, and self-

awareness/self-worth.



The counselor will tell students that their role is that of an advice columnist. A volunteer

will be asked to read the “Dear Abby” letter aloud to the group.

Example 1:

Questions for discussion: Should the author try to talk to her friend about the parts of the

friendship she finds difficult? Does the author have an obligation to continue this

friendship? Does either the author or the friend need help from an adult?

Example 2:

Questions for discussion: How can the author tell if she can trust another person? How are

people’s opinions influenced by rumors?

Processing:

The counselor will then lead a discussion about what advice they would suggest to the


author of the letter. Ask a volunteer to write suggestions on the board. Prompt a discussion

around ideas and misconceptions people have about communication in relationships.

Possible discussion questions:

• What are some misconceptions people have about friends and love?

• How can we be realistic in what we expect from relationships?

• How can we be considerate of our own feelings and the feelings of others?

The counselor will ask students to complete a post-lesson survey containing questions about

the qualities of a healthy relationship, the helpfulness of the discussion, and their

confidence in their responses to the “Dear Abby” situations following the discussion.

Closing:

The students will be asked to recap the qualities of a healthy relationship and how they fit

into these “Dear Abby” situations in a final discussion. The counselor will ask students to

look for these situations in their lives in school, at home, and in the community until the

next group session.

Plan for Evaluation

Process Data:


in on a sign-in sheet at the beginning of the lesson. Students will consider common

relationship dilemmas and work out solutions to the issues presented. Students will

complete a survey after the lesson containing questions regarding relationships, the lesson,

and discussion. The results will be shared with administration, teachers, and the school

counseling department via e-mail.

Perception Data:

Students will demonstrate their knowledge of all major elements of healthy teenage

relationships (respect, trust, mutual intimacy, caring and empathy, communication, and

self-awareness/self-worth) in the survey provided. At least 70% of students will be able to

state the qualities of healthy relationships on the survey. The results will be shared with






Healthy Relationships Group: Lesson #4: Relationship Venn Diagram School Counselor: Sarah Davis Date: October 1, 2013

Grade: 9





















presented.
















1. Students will be able to identify the qualities of a specific relationship in their lives

2. Students will be able to identify healthy characteristics and unhealthy

characteristics of a specific relationship in their lives

3. Students will be able to compare and contrast similarities and differences between

themselves and a friend in their relationship

Materials:

• Paper copies of the Relationship Venn diagram

• Pens and Pencils


Procedure


Introduction:


counselor will distribute paper and writing materials to students and ask them to think of a

friend that they would like to think about for the activity.


The counselor will ask students to write or draw qualities they admire about themselves or

activities they enjoy doing in the “You” circle. In the “Your Friend” circle, the counselor

will ask students to write or draw qualities about a specific close friend they admire or

activities this friend enjoys doing. After students have filled out both parts of the non-

overlapping circles, the counselor will ask students to write or draw qualities and/or

activities that are shared between themselves and their friend in the middle or overlapping

section, “You and your friend.”

Processing:

The counselor will then prompt a discussion about the mutuality and differences within a

relationship. Possible discussion questions include:

• Are there qualities that were similar between yourself and your friend? Are there

differences?

• Are you surprised by any of the similarities or differences you wrote down?

• Do you think friends need to share characteristics or activities?

• Have there been times when you had more or less in common with a friend? What

happened in that relationship?

The counselor will ask students to complete a post-lesson survey containing questions about

the differences between roles in relationships and the helpfulness of the discussion.

Closing:

The students will be asked to recap the qualities of a healthy relationship and how their

relationships stack up in regards to these healthy relationship qualities. The counselor will

ask students to observe the different relationship roles with their friends until the next group

session.


Plan for Evaluation

Process Data:


in on a sign-in sheet at the beginning of the lesson. Students will create a Venn diagram to

compare and contrast roles within their own relationships. Students will complete a survey

after the lesson containing questions regarding relationships, the lesson, and discussion. The

results will be shared with administration, teachers, and the school counseling department

via e-mail.

Perception Data:

Students will identify the qualities of a specific relationship in their lives and compare and

contrast similarities and differences within these relationships in the survey provided.

At least 70% of students will be able to relate their own specific relationships to the healthy

relationship qualities discussed in the previous groups. The results will be shared with





Healthy Relationships Group: Lesson #5: Red Light, Green Light School Counselor: Sarah Davis Date: October 8, 2013

Grade: 9






















presented.


















2. Students will be able to identify characteristics of an unhealthy relationship

Materials:

• Index Cards with prompts on them (handout provided)

• Posterboard/chalkboard/whiteboard

• Pen

• Red, yellow, and green posters

Procedure

Introduction:


counselor will ask students what the characteristics of an unhealthy relationship are.


The counselor will explain to the group that they will be looking at qualities and behaviors

in relationships and deciding if they are good/healthy (Green Light), worrisome (Yellow

Light) or unhealthy (Red Light). Students will be asked to break into two groups by

counting off “1,” “2,” around the room. The counselor will ask students to join their team

on opposite ends of the room and will provide each team with an identical stack of index

cards. Teams will then decide what qualities they would put under “Green Light,” “Yellow

Light,” and “Red Light” categories. Teams will take turns taping each quality or behavior

under the category they feel it fits best in.

Processing:


The counselor will then prompt a discussion about the criteria the participants used to

categorize the qualities or behaviors. The counselor should ask about the qualities that

participants feel fall into definite categories as well as behaviors that are worrisome. Why

do some behaviors depend on the situation? Did all group members agree about the

“Yellow Light” qualities?


regarding unhealthy and healthy relationships.

Closing:

The students will be asked to recap the qualities of a healthy relationship and an unhealthy

relationship in a final discussion. The counselor will ask students to notice these qualities in

their relationships in school, at home, and in the community until the next group session.

Plan for Evaluation

Process Data:


in on a sign-in sheet at the beginning of the lesson. Students will play “Red Light, Green

Light” and consider relationship qualities that are good, bad, and questionable. Students

will complete a survey after the lesson containing questions regarding relationships, the

lesson, and discussion. The results will be shared with administration, teachers, and the

school counseling department via e-mail.

Perception Data:

Students will demonstrate their knowledge of healthy relationships and unhealthy

relationships in the survey provided. At least 95% of students will be able to state an

unhealthy quality of a relationship and all of the studied healthy relationship qualities

discussed in group (respect, trust, mutual intimacy, caring and empathy, communication,

and self-awareness/self-worth). The results will be shared with administration, teachers, and

the school counseling department via e-mail.













References

Carlisle, M. (2011). Healthy Relationships and Building Developmental Assets in Middle

School Students. Canadian Journal Of Education, 34(3), 18-32.

Craigen, L. M., Sikes, A., Healey, A., & Hays, D. (2009). School Counselors' Role in

Dating Violence Intervention. Journal Of School Counseling, 7(18),

Jouriles, E. N., Platt, C., & McDonald, R. (2009). Violence in Adolescent Dating

Relationships. Prevention Researcher, 16(1), 3-7.

North Carolina Department of Public Instruction. (2011-2012). NC school report cards:

Cary High School. Retrieved from

http://www.ncschoolreportcard.org/src/schDetails.jsp?pYear=2011-

2012&pLEACode=920&pSchCode=368

th Grade Students: Building Healthy Relationships Sarah E ...€¦ · relationships take center stage in the lives of adolescents. The emotional health of adolescents is highly reliant

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