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The group will focus on working with fifth grade students to promote their academic success by identifying students strengths to set academic and personal goals.

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Students will master the following ASCA Mindsets and Behaviors upon completion of the the group:
M 1. Belief in development of whole self, including a healthy balance of mental,     social/emotional and physical well-being
M 2. Self-confidence in ability to succeed
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Positive attitude toward work and learning
B-LS 4. Apply self-motivation and selfdirection to learning
B-LS 7. Identify long- and short-term academic, career and social/emotional goals
B-SMS 5. Demonstrate perseverance to achieve long- and short-term goals
B-SMS 7. Demonstrate effective coping skills when faced with a problem
B-SS 2. Create positive and supportive relationships with other students

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The information for the small group will be disseminated in the following manner:

Parents- Email will be sent providing information about the group along with a link to the district's website where the group information may be found.
Students- Flyers will be provided in their Tuesday folders.
Teachers- Group information will be provided during the monthly faculty meeting. Flyers will be posted after in the teacher lounge.
Administrators- Flyers will be provided to administrators during the weekly administration meeting.
Counselors-Email will be sent to all Counselors in the district.
Librarian-Flyer will be provided to post inside the library.

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Students who show interest in the group will meet with the counselor in a small group setting to be assessed. Administrators and teachers will be allowed to refer those students whom they believe may benefit from participating in the group.  These students will be assessed in a small group setting as well. The screener will focus on how students perceive school culture and academic success. The counselor will describe the group and explain the goal/expectations of the group. Students will be asked about their interest and commitment.

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It is the school’s policy to obtain parent/guardian written permission for counseling that extends beyond two sessions. Parents will need to give permission in order for their child to receive services by signing the informed consent prior to the students participating in the group. The counselor will seek verbal assent from students prior to student's participation in the group.

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Ground rules will be predetermined before the group begins. The group will establish additional rules during the first session using the
"Participant Guidelines/Ground Rules for Our Group" worksheet. Students will determine each additional rule and decide what it may look like and sound like in the group.

Predetermined Rules:

1. Be respectful

2. One person speaks at a time

3. What is said in the group, stays in the group

4. You can pass if you do not want to share

5.  Do not interrupt the speaker

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Stage 1- Relationships and trust will be established by providing students a circle of safety. Activities to support  and promote respect amongst all members will also be provided. The group norms will be established during the first session and monitored thereafter to make sure the group is functioning effectively. Limits to confidentiality will be addressed during the first, third and last session so that students can make informed decisions about self-disclosure.

Stage 2- Circle time activities and opportunities to share will be provided during the sessions to keep members working cohesively and productively. To be able to gauge students progress throughout the group, closing circle activities will be implemented at the end of the sessions.

Stage 3- Confidentially will be reviewed and it will be emphasized that it must continue even after the group sessions have concluded. Students will have an opportunity to reflect and share their accomplishments during their last sessions. Students will be encouraged to meet outside the group to continue supporting each other. A follow up session will be conducted 6 weeks after the group has ended to share their successes and to hold them accountable on the goals they set up.

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Participative leadership will be the leadership style that will be implemented in this group. The leader will offer guidance while at the same time allowing others to provide their input. Students will be more creative and engaged if they are exposed to this style ( ). It will also allows students to take ownership of their decisions and feel more committed to goal of the group.

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The following are Yalom’s Therapeutic Factors that could potentially be seen during the group sessions:

Universality- Students will realize that they may not be the only one needing assistance in setting and meeting goals.
Imparting information: Students will have the opportunity to reflect and apply what they have learned during the group sessions.
Imitative behaviors- Students will be able to learn by imitating the counselor or their peers.
Interpersonal Learning- Student will be able to receive feedback from their peers during the group sessions.
Direct Advice - During the group students will be able to practice strategies that can help them to handle problems.

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The American Counseling Association Code of Ethics (2014), states "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. This ethical requirement supports the role of the school counselor by making sure the counselor assesses all the factors when selecting group members to ensure the effectiveness of the group.

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According to the Texas Education Code § 33.005 (2019), school counselors should create a program that contains ""a responsive service component to intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal or social development at risk". This legal requirement supports the role of the school counselor by allowing the counselor to provide group sessions that will foster the students academic, personal and emotional success.