A Student’s Search for Meaning: Lessons in Motivation

Focus of Group: To give students the ability to communicate an understanding of motivation,

purpose, and intrinsic and extrinsic motivation. Students will reflect and identify their source of
motivation, life purpose, and post high school goals. Students will gain a greater awareness of
their interests, curiosity, emotions, and anxiety and how they can affect motivation. Students
will also learn about Abraham Maslow’s Hierarchy of Needs and identifying needs already
accomplished or need to meet in the future. Students will ultimately learn that meeting every
tier’s needs will lead to a happier and fulfilled life.

Number of Students: 8-10 per group (there will be two tracks running in October and
November).

Grade Level: 10th.

Adult Leader: School Counselor.

Number of Sessions: One session a week for four weeks.

ASCA Domain: Social/Emotional Learning.

ASCA Mindsets & Behaviors:

M 2. Self-confidence in ability to succeed.

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.

B- LS 4. Apply self-motivation and self-direction to learning.

B- SMS 6. Demonstrate ability to overcome barriers to learning.

Materials: What’s My Purpose? worksheet, Post-it notes (two colors), Intrinsic and extrinsic
motivation chart, Maslow’s Hierarchy of Needs handout, The Fire that Faded worksheet, and
pens.

Session #1: What’s My Purpose?

1.Introduce the purpose of the group and have students introduce themselves.
2. Define the terms “Purpose” and “Motivation” and ask students if they have purpose or
meaning in their lives. If students cannot provide an answer, ask how they would begin that
pursuit.
3. Provide time for students to reflect and discuss their answers. Then ask students what causes
a person to persist or to give up.
4. Distribute “What is my Purpose?” worksheet to students.
5. After completion, engage in discussion with students about the worksheet.

Session #2: Intrinsic vs. Extrinsic Motivation

1. Introduce students to Intrinsic and extrinsic motivation and explain the difference between
the two terms.
2. Have students write down three things that motivate them to succeed academically on three
separate post-it notes.
3. Ask students to place their post-its on a chart that is labeled “intrinsic” and “extrinsic.”
4. Discuss these questions: What are people most motivated by, intrinsic or extrinsic factors?
Count up the number of intrinsic and extrinsic motivations on the chart. What are you most
motivated by? Which type of motivation would make you happier in the long run?

Session #3: Maslow’s Hierarchy of Needs

1. Introduce Maslow’s theory and explain the importance of being motivated to meet the needs
for personal growth and development. Explain how the Hierarchy of Needs applies in an
academic setting.
2. Pass out Hierarchy of Needs handout.
3. Go over the five tiers of the pyramid together with the students.
4. Ask students which tier(s) they feel inadequate in and how they would go about meeting
their needs.
5 Have students complete the handout.
6. Discuss the answers with students.

Session #4: The Fire That Faded

1. Reintroduce session #3 discussion about the highest tier on Maslow’s pyramid: Self-
actualization. Explain to students that reaching self-actualization is the ultimate goal and once
personal needs are met, they can serve others.
2. Ask students this question again: “What is your purpose?” (answers might have changed
since session #1).
3. Also ask students: “How can you serve others? What are the challenges in reaching your
purpose?” “When was the last time you failed reaching a goal?”
4. Pass out and explain The Fire That Faded worksheet for students to complete.
5. Facilitate discussion with students over worksheet responses.

Plan for Evaluation

Process Data:
Eight to ten 10th grade students will participate in 30-45-minute small group sessions for four
weeks that will consist of two tracks in October and November. The small group will run during
advisory period.

Perception Data:
90% of students will be able to identify their source of motivation and meaning/purpose in their
lives. 90% of students will establish post high school plans. Career interest and involvement will
increase from 35.67% to 60%.

Outcome Data:
Students failing at least one class will drop from 35.14% to 20%.
Students wanting a good job after high school will increase from 35.67% to 60%.
Students wanting to go to college will increase from 54.78% to 70%.

Follow-Up:
School Counselors will meet with students individually or as a small group after one semester to
ensure that they have started establishing post high school plans. School Counselors will also
monitor students’ academic goals to ensure improvement in grades.
 A Student’s Search for Meaning: Lessons in Motivation (pre-test)
We want to know your opinion on academic motivation and school. There will be space provided
below for comments regarding this pre-test.

Using a scale of 5 to 1 (5 =strongly agree and 1=strongly disagree), please

circle your opinion about the following:

What do you think? 5 = Strongly Agree 2 = Disagree

4 = Agree 1 = Strongly Disagree
3= Neutral
I know my purpose in life. 5 4 3 2 1

I have established future goals. 5 4 3 2 1

I have a consistent study schedule. 5 4 3 2 1

I do not find my classes interesting, so I keep my 5 4 3 2 1

work to a minimum.
I am able to identify barriers to achieving my 5 4 3 2 1
goals.
I want to succeed in school. 5 4 3 2 1

I find at times that studying gives me a feel of 5 4 3 2 1

deep satisfaction.
I feel that virtually any topic can be highly 5 4 3 2 1
interesting once I get into it.
Everything I’m learning in school will help me 5 4 3 2 1
succeed in the future.
I take my studies very seriously. 5 4 3 2 1

I know the difference between intrinsic and 5 4 3 2 1

extrinsic motivation.
I can name all five tiers on Maslow’s Hierarchy 5 4 3 2 1
of Needs pyramid.
I attend all of my classes every day. 5 4 3 2 1

I complete all of my homework assignments 5 4 3 2 1

every day.
Additional comments for the school counselor:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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 A Student’s Search for Meaning: Lessons in Motivation (post-test)
We want to know your opinion on academic motivation and school. There will be space provided
below for comments regarding this post-test.

