) 1. Customize the group name and I-self-exploration group 2. Group goals 1. Assist members to know themselves better. He has studied group counseling, group counseling, counseling theory and technology, interpersonal relationships, counseling principles, general psychology, deve

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1. Group name

Customize one me-self-exploration group

2. Group target

. Assist members to know themselves better.

. Assist members to improve their self-awareness.

. Assist members to accept and appreciate themselves.

3. Group nature

educational, fixed member, high-structure

4. Leader and training background

Yang Wenyan - a fourth-year student in the Department of Counseling and Consulting at Changhua Normal University. He has studied group counseling, group counseling, counseling theory and technology, interpersonal relationships, counseling principles, general psychology, development psychology , adolescent psychology, group counseling internship, personality psychology and other related courses, and has served as leaders of small groups in Zhang'an National Middle School , Changhua Normal University Counseling and Consulting Learning Counseling Camp, and Xin Generation Camp.

Wu Wenzhi - a fourth-year student in the Department of Counseling and Consulting at Changhua Normal University. He has studied related courses such as group counseling, group counseling, counseling theory and technology, interpersonal relationships, counseling principles, general psychology, developmental psychology, youth psychology and counseling, individual counseling and internships. He also served as the leader of a small group in Yangming Guozhong, Zhang'an Guozhong, and Changhua Normal University Counseling Camp.

5. Group object

National Middle School - 8 to 10 people in the second grade, men and women are not limited to

6. Recruitment method and selection criteria

is fully responsible for

7. Time frequency and number of

Once a week, a total of eight groups, each time for 45 minutes

8. Location

Zhang'an National Middle School Library.

9. Theoretical basis

(I) Behavioral characteristics and needs of members (basic theory):

Adolescent is a transitional period of development between childhood and adulthood.

Hall (1916) was the first psychologist to form a theory of adolescence. He argued that major physical changes in adolescence can also lead to major psychological changes.

Erikson (1968) believes that the main issue of adolescence is to resolve the conflict between identification and identification, to become a unique adult and play an important role in life.

Adolescent is a developmental transition between childhood and adulthood, and it begins with adolescents - a process that leads to sexual maturity and enables individuals to reproductively.

The beginning of adolescence has been pursuing recognition. And "Who am I?" is the theme of this period, and the search process will influence the way adolescents see things, think, and the situations with other people in their lives.

Therefore, this plan further clarifies their own values ​​(the fourth group) from the understanding of their own traits (the second group) required by adolescents, while also discovering that they may not be aware of their abilities.

Through this process, we help young people get in touch with the topic of learning to know "Who am I?" and lead them to explore what they want to pursue (the seventh group). From these eight groups, we hope to lead young people to explore various qualities and resources about themselves, and thus develop a sense of identity with themselves.

(II) Methods and strategies for assistance (activity design theory):

In view of the need for teenagers for self-exploration, and they are confused about themselves at this stage and cannot even be aware of their own needs. Therefore, we design various solutions such as traits, abilities, values, etc. to help teenagers understand themselves. The following briefly introduces the activities and related theories needed to be used in each unit.

. First-time Group - It's great to have you

Good start is half the success. How to start the first group appropriately has an important impact on the future group progress, because members will evaluate whether the group will be helpful to them based on their impression of the leader and group in the first group.

Therefore, at the beginning of the group, leaders should not only introduce themselves first, but also help members become familiar with each other, and also make leaders more aware of members. Among youth groups, teenagers are very unfamiliar with groups. Therefore, leaders must introduce the content of the group to members, clarify the group's goals and members' expectations for the group, so that teenagers know more about how they should deal with themselves in the group.

In addition, the first time the group must also jointly formulate group norms with members and promise to abide by each other so that the group can proceed smoothly and young people can understand the group's norms and basic principles.

. The second group - trait dig! dig! Wow!

traits are a person's personality, which means the individual's view of himself, including physiological characteristics, temperament, attitude, etc. In the second group, members' trait charts are provided specifically to let members check the traits they think they have. On the one hand, it is to enhance their understanding. On the other hand, through sharing with each other, members can also know what their traits are in the eyes of others and understand the differences between the public and the real me.

. The third group - Call me the first place

The ability referred to in psychology has two meanings: one refers to the actual "what can do" in an individual; the other refers to the future "what can do" in an individual.

In short, ability is the specific ability of an individual to practice his goals. It may be innate or learned through acquired learning.

The theme of the third group is the actual part of what the individual can do now, that is, the actual ability that the individual shows in behavior. The actual ability of an individual in a certain aspect is due to his innate genetic basis and the results of hard learning in an acquired environment.

