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The group, named "Stronger Together," is made up of 4th and 5th graders aged 9 to 11. Formed in response to anxiety linked to the trauma of the Robb school shooting three years ago, this group aims to help Uvalde students cope with feelings of distress triggered by events like drills and loud noises. The group of six heterogenous students employs cognitive behavioral therapy techniques to help students develop coping strategies and restore their sense of safety in the school environment. Before beginning even the first session, parental consent is required.

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The following ASCA Mindsets and Behaviors will be mastered by participants of the "Stronger Together" group sessions:

Mindset Standards (American School Counselor Association, 2021):

M1: Development of whole self, including mental and emotional well-being

M2: Sense of acceptance, support, and inclusion in the school environment

M4: Self-confidence in ability to succeed

M5: Belief in using abilities to their fullest potential

Behavior Standards (American School Counselor Association, 2021):

Self-Management Skills (SMS):

B-SMS 1: Taking responsibility for actions

B-SMS 7: Developing effective coping skills

B-SMS 9: Personal safety skills

B-SMS 10: Ability to manage transitions and adapt to change

Social Skills (SS):

B-SS 2: Building positive relationships with peers

B-SS 3: Creating supportive relationships with adults

B-SS 4: Developing empathy

B-SS 9: Social maturity appropriate to situations

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For a program like "Stronger Together" that deals with sensitive topics like anxiety and trauma support, communication methods will require some privacy. Communication channels will include both formal and informal methods, while paying careful attention to confidentiality and privacy concerns. For parents and guardians, personal invitations and consent forms should be sent directly, followed by individual meetings to discuss the program details and address concerns.

For school staff such as teachers and administrators, information can be shared through secure channels like staff meetings, professional development sessions, and email. Informing school staff ensures everyone involved in the students' routines understands the program's goals and can provide appropriate support. Program updates and progress reports would be shared with stakeholders while maintaining student privacy and confidentiality. The communication strategy should emphasize the program's evidence-based approach, incorporating pre and post-assessment data to demonstrate effectiveness. This collaborative approach ensures comprehensive program support while maintaining appropriate boundaries and professional standards.

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When planning to inform potential group participants, I will take into consideration that not all students benefit from group counseling, so selection is important. I will use the acronym "TAP" to consider the following:

1. (Tell) Initial Information Sharing

Clear written and verbal descriptions of the group's purpose and goals

Provide a meeting schedule, and location

Explain confidentiality and limitations

Detail expectations for participation

2. (Ask Student) Participant Readiness

Individual readiness can be evaluated through:

Pre-group screening interviews

Written assessments of needs

Referral information

Willingness to participate

3. (Pick Members) Screening Methods

Group Screening:

I would initially screen in small group information sessions to:

Observe the group's dynamics

Asses interactions

Evaluate comfort level in group settings

Observe group cohesion building

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Informed consent in the school counseling setting requires both parental permission and student assent, particularly for ongoing counseling services (American Counseling Association, 2014). The consent process involves detailed documentation explaining the scope of counseling services, confidentiality limitations, and specific goals.

Additionally, students should provide their assent to participate, making the process voluntary and ensuring both parent and student understand the counseling relationship. The documentation must clearly outline that while sessions are confidential, there are exceptions when safety concerns arise. This aligns with ethical practices in school counseling, which is important in building a counseling relationship with the student and their family.

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In establishing counseling group guidelines, I would try my best to implement a balanced approach between predetermined essential rules and collaboratively developed group norms. These predetermined rules ensure compliance and support a therapeutic environment. During the pre-group screening interviews, I would clearly communicate basic expectations while looking for participants' willingness to follow expectations, as suggested in Step 4 of the guidelines (Missouri Professional School Counselors and Counselor Educators, 2015).

The collaborative rule-setting process would involve engaging group members in developing additional guidelines that address the group's specific needs. This might include establishing expectations around participation levels, communication methods, and handling conflicts. Doing so would enable students to have shared ownership.

