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Navigating Your Next Chapter: A Group for Career Changers
5-Session Group Plan
Natasha D. James, M.Ed., Emily Kennedy, Jermaine Tyler
Division of Psychology and Counseling, Governors State University
COUN 7847: Group Dynamics
Dr. Serena Wadhwa PsyD, LCPC, CADC
August 3, 2025
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Navigating Your Next Chapter: A Group for Career Changers
The purpose of Navigating Your Next Chapter: A Group for Career Changers is to create
a safe and supportive space for people who are in the middle of figuring out what’s next in their
professional lives. Whether someone is feeling stuck, burned out, recently laid off, or just ready
for something new, this group is designed to help participants explore their “why” behind the
change. It’s not about finding all the answers—it’s about starting the conversation and building
clarity through reflection, connection, and learning. This group promotes self-awareness,
mindfulness and self-understanding, to support them in recognizing joy and peace in their lives
which is often hard to notice during transitional periods.
Historically, career counseling has primarily been offered in individual settings.
However, within the last decade, there has been increased interest and research done on the
benefits of group settings in career counseling. By encouraging members to work co-operatively
and offering a space for a psychoeducational group to have meaningful interactions to explore
their values, goals and the meaning they are seeking in their life prior to making drastic changes,
members can experience collective empowerment, including facing and overcoming perceived
barriers, or even oppression, different social groups face (Meldrum, 2020)
This group is designed to bring people together from all walks of life who are facing
career transitions. The facilitators expect to have a diverse mix of people all experiencing career
changes, but at totally different stages of their lives and facing unique challenges. By designing
this group as homogenous– in the sense that members are all considering a career change,
perhaps feeling lost or burned out– this allows for techniques focused specifically on this type of
transitional period. Other than this factor, the group will be heterogenous to encourage members
to learn from each other and perhaps look at their career path from different angles to help them
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rewrite their narratives. Examples of group members who may benefit from this group can be
found in Appendix A.
Career change can affect your mental health, emotional stability, and even your finances.
The decision to change careers is far different from pizza or burgers for dinner. This decision will
likely impact their family, their lifestyle, and the majority of their waking hours, possibly for
decades. It’s not just about finding a new job to punch a clock and pay the bills; it’s about
discovering purpose and learning how to manage the stress and uncertainty that comes with
change. The benefits of meaningful employment have also “been shown to promote self-esteem
and acceptance, fostering mental health and buffering mental illness” (Bolte et al., 2024).
What's fascinating is how cognitive distortions play a huge role in career exploration,
regardless of an individual’s specific situation. Studies suggest that the distress that many
individuals face in the career decision process stem from dysfunctional beliefs (Arifoulline,
2024). Members may be experiencing "catastrophizing" thoughts, believing they’ll never find
another job after being laid off. They may feel stuck in "all-or-nothing thinking," feeling like
they must choose between complete financial ruin or staying miserable, or "fortune-telling",
convinced no one will hire them because of their age, gender, or race. These unhelpful thinking
patterns can create immense mental and emotional strain, making the transition feel even more
impossible. By approaching this group primarily from the Cognitive Behavior Therapy (CBT)
model, we aim to assist members in recognizing and revising faulty beliefs.
Navigating Your Next Chapter is designed as a closed group of approximately 6 people,
meeting for 5 sessions, each running for 40 minutes. The small size and consistency will allow
for an appropriate balance of group member involvement in activities and reflections, ensuring
that everyone gets a chance to share (without being pressured), participate in exercises, and
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receive feedback, ensuring that the psychoeducational content truly lands for each person. This
format also fosters a stronger sense of intimacy and trust, which is crucial for discussing
vulnerable topics like career uncertainty and personal values, while allowing for cohesion and
linking.
While this group is psychoeducational in nature, we anticipate that individuals may need
additional support if difficult topics arise and we recommend that members continue the personal
exploration they are starting in this group in individual counseling sessions. Members will be
offered reflection topics or worksheets at the end of sessions 1-4. The schedule of meeting once a
week allows enough time to reflect on the concepts, practice new skills (like challenging
cognitive distortions or setting boundaries), and begin to experiment with applying them in their
daily lives. This regular rhythm helps to reinforce learning and provides a predictable,
supportive structure as they navigate the often unpredictable journey of career transition. That
being said, because careers can often extend for decades of ones’ life, the skills being shared are
aimed in a somewhat non-specific, open-ended manner, allowing group members to not only
begin to find benefit from these skills now, but to take them with them and engage in a
continuous, endless cycle of self-exploration and learning (Meldrum, 2020)
Career change can shake up your identity, your confidence, and your sense of direction.
This group is designed to help participants reflect on what truly matters to them—not just what
society or others expect. The Existential philosophical approach encourages members to face
life’s uncertainties and take ownership of their choices, even when things feel unclear or
uncomfortable (Corey, et al. 2018). The main objective is to help members find personal
meaning and purpose in their career transition, empowering them to make choices that feel truly
authentic to who they are right now. The group setting itself is conducive to this kind of work
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because it offers a unique space to explore these universal human experiences – the anxieties of
choice, the uncertainty, perhaps even that feeling of isolation when you're facing a big decision –
all in a shared context. It helps members see that they're not alone, that others are also grappling
with similar existential questions about their path and purpose in this new chapter of life.
Ultimately, we hope to inspire our members to find the courage to confront the unknown
and take full responsibility for their choices, creating new meaning for themselves in this
transition. We'll offer methods that encourage self-reflection on their values, guiding them
towards those authentic choices. When it comes to overcoming fears and cognitive distortions –
like catastrophizing or all-or-nothing thinking about their future – the existential lens encourages
members to acknowledge those fears head-on rather than trying to run from them. We can
encourage them to embrace the ambiguity of being in an "in-between" stage and to focus on the
power of the present moment, much like a humanistic or experiential approach where the
therapist is a "way of being" rather than just a "way of doing". It's about accepting the
uncertainty and finding personal significance in the very process of seeking out their next
chapter.
The exercises and discussions in Navigating Your Next Chapter are designed to help
group members slow down, reflect, and really look at what’s going on beneath the surface.
Utilizing CBT, members will learn how to challenge those automatic negative thoughts that may
be keeping them stuck by exploring cognitive distortions. Talking about personal values helps
individuals to reconnect with what truly matters to them, especially when everything feels
uncertain. Techniques such as journaling, reflection, and sharing with a group are aimed to
support members in finding balance and creating new habits in mindfulness. Mindfulness has
been found to “help individuals maintain an awareness of themselves as career decision makers,
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govern their self-talk [emphasizing the importance of CBT], and enable them to monitor and
control where they are in the career decision-making process” (Galles, et al. 2018). The research
by Galles, et al. also suggested that higher levels of mindfulness leads to fewer negative thoughts
and a more clear identity when it comes to career. While this group is not about fixing everything
overnight, the goal is for members to find the space to breathe, think clearly, and begin to
develop options and take small steps toward a more grounded and meaningful next chapter in
their professional and personal lives.
