Session One Counselor Guide The Preferred Future
Counselor Session Guide • Week 1
30 Minutes
Session Objective
Establish a collaborative relationship and define the student's "preferred future"—a vision of school life without the current challenges of school refusal, elopement, or anger.
0-5 Min
Rapport & Strengths
Goal: Build a connection that focuses on who the student is, not her "problems."
Check-in: Ask about a "win" from the week, no matter how small.Identity Focus: "What is one thing people would be surprised to learn you're really good at?"Setting the Stage: "I’m here to help you get more of what you want out of school. You are the expert on your life."
5-20 Min
The Miracle Question
Script: "Suppose tonight, while you're sleeping, a miracle happens. The problems that brought you here—refusing school, getting angry, wanting to leave class—are gone. But because you're asleep, you don't know it. When you wake up, what's the first small sign that things are different?"
Follow-up Questions:
"What would you be doing differently instead of [refusing school]?"
"Who would be the first person to notice you're having a better day?"
"How would you feel walking through the school front doors?"
20-25 Min
Baseline Scaling
"On a scale of 0-10, where 10 is that miracle day and 0 is the worst it's ever been... where are you today?"
Probing: "If she says a 3, ask: 'How come it’s a 3 and not a 2?' This highlights existing resilience."
25-30 Min
The Task
Assign the Miracle Vision Worksheet for completion during the session or to take home.
Message of Hope:
"I'm impressed that you're already at a [Number]. Next time, let's look for moments when you're even a half-step higher."
Look for
Small, concrete actions (e.g., "I'd put my bag in my locker" vs. "I'd be happy").
Avoid
Focusing on why the elopement happens; focus on what replaces it.
Miracle Vision Worksheet The Miracle Vision
Design Your Preferred Future
NAME: _________________________
Imagine This...
"Tonight, while you're asleep, a miracle happens. The challenges that bring you here—the anger, the wanting to leave, the struggle to get to school—they just... vanish. You wake up tomorrow morning and the miracle has occurred. But since you were sleeping, you don't know it yet."
1 The Wake-Up Call
What is the first small sign you'd notice when you wake up that tells you it's a "Miracle Day"?
2 Morning Vibes
How would you feel as you walk through the school doors?
3 The Detective
Who would be the first person at school to notice you're having a better day? What would they see you doing?
4 The Switch
Instead of arguing or leaving class, what would you be doing during your toughest subject?
"Miracles don't happen all at once; they start with one small choice."
Session Two Counselor Guide Tracking Exceptions
Counselor Session Guide • Week 2
30 Minutes
Session Objective
Identify "exceptions"—specific times during the past week when the problem (elopement, anger, or refusal) could have happened but didn't, or was less intense.
0-5 Min
E.A.R.S. Opening
Goal: Use the EARS model (Elicit, Amplify, Reinforce, Start again).
Elicit: "What’s been better since we last met?"Amplify: "Tell me more about that. How did you manage to do that?"Reinforce: "That sounds like it took a lot of self-control."
5-20 Min
The Exception Hunt
Focus on the times she stayed in class or managed her frustration.
Key Questions:
"Think of a time this week when you felt like leaving class but stayed. What did you do differently in that moment?"
"Was there a day you didn't feel like coming to school but you came anyway? How did you get yourself out the door?"
"When you were annoyed with a teacher but didn't argue back, how did you stop yourself?"
20-25 Min
Naming the Skill
Help the student name the skill she used during the exception.
Example: "So instead of 'just getting lucky,' it sounds like you used your **'Breathe-First'** skill. Does that sound right?"
25-30 Min
The Task
Complete the Exception Hunter Log . Ask her to keep an eye out for "flashes" of the miracle happening between now and next week.
Counselor Note:
If she says "nothing was better," ask about the times it was "less bad."
Look for
Agency. Ensure the student credits *herself* for the exception, not just luck or others.
Avoid
Analyzing the failure. If she mentions a fight, pivot back to a time she *didn't* fight.
