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Mindset Mondays will discuss and practice positive decision-making strategies. Our group will research different decision-making ideas and participate in the activities each week. This group will be composed of junior and senior students at Snook ISD.

The Texas Academic Progress Report expressed the necessity of prioritizing college and career readiness for Snook ISD students (Texas Education Agency, 2019).

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The following behaviors and mindsets will become mastered by students who participate in Mindset Mondays:

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

-B-SS 6. Use effective collaboration and cooperation skills

- B-SS 2. Create positive and supportive relationships with other students

- B-SS 7. Use leadership and teamwork skills to work effectively in diverse teams

- B-LS 9. Gather evidence and consider multiple perspectives to make informed decisions

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Mindset Mondays are advertised through flyers in the hallways, daily announcements, and "Mindset Mentors". Senior students will have the opportunity to serve as a mentor after meeting certain qualifications. The qualifications include 95% attendance in the first semester, no major discipline (in school suspension, out of school suspension, etc.), and being accepted into a post-secondary institution. This will help address the low college and career readiness scores for Snook ISD (Texas Education Agency, 2019). Seeing peers excitedly making decisions to attend college may spark additional discussions about futures in Mindset Mondays. After the initial group concludes, participants in Mindset Mondays can transition into mentors for the next school year. Information for the group will be sent out to all junior student's school emails and the junior class sponsors. Additionally, the group will be posted on the Snook ISD website for parents and guardians to see.

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Prior to the first session, the counselor will meet with each junior student. This will be an informal meeting to gauge the students' interest in Mindset Mondays. The counselor will utilize the T.A.P. (tell, ask, pick) method to screen for participants (Missouri Professional School Counselors and Counselor Educators, 2015). However, this screening will initially be used to group students. Mindset Mondays is intended to be an open group for all junior and senior students. If a student is identified who is unwilling to participant, an additional meeting will be required before group membership is continued.

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Mindset Mondays is intentionally designed for students in their junior and senior year of high school. With that, the majority of students who participate will be considered minors. This informed consent document will be sent to parents or guardians of all junior students. Students will be given a consent form during the first session.

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Student Informed Consent and Confidentiality Form

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Student Informed Consent and Confidentiality Form

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Student Informed Consent and Confidentiality Form

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Group rules are imperative to Mindset Mondays' success. We will try to make group rules simple so discussions can develop with ease. This group is meant to have consistent open dialogue with the counselor, other students, and internally. The group rules will be:
1) Respect: Students are expected to respect everyones' thoughts, feelings and values even if they differ from their own.
2) Remember: Recall that confidentiality must be kept by all group members of Mindset Monday.
3) Requirements: Each student is responsible for being an active member in the group, in their own capacity. If a situation is uncomfortable or a student does not want to share, they are not required to do so.

Students will have the opportunity in the primary session to develop additional rules as they see fit.

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The population of Mindset Mondays is junior and senior high school students. This age group has unique opportunities and challenges. Participants are all in Erikson's Identity vs. Role confusion phase (Cherry, 2021b). Establishing group dynamics will assist in the process of making Mindset Mondays successful.

Stage 1 will prioritize and emphasize the importance of trust and confidentially.  Having a focused initial meeting with each student will help open lines of communication prior to the beginning session. Each student will be required to sign a confidentially form during the first session. This will establish a group understanding of the importance of trust. The school counselor will need to diligently reiterate how maintaining confidentiality is important.

Stage 2 will encourage participants in Mindset Mondays to collaborate with peers. Participants will be engaged in multiple scenarios that require critical thinking skills. Real life scenarios, future coursework, and potential consequences for designs will all be discussed. Participants will be able to share their own decision making processes and encourage others. Consistent check-ins, by the school counselor and Mindset Mentors, will help gauge progress for the participants.

Stage 3 will include a progress check for each participant. Participants will unite and express what they learned throughout the group. Participants will have a required post-conference with the school counselor to assess their goal achievement. In this conference, the importance of maintaining confidentiality after the group will be discussed. The school counselor, and Mindset Mentors, should continue the consistent informal check-ins. Group members will be encouraged to maintain communication and use each other for future decisions.

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This group would thrive under a participative leadership style. With this group of juniors and seniors, they can work together to discuss the steps to good decision techniques.
Under this leadership style, students can engage with their peers to discuss how to effectively make decisions.  This type of leadership is helpful because it helps students to thoroughly think through the decision-making process (Cherry, 2021a).

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Numerous therapeutic factors apply to Mindset Mondays. Altruism is a major factor because juniors and seniors will work together to figure out ways to make good decisions (Yalom, 1995). Direct advice is another therapeutic factor because students are receiving and giving suggestions on how to work through ineffective decision making (Yalom, 1995). Students can implement the advice from their peers to learn effective decision-making. For the last one, interpersonal learning takes place because students gain access to numerous activities where they are receiving and giving feedback on how they made decisions (Yalom, 1995).

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Texas Administrative Code states the requirements for a school counselor. In the second standard, the importance of remaining learner centered is expressed. School counselors must adhere to the  "educational, personal, social, and career development" of the students" (19 Tex. Admin. Code § 239.15, 2017). The administrative code continues to describe that using groups is an intentional way to reach students on multiple levels. Integrating counseling theories and research-based is also emphasized in the administrative code. As a school counselor, using research-based practices regulates the curriculum and group topics for schools. Implementing best practices, like successful leadership strategies, promotes prosperity in group counseling scenarios.
(19 Tex. Admin. Code § 239.15, 2017)

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (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; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (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; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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In Mindset Mondays, students will initially be screened to ensure success. This is required by the American School Counselor Association Ethical Standards, specifically standard A.9. By employing A.9., specifically A.9.a. from American School Counseling Association, the school counselor ensures that the goals of the group are met by screening students whose goals are compatible with group content (American School Counseling Association, 2014). This competency explains the importance of understanding screening for students (American School Counseling Association, 2014). Being able to identify students who need intervention, specific guidance curriculum for schools, and potential risk factors is brought by screening. This competency also expresses the importance goal setting for students. Using the A.9a standard as a counselor, employs the legality of screening students for potential success in a group counseling setting (American School Counseling Association, 2014).

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This book will be used to illustrate how quickly consequences can occur. Though it is a children's book, participants in Mindset Monday will be charged with writing an alternate ending to the story using specific scenarios and descison making strategies.

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American School Counselor Association. (2014). ASCA Code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association (2021). ASCA student standards; Mindsets and behaviors for student success. (https://www.schoolcounselor.org/getmedia/7428a787-a452- 4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2021a, August 11). What are prominent leadership styles and frameworks you should know? Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Cherry, K. (2021b, July 18) Erik Erikson's stages of psychosocial development. Verywell mind.  https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740

Missouri Professional School Counselors and Counselor Educators. (2015, May). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing and evaluating school-based counseling groups.

http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Snook Independent School District. (2020, June 30). Counseling and mental health- counseling. https://padlet-uploads.storage.googleapis.com/1445865426/322d77ff9fa2d76a368088f869779ab6/FFEA_LEGAL___Snook_ISD_Consent.pdf

Texas Education Agency. (2019). 2018-2019 Texas Academic Performance Report.

https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&year4=2019&year2=19&_debug=0&single=N&batch=N&app=PUBLIC&title=2019+Texas+Academic+Performance+Reports&_program=perfrept.perfmast.sas&ptype=H&paper=N&level=campus&search=campname&namenum=snook&campus=026903002&prgopt=2019%2Ftapr%2Fpaper_tapr.sas

19 Tex. Admin. Code § 239.15 (2017, December 21)

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