In addition to the existential philosophy and CBT-focused approach, we will also be
utilizing techniques based on Narrative Therapy to help members recognize how the stories that
they are telling about themselves, or that they are allowing others around them, or even society
as a whole. By recognizing how these stories contribute to their cognitive distortions and
beginning to rewrite these narratives through values exploration, we aim to assist individuals to
break through perceived barriers, increase their confidence, and open new opportunities to them.
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Outline of Group Session Plans
Session 1: Where Are We Now?: Unpacking the Why
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Facilitated by Natasha James
A.​ Topics/ Skills/ Content:
To build rapport, establish group safety, informed consent, ice breaker, introduce the
diverse spectrum of career change experiences, begin to explore the initial "whys" behind
each participant's desire for transition, learning about the basic psychoeducation on Cognitive
Distortions and their relevance to career transitions, introduction of homework, and an
overall summary.
B.​ Rationale:
According to Corey, Corey, & Corey (2018), the Initial Stage of group work is all
about building trust, setting expectations, and helping members feel safe enough to share.
That’s exactly what this session aims to do. By encouraging participants to talk about their
motivations and fears, we begin to lay the foundation for deeper work in future sessions. We
also introduce the concept of cognitive distortions—those tricky thought patterns that can
make us doubt ourselves or feel stuck—and show how recognizing them can help us move
forward with more confidence.
In this and the following sessions, each meeting begins with a brief summary of the
previous session and ends with a recap of what was covered. This helps create a sense of
continuity and structure, which is especially important for participants who may be feeling
overwhelmed or uncertain during a career transition. As recommended by Corey, Corey, &
Corey (2018), this approach supports group cohesion and helps members stay engaged with
the process. Homework is also assigned at the end of each session to encourage reflection
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and reinforce the material discussed. These assignments—like the Career Snapshot
Worksheet—are designed to be simple, personal, and meaningful, giving participants a
chance to continue their growth outside of the group setting. Throughout the group, modeling
is used as a key facilitation technique. As the group leader, I share pieces of my own journey
and demonstrate openness, patience, and vulnerability to help set the tone. This kind of
modeling is especially important during the Initial Stage, when members are still deciding
whether the group feels safe enough to share. It also aligns with cognitive behavioral
strategies, where modeling helps members learn how to challenge distorted thinking and
practice new ways of responding to stress. By combining structure, reflection, and emotional
support, this group is designed to help participants move forward with more clarity,
The first session of Navigating Your Next Chapter: A Group for Career Changers is
all about setting the tone and creating a safe space for everyone to show up as they are. We
start with a simple icebreaker: “Let’s go around, share your name, what generally brings you
to the group today, and one word to describe how you’re feeling right now.” This helps build
initial rapport and gives each person a moment to be seen and heard. I’ll acknowledge each
response with warmth and respect, making sure everyone feels welcomed. According to
Corey, Corey, & Corey (2018), the Initial Stage of group work is where trust begins to form,
and that starts with how we greet and engage with one another. We’re building confidence,
and connection.
Confidentiality is our foundation – what's shared here, stays here – with the
understanding that there are rare exceptions if someone is going to harm themselves or
others, because as a mandated reporter, I have an ethical duty there. This commitment to a
safe space helps us build the trust we need to be truly open. We cover everything from active
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listening and speaking from your own experience using "I" statements, to not giving
unsolicited advice and respecting everyone's turn to speak. We even make sure everyone
signs the documents agreeing to these guidelines, because protecting the safety and integrity
of the group is our top priority.
After we lay down those important ground rules, we dive right into connecting with
each other through a simple icebreaker. Then, we transition into the heart of the session with
the big question: "What brought you here today? What's the main 'why' behind your desire or
need for a career change?". I’ll share a bit of my own story to model openness—like how
transitioning from education to counseling came from feeling unfulfilled and going through
some major life shifts. We’ll also talk about cognitive distortions, I’ll explain them as those
unhelpful thinking patterns our brains can throw out that twist reality and fuel self-doubt. We
use examples like "If I don’t succeed in this new career, I’m a failure" (which is
all-or-nothing thinking) or "I just know I’ll regret leaving my job" (fortune telling). The goal
here is to help people start noticing these patterns so they can challenge them, because
recognizing these patterns helps us move forward with clarity. We wrap up the session by
giving out the handout.
To wrap up, I’ll introduce the homework: The Career Snapshot Worksheet. This
document is meant to help participants reflect on their journey so far—the good, the tough,
and what they imagine might be next. It’s not about having perfect answers, but about
starting the process of self-discovery. As Corey et al. (2018) note, assigning homework
between sessions helps reinforce learning and encourages continued engagement. It also
gives members a chance to process their thoughts privately, which can make it easier to share
in future sessions. This first meeting is all about planting seeds—of trust, curiosity, and hope.
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C.​ Conduct Session 1:
a.​ Welcome & Introductions [5 minutes]
i.​ Topics/Skills/Content:
●​ Building initial rapport and creating a welcoming atmosphere.
●​ Icebreaker: Individual introductions (Name, what generally brings you to
the group today, one word to describe how you're feeling right now).
ii.​ Introduction to Topic (Script): "Hi everyone, and welcome! My name is
Natasha, and I'll be your facilitator for this journey. Let's go around, share your
name, what generally brings you to the group today, and one word to describe
how you're feeling right now."
iii.​ Acknowledgement (Script): Acknowledge each person's introduction and
feeling. "Great to have you all here. It takes courage to show up in a new space,
so thank you for being here."
●​ “Thank you, [Name]. That’s a powerful word—I'm really glad you’re here.”
iv.​ Prompting Questions:
●​ “What word best captures where you’re at emotionally right now?”
●​ “Anything you feel drawn to share about why you came today?
b.​ Group Purpose & Rules Review [3-5 minutes]
i.​ Provide Handout (See Appendix B - Group Agreement)
ii.​ Topics/Skills/Content:
●​ Reviewing the group's overall purpose for career changers.
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●​ Establishing and reviewing essential group norms, confidentiality, respectful
communication, and consequences for breaking rules.
iii.​ Introduction to Topic (Script): "Before we dive deeper, let's quickly go over
why we're here and how we'll make this a safe space for everyone. We'll review
our group purpose and a few ground rules to ensure everyone feels comfortable
and respected."
iv.​ Acknowledgement (Script): "Does that make sense to everyone? Any questions
about how we'll operate?" (Have members sign the Signed Confidentiality,
Rules, & Consequences Documents).
●​ “Does this feel clear to everyone? Anything you'd like me to clarify before
we go deeper?”
v.​ Prompting Questions:
●​ “How do you personally define a safe space?”​
●​ “Is there anything you need today to feel supported here?”
c.​ "Why Are We Here?" & Introduce Career Snapshot [10 minutes]
i.​ Topics/Skills/Content:
●​ Exploring individual motivations for career change (e.g., laid off,
unfulfilled, life transition, recent grad).
