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“Stress Surfers”. This group's primary purpose is to address students' post-migration stress in a new country. The goal of this group is to provide support and strategies that can help newcomer students manage their stress and enhance their well-being and academic success. As well as create meaningful sessions where students can share experiences related to migration, relevant literature, and community issues

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Action Plan Template small group.docx - Google Docs

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Upon completing this group, students  will master the following ASCA (American School Counselor Association) Mindsets and Behaviors:

Mindset: Belief in the Developmental Nature of Humans

Behavior: Understand that learning and development are lifelong processes.

Mindset: Equity and Access

Behavior: Advocate for the academic success and personal well-being of all students.

Mindset: Empowerment and Advocacy

Behavior: Advocate for the rights and interests of all students.

Mindset: Collaboration

Behavior: Collaborate with stakeholders to promote student success.

Mindset: Systemic Change

Behavior: Advocate for systemic change that supports student success.

Mindset: Data-Driven Practice

Behavior: Use data to drive decisions and measure the impact of the counseling program.

Mindset: Leadership and Advocacy

Behavior: Provide leadership in the school community to advocate for student success.

Mindset: Reflection and Professional Growth

Behavior: Engage in continuous reflection and professional development.

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To advertise for this group the plan is to send out home a bilingual informational letter explaining the purpose and benefits of the group, host a parent information session during a PTA meeting, or a dedicated evening event . For students: Create eye-catching posters to display around the school, make announcements during morning assemblies, and distribute flyers in common areas such as the cafeteria, library, and hallways.

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The Interviewing and screening process goal is to ensure that participants are well-suited for the group, committed, and will benefit from the support and skills provided. I will conduct an informational session to introduce the group to potential participants to provide an overview of the group's purpose, goals, and expected outcomes.  Also, the information about the group will be displayed on the school's website and newsletters to reach students parents/guardians, and school staff. To efficiently collect information from potential participants who like to join the group, they will meet with the school counselor and fill out a  Google form questionnaire, during the initial interviews.  I will use open-ended questions to explore their: Current stress levels, and specific stressors they are facing. As well as assess their willingness to actively engage in group activities and share personal experiences. After completing the pre-screening interviews and assessing readiness, select participants who demonstrate a genuine need for stress-coping support and a commitment to actively engage in the group will be notified of their inclusion in the group and provided with details for the first session.

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A consent form will be sent home to parents/guardians with a detailed overview of the Immigrant High School Students' Stress Coping Skills Group( Stress Surfers), including its purpose, goals, and expected outcomes. The consent will clearly outline the commitment required, including the number of sessions and the importance of regular attendance. The form will also share information about confidentiality and emphasize that what is discussed in the group will remain private. The form will be also translated into the student's native language.

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Effectively managing group dynamics is crucial for the success of the Immigrant/Newcomer  High School Students' Stress Coping Skills Group. This slide outlines the strategies for each of the three stages of group dynamics.

Stage 1: Building Relationships and Trust

Building Relationships: Begin with icebreaker activities to help participants get to know each other and establish a sense of affinities. Encourage open sharing, active listening, and mutual respect among group members.

Establishing Group Norms: Facilitate a discussion on the importance of group norms and allow participants to collaboratively establish guidelines. Ensure that everyone's input is valued, and collectively agree upon norms that promote a safe and inclusive environment.

Setting Limits to Confidentiality: Clearly communicate that while confidentiality is a priority, there are limits, especially in situations involving safety or harm. Discuss specific scenarios (e.g., someone's safety is at risk) where confidentiality may need to be breached for the well-being of an individual.

Stage 2: Maintaining Cohesion and Productivity

To maintain cohesiveness and productivity throughout the group sessions, I will implement the following strategies:

Clear Session Structure: Establish a structured agenda for each session, outlining the topics, activities, and goals. This provides a clear framework for participants to follow.