Through the understanding and affirmation of self-ability, young people can learn to face the abilities they have, and may even tap into their hidden abilities to enhance their confidence in themselves. Through the group, members can understand more specifically the abilities they possess and apply them to their daily lives.

. The fourth group - your most important

values ​​are individuals' judgments about the right or wrong of things, or what they value.

Values ​​are actually closely related to moral development. For growing young people, the formation, development and establishment of values ​​are very important. Having a good value foundation will help them enter the overall adaptation of adult society.

value clarification is a method that has developed very early and is widely used to assist young people in positive value development. It does not use preaching to tell students the right method, but helps young people understand their own value during the activities and establish positive values ​​through the evaluation process.

Value clarification method emphasizes that the process of value formation has seven effective criteria:

. Free choice;

. Make a choice from various possible choices;

. Make a choice after fully considering the effects of each possible choice;

. Cherish and love the choice;

. Affirm the choice made and be willing to make it public;

. Take action for the choice;

. Repeat the action; to become a part of life. The fourth group adopted the "value auction" method, allowing young people to use banknotes to mark the value they value.

From the bidding process, teenagers can freely decide how much they are willing to spend to get this value. From the activity, we can see that the values ​​that each member values ​​are different, and at the same time reflect the diversity and individual differences of values.

. The fifth group - Miracle of Life

Since our state at this moment is accumulated from past life experience, we can discover part of ourselves through a person's life experience.

Therefore, you cannot ignore the past life experience and directly see your future itself. If teenagers can find that past life experience is a resource for them, it will help them understand their needs better.

The design of this plan is to let teenagers draw their own life curves to discover how the climax and low-temperature experiences that they care about affect themselves. From the life curve, it can also help teenagers discover what is important to them, and through the life curve, they can also make them expect their future. Through such exploration, they can help them discover the future they expect is the degree of satisfaction of their own needs.

However, when conducting the curve of life experience, you may need to pay special attention to some of the profoundness of life experience that teenagers cannot handle or even face. For this part, leaders may have to spend more time guiding teenagers, or leaders can also help teenagers discover their climax experience more to make teenagers positively affirm their life experience.

The reason why the curve chart of life experience adopts painting is because painting belongs to the art therapy part. Since art therapy can be said to be a tool or medium for psychotherapy, it allows people to explore personal problems and potential through oral and non-spoken expressions and artistic creation experience to help people become consistent with their inner and external (Lai Nianhua).

In fact, the creation of art is a therapeutic method, and it can communicate with members through non-verbal communication like art.

Through such a medium, members can help break through the limitations of language expression and allow members to reduce their defenses between each other. In the process of discussion between members, they can accept themselves and open their emotions, and then reveal their true feelings.

. The Sixth Group - Accompany Me to Grow

This group mainly talks about important people among teenagers, so because important people may be a beacon in the lives of teenagers, which can help teenagers discover their own resources from the group and give them the opportunity to say some gratitude.

For teenagers, the important influence of others on them is mainly based on peers, followed by parents or siblings, and finally teachers.

However, Hendry et al. (1992) believe that teenagers will have different choices based on different issues. For teenagers at this stage, if their studies are important to them, they may be more frequently exposed to their teachers.

However, in terms of psychological distress, they tend to rely on the support of friends, so friends often have a profound impact on them. Even the occurrence of biased behavior is influenced by the subculture of adolescents. However, not every teenager has priority in his or her friends, and the important objects of important others must be determined depending on the different status of each person.

In the sixth group, it is necessary to help middle school students to recognize their important others and their impact.

The painting method adopted by the group this time is adapted from the Social Graphic Relationship (Sociofram), a technology that studies the structure of the group. There is no standard procedure for drawing social relationship diagrams. Every student represents geometric figures on the graph. It is customary to use triangles to represent boys, circles to represent girls, and code names can be marked in the graph.

Scholar Northway created the "target sociogroam" in the 1940s. This figure consists of four concentric circles. The number of selected ones is placed in the innermost circle, the least one is placed in the outer circle, and the rest are placed in the middle two circles according to this ratio.

. The Seventh Group - Finding a Lost Corner

Through the design of this unit, we help young people discover the resources they currently have. In fact, we can write down the previous activities through memories, including: abilities, values, life experience, important others, etc., and let them understand what they want to pursue, so that they can have a concept of what they want, so that they can strive to pursue and make their lives complete.

Because most teenagers at this stage like to envy what others have, and often cannot see the resources they have. Through this activity, although it is mainly to allow members to further discover their own expectations after discovering their own resources.

However, on the other hand, it also helps teenagers to cherish what they currently have. Even when they cannot pursue that ideal, they know that they can adjust their steps or use their own resources to help themselves grow gradually.

However, in this unit, it is not necessary to convey a message that life must be complete. It can help young people to accept their own shortcomings and then affirm the resources they have, and can also help them respect other people's needs.

