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Pride Support and Discussion Group: A school counselor led group for high school LGBTQ+ students to feel safe and supported while they discuss topics related to their shared experience as members of the LGBTQ+ community. The group will meet once a week and have a new topic to discuss every week.

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Pride Support and Discussion Group Action Plan

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By the end of this group, students will experience growth in the following mindset:
1. A sense of acceptance, respect, support, and inclusion for self and others

By the end of this group, students will experience growth in the following behaviors:
1. Long and short-term goal setting
2. Effective coping skills
3. Positive, respectful, and supportive relationships with students who are similar or different
4. Empathy
5. Advocacy skills for self and others
6. Cultural awareness, sensitivity, and responsiveness.

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As part of a counselor survey sent out at the beginning of the school year, students who state their interest in an LGBTQ+ support group will receive an email inviting them to join the group. The group will be advertised with other clubs on campus and will be an option for students to select as a club choice.

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Students will receive an email that includes general group info and the link to a pre-group survey that will gauge their readiness to participate in various elements of the group, such as discussions and activities.

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Parents/guardians will digitally receive an informed consent form to sign at the beginning of the school year. It will make parents/guardians aware of the services provided by the school counselors and how they or their student(s) can request these services. Parents/guardians will select either to allow their student to receive these services or not and will sign to that effect.

It is possible that some students who choose to participate in an LGBTQ+ support group may not be out at home or, if they are out at home, may not be supported. Due to the sensitive nature of this issue, I would not request consent specifically for this group and instead would go by the general consent form parents/guardians would sign at the beginning of the school year.

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We will use these ground rules as a foundation and create other rules together that will facilitate openness, acceptance, and inclusivity.

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In stage 1, the group will spend time getting to know each other and building trust. We will discuss the purpose and goals of the group. Dialogue amongst members will be encouraged and the leader will ensure that all students have an opportunity to share and express themselves. Group members will familiarize themselves with the group rules and the importance of confidentiality (Missouri Professional School Counselors and Counselor Educators, 2015). The group leader will make students aware of the limits of confidentiality. If a student poses a threat to themselves or others, the leader (school counselor) will need to notify their parent/guardian. The group leader will remind students that confidentiality amongst students cannot be guaranteed, though that is the goal and expectation.

In stage 2, to encourage students as they collaborate and work together, the group leader will remind the students of their shared goal and purpose in coming together. Students will have the opportunity to reflect on their work and progress and discuss it with the group. The group leader will participate in the completion of activities with the students and, in doing so, take part in their journey (Missouri Professional School Counselors and Counselor Educators, 2015).

In stage 3, students will reflect on everything they have accomplished and learned about themselves and each other. The group will discuss how they can continue to support and advocate for each other beyond the group. Students will be reminded of the importance of confidentiality. What group members shared in confidence should not be revealed simply because the group has ended. I will schedule follow-up meetings with the students and encourage them to visit the counselor's office when necessary (Missouri Professional School Counselors and Counselor Educators, 2015).

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I would hope to embody a transformational leadership style. I would encourage students to get creative in how they engage obstacles and try to be open to new and different ways of thinking about a situation. I would endeavor to create a space where all students feel seen, heard, and valued. I would hope to inspire my students and be someone who has ideals they might hope to emulate (Cherry, 2022).

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In bringing this group together, students would immediately feel a sense of universality. They are not alone! With a focus on uplifting and supporting each other, it is likely students would feel altruistic and desire to help others. Through group discussion, students would develop or enhance socializing techniques. Students would also engage in interpersonal learning through sharing experiences, feelings, thoughts, and ideas and receiving feedback (Yalom, 1995).

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Cherry, K. (2022, May 23). How do transformational leaders inspire and motivate followers? Verywell Mind. Retrieved September 11, 2022, from https://www.verywellmind.com/what-is-transformational-leadership-2795313

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

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

19 Tex. Admin. Code §239.15

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According to the Texas Administrative Code, it is a requirement for school counselors to "advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles." In facilitating an LGBTQ+ support group, I will be advocating for this environment.

19 Tex. Admin. Code §239.15

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As a school counselor, it is important that I model ethical behavior as stated in the ASCA School Counselor
Professional Standards & Competencies. This is the foundation for all my interactions with school personnel, parents/guardians, and students. Informed consent and the limits of confidentiality should always be clear. Boundaries should also be well defined and reinforced. Cultural differences should be respected and celebrated.