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Emotion Explorers is for 5th/6th-grade boys who have been identified through data and teacher/administration referral as students who could benefit from this counseling small group. Students in this group will learn to regulate, understand, and manage their emotions in healthy ways. This group will take students on a journey of emotional exploration while helping them develop coping skills and resilience.

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Upon completion of the Emotion Explorers group, participants will have mastered the following ASCA Mindsets and Behaviors.

M 4. Self-confidence in ability to succeed

B-SMS 1. Responsibility for self and actions

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

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

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

(American School Counseling Association, 2021)

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Since this group is only for 5th and 6th-grade boys who struggle with emotional regulation, it will not be advertised to the entire student population. Instead, each group member will receive a personal invitation to join the group.

Dissemination Plan:

1. Identification and Referral:

Teachers: An email will be sent to teachers with the group description, purpose, student criteria, and meeting times. They will also receive a handout in their school mailboxes with the same information. Teachers will have a deadline to submit students they think would be a good fit for the group.

Administration: The school counselor will meet with administration to obtain approval for the group and review office referrals for 5th/6th grade boys who display emotional dysregulation (e.g., fighting, walking out of class without permission, cursing). These students will also be considered for the group.

Students: The school counselor will meet with those who have been recommended by their teachers/administration to see if they are interested and would be a good fit for the group.

2. Invitation Process:

Students: After reviewing data, teacher/administration referrals, and interviews with students, the school counselor will narrow it down to six students. These students will receive a personal invitation to join the group.

Parents/Guardians: Invitations will be sent home by letter and email, including information about the group's purpose, description, meeting dates and times, and more (similar to the teachers' letter).

3. Additional Communication:

Faculty Meetings: Information about the group will be shared during faculty meetings to ensure all relevant staff are aware.

Breakrooms/Workrooms: Handouts with group information will be placed in these areas for teachers to see.

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Students recommended for the group, either by teacher/administration referral or office referral data, will be interviewed individually by the school counselor. The pre-screening interview will utilize the "TAP-In" process (Morganett, 1990). This included Telling students about the group, Asking students about their level of interest/commitment to the expectations of the group, and Picking participants. After the interviews, the school counselor will narrow the group down to six students. The school counselor will pick these six students based on the student's willingness and interest to participate in the group, and who they believe will be the best fit for the group. These students will receive a personal invitation to join the group. Invitations will be sent home to parents/guardians by letter and email, including information about the group's purpose, description, meeting dates and times, and more.

Interview Topics of Discussion:

Description of the Group

Purpose of the Group

Meeting Times/Dates

Expectations for Group Members

Student Interest Level and/or Concerns about the Group

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Keller ISD does not have a published district policy regarding informed consent. However, I have attached a sample parent/guardian consent form that also includes a portion to obtain student assent. Students and their parents/guardians will be required to sign this form and return it before participation in the group.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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The Participant Guidelines/Ground Rules form will serve as a template for our group as we create our rules and expectations (Missouri Professional School Counselors and Counselor Educators, 2015). At our first session, I will have the most important rules already listed on an anchor chart with the words "looks like" and "sounds like" in the next column over, just like the template. We will discuss as a group what each rule looks like and sounds like and fill in the empty sections. Then, group members will be invited to share any rules they think will help our group run safely and effectively. The following rules will already be on the anchor chart:

Keep your hands and feet to yourself.

Be respectful to yourself, other group members, and your school counselor.

Everything said in the group, stays in the group.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Stage 1 - In this stage, we will build relationships and trust between group members and myself by creating a safe and inclusive environment. We will set clear expectations and rules collaboratively, ensuring that everyone feels their voice matters and they have a say in the group. To get to know each other better, we will engage in icebreaker games and get-to-know-you activities. Active listening will be encouraged so all group members are active participants. We will discuss what confidentiality means, its importance, and the potential consequences if it is broken. This includes understanding the limits of confidentiality, such as situations where safety concerns may require disclosure. We will also emphasize mutual respect and trust as key components in maintaining confidentiality. Throughout this stage, students will also be reminded of the group's purpose, goals, and expectations.

Stage 2 - In this stage, students will work cohesively and productively as we progress through each session by being active participants in each session. Sessions will include activities such as read-alouds, role-playing, group and partner discussions, emotion cards, art activities, and more. Students' progress will be evaluated through these activities and there will be multiple check-ins per session during group discussions and the closing of each lesson. If any members struggle to stay engaged, I will have one-on-one check-ins to understand their concerns and provide additional support or adjust activities as needed.

Stage 3 - In this stage, we will review our confidentiality expectations moving forward and discuss what we learned during our 6-weeks of group sessions. We will talk about how they can stay accountable in their journey of emotional management, the regulation techniques we learned about, and what support services they have if they need them. To monitor and explore how group members are feeling about the group ending, we will have an open discussion where members can share their thoughts and emotions about the closure. This will help ensure that everyone feels heard and supported. We will also have a follow-up group session scheduled 4-weeks out from the last session. We will meet "to encourage accountability for goals and allow the opportunity to share success stories" (Missouri Professional School Counselors and Counselor Educators, 2015). If one or more students are experiencing major struggles, individual counseling sessions may be set up, and/or parents/guardians may need to be contacted.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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This group would benefit most from a participative (democratic) leadership style. According to Cherry (2023), "democratic leaders tend to make followers feel like they are an important part of the team, which helps foster commitment to the goals of the group" (para. 10). For this group to be effective, students need to feel like they are an important part of the group and be committed to its purpose and goals. While the school counselor would guide the group, members would be encouraged to actively participate and share their inputs, thoughts, and feelings. I believe this approach will allow students to be more open and vulnerable, ultimately gaining more from the experience.

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Yalom’s Therapeutic Factors (Yalom, 1995) I could potentially see during group sessions include:

Instillation of Hope - Students might learn techniques and strategies that help them manage their emotions. This might bring hope that the counseling sessions are effective.

Universality - Students might begin to recognize that they are not the only ones struggling to manage their emotions effectively.

Direct Advice - Students will learn emotional management and regulation techniques from the school counselor. Members may also be able to give advice and share strategies that have worked for them.

Development of socializing techniques - this may be gained through group and partner discussion, role-playing, and getting-to-know-you activities.

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Texas Education Code states "each school shall obtain, and keep as part of the student's permanent record, written consent of the parent or legal guardian as required under Section 33.003. The consent form shall include specific information on the content of the program and the types of activities in which the student will be involved" (2 TEC § 33.004).

Before beginning a counseling group, school counselors must ensure parents/guardians understand the specific content and activities their students will be learning about and participating in. This code emphasizes the importance that school counselors receive informed consent from parents/guardians.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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ACA Code of Ethics B.1.c Respect for Confidentiality states "Counselors protect the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justification (American Counseling Association, 2014).

School counselors must keep all information shared in the school counseling group private unless there is consent or legal/ethical justification. For example, if a school counselor is conferencing with a student in the group and their parent/guardian, they are only able to discuss that student. They cannot discuss incidents or discussions that happened in the group that involve other students. School counselors must understand the ethical and legal requirements for confidentiality when working with a small group.

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American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf

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

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywell Mind. 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.

Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research Press.

School Counselors and Counseling Programs, 2 Tex. Edu. Code § 33.004

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