During the first session, I would facilitate a discussion where members can suggest, discuss, and agree upon these collaborative rules, ensuring they align with the pre-established ethical guidelines while reflecting the group's unique goal of reducing anxiety. This approach combines the necessities with empowerment, which is essential in group counseling success. The final guidelines would be documented and distributed to all participants, as indicated in Document 8 (Missouri Professional School Counselors and Counselor Educators, 2015). This will serve as a reference throughout the next weeks of group sessions.

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Stage 1: Foundations

The initial stage focuses on creating psychological safety and establishing group norms. I will facilitate trust-building through structured icebreaker activities that allow members to share personal experiences in a supportive environment. Group norms will be established collaboratively, with members contributing to rules around participation, respect, and confidentiality. Regarding confidentiality limits, I will discuss that while confidentiality is an expectation, it cannot be guaranteed in a group setting. We will explore age-appropriate scenarios where confidentiality might be breached and establish a written agreement outlining consequences for breaches (Missouri Professional School Counselors and Counselor Educators, 2015). Regular check-ins will gauge comfort levels and address any emerging concerns.

Stage 2: Cohesion

To keep the group working effectively, I will implement a structured approach combining process and content. Each session will begin with a brief check-in allowing members to share progress and challenges. I will use a combination of discussion, activities, and skill-building exercises aligned with learning outcomes. Progress monitoring will occur through regular individual check-ins, group feedback sessions, and observation of interpersonal dynamics. When resistance or conflicts arise, I will address them while maintaining group safety. Documentation of individual and group progress will help track movement toward goals.

Stage 3: Closure The ending stage requires careful attention to both practical and emotional aspects. Several sessions before ending, I will begin preparing members by discussing feelings about closure and processing the group experience. Members will be encouraged to share what they've learned and how they plan to apply these insights. A structured closure activity will allow members to give and receive feedback, acknowledge growth, and express appreciation. To address potential abandonment feelings, I will implement a follow-up plan including individual check-ins, connection to ongoing support resources, and strategies for maintaining progress. The final session will reinforce confidentiality expectations beyond group termination and celebrate achievements.

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When working with "Stronger Together", a combination of participative (democratic) and transformational leadership styles would be most effective for this sensitive population.

The participative leadership approach would be very beneficial because these students need to feel empowered and have their voices heard while processing their trauma. This style allows group members to actively participate in discussions and decision-making while still maintaining appropriate structure and guidance. Research shows that participative leadership creates higher quality contributions from group members and helps foster commitment to group goals (Cherry, 2023). Additionally, this approach helps build the trust needed for students to share their experiences and feelings.

A transformational leadership component would also complement this group by focusing on inspiring positive change and helping students reach their full potential despite their traumatic experiences. This style could help transform students' perspectives from feeling helpless to feeling empowered, while the leader maintains appropriate professional boundaries.

The combination of these two evidence-based leadership approaches provides both the structure and inspiration needed to help these students process their trauma and develop resilience in a supportive group environment.

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Leadership styles are classifications of how a person behaves while directing, motivating, guiding, and managing groups of people. There are many leadership styles. Some of the most widely discussed include: authoritarian (autocratic), participative (democratic), delegative (laissez-faire), transformational, transactional, and situational.

Great leaders can inspire political movements and social change. They can also motivate others to perform, create, and innovate. As you start to consider some of the people who you think of as great leaders, you can immediately see that there are often vast differences in how each person leads.

Fortunately, researchers have developed different theories and frameworks that allow us to better identify and understand these different leadership styles.

Lewin's Leadership Styles

In 1939, a group of researchers led by psychologist Kurt Lewin set out to identify different styles of leadership.﻿﻿ While further research has identified more distinct types of leadership, this early study was very influential and established three major leadership styles that have provided a springboard for more defined leadership theories.

In Lewin's study, schoolchildren were assigned to one of three groups with an authoritarian, democratic, or laissez-faire leader. The children were then led in an arts and crafts project while researchers observed the behavior of children in response to the different styles of leadership. The researchers found that democratic leadership tended to be the most effective at inspiring followers to perform well.

