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(Policy and Procedures for the Protection of Human Subjects in Research at Angelo State University 2015)

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(Protection of human subjects in research, n.d.)

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Angelo State's Informed Consent Template

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I found the Informed Consent templates and saw where the Establishing the Group article mentioned "Document 8: Participant Guidelines/Ground Rules," but I could not find them anywhere in the module to attach them. However, I will implement predetermined rules regarding attendance and participation. There will also be a group statement that will cover the specific confidentiality expectations of the members as well as other expectations/rules regarding respect, etc.
(Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups 2015).

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In order to screen and select participants for the group, I will implement the TAP method. First, I will Tell the participant about the group. This will include important information like group topic and objectives/goals, meeting information (although this will be up for vote during the first session), and expectations for the group (other than what will be included in the group statements) such as attendance and willingness to participate. In order to assess participant readiness/interest in the group, I will ask very specific questions such as, "Now that I have explained the group to you a bit, could you repeat back to me what you got from my summary?" and "Is this something that you could see yourself being a part of and benefitting from? Rate your interest in the group on a scale from 1-5." I will also see if possible participants have any questions and will provide any information they seek. I plan to do this on an individual basis.
(SCREENING/SELECTION PROCEDURES 2015)

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Upon completing the group. members will master the following ASCA mindsets and behaviors:

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

B-LS 3.Time-management, organizational and study skills

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

B-SMS 7.Effective coping skills

B-SMS 8.Balance of school, home, and community activities

B-SS 2.Positive, respectful, and supportive relationships with students who are similar to and different from them

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

(ASCA student standards: Mindsets & Behaviors for student success, n.d.)

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The name of my group will be Multitasking Mamas and it will be for mothers in higher education. I will share time management and planning skills and assist in navigating negative feelings, finding healthy outlets, and creating social and emotional support circles. The age group I will be working with is most likely 20-30 year-olds, but any student mother is more than welcome!

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Group closure will consist of a few different aspects that will leave the members feeling confident and supported. Their will be a post-assessment that will give both members and myself valuable insight on their overall progress and accomplishments. It will not only compare their previous feelings/answers to the pre-assessment, but will also have a short "quiz" where they get a chance to show their knowledge of the Six MMMs. There will also be an anonymous survey where members are asked to give feedback on different factors of the group and rate them on a scale of 1-5. Members will also have a completed resource collection to use after the group concludes and new additions to their support circle (other group members). The group confidentiality statement will be shared at the beginning of each session, but the last session will be slightly different in that we will drive home the point that this is a continuing expectation.

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I plan to keep members working cohesively and productively as we progress through each session by giving them an outline/agenda for each of the six sessions at the start of the group. This way, I have something to follow and the members know what to expect and what will be expected of them each time we meet. I will check in with group members to gauge progress throughout the group by having mini "pop quizzes" (more like games) that will test their knowledge of what has been covered thus far.

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I will build relationships and trust between group members and myself as well as establish group norms and confidentiality expectations through icebreakers and other group activities, as well as the creation of a group statement containing expectations for everyone, by everyone. I will also address limits of confidentially within the group and make sure all members are aware that while we are all signing the group statement, confidentiality is something that cannot be fully guaranteed. This will all be done in the first group session.

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One requirement for counselors is as follows:

Sec. 33.006.  SCHOOL COUNSELORS; GENERAL DUTIES.  (a)  The primary responsibility of a school counselor is to counsel students to fully develop each student's academic, career, personal, and social abilities.
(b)  In addition to a school counselor's responsibility under Subsection (a), the school counselor shall:
(1)  participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students

This requirement supports me in my role of group counselor by providing a short and sweet definition of exactly what it means to be a group counselor. It drives home the point that counselors are responsible for both the overall development of a student's abilities and for all aspects of the guidance program itself.
(Texas Education Code § 33 Subchapter A. School Counselors and Counseling Programs, n.d.)

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Another requirement for counselors is:

(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

This requirement is especially important, for it ensure that regardless of who you are, where you come from, or what you believe in, that you are supported in your journey through counseling. It reiterates the fact that everyone learns and responds differently and that it is imperative to cater to everyone.
(Title 19 Chapter 239 of the Texas Administrative Code 2017)

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The Yalom's Therapeutic Factors that would most likely be demonstrated in the group are:

Universality

Imparting Information

Group Cohesiveness

Interpersonal Learning

(Yalom's therapeutic factors 2015)

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I believe that a Participative/Democratic Leadership style would be best for this group. This is most likely the best choice for the group because it allows for feelings of support and belonging by encouraging participation, while still maintaining structure and following a set agenda.
(Cherry, 2022)

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I will have two tactics in order to disseminate information about the group to potential member:

Flyers (post around campus in areas like outside and other common areas, in ladies rooms, at breast-feeding stations, at the university clinic, and anywhere else flyers are allowed and would reach target audience)

Advertisements (run in the university's student newsletter and anywhere else student groups usually advertise at the university)

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(ASCA student standards: Mindsets & Behaviors for student success, n.d.)