8. The Eighth Group - Heart Flowers Blooming

is a final part, but mainly based on Zhou Hari Window's use, let teenagers discover what they look like in others' eyes, rather than just staying at what they think they are. Such feedback can help teenagers integrate their own and others' views to have more positive positive opinions on their own inner self.

week Harry Window is a tool for self-disclosure and feedback on experiences. It can help you understand yourself, and also let others understand yourself.

The first part is called the public self, it is the area of ​​free activities, and it is the public part that both yourself and others know. Height, skin color, age, marital status, what dishes you like to eat, etc. This is the part where the authorities clear the people and the people who are bystanders are clear.

The second part is called the spine, which is a blind area, a part that I don’t know but others know, so this is the part that the bystanders are confused by the authorities.

The third area is called Privacy, which is an escape or hidden area. The secrets or ulterior motives that we know clearly but others do not know. It is the clear part of the authorities and the bystanders.

The fourth area is called the potential me, it is the virgin field, and it is the part where the authorities are confused and the bystanders are also confused.

In addition, in this group, you can also help teenagers deal with the emotions of parting. They may not be able to deal with the emotions of parting, but they may be given the opportunity to face the separation.

Table 1: Zhou Hari Window

I know	I don’t know
Others know	ⅠFree activity field (Public me)	ⅡBlind field (Spine me) ml4
Others don’t know	Ⅲ Escape or Hidden Field (Privacy Me)	Ⅳ Virgin Field (Potential Me)

(III) Already group activity units or design plans:

is the source of the group plan we refer to.

Unit times	Activity name	Source
I can make ithttml4	Xie Lihong. Group consultation plan design and examples. Taipei: Wunan.
Value auction	Wu Xiubi, theory and practice of group counseling. Changhua City : Pingao Book Publishing House.

discounted life story

Xie Lihong, group consultation plan design and example. Taipei: Wunan.

10. Bibliography

. Lin Chongde Editor-in-chief, Chinese middle school student psychology. Taipei City: Wunan Book Publishing Co., Ltd.

. Huang Dexiang, youth development and counseling. Taichung City: Wunan Book Publishing Co., Ltd.

.Sally W. Olds Piane E. Papalia, Huang Huizhen Translated, Developmental Psychology. Taipei City: Guiguan Book Co., Ltd.

. Wu Qiongqiong talks about important others in middle school students. Student Tutoring, 509, 106-111.

. Wu Xiubi, theory and practice of group tutoring. Changhua City: Pingao Book Publishing House.

. Zhang Chunxing, modern psychology. Taipei City: Donghua Bookstore.

. Xie Lihong, group consultation plan design and example. Taipei City: Wunan Book Publishing Co., Ltd.

8.Ed E.Jacobs waiting. Cheng Xiaoping’s revision, group consultation---strategy and skills. Taipei City: Wunan Book Publishing Co., Ltd.

1. Unit design outline

. Let members understand the group goals and how they are carried out.

.Leader and members jointly establish group specifications.

. Friendly paparazzi

. I am a "legislator"

. Conclusion

Order	Unit name	Unit target	main activity content	required time
		It's great to have you		. Make the leader and the members familiar with each other.
	. When we "surround"

’

5’

0’

’

Features dig, dig, wow!

. Let members recognize the qualities they have.

. Assist members to understand the impact of traits on themselves.

. Help members identify with their own traits.

. Noya Ark

. Feature post

. I am me

. Conclusion

0’

0’

0’

’

called me the first place

. Help members understand their abilities

. Help members affirm their abilities

. I'm the most "swinging"

. Customized

. Help yourself to advertise

. Conclusion

’

5’

0’

’

"you" the most important

. Assist members to understand values ​​

. Assist members to examine their personal values ​​

. Magic store

. Value auction

. Conclusion

0’

0’

’

Miracle of life

. Members can look back on the past.

. Members can present their own life stories.

. Members can share their expectations for the future.

. Flying the past

. Draw the story of life

. Turn the peak

8’

0’

’

accompany me to grow

. Members understand their important others.

. Members can accept the influence of important others on themselves.

. You, me, he,

. My balloon

. A heart of gratitude

8’

5’

’

Looking for a lost corner

. Members can understand the resources they own.

. Members can understand what they want to pursue to achieve themselves.

. Members can accept their own flaws

. The big test of memory

. Find yourself

. Go your own way

0’

0’

’

8

heart blossom

. Members can recall the experience of the group.

. Members can give feedback to each other.

. Members can make specific evaluations of the group.

. Reminiscing

. Petals of the heart

. Let's go again

’

0’

0’

12. Design of the division unit and written information used in the unit

Customize a me group activity plan The first group

. Enable members to understand the group goals and how they are carried out.

