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Sticking Together assists students ages 11-13 in coping with divorce and separation by exploring coping skills, parent-child communication skills, and strengthening their self-esteem.

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ASCA Mindsets & Behaviors to be Mastered

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ASCA Mindsets & Behaviors to be Mastered

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Mindsets:

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

Behaviors:

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SMS 10. Ability to manage transitions and adapt to change

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

B-SS 3. Positive relationships with adults to support success

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Flyers will be sent home with every student ages 11-13 for parents. Teachers and staff will be informed of the group via email and will be asked to send in referrals for students.

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Potential participants will be referred to Sticking Together by teachers and parents. Professional school counselor should ensure that students have a clear understanding of the rules, expectations, meeting times/days, and description of the group. Students will each complete a pre-survey via Google Fourm to determine the student interests and needs in the group. Students will be asked what knowledge they have about coping skills, how they handle stress, and what they feel an effective conversation looks like with their parents/guardians. Parents and referring teachers will be asked to complete a needs assessment for the student. Students will be evaluated based on their need for the group and likelihood of being an engaged member.

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I believe the participative leadership style will be the most effective for this group. This leadership style will allow the students to feel like the group is theirs, which in turn will hopefully foster a group with a strong rapport and overall sense of belonging.

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•      Stage 1- The professional school counselor will remind the group at the beginning of each session that what is said in the group, should stay in the group. Following the reminder, icebreaker activities/games will be played to build group rapport.

•      Stage 2- The professional school counselor will encourage healthy, respectful, and engaging group interaction by modeling the behavior. Group progress will be monitored by various interactive activities after each session.

•      Stage 3- Students will end the last session by taking home their hand mirror from session 2. The professional school counselor will encourage the group members to continue to be a friends to their peers outside of the group. Students will also be encouraged to maintain confidentiality, although the group will be ending. Students will be reminded of how they can quickly get into contact with a professional school counselor after the group ends.

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The professional school counselor will review Sticking Together non-negotiable ground rules. Students will discuss what other rules they feel are needed in the group. As a group, students and professional school counselors will agree on group rules.

Non-negotiables:

Be respectful to yourself and others

What is said here, stays here.

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Universality can be a potential therapeutic factor in the group once the students realize that they are not the only children whose parents go through divorce.

Imitative behavior can be a potential therapeutic factor when the group members follow the lead of the professional school counselor.

The development of socializing techniques can be a potential therapeutic factor when the group reviews communication.

Direct Advice students may listen to other students and what/how they cope in stressful situations

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Parental Consent: Parents will be notified if their student was chosen to participate in the group. Once notified, parents will give written consent stating they understand the purpose of the group along with potential risks and allow their child to participate.

Student Agreement: Selected students will sign a statement stating they understand the group, agree to follow expectations and group rules, and would like to participate in Sticking Together.

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According to the ASCA School Counselor Profesional Standards and Competencies B-PF 6 F, professional school counselors should "Understand personal limitations and biases, and articulate how they may affect the school counselor’s work." This supports counselors in that they are encouraged to self-reflect on their own biases so that they can better serve their students.

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ASCA Ethical Standards for School Counselors states that school counselors should "Protect the confidentiality of students’ records and release of personal data in accordance with prescribed federal and state laws and district and school policies." This supports school counselors because they are expected to uphold confidentiality but also are protected when doing so.

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American School Counselor Association. (2021). ASCA student standards: Mindsets and behaviors for student success. http://www.schoolcounselor.org

American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Cherry, K. (2023). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadershipstyles-2795312

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.

Texas Association of School Boards. (2023). FFEA(LEAGAL): Counseling and mental health: Counseling. Policy Online. https://pol.tasb.org/PolicyOnline/PolicyDetails? key=350&code=FFEA#legalTabContent

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