Gains:
- Ability to design an outcome-based session plan, warm-up activity and closing for group guidance and in-class guidance activities.
- Ability to write prompts that adapt the activity to age group, duration and classroom reality and produce an evaluation tool.
- Ability to understand that the activities suggested by artificial intelligence must be filtered by experts in terms of emotional safety, inclusiveness and applicability.
Group guidance and in-class guidance activities are preventive and developmental studies in which the PDR specialist reaches a class or small group at the same time: communication skills, friendship, exam preparation, goal setting, coping with peer bullying, digital balance, emotion recognition. Group guidance is work carried out within a planned session structure with students who have a common developmental need (this is not group therapy; it is developmental and preventive). A good session; It has a structure that depends on a clear gain, starts with a warm-up, deepens with the main event, and ends with a closing and evaluation.
In this unit, we will learn to use AI as a design assistant that produces session plans, warm-up activities, main activities and evaluation tools for group guidance and classroom activities. The most critical principle: Every activity the AI recommends is expert-screened for emotional safety, inclusivity, and classroom authenticity. While an activity may look great on paper, it may be disruptive, exclusionary, or impractical in a particular classroom; This judgment belongs only to the expert who knows the group.
Structure of a session: from acquisition to evaluation
Every guidance activity should be based on an outcome: a goal that expresses in a measurable way what the student will gain at the end of the session (an awareness, a skill, an attitude). If the payoff is uncertain, effectiveness dissipates. The structure is generally as follows: Warm-up (a short opening that warms the group up to the subject and gives confidence), main activity (the main part where the gain is processed: discussion, role-playing, case, game), closing (the part where what has been learned is collected and emotions are softened) and evaluation (a tool that shows whether the gain has been achieved or not). AI can quickly sketch out these four components; the expert adapts each to the group.
Tip: End each session with an "emotional descent." When a difficult topic (bullying, loss) is discussed, do not leave the classroom with that feeling; Make a soft landing with a closing message of trust, hope and "where can I turn?"
Emotional safety and inclusion: the heart of the expert filter
The group environment is strong but fragile. An activity may unwittingly traumatize some students: casting a real victim as the perpetrator in a "bullying role-play," a "dream vacation" activity revealing financial situation, a question revealing a student's family situation. Emotional safety means that no student feels embarrassed, exposed, or traumatized by the activity. Inclusiveness means that the activity is equally accessible to different family structures, cultures, proficiency levels and situations. AI cannot see these subtleties; The expert asks each activity "who might it hurt, who might it leave out?" checks with the question.
Another principle: use fictional scenarios on sensitive topics. Working with anonymous and fictional examples, rather than staging a real student situation or real roles, preserves both security and privacy.
Group size and group dynamics are also part of the expert filter. AI often designs an activity for an “ideal” group; However, a large class of 30 people and a small group of 8 people are managed very differently. In a large class, an activity that asks everyone to share individually will time out and leave some students in the background; In a small group, the same activity deepens. The expert adapts the activity suggested by the AI to the size of the group, its maturity, and the emotional climate it carries that day. Also important is the principle of voluntariness: no student should be forced to share anything personal or take on a role; Participation should always be safe and voluntary. This dynamic reading is an entirely expert judgment that a program cannot do.
Step by step: designing a session
- Write down the gain. What will be gained at the end of the session, in a measurable way.
- Draft the structure with AI. Warm-up, main event, closing, evaluation.
- Security audit. Who might each step hurt/exclude? Is it fictional?
- Adapt. Organize by age, duration, class size, and reality.
- Prepare the assessment tool. A simple measurement based on gain.
- Strengthen the closing. Emotional descent and "where to turn".
Copiable templates
1) Session plan:
Your role: PDR group guidance design assistant. Outcome: 7th grade students recognize and apply the skill of saying "no" to peer pressure. Duration: 40 minutes. Class: ~25 students. Plan: warm-up (5 min), main activity (25 min, role play or discussion with FICTIONAL scenarios), closing (5 min, emotional descent), evaluation (5 min). Use real student situation or revealing question.
