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The Rainbow and Beyond Group is a supportive, closed-group experience for LGBTQ+ college students (ages 18–26). This group will provide a safe and affirming space to discuss challenges related to mental health, identity exploration, and campus belonging. Through structured conversations, resource sharing, and peer support, members will work to improve their emotional well-being, resilience, and sense of connection on campus.

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Flyers, Website postings, and invitations will be presented to students.

A Supportive Space for LGBTQ+ College Students

Benefits of Joining: ✔ Safe, affirming community ✔ Learn coping & resilience skills ✔ Explore identity in a supportive space ✔ Connect with peers & resources

Interested? Contact the Counseling Center or LGBTQ+ Student Life Office for more information on how to join.

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This group will focus on improving the following mindset and behaviors identified by the ASCA:

Mindset Standards

~ M2. Sense of acceptance, respect, support, and inclusion for self and others in the school environment.

~ M4. Self-confidence in ability to succeed.

Behavior Standards

B-LS 10. Participation in enrichment and extracurricular activities.

B-SMS 6. Ability to identify and overcome barriers.

B-SMS 7. Effective coping skills.

B-SMS 9. Personal safety skills.

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary. (ASCA, 2021)

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1. Informing Participants

Share details about the group (purpose, topics, logistics, confidentiality expectations) through flyers, emails, and Counseling Center staff referrals.

Provide a one-page information sheet that outlines what the group is, who it is for, and what students can expect.

Emphasize that the group is a closed, supportive space with consistent weekly meetings.

2. Assessing Readiness, Willingness, and Interest

Interested students will complete a brief intake interview with the facilitator or counseling staff.

The interview will explore:

Motivation for joining the group.

Comfort level with sharing in a small group setting.

Current challenges related to identity, mental health, or belonging.

Prior group counseling or support experiences.

Emotional stability (e.g., assessing if individual counseling may be more appropriate before joining).

3. Screening Format

Individual interviews (15–30 minutes) rather than group format, to ensure privacy and comfort.

Conducted in-person at the Counseling Center or virtually via a secure platform if needed.

Includes a discussion of group norms, expectations, and limits of confidentiality.

(ASGW Best Practice Guidelines, 2008)

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I will use this template as my guide for informed consent, editing for students of age to sign, not the parent.

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~Using the Resource

At the first session, I will present the Counseling Group Ground Rules handout

Counseling Group Ground Rules.

~This document will serve as a starting point for discussion.

The facilitator will review each guideline, explain its importance, and invite group members to ask questions.

~Predetermined Rules (set by facilitator/campus policy):

Confidentiality: What is shared in group stays in group (with limits for safety concerns).

Respectful Communication: No interrupting, judgment, or derogatory language.

Attendance Commitment: Members are expected to attend all 6 sessions unless emergencies arise.

No Harm Policy: Members agree not to engage in self-harm or harm to others during group time; crisis support will be provided if needed.

Substance-Free Participation: Members must arrive free from drugs or alcohol.

~Collaboratively Determined Rules (set with the group):

Check-In Rituals: Decide as a group how to start (e.g., “highs/lows,” affirmations).

Sharing Norms: Group can decide on guidelines like “step up, step back” (balancing talking and listening).

Technology Use: Group members may set expectations (e.g., phones off, or allowed only for notes).

Conflict Resolution: Group decides how to handle disagreements or microaggressions.

Closing Rituals: Group chooses a way to end sessions (e.g., gratitude round, positive affirmation).

(Missouri Comprehensive Guidance Program, 2017)

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Stage 1: Forming / Orientation & Building Trust Relationship Building: Begin with introductions, icebreakers, and a group values activity to help members feel safe and seen. I will model openness, active listening, and respect to build credibility and warmth as a facilitator.

Establishing Norms: Review the Participant Guidelines & Ground Rules resource together. Predetermined rules (confidentiality, respect, attendance) will be presented first, then members will co-create additional expectations. This collaborative process increases buy-in.

