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The Positive Minds Only group will cover different Mindfulness techniques. The targeted age group for this group would be 9th and 10th graders ages ranging from 14-15 years old. The group will focus on empowering students and providing the skills needed to navigate the challenges of high school. The group will encourage the development of skills needed for emotional regulation and communication skills. This group would teach students skills needed to encourage students to develop a positive mindset.

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Students in the Positive Minds small group will master the following mindsets and behaviors listed in the American School Counselor Association (ASCA):

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

M 3. Positive attitude toward work and learning

B-LS 4. Self-motivation and self- direction for learning

B-SMS 1. Responsibility for self and actions

B-SMS 7. Effective coping skills

B-SS 1. Effective oral and written communication skills and listening skills

B-SS 9. Social maturity and behaviors appropriate to the situation and environment

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The information for the Positive Minds Only group will be disseminated to faculty, staff, parents and students via email. The communication for this group will also be included in Newsletters and flyers that I would post around campus. The newsletters and flyers will also be sent home to parents via their student.

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The screening process for the group would consist of reviewing the list of referrals from parents, faculty, staff and students. Counselor would then review the needs of each of these students to determine which students are at a higher risk and would benefit the most from the small group. Once the students have been interviewed and the students has been selected to participate the student would receive another brief overview of the group description and goals. Once each student has been screened individually and they have agreed on participation into the group I would schedule to meet with the whole group.

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Texas district policy requires that parental or guardian consent is received in order for students to participate in group counseling. Informed consent forms will be sent home with students to bring back.

Once parental or guardian consent has been received, students will be asked to provide their assent to participate in the group. Assent from the students gives them the opportunity to feel a sense of independence and could improve their overall success in the group.

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This participation guidelines/ground rules form will be utilized to set the expectations for the group behaviors. This guide will ensure that the group remains a safe space for each member.

Predetermined rules:

One person speaks at a time

Use only respectful words and responses

Treat each other with respect

Protect confidentiality of the group

I would also let the group come together to determine 3-4 additional rules that they think the group could benefit from.

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As stated in the group dynamic form, although all groups are different they all go through predictable stages. I will guide the members through each stage of the group dynamics.

Stage 1: In order to build positive relations with the group member and myself we would start by understand the importance of positive communication and actively listening to each other. This ensures that each member feels heard and a sense of belonging. I would stress with group members that although confidentiality is important doesn't mean that it will not be broken. I would also remind students about the importance of confidentiality and keeping conversations within the group. I would remind members of the assent that was signed and the importance of keeping topics confidential.

Stage 2: In order to ensure cohesiveness and productivity in the group, I would be sure to discuss responsibility and goals before each session begins. I would complete regular check-ins with members on their progress towards their goals and celebrate their positive achievements.

Stage 3: At the ends of the session I would allow a few minutes to discuss how each member feels about the lesson and provide any additional support for students who needs it. I would also take time to reiterate the importance of confidentiality from each member. I would inform the members that if they find themselves struggling before our next session that they could reach out to me for additional support and guidance.

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For this small group the best leadership style would be Participative. This leadership style offers guidance to group members but also participate in the group and allow input from other members of the group as well. This allows the members to be more engaged in the group.

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The type of therapeutic factors seen in this particular group may be:

Instillation of Hope: Member begin to realize that they can learn the skills needed to change their thoughts and behaviors

Imparting of information: This group is considered a didactic instruction that focuses on psychodynamics

Universality: Members will demonstrate and understand that we are not alone in their feelings and problems.

Development of socializing techniques - group members will undergo social learning or development of interpersonal skills

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This updated guidance on Parental Opt-In requirement states that parental consent is required in order to provide human sexuality instruction to a student. It is important to understand this to ensure that if any of the topics addressed in counseling sessions fall under human sexuality instruction, additional consent is required.

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Updated Guidance on Parental Opt-In Requirement | Texas Education Agency

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The purpose of this letter is to clarify the obligations of Texas public school systems following the expiration of language in Section 28.004 of the Texas Education Code (TEC), requiring parental consent prior to human sexuality instruction.

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The ASCA ethical standards for school counselors address the responsibilities of the counselor in student development. The ASCA provides a clear guideline for school counselors to follow to ensure a successful student outcome.

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American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

American School Counselor Association (2022). ASCA Ethical Standards for School Counselors. Alexandria, VA.

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.

TEC, Section 28.004(q-6),

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