●​ Introduction of the Career Snapshot Worksheet as a tool for initial
self-reflection.
ii.​ Introduction to Topic (Script): "Okay, so let's get into it. What brought you here
today? What's the main 'why' behind your desire or need for a career change?"
(Facilitator briefly shares from their own experience to model openness, e.g.,
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"For me, moving from education to counseling, it was a mix of feeling
unfulfilled and some major life shifts."). Facilitator introduces the various
scenarios that might apply to group members (e.g., laid off, burned out, empty
nester, recent grad, forced change, balancing caregiving).
●​ Questions:
○​ "What's one thing that really sparked this idea of a career change for
you?"
○​ "What does 'fulfillment' mean to you in a career?"
○​ "What's one question you're hoping this group can help you answer
about your next steps?"
○​ “What made you realize you were ready for something different?”
○​ “Is there a moment that pushed you to reconsider your career path?”
●​ Introduce Group work (Script):
○​ Provide Handout (See Appendix C - Career Snapshot Worksheet)
○​ "To help us all start thinking about our own unique paths, I'm going to
hand out this 'Career Snapshot Worksheet.' It's a simple tool to get you
reflecting on where you've been, what lights you up, and what you might
imagine next. We'll take about 5 minutes to complete the worksheet, and
then we'll discuss it briefly."
○​ Questions:
■​"As you look at this worksheet, what's one section that
immediately grabs your attention?"
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■​"Did anything on this snapshot surprise you about yourself or how
you approach career change?"
■​“Are there patterns you noticed in how you’ve approached past
roles?”
○​ Acknowledgement (Script): "It sounds like many of us are dealing with
similar feelings and questions, even if our specific situations are
different. Thanks for being open about that."
■​“Thank you for sharing that. It takes real courage to name your
'why'—and you’re not alone in that feeling.”
■​“Even just beginning this process can be eye-opening. There’s no
wrong way to do it.”
d.​ Understanding Our Thoughts (Cognitive Distortion) [15 minutes]
i.​ Topics/Skills/Content:
●​ Teach what Cognitive Distortion is and why it relates to career transitions.
●​ Give examples, show a 5-minute video (if possible), give information
handouts, open discussion.
●​ Introduction to Topic (Script): "As we talk about these 'whys' and look at
our career journeys, sometimes our brains throw out thoughts that aren't
quite accurate, especially when we're stressed or facing big changes. These
are what we call Cognitive Distortions. They're basically unhelpful thinking
patterns that can make things seem worse than they are, or stop us from
taking action."
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●​ Explanation & Examples (Script): "For example, thinking 'If I don’t succeed
in this new career, I’m a failure' (that's an 'all-or-nothing' or
'overgeneralization' distortion) or 'I just know I’ll regret leaving my job' (a
'catastrophizing' distortion). Our goal in this group is to start noticing these
thoughts so we can challenge them and move forward with clarity."
○​ Show 5-min video if applicable
○​ Provide Handout (See Appendix D: Cognitive Distortions
●​ Questions:
○​ "Has anyone noticed any of these 'thought traps' popping up for them
when they think about career change?"
○​ "What's one example of a thought that might be holding you back right
now?"
○​ "How do you think recognizing these thoughts could help you?"
○​ “What thoughts tend to pop up when you're stressed?”
○​ “Have you ever had a thought that held you back—even if it wasn’t fully
true?”
●​ Acknowledgement (Script): "It sounds like many of us can relate to these
tricky thoughts. Just noticing them is a huge step!"
○​ “Your thoughts matter. Noticing them without judgment is the first big
win.”
e.​ Initial Reflection & Emotional Check [5-10 minutes]
i.​ Topics/Skills/Content:
●​ Initial emotional awareness related to career transition.
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●​ Brief self-reflection and share-out.
ii.​ Introduction to Topic (Script): "Taking a moment to just sit with what's coming
up for us right now: What's one feeling that comes up when you think about
leaving your current path or starting a new one?" (Facilitate a brief,
non-pressured share-out. No deep dives needed here, just acknowledgment).
iii.​ Acknowledgement (Script): "Thank you for sharing those feelings. It's normal
to feel a mix of things when you're navigating big changes."
●​ “That’s a feeling many of us know well. It’s okay to be sitting with more
than one emotion—this is a complex process.”
iv.​ Questions: "What's one emotion that feels strongest for you right now about this
career change?"
v.​ “How do you normally deal with that feeling?”
vi.​ “What helps you stay grounded when you feel uncertain?”
f.​ Homework & Closing [5 minutes]
i.​ Topics/Skills/Content:
●​ Assigning a relevant homework task for continued individual reflection.
●​ Providing a clear closing for the session.
●​ Introduction to Topic (Script): "For our next session, I want you to take the
'Navigating Your Next Chapter: My Career Journey & Tricky Thoughts
Worksheet' home. It's designed to help you continue reflecting on your
journey – the good, the tough, and the thoughts and feelings associated with
it."
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●​ Provide handout (See Appendix E: My Career Journey & Tricky Thoughts
Worksheet).
ii.​ Closing (Script): "Before next time, please take this worksheet. Just start
thinking about the good, the tough, and those tricky thoughts. No pressure, just
some initial reflections. Thank you all for being so open today. I'm really
looking forward to our next session!"
iii.​ Acknowledgement Script: “Thank you all for showing up today. Your honesty is
the foundation of this group, and I’m honored to hold space for your stories.”
iv.​ Questions:
●​ “What’s one small thing you’d like to reflect on before we meet again?”
●​ “Did anything today make you think differently about your career change?”
●​ "What's one word you'd use to describe how you feel leaving today's
session?"
D.​ Handouts and Materials Used
a.​ Appendix B: Group Agreement
b.​ Appendix C: Career Snapshot
c.​ Appendix D: Understanding Cognitive Distortions
d.​ Appendix E: My Career Journey and Tricky Thoughts
e.​ Appendix F: Cognitive Distortions (optional)
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Session 2: Overcoming Barriers by Rewriting Your Narrative
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Facilitated collaboratively
A.​ Topics/ Skills/ Content:
Review cognitive distortions and the impact this can have on self esteem in the job search
process; Present and discuss imposter syndrome; Present and discuss social/ societal norms
and perceived restrictions in career paths; Present and discuss rewriting your narrative
through strengths-based language in resume, cover letter, and interview questions
B.​ Rationale:
Session 2 dives deeper into cognitive distortions and how members can use their new
skills in recognizing and reframing distortions to directly assist them in their career
exploration. After understanding the distortions or faulty beliefs, members are introduced to
the Cognitive Triangle to illustrate how thoughts, behaviors, and emotions are all interrelated.
The negative thoughts from these distortions, based on the Cognitive Behavior model, have a
negative impact on feelings and motivations which, in turn, causes individuals to behave in
ways that create additional difficulties in career decision making (Galles et al., 2019).