Engaging Activities: Incorporate interactive and experiential activities that encourage participation, collaboration, and the application of stress-coping skills.

Foster an environment where participants feel comfortable expressing themselves. Encourage active listening and respectful feedback.

Regular Check-Ins: Begin each session with a brief check-in to gauge how participants are feeling and address any immediate concerns or emotions.

Integrate reflective exercises that allow participants to process and internalize the concepts discussed in each session.

Goal-Setting and Accountability:

Help participants set realistic goals related to stress management and monitor progress throughout the sessions. Encourage accountability and celebrate achievements.

Stage 3: Group Closure and Reinforcing Confidentiality

Group Closure: At the end of the session participants would reflect on their journey and set future goals. I will provide opportunities for participants to express their feelings about the group ending and reinforce the growth they've achieved.

Sharing and Feedback: Participant students will share their thoughts and feelings about the group experience, encouraging open and honest feedback. Review the goals set by participants at the beginning of the group celebrate their achievements and discuss how they plan to continue working towards them.

Closure Ritual or Symbolism: Incorporate a symbolic activity, such as a closing circle or a group affirmation, to mark the end of the sessions.

Emphasis on Continued Growth: Reinforce the idea that the skills learned in the group are valuable assets that participants can continue to develop and apply in their daily lives.

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Ethical requirements are a fundamental aspect of group counseling, ensuring that the process is conducted in a manner that respects the rights and well-being of all participants. The American School Counselor Association (ASCA) provides a set of ethical standards that guide the practice of school counselors, including those involved in small-group counseling. Counselors must clearly communicate the limits of confidentiality to group members, school counselors are responsible for obtaining informed consent from both students and parents or guardians before students participate in small group counseling. This includes providing clear information about the purpose, goals, and expectations of the group, counselors are ethically required to be culturally sensitive and inclusive in their approach to small group counseling. They must respect and consider the diverse backgrounds, identities, and experiences of group members. Counselors must treat all group members with respect and dignity, regardless of their background, race, ethnicity, gender, sexual orientation, religion, or any other individual characteristic. Counselors should regularly evaluate the effectiveness of their small group counseling interventions and be open to making adjustments or improvements based on feedback and outcomes. By adhering to these ethical standards, school counselors ensure that their small group counseling practices are conducted in an ethical, professional, and effective manner, ultimately benefiting the well-being and development of the students they serve.

Support in the Role of a School Counselor: Informed consent protects both counselors and participants. It establishes transparency, builds trust, and sets clear boundaries. This requirement empowers participants by providing them with the necessary information to make an informed decision about their involvement in the group. Additionally, it ensures that counselors operate within ethical guidelines and legal parameters, enhancing the overall effectiveness and integrity of group counseling sessions.

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Establishing clear ground rules is essential for creating a safe and supportive environment for the Small group. This slide outlines the predetermined ground rules, as well as the collaborative process for setting additional group expectations.

Predetermined Ground Rules:

1. Confidentiality: What is shared in the group, stays in the group. Respect the privacy and trust of your fellow participants.

2. Active Listening: Give your full attention to the person speaking. Avoid interrupting and allow others to express themselves.

3. Respect: Treat everyone in the group with respect, even if you have differing opinions or experiences.

4. No Judgement: Avoid making judgments about others based on their experiences, beliefs, or feelings. Be open-minded and empathetic.

5. Participation: Engage actively in the discussions and activities. Your insights and experiences are valuable.

6. Respect Time Limits: Be mindful of the time allocated for each activity or discussion. This allows everyone a chance to participate.

7. Constructive Feedback Only: If you have feedback for a fellow participant, frame it in a constructive and supportive manner.

8. Turn Off Distractions: Silence or turn off your phones or any other potential distractions during the sessions.

9. Ask for Help: If you're struggling with something discussed in the group, don't hesitate to ask for support or clarification.

