Wellness Session Script
Journey to Wellness
Individual Counseling Script
Session Overview
Time Allocation
50 Minutes (Individual Tier 3)
Required Materials
- Goal-Setting Worksheet
- Progress Reflection Journal
- Goal Achievement Rubric
1. Warm Welcome & Check-In
0–5 MIN
Counselor (C): “Hi [Student Name], it’s good to see you again. How have you been feeling since our last session?”
(Allow the student to respond. Listen actively and validate their feelings.)
C: “Thank you for sharing that. Is there anything on your mind that you’d especially like to talk about today?”
Follow-up prompts:
- “Can you say more about that?”
- “What thoughts have been coming up for you?”
2. Review of Progress & Reflection
5–15 MIN
C: “Let’s look back at the wellness goal you worked on last time. What progress did you notice?”
Prompt A
“What successes did you experience?”
Prompt B
“What challenges came up?”
C: “Now, open your Progress Reflection Journal and jot down two things you learned about yourself.”
(Allow 3-5 minutes for writing.)
C: “Great. Can you share one insight from your journal? How did that insight influence your feelings or actions?”
3. Setting a New or Adjusted Goal
15–30 MIN
C: “It’s time to set a new or adjusted wellness goal for the next two weeks. Please open your Goal-Setting Worksheet. In the first section, write the goal you’d like to focus on.”
C: “To make this goal SMART, we’ll use the Goal Achievement Rubric. Read each criterion—Specific, Measurable, Achievable, Relevant, Time-bound—and give yourself a score from 1 (low) to 4 (high).”
Scaffolding Prompts:
- Specificity: “What makes this goal concrete?”
- Measurability: “How will you know you’ve achieved it?”
- Improvement: “What could help raise your score?”
4. Action Planning
30–40 MIN
C: “Excellent. Next, let’s break your goal into manageable steps. In the 'Action Steps' section of your worksheet, list two to three actions you will take each week.”
C: “Choose one of those actions and tell me why you selected it. What might get in the way, and how will you handle that?”
5. Confidence & Obstacles
40–45 MIN
C: “On a scale of 1 to 10, how confident do you feel about carrying out these actions?”
If score is BELOW 7:
“What support or resources would help you feel more confident?”
If score is 7 or ABOVE:
“That’s great. Which of your strengths will help you stay on track?”
6. Wrap-Up & Next Steps
45–50 MIN
C: “To close, let’s review your goal and action plan one last time. What will be your very first step once our session ends today?”
C: “I will check in with you at our next session in two weeks. In the meantime, use your journal to note daily successes and challenges.”
C: “Thank you for your thoughtful work today. Remember, if something isn’t working, we can always adjust your plan next time. I look forward to hearing about your progress!”
Goal-Setting Worksheet
Goal-Setting Worksheet
My Journey to Wellness
Name:
Date:
1
Wellness Goal Statement
Write your SMART wellness goal for the next two weeks. Focus on something that feels meaningful and achievable for you.
2
SMART Criteria & Scoring
Using the Goal Achievement Rubric, give yourself a score (1–4) for each criterion and explain your rating.
Specificity
Score:
WHY DID YOU CHOOSE THIS SCORE?
Measurability
Score:
WHY DID YOU CHOOSE THIS SCORE?
Achievability
Score:
WHY DID YOU CHOOSE THIS SCORE?
Relevance
Score:
WHY DID YOU CHOOSE THIS SCORE?
Time-bound
Score:
WHY DID YOU CHOOSE THIS SCORE?
3
Action Steps
List 2–3 specific actions you will take each week to work toward your goal:
Which of these actions do you predict will have the greatest impact, and why?
4
Potential Barriers & Support
Identify obstacles you might face and the resources or supports you can use:
Obstacles
Resources/Supports
5
First Step Commitment
What will be your very first step once this session ends today?
Goal Achievement Rubric
Goal Achievement Rubric
Use this rubric to evaluate the quality of your wellness goal according to SMART criteria. Goal-setting is a skill that improves with practice!
| Criterion | 1
Beginning | 2
Developing | 3
Proficient | 4
Exemplary |
| --- | --- | --- | --- | --- |
| Specificity | Goal is vague or general (e.g., “feel better”). | Goal includes one or two details but remains too broad (e.g., “exercise more”). | Goal is clear with specific details (e.g., “walk 20 minutes three times weekly”). | Goal is highly precise, with exact action and context (e.g., “walk 20 minutes at 7 AM Mon/Wed/Fri in the park”). |
| Measurability | No indicator of how to measure success. | Indicator exists but lacks clarity (e.g., “exercise often”). | Clear metric defined (e.g., “walk 20 minutes”). | Quantifiable metric with tracking plan (e.g., “log steps daily using a fitness app”). |
| Achievability | Goal is unrealistic or beyond resources/time available. | Partially realistic but may be too ambitious (e.g., “run a marathon in two weeks”). | Realistic given student’s schedule and resources. | Clearly achievable with identified supports and contingency plans. |
| Relevance | Goal is unrelated to personal wellness objectives. | Goal loosely ties to wellness but lacks strong connection. | Goal directly supports identified wellness needs. | Goal is deeply meaningful and closely aligned with long-term wellness priorities. |
| Time-bound | No timeframe specified. | Timeframe mentioned but is unclear or too open-ended. | Clear two-week timeframe defined. | Timeframe includes interim milestones and check-in dates within the two weeks. |
Counselor Tip: Review this rubric together with the student during the goal-setting phase of the session. Use it as a coaching tool to help the student refine their own goals, rather than just as a grade or assessment.
