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American Counseling Association (2014) ACA Code of Ethics

Texas Secretary of State. (n.d.). Title 19 - Education, Chapter 239 - Student Attendance, § 239.15: General Provisions. Texas Administrative Code. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15

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According to the ACA Code of ethics, “When counselors are faced with ethical dilemmas that are difficult to resolve, they are expected to engage in a care- fully considered ethical decision-making process, consulting available resources as needed. Counselors acknowledge that resolving ethical issues is a process; ethical reasoning includes consideration of professional values, professional ethical principles, and ethical standards.” (ACA, 2014)

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According to the Texas Administration Code Chapter 239 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).“

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In this group, students will find installation of hope, Universality, and interpersonal learning.

Students will feel hope from the peer support these receive, along the with the new resources made available.

They will learn universality by understanding that they are not alone in some of their experience.

They will develop Interpersonal learning by giving and receiving feedback from others.

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I plan to display the participative leadership style. In this way, I will allow the student to have input on some of our norms and how we conduct certain parts of our session. However, I will have the final say. This style will help the student to feel comfortable sharing and engaging with the group.

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Stage 1: Building Relationships/Rapport

I plan to spend time getting to know each student, learning about their interests, strengths, and challenges. Build a supportive and welcoming atmosphere where students feel valued and respected. Be kind and empathetic with students during our interactions.

Group members will be involved in the process of establishing group norms by asking for their input on what behaviors and expectations they feel are important.

in the process of establishing group norms by asking for their input on what behaviors and expectations they feel are important. Collaboratively create a list of ground rules and norms that reflect the group's values and goals.

I will communicate the limits of confidentiality at the beginning of the group, emphasizing that confidentiality is expected but there are a few exceptions. I would help them to understand that confidentiality is limiting w=hen someone is in danger of harm.

Stage 2: Keeping the group productive

I will encourage active participation and collaboration with group members by structuring activities that promote teamwork and mutual support. I would develop a sense of belonging and shared identity within the group by highlighting common experiences and strengths. From there, I would check in regularly with group members to assess their engagement and understanding of the material covered in each session. I would do so by, using informal assessments, such as open-ended questions or reflection exercises, to gauge students' progress towards the group's learning outcomes.

Stage 3: Group Closure

Provide opportunities for group members to share their thoughts and feelings about the group ending, acknowledging any mixed emotions they may have. Encourage students to continue respecting each other's privacy and to uphold the trust that has been established within the group. Provide resources and support for students who may need additional assistance or follow-up.

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In this group acknowledge these rules:

•Respect

•Active Participation

•Speak 1 at a time

•Active Listening

•Confidentiality (what is said in the group, stay in the group.)

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K- 5th grade students who participate in the group will receive a group counseling permission form where they and their parent will sign providing consent and assent.

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The counselor will distribute a pre- assessment survey to gain insight on students current perception and challenges related to school attendance. Afterwards, the counselor will distribute a post assessment to compare data. Using the data form the surveys, the counselor will prepare a report summarizing the findings.

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We will advertise by sending emails to campus teachers to gain insight on students who may benefit from the group. We will then send home permission slips to potential students to participate in the group. In addition, we will include information about the group in the weekly school/counseling newsletter.

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Student will master M3 & M4: Positive attitude toward work and learning. Self Confidence in ability to succeed.

Behavioral Standards: BL-S3 Time management organization and study skills.

B- LS 4: Self motivation and self direction for learning.

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This group will allow student to express their challenges, offer support, accountability and seek resources. They will discuss the emotional hurdles they face in their personal lives and during school that may deter them from attending. Student will build a rapport and accountability for striving to improve their consistency and comfort attending school. Lastly, students will highlight areas of need to work with the school counselor in identifying resources to aid them in their efforts.