Using a scale of 5 to 1 (5 =strongly agree and 1=strongly disagree), please

circle your opinion about the following:

What do you think? 5 = Strongly Agree 2 = Disagree

4 = Agree 1 = Strongly Disagree
3= Neutral
I know my purpose in life. 5 4 3 2 1

I have established future goals. 5 4 3 2 1

I have a consistent study schedule. 5 4 3 2 1

I do not find my classes interesting, so I keep my 5 4 3 2 1

work to a minimum.
I am able to identify barriers to achieving my 5 4 3 2 1
goals.
I want to succeed in school. 5 4 3 2 1

I find at times that studying gives me a feel of 5 4 3 2 1

deep satisfaction.
I feel that virtually any topic can be highly 5 4 3 2 1
interesting once I get into it.
Everything I’m learning in school will help me 5 4 3 2 1
succeed in the future.
I take my studies very seriously. 5 4 3 2 1

I know the difference between intrinsic and 5 4 3 2 1

extrinsic motivation.
I can name all five tiers on Maslow’s Hierarchy 5 4 3 2 1
of Needs pyramid.
I attend all of my classes every day. 5 4 3 2 1

I complete all of my homework assignments 5 4 3 2 1

every day.
Additional comments for the school counselor:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 INFORMED CONSENT FORM

Dear Parent/Guardian:

Roberto Clemente Community Academy’s Comprehensive Counseling Program emphasizes the importance of
academic and life success for every student. During the school year, students have the opportunity to participate in
small groups. Small group counseling is an excellent way for students to learn skills, develop self-awareness and
confidence, practice new behaviors, and better understand how to effectively deal with some of the issues life
presents. We have found that when we work with students in groups, they gain support from others who are
experiencing similar situations or who have adjusted well after experiencing a similar situation in the past.

Your child has expressed an interest in participating in a group called A Student’s Search for Meaning: Lessons in
Motivation, which will consist of two tracks commencing in October and November. The group will focus on
helping students identify and understand common thoughts and feelings associated with the experience of academic
motivation, developing insight and goals and learning from the shared experiences of other students in similar
circumstances. This group will meet during advisory period once a week for approximately four weeks.

Please understand that participation in the group is completely voluntary and student confidentiality is addressed and
respected. The exception to this is my legal and ethical responsibility to take appropriate action in the case of an
individual intending to do harm to self or others; if abuse or neglect is suspected, if illegal activity is reported to me
or if I am required to do so by a court of law. Please contact me at (773) 534-4000 if you have questions or desire
further information about the group.

In order for your child to participate in this group, district policy requires your signed consent. Please sign, date the
following form and return it to the Guidance and Counseling office by October 1st.

Educationally,

__________________________

Professional School Counselor

Phone Number (___) ________Email Address ____________________
- - - - - -cut here, return bottom portion and keep the top portion for your records- - - - - -

Consent/Non-Consent to Participate In Group

Please return to the Guidance and Counseling office by _____October 1, 2019_____

I have read the information provided by the Professional School Counselor and have had an opportunity to ask
questions about small group counseling for my child.

___ I give consent for my child to participate in the A Student’s Search for Meaning: Lessons in Motivation
group. I understand that participation is completely voluntary and that classroom requirements take precedence over
group participation.

___ I do not give consent for my child to participate in the A Student’s Search for Meaning: Lessons in
Motivation group.

__________________________________________ Student Name _________________Date

____________________________________ Parent/Guardian Name _________________Date

Dear Parents and Guardians,

Small group responsive services are a part of Roberto Clemente Community Academy’s
Comprehensive School Counseling Program. The goals of the small group responsive services
groups are (1) to help students learn effective communication skills, (2) to help students identify
their motivations, future goals, and barriers to their goals, (3) to help students realize how
feelings and behaviors are related to academic performance, and (4) to provide an opportunity
for students to help each other through sharing feelings and hopes in a safe environment.

Students that participate in small group responsive services will be expected to abide by Roberto
Clemente Community Academy rules. If it becomes difficult for a student to follow the group
rules, counseling staff will meet to determine whether the student will continue to participate in
the group.

The group will consist of four sessions lasting for 30-45 minutes. If for some reason one group
session is cancelled (i.e. fieldtrip or assembly), it will resume the following week as scheduled.
Groups typically have eight to ten students participating at one time.

As a counselor of Roberto Clemente Community Academy, I provide students with a safe and
supportive environment in which to practice their skills and explore dreams, feelings, and hopes.
School counseling groups do not replace outside therapy services. As a school counselor, I can
offer support and not long-term therapy services. If you feel your child would benefit from long-
term therapy services, I will assist you with finding outside services.

If you are interested in having your child participate in a small group, fill out the Parent
Permission Form and return it to your child’s teacher or the counseling staff. Please feel free to
call me if you have any questions or concerns.

Sincerely,

_________________________
Professional School Counselor
1. Confidentiality (unless there is an unsafe situation). Group discussions are confidential. What
is said in group, stays in group.

2. Share feelings and experiences but don’t give advice to fellow group members.

3. Accept each other without making judgements.

4. Always be honest to one another.

5. Exhibit appropriate behavior in group and avoid using offensive language.

6. Be respectful, supportive, and encouraging to one another.

7. Maintain a positive attitude in group.

8. Listen without interrupting another group member.

9. Do not monopolize group time and allow everyone to share.

10. Participate. Do your share of the work.

11. Attend groups on time. Members are expected to make groups a priority and attend all
sessions, arrive on time and remain for the entire session unless there is an emergency.

*Breaking these rules may result in dismissal from the group*