We use the basis of their cognitive distortions to explore how these cognitions may be
leading to imposter syndrome and perceived restrictions or barriers. While some barriers may
be from self-imposed cognitive distortions, the impact of social factors can also be explored
to consider how family, peers, workplace cultures, socioeconomic, stereotypes, or political
factors may also be creating additional distortions or perceived barriers that may limit their
vocational pathways (Meldrun, 2021).
Another way to put their skills in recognizing and reframing distortions is to broaden this
concept using Narrative Therapy techniques to rewrite their personal and professional
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identity regarding their background, experiences and potential (Toporek & Cohen, 2017).
Toporek and Cohen (2017) studied the impact of Strengths-based Narrative Therapy in the
context of reconstructing resumes and cover letters to illustrate concepts such as
perseverance and strength, not only to make these documents more attractive to potential
employers but to empower individuals by helping them to see and believe these aspects of
their identity even in the face of difficult employment histories, including personal and
economic challenges including homelessness (where employers may be concerned about
limited residential information), trouble with attendance or personal appearance (such as in
result of intimate partner violence), periods of unemployment, or even incarceration. By
rewriting their narrative using strengths-based language, we are not suggesting that they
ignore these potential concerns or fabrication, but approaching these experiences from a
growth mindset to create a more positive and empowering vocational identity (Toporek &
Cohen, 2017).
C.​ Conduct Session 2:
a.​ Opening [5 minutes]
i.​ Welcome back
ii.​ Review Informed Consent, Ground Rules
iii.​ Check-in (any updates you’d like to share)
iv.​ Review Homework/ Reflection
●​ Appendix E: My Career Journey and Tricky Thoughts
●​ Would anyone like to share something that was particularly challenging or
something that surprised you from this exploration?
v.​ Provide Appendix G: Session 2 Guided Notes
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b.​ Review Cognitive Distortions [5 minutes]
i.​ Brief Recap types of distortions
●​ Ask group to name a few distortions and share an example
ii.​ Why are these important?
●​ Introduce Cognitive Triangle: Emotions←> Thoughts ←> Behaviors
iii.​ Unconsciously, the repetitions of distorted beliefs and thoughts will impact your
mood, feelings, and behaviors, creating undue stress or even self fulfilling
prophecies
●​ By catching and correcting these distortions, (with practice and repetition)
we will see changes in feelings/ mood and behaviors. This may take longer
for some individuals, which can depend on how long you have lived with
these distortions and how imbedded they are in your current identity.
c.​ Imposter Syndrome Discussion [5 minutes]
i.​ This is a side effect of cognitive distortions. The distortions make you believe
that you are inferior or not good enough, which is often not true.
●​ Competency can be an issue, but there is often a way to reframe that as a
growth-midset and seek additional training
ii.​ How can we challenge these thoughts?
d.​ Perceived Restrictions [10 minutes]
i.​ What “stories” have our family/ society told us about what we can/can’t,
should/ shouldn’t pursue in our career paths?
●​ Gender Norms
●​ Culture Norms
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●​ “This field doesn’t pay enough”
●​ “No one is hiring in this field”
●​ “That field is disappearing”
ii.​ Does this matter to us? Do we believe in these restrictions?
●​ Do these restrictions align with or contradict our values
○​ Values will be explored further during Session 3.
●​ How can you reframe or rewrite this concern or restriction into a strength?
(strengths will be elaborated on in Session 3)
e.​ Rewriting Your Narrative [10 minutes]
i.​ Activity 1 (See Appendix H)
●​ Provides two cover letters for the same person, one heavy with negative
narrative identity, the other with strengths-based language and a positive
narrative identity.
●​ Read and compare the two examples
●​ What are some elements of your career identity that you can rewrite?
ii.​ Activity 2: (Revisit Career Snapshot from Session 1)
●​ Review your responses to question 6, “What is getting in the way?”
○​ Consider if these are firm barriers or perceived barriers.
●​ Review your responses to question 3, “What I’m good at”
○​ How can you incorporate these skills and other strengths to create a
more positive narrative and identity?
f.​ Introduce Homework [5 minutes]
i.​ Provide Handout (See Appendix I)
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ii.​ Similar to the coverletter, we can challenge the distortions or negative thought
patterns that show themselves through our responses to interview questions.
Again, Thought, Behaviors, and Emotions are all interconnected. If we can
reframe the thought, we can increase our enthusiasm and confidence which will
show in our actions (verbal and non verbal responses)
g.​ Summarize [5 minutes]
i.​ Brief reflection on this session
ii.​ Preview agenda for next week
D.​ Handouts and Materials Used
a.​ Appendix G: Guided Notes
b.​ Appendix H: Cover Letter Examples
c.​ Appendix I: Rewriting Your Professional Narrative
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Session 3: Fine Tuning Career Goals to Align with Personal Values and Vision
​
Facilitated by Jermaine Tyler
A.​ Topics/ Skills/ Content:
Focuses on helping members clarify their long-term and short-term career goals based on
core values and envisioned futures. Participants will engage in experiential exercises to
identify what their motivators are and articulate grounded, values-aligned goals to support
career transition.
B.​ Rationale:
The goal of this group session is to advocate and guide adults in navigating career
transitions by supporting their personal values with meaningful career goals. Studies suggest
that transitions are more successful when individuals are properly guided to explain their
internal motivations and long-term vision (Savickas, 2019). This session incorporates
existential, values-based, and narrative career counseling approaches to help participants
recognize the difference between social expectations and authentic goals. This format allows
for deep reflection, peer support, and forward-planning grounded in self-awareness.
This session is designed for adults in various stages of professional identity
development. According to Erikson’s theory of psychosocial development, adults in the
early-to-middle adulthood phase are navigating themes of identity, purpose, and generativity
(Corey, 2016). For this reason, this session targets deeper clarity around “who I want to be”
professionally, inviting participants to engage in active imagination, goal setting, and
real-world application.
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The session includes two primary experiential activities, both supported by literature
on positive psychology and motivational interviewing. Visualization exercises, such as
imagining an ideal workday, help participants to articulate buried desires and foster essential
motivation (Taylor et al., 1998). The second activity, a structured values-to-goals worksheet,
is rooted in the principles of Acceptance and Commitment Therapy (ACT) and
strengths-based approaches (Jones-Smith, 2019; Brown & Ryan, 2015), supporting clients in
making values-consistent decisions that promote well-being and authenticity.
Sessions are structured to last 40 minutes and are held weekly to allow for
integration, real world experimentation, and homework completion. Participants are expected
to complete an interview with a professional in a desired field between sessions to further
ground their goals in real-life insight and networking.
The theoretical foundations of this group session also draw from career construction
theory (Savickas, 2019), which positions clients as authors of their professional lives. The
structured format helps members recognize unexamined social narratives and reshape their
career story based on values, meaning, and future vision. All handouts for this session are
original creations by the facilitator and designed to scaffold reflection, clarity, and goal
articulation.
