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In this group, we will be addressing how bullying negatively impacts body image. Females from ages 16 to 18 are more than welcome to join.

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Upon completing this group, participants will develop key ASCA Mindsets and Behaviors that support their personal and social growth. Students will strengthen their self-confidence and belief in the development of the whole self (M 1, M 2) while learning to maintain a positive attitude toward personal growth (M 6). Through activities focused on coping, resilience, and peer support, participants will demonstrate effective coping skills (B-SMS 7), the ability to adapt to challenges (B-SMS 10), and the capacity to form supportive relationships with peers (B-SS 2). Additionally, students will enhance their advocacy skills and ability to assert themselves (B-SS 8), fostering healthier body image and emotional well-being.

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Visually appealing flyers and posters will be placed throughout the school.

Morning announcements will briefly discuss the group to try and spark interest.

An email with a brief description of the group will be sent out to teachers and parents.

Encourage teachers, staff and peers to refer students who may benefits from this group.

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Before interviewing new members of this group, it is crucial that they are aware of the purpose of this group. Majority of this information will be announced or on flyers such as what the topic is, what the main goal is as well as who is the target audience for this group.

Each individual interested in this group must be willing to follow ground rules and maintain confidentiality.

During the interview, the group leader will go over meeting times for the group. In this instance, the group would be held after school every Tuesday starting at 3:30 and ending at 5:00. This group will also meet over a 6 week timeframe.

The goals and outcomes will also be discussed with the students such as

·       Students will recognize how bullying affects body image and self-esteem by reflecting on personal experiences and participating in group discussions.

·       Students will develop a healthier body image by practicing positive self-talk, exploring personal strengths, and challenging negative thoughts through group activities.

·       Students will strengthen resilience and confidence by applying coping strategies, engaging in peer support, and practicing self-advocacy skills related to body image.

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According to Dansby-Giles (2014), parents must give legal consent for school counseling services. Students provide assent, showing their agreement to participate. This balances parental rights with student autonomy and builds trust.

Policy requirement: Parents must complete an SB 12 parental consent form before students can receive school-based mental health or counseling services (Centerville ISD, n.d.).

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These guidelines shown in the attachment provide clear expectations for confidentiality, respect, and participation while also encouraging group members to help shape their own rules.

Predetermined rules:

Confidentiality: Members must keep shared information private.

Respect & Safety: No put-downs, threats, or harmful behavior.

Attendance & Participation: Be on time, stay engaged, avoid distractions.

Rules that can be determined:

Sharing Norms: How much to share, “pass” option if not ready to talk.

Communication Style: No interrupting, active

Support Agreements: Ways to encourage one another (e.g., positive feedback, check-ins).

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Stage 1:

I will initiate the group with icebreaker activities and structured introductions to help participants feel comfortable sharing.

Encouraging participants to share at their own pace helps foster trust and reduces anxiety about being judged.

I will involve the group in collaboratively creating group rules, such as respectful communication, listening without interrupting, and supportive feedback.

At the first session, I will clearly explain that confidentiality is expected, but it cannot be guaranteed because the counselor cannot control what other group members may disclose outside the group.

Stage 2:

Review group norms and objectives at the start of each session to maintain focus.

Use structured activities (discussions, role-plays, reflections) to promote participation and collaboration.

Check progress with brief check-ins, observation, and reflective exercises, allowing members to share experiences and track growth.

Stage 3:

Summarize the group’s journey, highlighting growth in body image, coping strategies, and resilience. This helps solidify learning outcomes and reinforces the value of participation.

Acknowledge emotions related to the group ending, such as sadness or anxiety, and normalize these feelings to prevent perceptions of abandonment (Joyce et al., 2007).

Remind members that confidentiality remains important even after the group ends, emphasizing that sharing outside the group should be respectful and that personal disclosures should continue to be protected.

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The leadership style for this group is participative. This ensures that students are actively involved in discussion, decision-making, and goal setting.

This leadership style is best for this specific group because it empowers them, builds trust, and encourages engagement, which is important for adolescents who benefit from autonomy and peer support (Irani et al., 2020).

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The therapeutic factors I can potentially see in the group sessions are:

Universality

Students realize they are not alone in their body image struggles, which reduces feelings of isolation and fosters connection (Yalom, I. D., 1995)

Altruism

Sharing experiences and coping strategies allows participants to help others while reinforcing their own self-worth (Yalom, I. D., 1995).

Instillation of Hope

Seeing peers make progress and practice coping strategies fosters optimism about personal growth (Yalom, I. D., 1995).

Group Cohesion

A trusting and supportive group environment promotes a sense of belonging, making participants feel safe to share and practice new skills (Yalom, I. D., 1995).

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Texas Education Code – Senate Bill 11 (School Safety & Mental Health Support)

Requirement: Counselors must help implement safe and supportive school environments by addressing student mental health needs (Texas Legislature, 2019).

Application to Group Counseling:

Group counseling sessions must prioritize student safety and provide structured support.

Counselors are legally obligated to align practices with school safety and crisis intervention plans (Texas Legislature, 2019).

Support in Practice:

Ensures group sessions are designed to prevent harm, reduce risks, and foster a safe learning climate.

Protects both the counselor and students by aligning with state law.

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ASCA & ACA Ethical Standards – Confidentiality in Group Counseling

Requirement: Counselors are ethically responsible for protecting student confidentiality, even in group settings where privacy is harder to maintain (ASCA,2022; ACA, 2014).

Application to Group Counseling:

Counselors must explain confidentiality limits at the beginning of the group (ASCA,2022; ACA, 2014).

Students should be reminded that while the counselor upholds confidentiality, peers are also expected to respect it.

Support in Practice:

Builds trust and safety within the group.

Encourages open sharing while reinforcing ethical boundaries.

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American Counseling Association. (2014). ACA code of ethics. American Counseling Association. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association. (2022). ASCA ethical standards for school counselors. American School Counselor Association. https://schoolcounselor.org/Ethical-Standards

Centerville Independent School District. (n.d.). SB 12 parental consent for school-based counseling and health-related services. Centerville ISD. https://www.centerville.k12.tx.us/284414_2

Dansby-Giles, G. (2014). Informed Consent, Confidentiality, and Duty to Warn With School Counselors. VISTAS: Ideas and Research You Can Use.

Irani, N., Akbari Kamrani, M., Mahmoodi, Z., Farid, M., Hajian, N., & Dinpajouh, F. (2020). The effect of group counseling on body image coping strategy among adolescent girls. International Journal of Pediatrics, 8(12), 11451–11460. https://ijp.mums.ac.ir/article_11348.html

Joyce, A. S., Piper, W. E., & Ogrodniczuk, J. S. (2007). Therapeutic alliance and cohesion variables as predictors of outcome in short-term group psychotherapy. International journal of group psychotherapy, 57(3), 269–296. https://doi.org/10.1521/ijgp.2007.57.3.269

Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.