2) Warm-up event generator:
Your role: PDR assistant. For a "recognizing emotions" themed session, suggest 3 5-minute warm-up activities that warm up the group, do not expose anyone, are active or fun. It should be suitable for 6th grade.
3) Coverage and security audit:
Check the group activity outline below for emotional safety and inclusion: What step might embarrass, expose, or exclude a student? Does it pose problems for different family structures/cultures/situations? List risky points and suggest safer alternatives.Draft: [paste activity outline]
4) Evaluation tool:
Suggest a simple assessment tool based on the above achievement that can be applied in 3 minutes at the end of the session (short self-assessment or exit card). Not for grading purposes, but for measuring achievement; Use non-stigmatizing language.
Weak prompt / Strong prompt
Weak:
Write a classroom activity about bullying.
No gains, no ages, no duration; There is no requirement for safety and fictitiousness — a traumatic event may occur.
Strong:
Your role: PDR group guidance design assistant. Achievement: 5th grade students recognize bullying and know how to act safely when they witness it. Duration: 40 min. Use a FICTIONAL scenario; do not give the role of real victim/perpetrator. Maintain emotional safety, have a message of trust and "where to turn" in closing. Warm-up + main event + closing + exit card.
three mini cases
Case 1 — Return from traumatic event. One expert received a role-playing activity from the AI for the bullying session; The draft had volunteer students play the roles of "victim" and "bully". The expert realized during the security audit that this could re-injure a real victim in the classroom. He transformed the activity into a form where students discussed it from the perspective of "witnesses" through fictional characters. The gain was preserved, no one was hurt.
Case 2 — Inclusion correction. A draft "my goals" activity asked students to share their family's occupations and opportunities. The expert found that this could expose the financial situation and embarrass some students; changed the question to an inclusive form such as “a skill you would like to acquire in the future.” The event was equally accessible to everyone.
Case 3 — Time savings. A guidance counselor had to plan 8 different classroom guidance sessions throughout the semester. With YZ, he created the draft structure of each session (gain-warm-up-main-closure-evaluation) in one day, checked and adapted each of them for security and comprehensiveness. The preparation, which would normally take two weeks, was reduced to a few days; devoted the time saved to running the sessions well in the classroom.
Common mistakes
- Non-profitable activity. Aimless, disintegrating session. Solution: measurable gain first.
- Bypassing the security check. Using abusive role/question. Solution: ask each step "who does it hurt?" Probe with.
- Staging the real situation. Using actual victim/perpetrator or student status. Solution: fictional scenario.
- Leaving the closing weak. Leaving the classroom with difficult feelings. Solution: emotional descent + reference message.
- Forgetting inclusivity. Revealing, exclusionary questions. Solution: form equally accessible to all.
Table: Session components and control question
component
Purpose
Expert audit question
gain
clarify the goal
Can it be measured?
warm up
Establishing trust and interest
Does it expose anyone?
main event
processing the gain
Fictional and safe? Is it inclusive?
Closing
Recovery, emotional descent
Does it soften difficult emotion?
Evaluation
Measuring gain
Doesn't it stigmatize?
In summary
With group guidance, AI is a rapid design assistant that produces outcome-based session plans, warm-up activities, and assessment tools; but each activity must be expertly screened for emotional safety, inclusivity, and classroom authenticity. Start with the gain, use fictional scenarios on sensitive issues, ask each step "who would it hurt, who would it exclude?" and end the session with a powerful emotional high.
Application task
Choose an age group and a developmental topic. With the “session plan” template, get an outline from AI in the structure of gain–warm-up–main event–closure–evaluation. Then have your draft audited with the “containment and security audit” template and convert at least two risky points to a safer form. Include an emotional landing and a "where to go" message in closing.
checklist
- [ ] I attributed the session to a measurable gain.
- [ ] I moderated each event for emotional safety and inclusion.
- [ ] I used fictional scenarios on sensitive topics; I didn't give him any real roles.
- [ ] I added an emotional landing and application message to the closing.
- [ ] I adapted the plan to age, duration and classroom reality and gave final approval.