B. Conduct Session 3:
i. Introduce myself
ii. Greet Everyone
iii. Review Informed Consent, Ground Rules
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iv. Check-in (any updates you’d like to share)
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v. Invite a member to share one reflection or insight from last session’s values
exploration.
1. Brief Overview: “Today we’re digging deeper into your ideal future
and what steps will get you there.”
2. Would anyone like to share where they see themselves in five years or
want for themselves?
b. Topic/Skills Content – [20 minutes]
i. Clarifying personal goals through values and vision.
1. Display the Values-to-Goals on PowerPoint
a. Optional Group Sharing Prompts
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i. Would anyone like to share one of their values and the
goal they chose?
ii. How can the group support you in a short-term goal?
iii. What’s the hardest part about aligning your actions
with your values?
2. Differentiating between external pressures and internal desires.
a. External Pressures: Expectations placed on you by family, society,
peers, or
b. Internal Desires: Values, passions, and goals that arise from your
authentic self and who you truly are and want to become.
c. Intrinsic vs. Extrinsic Motivation: What's the Difference?
d. *Optional*Ask questions like what does the other group think?
25
e. Have group members asked themselves, “Is this something I truly
want, or something I feel I should want?”
f. Does anyone have eternal pressures that affects or clouds their internal
desires?
3. Envisioning a fulfilling career, not just a functional one.
a. What would be a career that you feel would be satisfying to you or
maybe have a job that temporarily occupies you until you reach your end
goal? Means to an End.
c. I deal Workday Visualization [10 minutes]
i. Prompt: “Imagine you wake up one year from now in your ideal job
and life. Describe your day from start to finish.”
ii. Invite group members to share their highlights or ideas.
D. Questions and Closing [5minutes]
i. What parts of your visualization surprised or inspired you?
ii. What patterns do you see in the goals you created?
iii. How might external opinions or past experiences influence your
goal-setting?
iv. Set Homework: Vision statement (pass out worksheet)
a. O*NET Interest Profiler at My Next Move
v. Brief check-out round: “What’s one intention or goal you’re taking
with you this week?”
C.​ Handouts and Materials Used
a.​ Appendix J: Intrinsic vs Extrinsic Motivations
26
27
Session 4: Stress Management in Professional Settings
​
Facilitated collaboratively
A.​ Topics/ Skills/ Content:
Addressing the realistic fears associated with changing careers, Offer training in
coping skills to reduce anxiety, Discussion of what is in our control versus out of our control
B.​ Rationale:
The goal of this session is to create space for participants to openly talk about the real
stress and anxiety that often come with changing careers, especially during interviews or
when re-entering the workforce. As Corey (2018) explains, the working stage of group
counseling is when members begin to face discomfort, so it’s important that we offer both
support and useful strategies they can take with them into tough moments.
Career shifts can often involve uncertainty and instability. These external pressures
such as financial concerns, family responsibilities, or a competitive job market can easily
dominate one’s mental space and lead to heightened anxiety. However, as Neenan and
Dryden (2004) explain in cognitive-behavioral frameworks, distress is often intensified when
individuals overestimate threats and underestimate their capacity to respond. By
incorporating the Circle of Control activity, this session helps participants distinguish
between what they can influence and what lies beyond their control promoting cognitive
clarity and emotional acceptance.
Acknowledging the body’s stress response through psychoeducation gives
participants a language for understanding what they’re experiencing. This aligns with
somatic awareness principles and normalizes physical reactions rather than pathologizing
them. Introducing techniques such as box breathing and reframing allows members to
28
experiment with tools that interrupt negative thought spirals and restore balance. These
techniques are brief, accessible, and grounded in evidence-based practices for regulating the
nervous system.
This session also reinforces core CBT principles, mainly how our thoughts, feelings,
and behaviors are all connected. By learning how to challenge distorted thinking and make
room for more balanced thoughts, members can improve how they respond to stress and
build stronger emotional resilience. Research shows that self-regulation skills like
mindfulness and self-compassion are key to avoiding burnout and staying grounded,
especially under pressure (Zheng et al., 2022; Kinnunen et al., 2019).
Encouraging group members to share their own coping strategies also helps build
community and normalizes different responses to stress. It reminds everyone that they’re not
alone and that there are many ways to care for yourself in difficult times. The homework
gives participants a chance to try these skills outside of the session and reflect on what works
best for them.
In short, this session blends education, reflection, and shared experience to give
members a better handle on managing stress. By focusing on what’s in their control and
offering practical ways to respond to anxiety, participants are better equipped to face the
emotional challenges that come with changing careers more confidently and with greater
self-awareness.
C.​ Conduct Session 2:
a.​ Opening [5 minutes]
i.​ Welcome back
ii.​ Review Informed Consent, Ground Rules
29
iii.​ Check-in (any updates you’d like to share)
iv.​ Review Homework/ Reflection
●​ Would anyone like to share something that was particularly challenging or
something that surprised you from the homework assignment or any other
reflection that you’ve done on this topic since we last met?
b.​ Acknowledgement of fears [10 minutes]
i.​ We can dream all day, but dreams will not necessarily pay the bills, or get us
insurance, or put a roof over our heads, or pick our kids up from school.
ii.​ What are your fears, concerns, stressors, blockers?
●​ Can we change any of these?
●​ Are they in our control?
○​ Activity 1: Circle of Control Worksheet (See Appendix L)
c.​ Stress/ Anxiety Management Techniques [15 minutes]
i.​ What is Stress?
●​ Use the “Hand Model of the Brain” to illustrate the basic functions of the
brain and stress responses.
○​ Can present as video or demonstration based on :
https://www.youtube.com/watch?v=Kx7PCzg0CGE
●​ How the body reacts to stress:
○​ Can cause serious physical, medical concerns.
●​ Some stressors will always exist in a job search that are out of our control,
minimally in our control or that we cannot change immediately, such as job
30
market, competition in a career path, time it may take for continuing
education
●​ Some situations can be stressful or overwhelming for many people (such as
interviews)
○​ Stress is not always a bad thing. It can increase our focus and motivation
(in moderation).
