# data[].attributes.body
This group is designed for elementary students struggling with their emotion regulation skills. The purpose of this group is to work on those skills in areas determined an area of growth based on a needs assessment.

Based on STAAR scores, the percentage of students in the school who are from low socioeconomic homes, and discipline records, it was determined students would benefit from furthering their social-emotional and emotion regulation skills.

# data[].attributes.body
The following Mindset standards will be met through participation in this group:

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

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

B-SMS 1. Responsibility for self and actions

B-SMS 2. Self-discipline and self-control

B-SMS 7. Effective coping skills

# data[].attributes.body
The counselor will gather referrals from teachers on students who could benefit from group counseling sessions. The counselor will then meet with students individually to inform them of the details of the group and conduct individual assessments/screenings and obtain verbal assent. Those students selected as potential group members will then be met with individually to explain their selection and willingness to participate.

# data[].attributes.body
Since the targeted students are over the age of 7, students' oral assent will be obtained from those interested or those who received referral/recommendation from a teacher.
A consent form will be sent home to parents of all selected potential members explaining the purpose of the group, information on meeting times, and topics being discussed.

# data[].attributes.body
To spread information about this group, the plan is to send out a newsletter to the students, parents, teachers, and administrators of the selected students. This newsletter will be sent to parents over email and printed to be sent through physical mail as well.

On the days that the small groups take place, emails will be sent to the child's school email and their teacher as a reminder they have a counseling group that day.

# data[].attributes.body
Stage 1- Relationships and trust will be built throughout the sessions. Initially, students will introduce themselves so they feel comfortable sharing with the group. Group rules and expectations will be discussed by the counselor at the first session, and then the students will be reminded of the norms at the beginning of each subsequent session. At the beginning of each session, the counselor will discuss confidentiality with the students and encourage the students to keep everything discussed during the session confidential. The counselor will remind the students that this means not to discuss what we talked about in the session with anyone outside of the group, including their friends. The counselor will also explain that because there are many students in the group, confidentiality cannot be guaranteed. If confidentiality is broken, the counselor will address it through an individual conversation to ensure that it doesn't happen again. The counselor will also explain the limits of confidentiality to the group, explaining that confidentiality will be broken if the counselor thinks a student is in danger.

Stage 2- The counselor will keep students working progressively and cohesively by making it clear throughout the sessions that each member is valued (Missouri Professional School Counselors and Counselor Educators, 2015). The counselor will frequently check in with the students through different assessment activities that progress towards the learning outcomes and will lead open discussions regarding how the group is progressing.

Stage 3- The last session is dedicated to closure. The counselor will lead a discussion asking students to identify something specific they learned and how they will apply it in their lives. This will help the counselor to monitor and explore how the students are feeling about the ending. The students will take a post-assessment to determine what they learned. The counselor will stress that confidentiality must continued to be kept and that the students should not tell anyone what was discussed in the group, even as time passes. Lastly, the counselor will make a plan to meet early on in the next school year to reflect on how the students are using what they learned in the group in their lives.

# data[].attributes.body
The leadership styles this group will focus on are a mix of authoritarian and transformational. Authoritarian leadership will be beneficial because clear expectations are provided for the group. Group counseling lends itself to authoritarian leadership because of the fact that the counselor is making the plan and the decisions. Authoritarian leadership would work best for this age group because they will respond better to an authority figure with clear directions. The leadership will also be transformational because of the positive changes and transformations that will be happening in the lives of the students regarding learning how to regulate their emotions. The counselor leading the group is emotionally intelligent, passionate, and energetic, just as a transformational leader is supposed to be. Transformational leadership will work best with this population because one of the goals of the group is to make positive changes in the lives of the students (Cherry, 2021).

# data[].attributes.body
The following are pre-established rules for the group which will be explained in the first meeting:
* Show respect to everyone
*What is said in the group stays in the group
*Be Polite
*Participation is encouraged
* Be kind

# data[].attributes.body
Yalom's therapeutic factors that could be seen in this group are development of socializing techniques and direct advice. The students will develop socializing techniques and interpersonal skills through group activities, such as learning how their actions affect others. They will also receive direct advice through receiving suggestions and strategies on how to identify and regulate their emotions (Yalom, 1995).

# data[].attributes.headline
Legal & Ethical Requirements in Group Counseling

# data[].attributes.subject
Legal & Ethical Requirements in Group Counseling

# data[].attributes.body
In order to support the role of school counselor in the implementation of an effective Small Group Action Plan, the counselor adheres to standards set forth by the American School Counselor Association.
B-SS 3. Provide short-term counseling in small-group and individual settings.  The counselor will:
a. Use data to identify students in need of counseling intervention

b. Provide support for students, including individual and small-group counseling, during times of transition, heightened stress, critical change or other situations impeding student success

c. Explain the difference between appropriate short-term counseling and inappropriate long-term therapy

d. Explain the impact of adverse childhood experiences and trauma, and demonstrate techniques to support students who have experienced trauma

e. Respond with appropriate intervention strategies to meet the needs of the individual, group or school community before, during and after crisis response (Alexandria, 2019)

# data[].attributes.headline
Legal & Ethical Requirements in Small Group Counseling

# data[].attributes.subject
Legal & Ethical Requirements in Small Group Counseling

# data[].attributes.body
In conducting small group counseling sessions, the school counselor has legal and ethical requirements to practice only within their role as school counselor. In keeping within their scope, the counselor abides by the ACA Code of Ethics.
C.2. Professional Competence

C.2.a. Boundaries of Competence

Counselors practice only within the boundaries of their competence, based on their education, training, supervised

experience, state and national professional credentials, and appropriate professional experience. Whereas multicultural counseling competency is required across all counseling specialties, counselors gain knowledge, personal awareness, sensitivity, dispositions, and skills pertinent to being a culturally competent counselor in working with a

diverse client population.

A.9. Group Work

A.9.a. Screening

Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select

members whose needs and goals are compatible with the goals of the group, who will not impede the group process,

and whose well-being will not be jeopardized by the group experience.

A.9.b. Protecting Clients

In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological

trauma.
(ACA, 2014)