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This group consists of 4th graders who have been identified as economically disadvantaged and who display signs of lowered executive function, specifically impulse control and emotion regulation, and have been selected based on teacher referral and counselor observation.

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Students who are referred for this small group will meet individually with the counselor to receive a brief overview of the small group, the benefits of participating, and the opportunity to verbally accept or decline participation. Those who voice their interest will be given details about the group's schedule and will be introduced to fellow group members during the first session. During this introductory meeting, the group's purpose and expectations will be explained in further detail.

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How will group members be obtained? (Publicity) 

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How will group members be obtained? (Publicity) 

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A brief overview of small group topics will be provided to 4th grade teachers by counselor. Students can be referred by teachers and/or staff based on observed behaviors and needs assessment.

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We will utilize the attached participant guidelines to set ground rules for our small group, which will be established prior to the beginning of group:

1. All group members will understand and respect confidentiality.
2. Use only respectful words and responses.
3. All group members are encouraged to actively participate.

The "Looks Like" and "Sounds Like" components of each rule will be explored, as members can express in their own words what each rule means. Additional rules will be discussed and established by group members during the first session.

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The American Counseling Association (ACA) Code of Ethics details the duties and responsibilities of a counselor, with the following codes pertaining to group work:

A.9.a Screening Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience.

A.9.b Protecting Clients In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma.

Members of this group will be pre-screened to ensure that identified members' needs and goals are compatible with the goals of the group and that members are best suited for this group. Confidentiality will also be explained by the counselor and understood by all members in order to protect the privacy of all involved.

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Because this group would benefit from a style of leadership that encourages collaboration through accountability, while also prioritizing inclusion and good communication skills, a participative leadership style will be used. When the group leader is able to share power/responsibility with group members, it builds trust and leads to successful outcomes.

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The Texas Administrative Code is a compilation of rules and regulations that professional school counselors must abide by. The following legal requirements support school counselors in their role of conducting group counseling sessions.

C3: Counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs

C6: Demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process

F2: Use knowledge of group dynamics and productive group interaction

The counselor will use appropriate counseling techniques to teach identified students anger management skills and strategies in order to address impulse control needs. Lessons and activities will be collaborative and the counselor will use a participative leadership style to engage students in the learning process and to ensure productive group interaction takes place.

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Scoping out the group dynamics as much as possible prior to forming groups is important to the success of the group. Ensuring students are behaviorally appropriate for group work, meaning that they can contribute, learn, and participate in activities while being respectful and cooperative, is key.

Stage 1: The majority of these 4th grade students have been together since Kindergarten, and are coming to small group with established relationships. These group members will have also had intentional one-on-one time and monthly classroom guidance lessons with the counselor in hopes that rapport and trust have already been initiated. Group norms and rules, including confidentiality (and the limits involved), will be set during this stage. It will be explained that while confidentiality is expected, it cannot be guaranteed among their peers, and thus, students will be encouraged to limit the more sensitive, personal information to dialogue just between themselves and the counselor.

Stage 2: Cohesion and productivity will be built through various collaborative activities and skills relating to anger management. The counselor will use informal assessments/observations during each session to gauge group members' engagement and progress, and will adjust lessons accordingly.

Stage 3: This group will conclude with a reflective activity of identifying anger management strategies that they will choose to use moving forward, as well as intentional actions to foster good choice-making. Students will be encouraged to share their feelings about the group ending and what they're looking forward to the most regarding their experience in group and what they've learned. A follow-up "lunch bunch" group will be scheduled for the following month. Check-ins with teachers and parents will also take place to assess the efficacy of the group.

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American Counseling Association.(2014). ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association. (2019). ASCA school counselor professional standards & competencies. https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

Cherry, Kendra. (2022). How to lead: 6 leadership styles and frameworks. Verywellmind. https://www.verywellmind.com/leadership-styles-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. http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

19 Tex. Admin. Code §239.15

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

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One therapeutic factor that might be present in this small group is Universality, wherein students can see that they're not the only ones who struggle with emotion regulation or anger issues. Sharing our experiences with others challenges our sense of isolation.

Instillation of Hope is another factor that could potentially be seen in this small group. Because students who struggle with impulse control might feel like they've been a "behavior problem" in school and/or at home, being a member of this group can instill hope, encouraging and empowering them to utilize the strategies they've learned.

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Once group members have been identified and selected, a parental consent form will be sent home with students, along with a letter from the counselor about the group and its activities. A consent form will also be given to students at the beginning of the first group session.