○​ Too much stress leads to burn out which is a threat to both physical and
mental health.
ii.​ Stress Management, Brief introductions to coping techniques
●​ Reframing/ Cognitive Distortions (Brief recap from previous sessions)
●​ Change, Accept, Let go
●​ Stopping the thought spiral - ruminating
●​ Box Breathing
●​ Invite members to share other
d.​ Prioritizing Thoughts [5 minutes]
i.​ Tie back to CBT - What thoughts are you allowing to impact your mood,
mentality, behaviors
●​ When you are thinking negative thoughts, you’re not leaving space for the
positive thoughts
ii.​ Demonstration - Filling your Cup Video
●​ https://www.youtube.com/watch?v=SqGRnlXplx0
e.​ Homework and Closing[5 minutes]
i.​ Homework:
31
●​ Journaling:​
○​ Try out some of the coping mechanisms we discussed or other ideas
(there are thousands of methods to choose from). Briefly jot down which
methods you used and reflect on the outcome of using the method in that
situation
○​ Reflect on the Prioritizing Thoughts video and the values activities from
Session 3. What are you filling your cup with currently? Does this align
with your goals and values?
ii.​ Summarize
●​ Brief reflection on this session
●​ Agenda for next week
D.​ Handouts and Materials Used
a.​ Appendix L: Circle of Control Worksheet
32
Session 5: Living in this Moment
​
Facilitated by Emily Kennedy
A.​ Topics/ Skills/ Content:
Summarize sessions 1-4; acknowledge realistic timeframes and constraints to refocus on
here-and-now; using reframing and mindfulness to find joy in the “in-between”/ transitional
stage to avoid burnout and encourage resilience
B.​ Rationale:
In the fifth and final session of this group, the facilitator will summarize all they have
learned thus far while helping group members to refocus on the here-and-now. Refocusing our
group members from their future-oriented goals back to the here-and-now is aimed to help them
reduce their current stress levels as a more immediate intervention through this transitional
period in their career and set realistic expectations in regard to timeline and other factors that
may impact their career transition.
Career transitions can take time. While some group members may be able to begin
applying right away with transferable skills, there may be others in the group who need to take
additional steps such as continuing education or even a major life change such as living with
family members or relocating before they can start to see and feel the fruits of this change. Even
those who are able to start applying immediately may still face several weeks or months in the
job-search and interview processes. Further, all of the members are likely to experience
frustration or stagnation in their career at some point in the future. In teaching them coping skills
and techniques to help them ground themselves in the here-and-now while still looking forward
to the future and taking the steps they are ready for, the facilitator can help reduce the risk of
burnout.
33
Burnout is the result of sustained stress, jeopardizing health, personal and professional
relationships, and also influences cognitive functioning, attention, and memory (Zheng et al.,
2022). When going through a transitional period where someone needs to be able to present their
best self, burnout can cause undue, additional hurdles. Reminding group members that they need
to take care of themselves today in order to take care of themselves in the future is paramount.
To achieve this goal, the facilitator will utilize Cognitive Behavior Therapy (CBT)
technique of restructuring by redefining feelings such as happiness and joy through a narrative
perspective to help them see that they can rewrite their current story in a more positive light.
Several studies have illustrated that psychological distress through career decisions are largely
influenced by dysfunctional beliefs or thoughts (Arifouline et al., 2022). By illustrating that
happy and sad, or joy and frustration cannot exist in isolation as the extremes but as two sides of
the same coin (Spiegel, 2023), our aim is help group members become more mindful of things
that are going right in their life, even when it feels like everything is going wrong. Incorporating
mindfulness has been shown to reduce anxiety and negative thoughts, while increasing
self-clarity, problem-solving skills and motivation (Galles et al., 2019) – essential components to
a successful career change.
C.​ Conduct Session 2:
a.​ Opening [5 minutes]
i.​ Welcome back
●​ Facilitator introduction, including experience with career transition
ii.​ Review Informed Consent, Ground Rules
iii.​ Check-in
34
●​ Would any members like to share updates on their career transition or action
steps?
iv.​ Review Homework/ Reflection
●​ Would anyone like to share something that was particularly challenging or
something that surprised you from the homework assignment or any other
reflection that you’ve done on this topic since we last met?
b.​ Introduction to topic [5 minutes]
i.​ Summarize where we’ve been
●​ Committing to Change (session 1 - why are we here)
○​ Change within current role, change within current industry or career
path, or a bigger pivot
●​ Explored our strengths and values to help us determine where we want to go
next, not where anyone else thinks we should go (session 2- distortions,
perceived restrictions, self-empowerment)
●​ Explored our values, goals and visions for the future (session 3)
●​ Learned to cope with things we cannot change such as finances and life
circumstances, and confronted fears in our career change (session 4)
ii.​ Acknowledge the work members have done:
●​ These are amazing goals, we believe you can reach your goals (or manage
and redefine goals as you learn more about yourself) but change does take
time, especially when so much of a career change is out of our control.
○​ Remember to dream big, but also give yourself grace - reasonable
timelines and expectations, or setting smaller goals
35
●​ What about HERE and NOW?
●​ You shouldn’t have to wait to find peace, joy, happiness
c.​ Reframing Definitions [10 minutes]:
i.​ Discuss duality paradox, impermanence, all or nothing thinking in regard to the
following feelings
●​ Happiness
○​ Is true, complete happiness ever achievable?
○​ Can you have happiness without sadness or frustration or
disappointment?
●​ Joy
○​ Does joy have to be big, exciting fireworks? Can it be small moments
that make you smile?
○​ Can you find joy on a bad day?
●​ Peace
○​ Will you ever have a 100% peaceful day? Can you have a day with no
stress whatsoever?
■​How can you respond, manage, and move forward?
ii.​ We only have one life, we only have today, we only have this moment
guaranteed to us. What are you doing TODAY to find a glimpse of happiness in
what can feel like a dark and gloomy period?
d.​ Revisit Prioritizing Thoughts [5 minutes]: (session 4)
i.​ Reflect back to values exploration and filling your cup video
(https://www.youtube.com/watch?v=SqGRnlXplx0 )
36
●​ Rather than stress, negative thoughts, ruminating, what thoughts or
experiences do you want to enjoy?
○​ What are your golf balls, pebbles, sand, water?
e.​ Mindfulness:
i.​ Finding Microjoys [10 minutes]
●​ When was the last time you took a breath and enjoyed a moment?
●​ What is your favorite part of the day?
●​ How can we find more of that?
●​ Microjoys are moments where you can find a glimpse of happiness. It does
not need to be big or life changing, but an act of noticing something in front
of you, to acknowledge and appreciate the mundane beauty of what you
already have in the present.
○​ Share examples
■​Photos (technically the past, but brings a microjoy to the present)
■​A funny face my dog makes or the comfort of him laying his head
in my lap
■​My dog’s twitchy toes when she’s dreaming
■​My other dog’s snaggle tooth when his lip gets stuck
■​Sweater weather
■​The first snow
■​The sun still being up when you leave work in the winter
■​Finding your favorite “lost” pen
■​Child-like joy from seeing a rainbow or a wild animal
37
■​A small weekly tradition with your friends or family (game night,
pizza night)
■​Memes that your friend has been “pebbling” you with
■​Watching leaves blowing in the wind
○​ Worksheet - What realistic habits or moments can be added to your day
to increase your peace and joy (See Appendix A)
■​Should be free or under $10; 10 minutes or less; or already built
into budget or schedule to avoid adding stress
ii.​ Self-awareness and mindfulness
●​ Be aware of what you need in the present.
