Relationships Session 2: Behaviors

School Counselor intern: Kelsey Fischer Date: 8/18/18

Activity: Power and Control Wheel skits, Healthy Relationship Behaviors Wheel skits
Grade(s): High School (11-12th)
WAC Standard(s) Addressed:

Standard 5.C: Counseling Theories and Techniques

ASCA Mindsets & Behaviors (2014) Addressed:

B-SS 7. Use leadership and teamwork skills to work effectively in diverse teams

Common Core Standards:

CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines,
and establish individual roles as needed.

CCSS.ELA-LITERACY.SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.

Learning Objective(s):
 Students can demonstrate examples of unhealthy behaviors from the Power and Control Wheel.
 Students can demonstrate examples of healthy behaviors from the Healthy Relationship Behaviors
Wheel.
Materials:
1. Power and Control Wheel handouts
2. Healthy Relationship Behaviors Wheel handouts
3. Session Evaluations
Lesson Outline/Procedure: Include each of your learning activities
1. Introduce myself as the school counselor again. Review briefly last week’s warning signs and ways that
you can help someone in an unhealthy relationship.
2. Hand out the Power and Control Wheel (attached) to each student. Take volunteers to reach each
section of the pie graph out loud. Explain that these are the most common examples of behaviors used
in unhealthy relationships to gain power and control over someone.
3. Arrange the class into eight different groups. Discretely assign each group a section of the chart.
 Instruct the groups to come up with a very short, 1 minute or shorter skit acting out the section they were
assigned. They will have to decide who will act and who will direct from their group. Let them know
that they should not use any real physical or violence. Some of these behaviors may be triggering for
some people, so keep the examples mild. Give the groups three minutes to plan the skits.
4. Have each group present their skit in front of the class. The rest of the class can then guess which
section of the chart they were acting out. Once someone has guessed correctly, have a group member
read the section out loud again.
5. Hand out the Healthy Relationship Behaviors Wheel (attached) to each student. Take volunteers to
reach each section of the pie graph out loud. Explain that these are positive behaviors that make
relationships healthy, and most of them are applicable to all kinds of relationships, not just dating.
6. Discretely assign the same groups a section of the new chart. Instruct the groups to come up with new,
short skits acting out the section they were assigned. Again, they will have to decide who will act and
who will direct from their group. Give the groups three minutes to plan the skits.
7. Have each group present their skit in front of the class. The rest of the class can then guess which
section of the chart they were acting out. Once someone has guessed correctly, have a group member
read the section out loud again.
8. Hand out session evaluation (attached) and collect after session.

Plan for Evaluation: How will each of the following be collected?

Process Data:
I will record attendance, date, classroom teacher, and length of session.
Perception Data:
Students complete the retrospective pre/post session evaluation to see if learning increased from before and
after the session.
Outcome Data:
I can examine incidents of relationship violence or abuse reported at the school and see if there is a change from
before to after the unit on relationships.
Plan for Next Lesson/ Follow Up:
I will end the session by asking students to note which healthy and unhealthy behaviors they find themselves
using in all their relationships over the week, and make an effort to utilize the Healthy Relationship Behaviors
Wheel to increase their healthy behaviors.

 City University of Seattle – Guidance & Counseling Program

ASCA (2012) template modified for internship; revised 4/15 with ASCA Mindsets & Behaviors
 Session 2 Evaluation: Behaviors

Questions Before the session: After the session:

(circle one) (circle one)
I can name 3 or more examples of behaviors someone may use Yes Yes
to have power and control in an unhealthy relationship. No No
I’m not sure I’m not sure
I can name 3 or more examples of healthy relationship Yes Yes
behaviors. No No
I’m not sure I’m not sure
I would like to talk about this more with my school counselor.
If yes, write your name: _______________________________ Yes
Your school counselor will reach out to you by the end of the
day. If it is an emergency, please see your counselor or No
someone else sooner to talk.