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The group name is SPAC, which stands for Supporting Parents of Autistic Children. It is a psychoeducational/support group for parents who have young adults diagnosed with autism spectrum disorder (ASD). All group members must be parents (18+) of adolescents (13-22) diagnosed with ASD.

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The following ASCA mindset and behavior standards for members will be met through participation in this group:

M 4. Self-confidence in ability to succeed

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

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I will advertise the group in the Ivy Street School weekly newsletter. This newsletter is sent via email to all staff, students, and parents at Ivy Street. My advertisement will include a description of the group, my plans for implementation, and contact information. Additionally, I will create flyers to send home with day program students.

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I will conduct pre-group interviews via video conferencing. I plan to work with each potential group member to choose a time that works best for them. During each screening I will provide a detailed description of the group, explain the goals and outcomes, and go over expectations for group members. I will choose interested members that meet the inclusion criteria (parents of autistic young adults), are able to attend meetings, and agree to maintain the confidentiality of their fellow group members

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Informed consent is required for all group members. The attached consent form will be sent via email to all members and must be turned in at the first meeting.

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I will be using the attached resource as the initial ground rules and expectations for the group. Members will have the opportunity to come up with additional rules/guidelines at the initial meeting. Additional rules will be added based on unanimous approval.

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As group leader, I plan to use a democratic leadership style. I believe that this leadership style will be most beneficial for the parents participating in my group. By encouraging input from group members, I will try to create an environment where all members feel that their voices matter. Additionally, I will lead by example by participating in all activities and group discussions.

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The following Yalom (1995) therapeutic factors could be present in SPAC:

Universality- Members will be able to spend time sharing information and experiences with other parents of autistic children. Through their participation in the group, members should feel less alone in their struggles.

Instillation of Hope: Members should gain hope through their participation in SPAC that there are effective ways to manage their autistic children’s behavior.

Imparting of Information- Group sessions will involve psychoeducation on topics such as symptoms of autism spectrum disorder, behavior management strategies, and relaxation techniques.

Direct Advice- Members will share their advice and experiences through group discussions.

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The ACA code of ethics B.1.c. states that counselors must protect the confidentiality of prospective and current clients. It also states that counselors have the right to disclose information with consent or with legal/ethical justification (Martz, 2014). This ethical guideline supports me in protecting my client’s right to confidentiality in my role as a counselor.

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The Board of Allied Mental Health and Human Services Professionals 262 CMR 7.03 states that mental health counselors are required to complete at least 30 Contact Hours of continuing education every two years. This legal guideline supports me in advancing my knowledge and maintaining high standards for counseling.

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Stage 1: The first stage of group dynamics involves getting to know one another, setting group norms, and building trust (Missouri Comprehensive Guidance and Counseling Program, 2015). In order to build relationships between group members and myself, I plan to include space for introductions and an ice breaker activity during the first meeting. Group norms will also be established during this initial meeting and members will have the opportunity to come up with additional rules and expectations. The goal of this first stage is to create a respectful and safe environment. While confidentiality cannot be guaranteed, all members must agree to maintain confidentiality in order to participate. Failure to do so will result in their immediate removal from the group.

Stage 2: The second stage of group dynamics involves working towards individual and group goals (Missouri Comprehensive Guidance and Counseling Program, 2015). Every meeting, the group leader will present information on the session topic and then members will participate in activities and group discussions. This format will allow members to engage with both the material that they’re learning and each other. At the end of each meeting, members will have the opportunity to check in with the group leader and ask any questions they may have.

Stage 3: The third stage of group dynamics involves ending the group and creating closure (Missouri Comprehensive Guidance and Counseling Program, 2015). In the final meeting, members will review what they have learned over the past 6 weeks and then share how they have benefited from the group. Members will also have the opportunity to share their feelings about the group ending. Members who wish to do so will be encouraged to exchange numbers so they can keep in touch with their newfound support system. Confidentiality will be addressed one last time before members leave the final session.

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American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452- 4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2022, May 23). What Are Prominent Leadership Styles and Frameworks You Should Know? Verywell Mind. Retrieved September 10, 2022, from https://www.verywellmind.com/leadership-styles-2795312

Commonwealth of Massachusetts. (n.d.). 262 CMR 7: Continuing education. Mass.gov. Retrieved September 11, 2022, from https://www.mass.gov/regulations/262-CMR-7-continuing-education

Martz, E. (2014, March 25). 2014 ACA Code of Ethics (1st ed.). American Counseling Association.

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

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