Authoritarian Leadership (Autocratic)

Authoritarian leaders, also known as autocratic leaders, provide clear expectations for what needs to be done, when it should be done, and how it should be done. This style of leadership is strongly focused on both command by the leader and control of the followers. There is also a clear division between the leader and the members. Authoritarian leaders make decisions independently, with little or no input from the rest of the group.

Researchers found that decision-making was less creative under authoritarian leadership.﻿﻿ Lewin also concluded that it is harder to move from an authoritarian style to a democratic style than vice versa. Abuse of this method is usually viewed as controlling, bossy, and dictatorial.

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Authoritarian leadership is best applied to situations where there is little time for group decision-making or where the leader is the most knowledgeable member of the group. The autocratic approach can be a good one when the situation calls for rapid decisions and decisive actions. However, it tends to create dysfunctional and even hostile environments, often pitting followers against the domineering leader.

Participative Leadership (Democratic)

Lewin's study found that participative leadership, also known as democratic leadership, is typically the most effective leadership style. Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. In Lewin's study, children in this group were less productive than the members of the authoritarian group, but their contributions were of a higher quality.

Participative leaders encourage group members to participate, but retain the final say in the decision-making process. Group members feel engaged in the process and are more motivated and creative. 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.

Delegative Leadership (Laissez-Faire)

Lewin found that children under delegative leadership, also known as laissez-faire leadership, were the least productive of all three groups. The children in this group also made more demands on the leader, showed little cooperation, and were unable to work independently.

Delegative leaders offer little or no guidance to group members and leave the decision-making up to group members. While this style can be useful in situations involving highly qualified experts, it often leads to poorly defined roles and a lack of motivation.

Lewin noted that laissez-faire leadership tended to result in groups that lacked direction and members who blamed each other for mistakes, refused to accept personal responsibility, made less progress, and produced less work.

Observations About Lewin's Leadership Styles

In their book, The Bass Handbook of Leadership: Theory, Research, and Managerial Applications, Bass and Bass note that authoritarian leadership is often presented solely in negative, often disapproving, terms. Authoritarian leaders are often described as controlling and close-minded, yet this overlooks the potential positives of stressing rules, expecting obedience, and taking responsibility.

While authoritarian leadership certainly is not the best choice for every situation, it can be effective and beneficial in cases where followers need a great deal of direction and where rules and standards must be followed to the letter. Another often overlooked benefit of the authoritarian style is the ability to maintain a sense of order.

Bass and Bass note that democratic leadership tends to be centered on the followers and is an effective approach when trying to maintain relationships with others. People who work under such leaders tend to get along well, support one another, and consult other members of the group when making decisions.

Additional Leadership Styles and Models

In addition to the three styles identified by Lewin and his colleagues, researchers have described numerous other characteristic patterns of leadership. A few of the best-known include:

Transformational Leadership

Transformational leadership is often identified as the single most effective style. This style was first described during the late 1970s and later expanded upon by researcher Bernard M. Bass. Transformational leaders are able to motivate and inspire followers and to direct positive changes in groups.

These leaders tend to be emotionally intelligent, energetic, and passionate. They are not only committed to helping the organization achieve its goals, but also to helping group members fulfill their potential.

Research shows that this style of leadership results in higher performance and more improved group satisfaction than other leadership styles. One study also found that transformational leadership led to improved well-being among group members.

Transactional Leadership

The transactional leadership style views the leader-follower relationship as a transaction. By accepting a position as a member of the group, the individual has agreed to obey the leader. In most situations, this involves the employer-employee relationship, and the transaction focuses on the follower completing required tasks in exchange for monetary compensation.

One of the main advantages of this leadership style is that it creates clearly defined roles. People know what they are required to do and what they will be receiving in exchange. This style allows leaders to offer a great deal of supervision and direction, if needed.

Group members may also be motivated to perform well to receive rewards. One of the biggest downsides is that the transactional style tends to stifle creativity and out-of-the-box thinking.