Exception Hunter Worksheet The Exception Hunter
Spotting Your Secret Strengths
NAME: _________________________
DATE: _________________________
The Mission
Find the "Exceptions"—the times this week when you were stronger than the problem. Even if it was just for 5 minutes, those moments count!
The "Showing Up" Exception
Think of a time this week you didn't feel like being at school, but you showed up anyway. What was different about that morning?
The "Staying Put" Exception
Think of a time you really wanted to leave class (elope), but you chose to stay in your seat. What did you say to yourself to stay?
The "Cool Head" Exception
Think of a time someone annoyed you or a teacher gave you work, and you *didn't* get angry or argue. How did you do that?
My "Power Skill" Name:
Give the skill you used a name (e.g., The 10-Second Pause, The Desk Anchor, etc.)
Session Three Counselor Guide Progress Scales
Counselor Session Guide • Week 3
30 Minutes
Session Objective
Use scaling questions to quantify progress and break down the path toward the "preferred future" into manageable, actionable steps.
0-5 Min
Exception Review
Follow up on last week's "Exceptions."
"Did you notice any more of your 'Power Skills' in action this week?"
"What did you notice that was better, even just a tiny bit?"
5-20 Min
Multi-Point Scaling
We scale specific areas: Motivation, Attendance, Anger Control.
Question Sequence:
"On a scale of 0-10, where 10 is your miracle day and 0 is the worst it's ever been... where are you today?"
"What keeps you at a [Number] and stops you from slipping to a [Number-1]?"
"What would be the first sign you've moved up just half a point ?"
20-25 Min
The "Half-Step" Plan
Identify one small behavior that represents moving up half a point on the scale.
Example: "If I'm at a 4, a 4.5 would be me staying in class until the bell rings in Math, even if I don't do the work yet."
25-30 Min
The Task
Assign the Scaling Your Success worksheet. Focus on the "Half-Step" section.
Counselor Encouragement:
"Moving from a 4 to a 10 is huge and scary. Moving from a 4 to a 4.5 is something I know you can do. You already have the tools."
Look for
Confidence scaling: "On a scale of 0-10, how confident are you that you can make that half-step?"
Avoid
Asking "Why aren't you a 10?" Focus on why they aren't a 0.
Scaling Success Worksheet Scaling Success
Measure Your Growth
NAME: _________________________
"Progress isn't always a giant leap. Sometimes it's a series of small, steady steps forward."
The "Miracle Day" Scale
Mark where you are today
0
1
2
3
4
5
6
7
8
9
10
Why am I not at a ZERO?
The "Half-Step" Forward
What is one tiny sign I have moved up 0.5 on the scale?
The "Stay in Class" Scale
Mark your progress
0
5
10
What's one thing I can do to stay at this number or higher this week?
My Confidence Level for the Half-Step (0-10):
Session Four Counselor Guide Relationship Ripples
Counselor Session Guide • Week 4
30 Minutes
Session Objective
Use "relationship questions" to explore how the student's positive changes (exceptions) affect others. This builds a social support network and reinforces behavior change through positive external feedback.
0-5 Min
Scale Review
"Did you notice yourself making that 'half-step' this week?"
"What did you do differently to make that happen?"
5-20 Min
The Ripple Effect
Goal: Focus on teacher and peer observations.
Circular Questions:
"When you stayed in class for the whole period, what did your teacher do differently?"
"If I asked your favorite teacher, what would they say they've noticed is 'better' about you lately?"
"How would your mom/dad react if they saw you handling your anger that way?"
"Which of your friends would be most proud of the steps you're taking?"
20-25 Min
The Support Squad
Identify one adult in the school who can "catch" her being successful and provide a positive word.
Action: "Let's pick one teacher. If you have a 'miracle morning', what's a small sign you can give them to show you're having a good day?"
25-30 Min
The Task
Assign the My Ripple Map worksheet. Encourage her to "notice what others notice."
Look for
Interactional changes. SFBT isn't just about the person; it's about the system they live in.
Avoid
Venting about "mean" teachers. Redirect to: "If that teacher was having a miracle day too, how would you both act?"