Addressing Confidentiality: I will clearly explain confidentiality expectations and limits (e.g., safety concerns such as self-harm or harm to others require reporting). I will emphasize that while confidentiality is expected, it cannot be absolutely guaranteed since all members share responsibility. This discussion will be revisited as needed if concerns arise.

Stage 2: Working / Cohesion & Productivity

Maintaining Cohesion: Use structured lesson plans (identity exploration, resilience, belonging, empowerment) while leaving space for open discussion. Encourage balanced participation with “step up, step back” norms.

Checking Progress: Begin sessions with quick emotional check-ins and end with reflections or affirmations. Midway through the program (Week 3), I will conduct a group pulse check (brief anonymous survey or open discussion) to assess how members are experiencing the group and if adjustments are needed.

Facilitator Role: Support positive interactions, address conflicts/microaggressions immediately, and model inclusive language and empathy. Reinforce the group’s purpose by linking conversations back to learning outcomes.

Stage 3: Ending / Termination & Closure

Exploring Feelings about Ending: In the final two sessions, I will open space for members to reflect on how they feel about closure, what they gained, and any worries about losing group support.

Closure Activities: Include activities like writing letters to their future selves, sharing affirmations, or creating a group word cloud of lessons learned.

Follow-Up Plan: Provide members with a resource list (counseling services, LGBTQ+ campus resources, national hotlines). Encourage them to continue peer connections outside group if appropriate.

Reinforcing Confidentiality: Remind members that confidentiality extends beyond the group’s end. Discussions and personal stories shared in group remain private even after the group closes.

Ending with Empowerment: Close with a celebration of progress, highlighting skills learned (coping, resilience, resource awareness) so members leave confident, supported, and not abandoned (Yalom & Leszcz, 2020).

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I anticipate using a democratic/participative leadership style blended with elements of facilitative leadership.

My rationale for this approach invites members to contribute to group decision-making, such as creating ground rules, setting session norms, and shaping discussions. For LGBTQ+ students, who may have experienced marginalization or silencing in other spaces, participative leadership ensures their voices are validated and valued. It helps foster empowerment, autonomy, and inclusivity—key goals for this population.

Facilitative Style: As facilitator, I will guide conversations, keep track sessions, and create safety while also allowing space for members to share and connect meaningfully. Rather than directing or dominating, I will act as a supportive guide, helping members draw insight from their own experiences and from each other.

Why This Works for LGBTQ+ Students:

Many LGBTQ+ students seek affirming environments where they feel seen, heard, and validated.

A democratic approach reduces power imbalances and models equity and collaboration, which aligns with social justice values.

A facilitative approach ensures that the group remains safe and structured without being overly rigid or authoritarian. This balance respects members’ autonomy while maintaining boundaries necessary for emotional safety.

(Goleman, 2000; Northouse, 2021)

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Instillation of Hope - faith that the treatment mode can and will be

effective.

Universality - demonstration that we are not alone in our misery or our

"problems".

Development of socializing techniques - social learning or development of interpersonal skills.

Interpersonal learning - receiving feedback from others and experimenting with new ways of relating.

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Requirement: Informed consent (ACA, 2014; TEC §28.004).

Application: I must obtain written parental consent before students join. Consent protects student rights, clarifies expectations, and ensures parents are informed partners.

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The American School Counselor Association [ASCA] provides ethical guidelines for School Counselors:

A.1.c. states that school counselors must support all students and their development by actively working to eliminate systemic barriers or biases that impede student growth (ASCA, 2022, A.1.c).

A.2. focuses on confidentiality. School counselors must promote awareness of ethical standards and legal requirements regarding confidentiality. They must inform students about the purpose of the group, its goals, techniques, rules, and the situations in which information may need to be shared with school staff. This includes obtaining informed consent and clarifying the limits of confidentiality (ASCA, 2022, A.2.).

A.3.a. requires school counselors to provide culturally responsive counseling programs that promote academic, career, and social/emotional development (ASCA, 2022, A.3.a). F

A.4.b. states that counselors should provide and advocate for all students’ career awareness, exploration, and postsecondary planning (ASCA, 2022, A.4.b.).

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References used for this Padlet