●​ Don’t get caught up in what you should be doing.
●​ “If you feel compelled to slow down and go inward for a time, in whatever way
makes sense for your situation, do that. But maybe you’ve been walking long
enough and you’re ready to slowly jog, or hell, even run. If that is true for you, then
take steps to pick up your own pace. Either way, be mindful of when and how you
may be “keeping up with Joneses” and forgetting to keep pace with yourself.”
(Spiegel, 2023)
f.​ Final Thoughts, Closing, Moving Forward [5 minutes]
i.​ What has been the most eye opening or helpful portion of these group sessions?
ii.​ Action Steps Review for each client
●​ Different for everyone - some may need continuing education or training,
some may need a new degree, some may be able to start applying, some
may be able to find stepping stone jobs
●​ The point is to have direction and vision
38
●​ Just because this group is ending, does not mean that you’re done with this
exploration. This is an ongoing, continuous cycle to learn more about
yourself and to continue to finetune your career, your goals, and your life.
○​ “There is no final stage - teach the group to be engaged in a continuous,
endless cycle of learning” (Meldrum, 2019)
D.​ Handouts and Materials Used
a.​ Appendix M: Session 5 Guided Notes and Activities
39
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Appendix A: Examples of Potential Group Members:
1.​ Denise, 48 y/o female, Laid Off After 20 Years: Denise worked in middle management
for a large retail chain for two decades, seeing it as her stable career. Last month, her
department was eliminated in a corporate restructuring, and she's now facing
unemployment for the first time since she was 25. She feels lost, undervalued, and unsure
how to even begin looking for a new role in a totally different job market.
2.​ Daniel, 35 y/o male, The Burned-Out Achiever: Daniel is a successful marketing
executive, earning a good salary with a prestigious company. From the outside, his life
looks perfect. However, he feels completely drained, uninspired, and deeply unfulfilled
by his work, realizing he's just chasing promotions and money without any real passion.
He wakes up dreading Mondays and dreams of doing something completely different, but
he's terrified of losing financial security.
3.​ Jade, 52 y/o female, The Empty Nester Seeking Purpose: Jade spent the last 25 years
as a dedicated stay-at-home mother, raising three children who have now all left for
college or their own careers. While she cherishes her family, she feels a significant void
and a loss of identity. She wants to re-enter the workforce, but she's unsure what skills
she has, what opportunities exist, or what kind of work would bring her new purpose.
4.​ Alex, 23 y/o male, The Confused Recent Grad: Alex just graduated with a degree in
Communications but feels completely overwhelmed and uncertain about career options.
He chose his major because it seemed broad, but now he's not passionate about any of the
typical jobs and feels lost scrolling through endless job boards. He's wondering if he
should have picked something else entirely, but doesn't know where to start exploring
new paths.
5.​ Javier, 40 y/o male, Forced Change Due to Health: Javier was a skilled chef,
passionate about his work. However, he recently developed a severe allergic condition
that makes working in a restaurant kitchen impossible. He's devastated, as cooking was
his life. Now he needs to find a completely new career path that won't compromise his
health, and he's struggling with the grief of losing his identity as a chef and the fear of the
unknown.
6.​ Chloe, 30 y/o female, Balancing Caregiving & Career: Chloe works as a paralegal, but
her mother recently had a stroke and now requires significant daily care. Chloe is torn
between her career aspirations and her family responsibilities. She realizes her current job
doesn't offer the flexibility she needs to be a primary caregiver, and she's looking for
ways to transition into a role that allows her to support her family while still contributing
professionally, even if it means retraining.
45
Appendix B: Navigating Your Next Chapter: Group Agreement
46
47
Appendix C: Career Snapshot
48
49
Appendix D: Understanding Cognitive Distortions
50
51
Appendix E: My Career Journey and Tricky Thoughts
52
53
Appendix F: Cognitive Distortions
54
55
Appendix G: Guided Notes for Session 2
Why should we catch and reframe distortions?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Will reframing your distortions immediately make everything better? Is this a quick-fix?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
56
Appendix H: Session 2, Activity 1: Cover Letter Comparison
Compare the differences of two cover letters from the same person.
Example 1:
Dear Hiring Manager,
I’m writing in response to the Customer Experience Associate position at your company. While I
don’t have a traditional background in customer service, I’ve had a number of short-term
roles across various industries that have exposed me to working with people. I realize this might
make me look inconsistent, but I’m genuinely trying to figure out where I belong career-wise.
I’ve struggled to stay in one job for long, not necessarily because I wasn’t capable, but because I
wasn’t sure if I was in the right place. That said, I do care about helping people and want to
contribute in meaningful ways. I’m hoping that despite my unconventional path, you might
consider my application. I know I have a lot to learn, but I’m willing to try my best.
Sincerely,
Joe Schmoe
Example 2:
Dear Hiring Manager,
I’m excited to apply for the Customer Experience Associate position at your company. With a
dynamic background that spans several industries, I bring a breadth of experience in
customer-facing roles, strong adaptability, and a deep desire to help people feel heard and
supported.
Throughout my career, I’ve embraced opportunities that allowed me to explore diverse
environments—from retail to tech support to event coordination. While my path has been
non-linear, each role has strengthened my communication skills, empathy, and
problem-solving abilities. These experiences have helped me discover a core passion:
delivering meaningful service that makes a real difference in people’s day-to-day experiences.
Rather than seeing my journey as inconsistent, I’ve come to value the resilience and flexibility
it has taught me. I’m now looking to bring that perspective into a more focused and long-term
opportunity where I can grow within a company culture that values both people and progress.
Thank you for considering my application. I’d welcome the opportunity to contribute to your
team and to continue growing in a role that aligns with my values and strengths.
Sincerely,
Joe Schmoe
57
Appendix I: Session 2, Homework: Rewriting Your Professional Narrative
Rewrite your narrative. Which portions of your resume, work experience, or history do you think
are the biggest hurdles for you to overcome? How can you reframe this for a more positive
narrative by turning this potential concern into a strength?
Original: ​
​
​
​
​
Reframe:
With these reframes in mind, consider how you might answer the following common interview
questions:
1.​
What are your strengths/ weaknesses?
______________________________________________________________________________
______________________________________________________________________________
2.​
Where do you see yourself in 5 years?
______________________________________________________________________________
______________________________________________________________________________
3.​
Describe yourself in 3 words
______________________________________________________________________________
______________________________________________________________________________
4.​
Tell me about a time when you had to deal with a stressful situation?
______________________________________________________________________________
______________________________________________________________________________
58
Appendix J: Intrinsic vs. Extrinsic Motivation
Motivation drives behaviors but can be divided into two main types - Intrinsic
motivation and extrinsic motivation. Both are important but they have different effects
on behavior and pursuit of goals.