Ripple Map Worksheet My Ripple Map
How Your Changes Move Others
NAME: _________________________
ME
I am changing my...
A Teacher noticed...
"When I stayed in class or managed my frustration, they looked/acted like..."
My Family noticed...
"When I got to school on time or kept my cool, the vibe at home was..."
A Friend noticed...
"They would say I'm acting more like..."
I noticed...
"I felt different about myself because..."
"When I change how I act, I change how the world reacts to me."
Session Five Counselor Guide Work Wins
Counselor Session Guide • Week 5
30 Minutes
Session Objective
Apply SFBT techniques specifically to academic task completion. Identify "Work Wins"—past successes where the student completed a task—to build a strategy for current academic struggles.
0-5 Min
Ripple Review
"Did you notice anyone else reacting differently to you this week?"
"What did you notice yourself doing that helped others have a better day?"
5-20 Min
The "Work Win" Hunt
Goal: Break the "I can't do work" narrative.
Key Questions:
"Think of a time—maybe even years ago—when you finished a school project or assignment. What made that one different?"
"If you were to finish just two minutes of work today, how would you get started?"
"What's your most 'tolerable' subject? What about that class makes it easier to work?"
20-25 Min
The "1-Question" Strategy
Design a strategy based on past success. If they liked drawing, can they draw their answer? If they liked quiet, where is their quiet spot?
"Since you finished that art project by focusing on one color at a time, how can we use that 'one-at-a-time' skill in Math today?"
25-30 Min
The Task
Complete the Work Win Blueprint . Focus on identifying their "Productivity Power-ups."
Look for
Smallest possible success. Even writing their name on the paper is a "Work Win" if they haven't been doing that.
Avoid
Lecture about grades. SFBT focuses on the *process* of working, not the final grade.
Work Win Blueprint Worksheet Work Win Blueprint
Cracking the Code of Getting it Done
NAME: _________________________
The "Work Win" Archive
Think of one time in your life when you finished a school task, project, or homework. It doesn't matter how long ago it was!
What was the task?
How did you feel when it was done?
My "Start" Trick
How did you get yourself to start that one time? (e.g., set a timer, sat with a friend, did the easiest part first)
My Ideal Zone
What was around you that helped? (e.g., music, silence, a specific desk, no distractions)
My "Keep Going" Fuel
What kept you going until it was finished? (e.g., thinking of the weekend, a snack reward, a teacher's smile)
GO
Today's Small Win Plan
Choose ONE subject today. What is the absolute smallest thing you can finish in that class?
The Small Task:
My "Win" Skill I'll use:
Session Six Counselor Guide Future Forward
Counselor Session Guide • Week 6
30 Minutes
Session Objective
Consolidate the gains made over the last 6 weeks, celebrate successes, and create a "resilience maintenance plan" for handling setbacks in the future.
0-5 Min
The High-Five Opening
"Looking back over 6 weeks, what is the achievement you are most proud of?"
"What has changed about how you see yourself as a student?"
5-15 Min
Closing the Scale
Goal: Highlight the numerical growth.
"We started at a [Session 1 Number]. Where are you today?"
"What do you know now that you didn't know 6 weeks ago?"
"If you hit a bump in the road next month, which of your 'Power Skills' will you use first?"
15-25 Min
Resilience Shield
Identify "early warning signs" that things might be slipping and the immediate "reset button" strategy.
"If you wake up one morning and don't want to come to school, what's the first small thing you'll do to stay at your current level?"
25-30 Min
Graduation
Assign the My Resilience Shield worksheet. End with a message of lasting confidence.
Look for
Self-attribution. Ensure she says "I did this" rather than "The sessions helped me."
Avoid
Making her feel she *needs* the counselor. Focus on her independence.
Resilience Shield Worksheet Resilience Shield
Protect Your Progress & Stay Strong
NAME: _________________________
My Biggest Achievement
1
Early Warning Signs
How do I know the "problem" is trying to sneak back in?
2
My "Reset Button"
What is the very first small thing I will do to get back on track?
A Word to My Future Self
Resilience is not about never falling. It's about knowing how to get back up.