10. Be Open to Learning: Approach each session with a willingness to learn from others and from the material presented.

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In the context of small group counseling for immigrant students dealing with stress, several of Yalom's therapeutic factors can be observed. This slide explores how they can be manifest in the group sessions.

In small group counseling for immigrant students, the instillation of hope can be witnessed as participants share their experiences and progress. For instance, a student who initially struggled with language barriers may gain confidence as they see their peers making strides in communication skills. This instills hope that they too can overcome similar challenges. Universality, immigrant students often grapple with feelings of isolation and the belief that they are alone in their struggles. Through group sessions, they come to realize that their experiences are shared by others in the group. This sense of universality helps alleviate feelings of alienation and fosters a sense of belonging. As well as, Interpersonal Learning, through interactions with their peers, immigrant students gain insight into their own interpersonal dynamics, communication styles, and patterns of relating. They receive feedback and support, allowing for increased self-awareness and improved relational skills.

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Informed consent is a legal requirement that ensures participants are provided with clear and comprehensive information about the purpose, goals, and expectations of the group, as well as their rights and responsibilities. Consent should be obtained before individuals join the group, and they should have the freedom to ask questions and make an informed decision about their participation. Maintaining the confidentiality of group members is a legal obligation. Counselors are bound by law to protect the privacy of participants and ensure that sensitive information shared within the group remains confidential. This means that discussions and disclosures made during group sessions should not be shared outside of the group without explicit consent, except in cases where there is a duty to warn or protect due to safety concerns.

In certain situations, counselors may be legally required to report information shared during group sessions. This includes cases of child abuse or neglect, harm to oneself or others, or certain criminal activities. Understanding the mandatory reporting laws in their jurisdiction is essential for counselors. Counselors must work within the scope of their professional competence and adhere to the legal regulations governing their practice. This includes being aware of any specific legal requirements or restrictions related to providing group counseling services. Counselors should have professional liability insurance to protect themselves in case of legal disputes or claims arising from their practice. This insurance provides coverage in the event of allegations of professional negligence or malpractice. Parental Consent for Minors; when working with minors, obtaining parental or guardian consent is typically a legal requirement. This ensures that parents are aware of and supportive of their child's participation in group counseling. Understanding and adhering to these legal requirements is essential for counselors to ensure that their group counseling practices are conducted in a lawful and ethical manner. It helps protect both the rights and well-being of participants and the professional integrity of the counselor.

Support in the Role of a School Counselor: Confidentiality is essential for creating a safe and trusting environment within the group. It encourages open communication and fosters a sense of security for participants. By upholding confidentiality, counselors demonstrate their commitment to respecting the privacy and autonomy of group members. This legal and ethical requirement also helps maintain the professional integrity of the counselor and builds a foundation of trust with participants, facilitating more effective counseling outcomes.

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Leadership style: Supportive Leadership

Supportive leadership in small groups is crucial for creating a safe and nurturing environment where students feel comfortable expressing themselves and seeking help. This slide explores the essential role that supportive leadership plays in addressing the unique challenges faced by immigrant high school students, emphasizing empathy, cultural sensitivity, and empowerment. Supportive leadership begins with empathy and a deep understanding of the experiences and challenges faced by immigrant students. These students often contend with cultural adjustments, language barriers, and the stressors associated with adapting to a new environment. Immigrant students bring with them rich cultures, traditions, and backgrounds. A supportive leader recognizes and respects this diversity, creating an environment that embraces and celebrates their unique identities. By acknowledging and valuing their cultural heritage, leaders foster a sense of belonging and acceptance. Supportive leadership is not only integral to the success of small group counseling but also instrumental in empowering immigrant students to overcome challenges and thrive in their new environment.

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American School Counselor Association. (2002).ASCA ethical standards for school counselors.https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

American School Counseling Association. (2022). ASCA Ethical Standards for School Counselors.https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Vinogradov, S., Cox, P. D., & Yalom, I. D. (2003). Group therapy.