. Leader and members jointly establish group norms.

. Friendly paparazzi

. I am a "Legislative Council

member"

. Conclusion

. Leader gives small speeches on the group themes, targets, and the time, number and methods of conducting (for example, the role of observers).

. Please group in two groups, access each other and fill in the spaces in the attachment.

. Leader invites members of each group to introduce each other's partners according to the contents of Attachments 1-1.

. Members speak in circles and say the group norms they think of. Leader asks other members to agree, please use their hands to compare ○ on their heads, and disagree to compare ×. The norms that all members agree on are written on posters.

. Finally, members must put handprints on the poster paper to express their willingness to be responsible and comply.

. Leader asks members what to do if they violate group norms? And let members stimulate their brains and come up with solutions.

. Leader invites members to stretch their little fingers out, and then

lets everyone's little fingers hook together, indicating that they are willing to abide by the group norms set for today.

Unit name: It’s great to have you	Event location: The League Consultation Room	Time required: 45 minutes
Unit goal:	. Make the leader and the members familiar with each other.
Activity name	Activity process	Precautions	Time required
		. When we "surround" together
	. Leader first introduces himself, welcomes members to join the group body, and briefly explains what a group is.	. Leader states that the next activity is "Friendly Paparazzi", and sends attachment 1-1 to explain how the activity is carried out and how to fill it out.
. Leader explains the purpose and significance of formulating group norms.
. Leader reviews today’s group and once again reminds of the importance of complying with group norms.	Attachment 1-1 Poster Paper Color pen A box of

5

0

Customize one me Group activity plan Second Group

. Let members recognize the qualities they have.

. Assist members to understand the impact of traits on themselves.

. Feature post post

. I am

. Leader asked the members if they had heard of Noah's story, and then briefly told the story of Noah's Ark.

. Leader explains the rules of the game in Noah’s Ark: first ask the group owner to choose an animal that represents him, and then the leader is Noah first and draws out the leader’s chair. When Noah's people were going around in circles, they said: I am Noah, I want to bring (the name of the animal). The person who was called represents the animal should follow Noah's back and circle around. When Noah's people no longer want to bring animals, they shouted: The ship has sunk! Then everyone will start to grab the seat, and those who have not won the seat will be Noah in the next round.

. Post Attachment 2-1 and heart-shaped paper sheets (8 pieces per person), and let members use Attachment 2-1 as a reference to write down their own traits on the heart-shaped paper sheet.

. Ask members to paste the written heart-shaped paper on their body with double-sided tape

Please share the three traits that best represent their own, and explain the impact of these three traits on their body.

. Conclusion

. Everyone stretched out their thumbs and leaned their thumbs-up

fingers together to end the group.

Unit name: Features digging, digging, wow!	Activity location: League counseling room	Required time: 45 minutes
Unit goal:	. Enhance cohesion among members.
Activity name	Activity process	Precautions	Time required
		. Noah's Ark
	. Leader cares about the life situation of the members last week.
.Leader introduces the theme with the animals chosen by each person to represent their own.
Attachment 2-1 Heart-shaped paper sheet Double-sided tape one roll		0	5	5	5
	. Leader integrates today's group, indicating that there is no good or bad in trait , but you need to understand the impact of these traits on yourself.Explore the qualities you have and you will have more understanding of yourself.

Customize a me Group activity plan Third Sub-group

. Help members to affirm their abilities

. Customized

. Help yourself to advertise

. Conclusion

. Invite members to say the most proud thing from childhood to adulthood.

. Leader introduces the theme: From the most proud things that everyone shares, you can find that everyone has their own great abilities. These abilities may not be the most outstanding and top-notch, but they make us like ourselves more and make our lives more enjoyable. Let us discover and explore our existing or hidden abilities together today.

. After letting members think about their abilities in all aspects, fill out the activity form. If you have any questions, you can ask Leader.

Unit name: Call me the first	Event location: League consultation room	Time required: 45 minutes
Unit goal:	1. Help members understand their abilities
Activity name	Activity process	Notes	Time required
	. I'm the most "swaying"
	. Leader reviews the last group and pays attention to the feelings of members entering the group for the third time.
. Leader sends an activity form to explain how to fill in the activity form.	. Leader asks members to share their activity sheets: (1) What are the activity sheets that get scores of more than 4 points? Why are these scores with higher abilities given? (2) What abilities are you currently don’t have, but want to have? What efforts will you make to have these abilities?	. Leader integrates today's activities, and explains that the reading exam does not mean that it is a good ability, and ability includes many different levels. Learn more about your own abilities or hidden abilities. You will like yourself more, and you can even use your abilities in the future to create a new world of your own.	Attachment 3-1

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