●​ Intrinsic Motivation: An internal drive to engage in activities because they are
inherently interesting, enjoyable, or fulfilling. Examples include reading for pleasure,
solving puzzles, or pursuing a hobby purely for the joy of it.​
●​ Extrinsic Motivation: Motivation driven by external forces, such as monetary rewards,
praise, social recognition, awards, or avoiding punishment. People often act primarily for
the outcome rather than the activity itself.
Which is best?
Both are important and useful in their own ways in moderation.
●​ Too much extrinsic motivation or external rewards, may reduce natural intrinsic
motivation (known as the Overjustification Effect)
●​ This effect occurs when external rewards are given for activities a person already enjoys.
The individual begins to attribute behavior to the reward rather than internal enjoyment.
○​ Example: Someone who loves writing may lose interest in it once it's used to earn
money—as their sense of autonomy and internal drive diminishes.
When Extrinsic Rewards Can Support Intrinsic Motivation
●​ If rewards are based on performance or competency, they may enhance intrinsic
motivation. Recognition that affirms skill rather than controlling behavior can boost
internal drive.
●​ Thoughtful use of extrinsic incentives—especially in mundane tasks—can motivate
actions without harming intrinsic interest.
○​ Examples: Praise and positive feedback
○​ Unexpected rewards can also increase intrinsic motivation, if you are careful to
not overdo it so they become expected.
59
Why It Matters
Extrinsic rewards do not negatively impact intrinsic motivation when they are used to
indicate that a person has performed well. Rather, they can help people feel proud and
competent, which increases how much they enjoy the task.
When used appropriately, extrinsic rewards such as promotions, scholarships, and bonuses
can help boost motivation, creativity and performance.
Tips to Foster Intrinsic Motivation
1.​ Choose meaningful tasks that align with personal interests or values.
2.​ Build in autonomy by offering choice and control in how tasks are approached.
3.​ Provide positive feedback focused on competence—not just outcome or compliance.
4.​ Reserve extrinsic rewards for tasks low in intrinsic interest; avoid overusing rewards for
activities people already enjoy.
Key Properties Summary
Aspect
Intrinsic Motivation
Extrinsic Motivation
Source
Within the person (interest,
enjoyment)
Outside the person (rewards,
recognition, punishment)
Emotional
Experience
Pleasure, satisfaction,
curiosity
Pressure, validation,
achievement-drive
Long-Term
Sustainability
Generally more enduring
May fade once rewards are removed
When Effective
For engaging, meaningful
tasks
For routine or less-interesting tasks
Adapted from Verywell Mind
Cherry, K. (2023, December 13). Extrinsic vs. intrinsic motivation: What’s the difference? Verywell Mind.
https://www.verywellmind.com/differences-between-extrinsic-and-intrinsic-motivation-2795384
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Appendix K: Intrinsic vs. Extrinsic Motivation
Motivation drives behaviors but can be divided into two main types - Intrinsic
motivation and extrinsic motivation. Both are important but they have different effects
on behavior and pursuit of goals.
●​ Intrinsic Motivation: An internal drive to engage in activities because they are
inherently interesting, enjoyable, or fulfilling. Examples include reading for pleasure,
solving puzzles, or pursuing a hobby purely for the joy of it.​
●​ Extrinsic Motivation: Motivation driven by external forces, such as monetary rewards,
praise, social recognition, awards, or avoiding punishment. People often act primarily for
the outcome rather than the activity itself.
Which is best?
Both are important and useful in their own ways in moderation.
●​ Too much extrinsic motivation or external rewards, may reduce natural intrinsic
motivation (known as the Overjustification Effect)
●​ This effect occurs when external rewards are given for activities a person already enjoys.
The individual begins to attribute behavior to the reward rather than internal enjoyment.
○​ Example: Someone who loves writing may lose interest in it once it's used to earn
money—as their sense of autonomy and internal drive diminishes.
When Extrinsic Rewards Can Support Intrinsic Motivation
●​ If rewards are based on performance or competency, they may enhance intrinsic
motivation. Recognition that affirms skill rather than controlling behavior can boost
internal drive.
●​ Thoughtful use of extrinsic incentives—especially in mundane tasks—can motivate
actions without harming intrinsic interest.
○​ Examples: Praise and positive feedback
○​ Unexpected rewards can also increase intrinsic motivation, if you are careful to
not overdo it so they become expected.
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Why It Matters
Extrinsic rewards do not negatively impact intrinsic motivation when they are used to
indicate that a person has performed well. Rather, they can help people feel proud and
competent, which increases how much they enjoy the task.
When used appropriately, extrinsic rewards such as promotions, scholarships, and bonuses
can help boost motivation, creativity and performance.
Tips to Foster Intrinsic Motivation
1.​ Choose meaningful tasks that align with personal interests or values.
2.​ Build in autonomy by offering choice and control in how tasks are approached.
3.​ Provide positive feedback focused on competence—not just outcome or compliance.
4.​ Reserve extrinsic rewards for tasks low in intrinsic interest; avoid overusing rewards for
activities people already enjoy.
Key Properties Summary
Aspect
Intrinsic Motivation
Extrinsic Motivation
Source
Within the person (interest,
enjoyment)
Outside the person (rewards,
recognition, punishment)
Emotional
Experience
Pleasure, satisfaction,
curiosity
Pressure, validation,
achievement-drive
Long-Term
Sustainability
Generally more enduring
May fade once rewards are removed
When Effective
For engaging, meaningful
tasks
For routine or less-interesting tasks
Adapted from Verywell Mind
Cherry, K. (2023, December 13). Extrinsic vs. intrinsic motivation: What’s the difference?
Verywell Mind.
https://www.verywellmind.com/differences-between-extrinsic-and-intrinsic-motivation-2
795384
62
Appendix L: Circle of Control
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Appendix M: Session 5 Guided Notes and Activities
REDEFINE:
What do each of the following words mean to you? Revise each definition throughout our
discussion.
Happiness: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Joy: _________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Peace: ________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
PRIORITIZING THOUGHTS:
Reflect back to your values exploration and the “Filling Your Cup” Video. Rather than stress,
negative thoughts or ruminating, what thoughts or experiences do you want to occupy your mind
with? Which are your “golf balls”, “pebbles”, “sand”, and “water”?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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FINDING YOUR MICRO JOYS
Brainstorm where you can find joy in your daily life. Why did you choose these moments? Do
you notice any alignment with your values?
Try to focus on joys that are $10 or less, can be done in 10 minutes or less, or are already built
into your budget or schedule. This should not be a to-do list that adds stress.
Activities that bring you joy: ____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
-​ Reflect:
-​ Why do these bring you joy?
-​ How often do you participate in these activities
Places where you find joy: ______________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
-​ Reflect:
-​ What makes these places joyful?
-​ How often do you visit this place?
People who bring you joy: _______________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
-​ Reflect:
-​ How much time do you spend with them?
-​ How have they impacted your life?
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Appendix N: Powerpoint for Sessions 1, 3 and 5
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