Counselling activity: using cinema therapy to help students

As a former film teacher turned school counsellor, I have developed a particularly impactful and innovative technique utilising cinema therapy, specifically for international high school students navigating college and career decisions. 

CCR Story Circles is a multimodal approach used during our weekly 25-minute College and Career Readiness (CCR) sessions for grades 9 to 12 at the American International School of Abuja. 

This strategy blends three core components: 
1. Cinema and clip-based reflection 
2. Career mapping using MaiaLearning tools 
3. Student-led peer coaching circles 

Together, these elements form a safe, engaging space where students can explore their identity, discover pathways aligned with their values and build the confidence needed to articulate their personal story, which is especially critical in competitive college application contexts. 

Why I created this model

Many international students experience: 

• Conflicting cultural and parental expectations, such as: “I want to study fine arts, but my parents expect engineering.”
• Uncertainty about global post-secondary pathways, such as whether to pursue study in Canada, the UK, the US, or elsewhere.
• Difficulty articulating personal narratives for essays, interviews or scholarship applications because of cross-cultural identity, frequent transitions or perfectionism.

As a counsellor managing rotating CCR sessions with limited time (25 minutes per week per grade), I needed an approach that was:  

• Developmentally appropriate
• Culturally inclusive
• Emotionally engaging 

Cinema, with its universal themes and emotional resonance, offered a powerful entry point. 

How it works

1. Cinema and clip-based reflection

Each CCR Story Circle begins with a two- to four-minute clip, trailer or interview that explores themes such as identity, resilience, transition or purpose. 

For example: 

• Spiderman: Into the Spider-Verse → Dual identities, family expectations, self-discovery
• Inside Out → Emotional intelligence, adjusting to change
• The Farewell → Bicultural identity and grief 

After viewing, students are prompted to reflect using guiding questions: 

• “Which character do you identify with and why?”
• “What challenge did they overcome? How does this relate to your journey?”
• “If this were your story, what would the title be?” 

This sets the emotional tone and allows students to connect abstract academic/career goals to personal meaning. 

Why it works: Students start connecting their lived experiences to broader narratives, making future personal statements or interviews feel more natural and authentic. 

2. Career maps and values inventories

Following the reflection, we shift into hands-on career exploration using tools within MaiaLearning. 

Students complete career cluster assessments, engage with values and interests inventories and explore college major fit tools. 

They then physically or digitally build career maps that visually link: 

• Past experiences, for example hobbies, family background, school projects)
• Career interests (from MaiaLearning results)
• Subject preferences
• Preferred global study destinations

Some students use sticky notes on poster boards; others use Canva to build digital maps. 

The visual process reinforces self-efficacy and encourages divergent thinking. 

Why it works: Career choices are no longer just about grades or external pressure; they become rooted in personal stories, values and goals. 

3. Peer coaching circles 

The final step of each session is the peer coaching circle. Students pair up or form small groups (three to four max) and share a one-minute version of their CCR story. 

Listeners respond using a reflective framework: 

• “I hear…” (validates the message)
• “I wonder…” (invites curiosity or critical thinking)
• “I admire…” (affirms character and effort)

This framework encourages active listening, empathy and peer validation and confidence in public speaking.

One particularly powerful example came from a Grade 11 student passionate about textile design. Initially hesitant to share because of perceived stigma (“it’s not a real career”), she found validation through her peer circle. 

Encouraged by feedback such as “I admire your creativity and confidence,” she explored foundation art programmes in the UK, an opportunity she hadn’t considered viable before. 

How other counsellors can use this

CCR Story Circles can be adapted to: 

• Time-limited advisory settings (eg 25 to 30 minutes)
• Group counselling sessions (focused on transitions, anxiety, identity)
• College essay brainstorming workshops
• Student leadership training or orientation events

 Tips for implementation:

• Choose culturally relevant film clips with age-appropriate themes.
• Scaffold sessions based on grade level: 
  -Grade 9: exploring identity 
  -Grade 10: building curiosity 
  -Grade 11: articulating direction 
  -Grade 12: solidifying voice for applications
• For EAL students, allow journaling or drawing responses before sharing aloud.

Tools needed: YouTube clips, projector/speakers, sticky notes or Canva templates, MaiaLearning access, reflection prompts.