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Mindset Standards:

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

Behavior Standards:

B-LS 1. Demonstrate critical-thinking skills to make informed decisions

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

B-SMS 7. Demonstrate effective coping skills when faced with a problem

B-SS 1. Use effective oral and written communication skills and listening skills

B-SS 4. Demonstrate empathy

B-SS 6. use effective collaboration and cooperation skills

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

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This group will consist of Kindergarten students on campus that present a need for small group sessions focusing on emotional regulation. It is brought our attention that the Kindergarteners on our campus display a high number of behavioral referral compared to previous years. The group sessions will be based around the book series "A Little Spot of Emotion" by Diane Alber.

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Students who were recommended for the group by their homeroom teacher will be given an informed consent form to take home to their parents. Parents will need to read, fill out, sign, and return the form to the school giving permission for their child to participate. Once the consent form is signed and returned, the student can participate in the small group counseling sessions.

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The ground rules for the group will be very simple and easy to follow since the group consists of Kindergarten students. The rules and procedures will be briefly discussed at the beginning of each session to remind students of expectations.
Rules:
- Eyes and Ears on the speaker.
-Keep our body parts to ourselves.
-Be kind to our group members
-Keep things confidential.

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Building a relationship between a counselor and group members/clients is the most important step in conducting successful counseling sessions.
Stage 1:

The first session will begin with introductions of both the group members and the counselor. Each member will be given a chance to introduce themselves and share anything they would like the group to know about them. The counselor will explain the groups purpose. The group rules will be discussed and counselors will go over confidentiality and its importance. The students will be asked to sort scenarios into the appropriate emotion categories as a pre-assessment Data will be documented and compared to the post-assessment data see if the students show progress at the end of the sessions.

Stage 2:

Sessions will included engaging activities that include drawing, coloring, etc. that easily keep Kindergarten students engaged. The activities will encourage students to explore their emotions and how certain actions can grow/shrink specific emotion spots.

Stage 3:

The final session will be conducting in the same fashion as each of the others including some of the same activities but will include the post-assessment to determine if students made progress in their emotional regulation skills. The students will be asked to sort scenarios into the appropriate emotion categories just like in the pre-assessment. Data will be documented and compared to the pre-assessment data see if the students show progress.

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Teachers will be asked to complete a questionnaire to identify students who display a pattern of negative behaviors that are impacting their education. Once the students have been identified the counselor will sort them into groups based on their needs. Once the groups have been created the sessions will begin. During the first session the counselor will go over the informed consent that was sent home to their parents/guardians. Once consent has been explained the counselor will ask questions to each student to determine if they are willing to participate and also give their consent. The TAP method will be used to determine if the students are willing to participate.
TAP Method:
-Tell students about the group
-Ask student about his/her level of interest/commitment to expectations of group,
-Pick participants.

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Teachers will be given information about the group sessions during faculty work days leading up to the start of school. The counselor will inform faculty about how to sessions will be conducted, students will be chosen, etc.

Parents will be informed about the counseling sessions via flyers sent home in back to school packets, posts on the schools social media, as well as information posted on the campus and districts website.

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Authoritarian:
The leadership style that will be used in these group sessions is authoritarian. The counselor is responsible for providing the clear expectations for what and how things will proceed.This form of leadership has a clear roles where the counselor is the leader.
Transformational:
There are components of transformational leadership that apply as well. In transformational leadership the leaders are able to motivate and inspire followers to make positive changes. Leaders are emotionally intelligent, energetic, and passionate.

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Development of socializing techniques:
During these sessions students will work on emotional regulation skills by learning and working on appropriate interpersonal skills such as, effective communication, social skills, self awareness and effective collaboration.
Direct Advice:
During these sessions the counselor will give suggestions and teach strategies for handling problems that may arise in our day-to-day lives.

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Sec. 33.003 Parental Consent:
Consent must be obtained from the parent, legal guardian in order for a student to participate in counseling activities.
Sec. 33.006 (b)(3):
"Consult with school staff, parents, and other community members to help them increase the effectiveness of student education and promote student success"
The counselor will consult with teachers to identify students who would most benefit from these small group counseling sessions.

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Chapter 239 Subchapter A:
Section (c) Standard II. Learner-Centered Skills:

(3) Counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs.

(4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students.

(6) Demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process

Section (d). Standard III. Learner-Centered Process:

(1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas.

(5) act as a consultant to help learners achieve success inside and outside of school.