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Silent Warriors small counseling group will help students in the sixth grade cope with anxiety and stress. This small group will meet with the counselor to explore and develop coping strategies and management for stress and anxiety. A self-reporting survey will be sent out and students will be able to request a group participation. In addition, teachers will be able to refer students to the Silent Warrior group. Students chosen to participate in the group are those who scored below average in two or more areas on

last year's standardized test, and students who failed two or more classes on the first and second six weeks grading periods. The counselor will also take students with attendance issues into consecration for group placement. Silent Warrior will cycle through six sessions and will meet once a week. This will be a closed counseling group; no new members will be allowed to join the group after the first session. In addition, group members will learn through peer interaction and communication alternative methods and

ways to cope with anxiety and stress.

Student Learning Objectives:

·         Upon Successful completion of this group, students should be able to identify and implement coping strategies and health behaviors to overcome stress and anxiety.

·           Upon successful completion of this group, students should be able to identify their personal stressors and anxiety triggers.

Upon Successful completion of this group, group participants will learn from other participants to form health habits to reduce stress and anxiety.

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Silent Warriors group will address the following School Counseling Mindset and Behaviors standards:

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 M 4. Self-confidence in ability to succeed

B-LS 1. Critical thinking skills to make informed decisions.

B-SMS 1. Responsibility for self and actions.

B-SMS 6. Ability to identify and overcome barriers.

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Advertisement for this group will be posted on school counseling webpage. Flyer will be distributed during each sixth-grade homeroom classes. Parent will receive notification through campus skyward and principle's weekly phone messages that will go out Sunday evening with the additional campus updates.

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D.1.a. Different Approaches Counselors are respectful of approaches that are grounded in theory and/or have an empirical or scientific foundation but may differ from their own. Counselors acknowledge the expertise of other professional groups and are respectful of their practices.

Silent Warrior will follow all ethical and legal requirements in delivering research-based treatment and learning strategy to support students dealing with anxiety and stress.

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Screening and interviewing for this will occur after reviewing teacher referrals and student request forms. Future possible group members will meet with the school counselor. The counselor will tell each student about the group and ask the student about his/her levels of interest and commitment to being a part of the group. After a review of all data and risk facts, the members will be selected.

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The Crowley ISD Student Handbook is a general reference guide that is divided into two sections: Section One: Parental Rights describes certain parental rights.

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American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/knowledge-center

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

American School Counselor Association. (2022). ASCA ethical standards for school

counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

American School Counselor Association. (2021). ASCA mindsets and behaviors for student success: K-12 College-, career-, and life-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Texas Counseling Association. (2020). The Texas evaluation model for professional school counselors (3rd ed.). https://www.txca.org/texas_model_tempsc.php

Crowley Independ School District (2023-2024) Stand Handbook (p.15).

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

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Consent, Opt-Out, and Refusal Rights Consent to Conduct a Psychological Evaluation Unless required under state or federal law, a district employee will not conduct a psychological examination, test, or treatment, without obtaining prior written parental consent. Consent to Provide a Mental-Health Care Service The district will not provide a mental health care service to a student or conduct a medical screening of a student as part of the district’s intervention procedures except as permitted by law.

Consent to Receive Parenting and Paternity Awareness Instruction if a Student is under Age 14 A student under age 14 must have parental permission to participate in the district’s parenting and paternity awareness program. This program was developed by the Office of the Texas Attorney General and the State Board of Education (SBOE) to be incorporated into health education classes.

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Counselor will use Lewin's study of Leadership Styles to guide students in effective group interactions. Use Participative Leadership style which can be categorized as a Democratic Leader. The Counselor will offer guidance to group members, facilitate the delivery of information and follow stage of small group counseling to ensure the overall success of each individual member.

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Once official group members are selected consent forms will be delivered to parents in English and Spanish. Parents will receive forms by email and paper with informational flyer that will include group content. Flyer will outline session topics and overall group goals.

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This group work through several of Yalom's Therapeutic factor, such as Instillation of Hope - faith that the treatment mode can and will be effective, Development of socializing techniques - social learning or development of interpersonal skills, Imitative behavior - taking on the manner of group members who function more adequately. Catharsis - opportunity for expression of strong affect, Existential factors - recognition of the basic features of existence through sharing with others, Direct Advice - receiving and giving suggestions for strategies for handling problems and Interpersonal learning - receiving feedback from others and experimenting with new ways of relating. As members work though this factor, they will ensure their success in mastering the overall group goals and objectives.

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In his classic work, Theory and Practice of Group Psychotherapy , Irvin Yalom identified 11 primary "therapeutic factors" in group therapy ( ). Each of these factors has particular importance for clients with substance abuse disorders and can be used to help explain why a group works in a particular way for this client population. These curative factors are present in all group interventions and are listed below.

Instillation of Hope

Universality

Imparting Information

Altruism

Corrective Recapitulation of the Primary Family Group

Development of Socialising Techniques

Interpersonal Learning

Group Cohesiveness

Catharsis

Existential Factors

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In his classic work, Theory and Practice of Group Psychotherapy, Irvin Yalom identified 11 primary "therapeutic factors" in group therapy (Yalom, 1995). Each of these factors has particular importance for clients Continue ReadingYalom's Therapeutic Factors→

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•      Stage 1 Formation- Before the first session the school counselor will use data assessments, grades, and referrals, and request to group to start the pre-screening process. Individuals will then have an interview with the counselor where they will be provided with information about the group and parent consent will be sent out during this timeframe. All group concerns will be addressed at this time.

•      Stage 2 Initial: Sessions 2-5 will be used to establish group norms, rules, and understanding of the counseling guidelines for confidentiality. The counselor will lead the group session topics, while facilitating, delivering information, and monitoring group conversation. Ensure that all members are active participants and are in engaging group activities.  Each session will have delivery of new information, whole group activities, and circle talk which will allow members the opportunities to share their opinions, thoughts and review skills learned. Counselor will use guiding question to gain a deeper understand of member response. Groups will close with a quick checking for understanding like, exist ticket, assignments or thumbs up for understanding.

Stage 3 Final: Group close will included evaluation of each members growth through a closing assessment and activity where they can showcase the new learn skill in understanding of anxiety and stress. Over the course of the last two sessions the counselor will explore how group members are feeling about the group ending through open discussion and a self-reflection check survey. With the goal of members leaving confident in what they learned.

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C.7.b. Development and Innovation When counselors use developing or innovative techniques/procedures/ modalities, they explain the potential risks, benefits, and ethical considerations of using such techniques/procedures/ modalities. Counselors work to minimize any potential risks or harm when using these techniques/procedures/modalities. The Counselor will follow all ACA, School and District policy, to ensure the safety of students and address any potential risks.