Situational Leadership

Situational theories of leadership stress the significant influence of the environment and the situation on leadership. Hersey and Blanchard's leadership stylesis one of the best-known situational theories. First published in 1969, this model describes four primary styles of leadership, including:

1. Telling: Telling people what to do

2. Selling: Convincing followers to buy into their ideas and messages

3. Participating: Allowing group members to take a more active role in the decision-making process

4. Delegating: Taking a hands-off approach to leadership and allowing group members to make the majority of decisions

Later, Blanchard expanded upon the original Hersey and Blanchard model to emphasize how the developmental and skill level of learners influences the style that should be used by leaders. Blanchard's SLII leadership styles model also described four different leading styles:

1. Directing: Giving orders and expecting obedience, but offering little guidance and assistance

2. Coaching: Giving lots of orders, but also lots of support

3. Supporting: Offering plenty of help, but very little direction

4. Delegating: Offering little direction or support

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It seems like there are as many different styles of leadership as there are leaders. Discover some of the most common leadership style frameworks.

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In group counseling sessions, Yalom's therapeutic factors serve as fundamental elements that contribute to the healing and growth process (1995). These factors include instillation of hope, where members gain confidence in their ability to improve. It also includes universality, which helps participants recognize they're not alone in their struggles. Additionally, imparting of information, providing educational components about specific issues such as anxiety.

Additional factors include altruism, corrective recapitulation, development of socializing techniques, imitative behavior, catharsis, and interpersonal learning (Yalom, 1995). These therapeutic elements will naturally emerge during group sessions, creating a supportive environment that encourages personal growth and positive change through collective healing.

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Yalom's Curative Factors of Group Treatment

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10. Legal and Ethical Requirements: Part 1

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10. Legal and Ethical Requirements: Part 1

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Essential Legal Requirements

1. Informed Consent

Must obtain written informed consent from all group participants

Document the consent process thoroughly

Include clear explanation of confidentiality limits

Outline roles and responsibilities of counselor and participants

2. Confidentiality Protection According to the ACA Code of Ethics Section B.4.a:

Clearly explain confidentiality parameters

Maintain records securely

Protect electronic communications

Follow HIPAA and state privacy regulations

Document how confidential information will be handled

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11. Legal and Ethical Requirements: Part 2

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11. Legal and Ethical Requirements: Part 2

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Ethical Requirements

School counselors should maintain appropriate training and credentials (American School Counselor Association, 2019). Specifically, school counselors should practice within their scope. If the counselor needs advice, they should seek supervision. Documentation will be maintained and confidential.

According to the ASCA School Counselor Professional Standards, school counselors should conduct a thorough pre-group screening (2019). Age and appropriateness of the group needs to be considered for each participant. School counselors should also consider the group's dynamics and cultural differences. Professional boundaries should remain at all times.

Documentation should include session notes, attendance and participation. Any concerns will be address and reported immediately. The school counselor will monitor the group's progress and goals. All sensitive materials will be kept private and stored in a safe, confidential space (American School Counselor Association, 2019).

Professional boundaries are a must with group sessions. The school counselor will maintain professional distance and document any potential conflicts. Clear communication of boundaries will be shared with the group.

Having clear crisis protocols in place would be necessary in case sessions trigger a crisis. Emergency procedures must be documented and students may be referred to outside counseling resources (American School Counselor Association, 2019).

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

American School Counselor Association. (2021). ASCA mindsets and behaviors for student success: K-12 College-, career-, and life-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023). How to lead: 6 leadership styles and frameworks. VeryWell Mind. https://www.verywellmind.com/leadership-styles-2795312

Fliek, L., Dibbets, P., Roelofs, J., & Muris, P. (2017). Cognitive bias as a mediator in the relation between fear-enhancing parental behaviors and anxiety symptoms in children: A cross-sectional study. Child Psychiatry & Human Development, 48(1), 82–93. https://doi.org/10.1007/s10578-016-0655-2

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.

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