# data[].attributes.headline
Slide 1: Description & Group Action Plan 

# data[].attributes.subject
Slide 1: Description & Group Action Plan 

# data[].attributes.body
High school is tough—especially for gifted and talented sophomores and juniors who feel the pressure to excel. Many of these students start strong, but as coursework, extracurriculars, and college prep pile up, stress, procrastination, and burnout can take a toll. Some may see their grades slip, struggle to keep up with deadlines, or feel overwhelmed by expectations.

"Born to Thrive, Growing to Shine" is a small, supportive group designed to help GT students get back on track before stress derails their success. This group will provide a safe space to talk about challenges, learn practical strategies, and connect with others facing similar struggles.

# data[].attributes.headline
Slide 2: ASCA Student Standards: Mindsets & Behaviors for Student Success

# data[].attributes.subject
Slide 2: ASCA Student Standards: Mindsets & Behaviors for Student Success

# data[].attributes.body
Mindset Standards

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.

M 5: Belief in using abilities to their fullest to achieve high-quality results and outcomes.

Behavior Standards

Learning Strategies

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

B-LS 4: Self-motivation and self-direction for learning.

B-LS 7: Long- and short-term academic, career, and social/emotional goals.

Self-Management Skills

B-SMS 5: Perseverance to achieve long- and short-term goals.

B-SMS 6: Ability to identify and overcome barriers.

B-SMS 7: Effective coping skills.

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

Social Skills

B-SS 3: Positive relationships with adults to support success.

B-SS 6: Effective collaboration and cooperation skills.

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

# data[].attributes.headline
Slide 3: Dissemination Plan for Born to Thrive, Growing to Shine

# data[].attributes.subject
Slide 3: Dissemination Plan for Born to Thrive, Growing to Shine

# data[].attributes.body
To inform all stakeholders, I will use targeted communication methods for each audience:

Students – School announcements, flyers with QR codes, and classroom presentations will explain the group’s purpose and encourage sign-ups.

Parents & Guardians – Information will be shared via the school newsletter, website, and direct email outreach with a digital consent form. The group will also be mentioned at parent-teacher conferences and PTA meetings.

Teachers & Staff – A faculty meeting announcement, referral form, and follow-up updates will keep teachers informed and involved in identifying students who may benefit.

Administrators & Counselors – A formal proposal, student impact reports, and professional development connections will highlight the program’s effectiveness and advocate for continued support.

# data[].attributes.headline
Slide 5: Plan to Obtain Informed Consent

# data[].attributes.subject
Slide 5: Plan to Obtain Informed Consent

# data[].attributes.body
The high school is part of the Ector County Independent School District (ECISD), and thus follows district-wide policies regarding informed consent. While there are no specific policies outlined for small group counseling, ECISD places a strong emphasis on obtaining written consent from parents or guardians, particularly for activities that extend beyond standard classroom instruction.

# data[].attributes.attachment_link.title
Parent_Guardian Consent & Student Assent Form

# data[].attributes.headline
Slide 4: Pre-Group Interview & Screening Plan

# data[].attributes.subject
Slide 4: Pre-Group Interview & Screening Plan

# data[].attributes.body
Informing Participants – Selected students will receive an invitation email detailing the group’s purpose, schedule, and expectations. A confirmation letter will be sent to parents/guardians for consent, while non-selected students will be offered alternative resources like individual counseling or future group opportunities.

Assessing Readiness & Interest (T-A-P Method) – Students will learn about the group’s goals, schedule, and confidentiality expectations before discussing their interest, commitment, and personal goals. Their willingness to engage and alignment with group objectives will determine eligibility.

Screening Format – 5-10 minute one-on-one interviews with a counselor will assess fit, alongside a brief interest survey where students rank their motivation (1-10) and biggest challenges.

Final Selection & Next Steps – Selected students will receive a welcome email with next steps, while non-selected students will be connected to other resources. The final group will be balanced for diversity and supportiveness to maximize impact.

# data[].attributes.headline
Slide 6: Utilizing Participant Guidelines & Ground Rules in Born to Thrive, Growing to Shine

# data[].attributes.subject
Slide 6: Utilizing Participant Guidelines & Ground Rules in Born to Thrive, Growing to Shine

# data[].attributes.body
Pre-Determined Rules – These non-negotiable guidelines ensure confidentiality, respect, and engagement:

Confidentiality

Respect

Active Participation

Punctuality & Commitment

Group-Determined Rules – Students will collaborate on additional norms, such as:

Defining respectful communication and handling disagreements.

Establishing boundaries for humor and breaks.

Creating an accountability system to uphold expectations.

Reinforcement – The final rules will be posted and reviewed at each session to maintain a safe and productive group environment.

# data[].attributes.body
Stage 1: Building Trust & Establishing Norms

Icebreaker

Confidentiality Discussion clarifies that while privacy is expected, safety concerns must be reported.

Guided Norm-Setting allows students to define group expectations, reinforcing ownership.

Check-Ins encourage personal investment and help members articulate their goals.

Stage 2: Maintaining Cohesion & Progressing Toward Goals

Weekly “Temperature Checks” (1-10) assess stress levels and engagement.

Skill-Building Activities (e.g., time management, stress coping, self-advocacy).

Peer Accountability through small goal setting and reflection.

Mid-Group Self-Assessment (Session 3-4) to measure progress and address challenges.

Stage 3: Closure & Ensuring Long-Term Impact

Final Reflection on personal goals and achievements.

Letter to Future Self to reinforce progress and key takeaways.

Discussion on Moving Forward explores continued application of strategies.

Post-Group Follow-Up (4-6 weeks later) provides support and accountability.

Confidentiality Reminder emphasizes continued respect for shared experiences.

# data[].attributes.body
I will use a transformational leadership style to inspire, motivate, and empower gifted students in building confidence and resilience. This approach fosters individualized support, a positive environment, and personal growth in managing stress and academic challenges. By creating a safe and engaging space, students will feel valued, supported, and motivated to apply their new skills in daily life.

# data[].attributes.body
Instillation of Hope – Learning time management and stress-reduction strategies helps students see improvement in procrastination and burnout, fostering motivation and optimism.

Universality – By hearing peers share similar struggles, GT students realize they are not alone, reducing feelings of isolation.

Imparting of Information – Students gain practical tools like stress management, goal-setting, and self-advocacy to build their personal success toolbox.

Altruism – Supporting and encouraging each other’s growth helps students feel valued while giving them a sense of purpose.

Socializing Techniques – Role-playing and discussions enhance communication and self-advocacy skills.

Catharsis – A safe space for emotional expression allows students to release stress and self-doubt.

Interpersonal Learning – Peer feedback offers new perspectives and healthier coping strategies.

# data[].attributes.body
Legal/Ethical Obligation: School counselors must obtain parental/guardian consent before students join group counseling, ensuring they understand the group’s purpose, activities, and confidentiality limits.

Supporting Guidelines:

Texas Education Code §33.004(b): Requires schools to preview counseling programs for parents annually.

ASCA Ethical Standards: Stress the importance of transparency and informed participation.

Informed consent builds trust, fosters collaboration, and ensures voluntary participation, respecting students' autonomy and parental rights.

# data[].attributes.headline
Slide 11: Confidentiality and Its Limits

# data[].attributes.subject
Slide 11: Confidentiality and Its Limits

# data[].attributes.body
Legal/Ethical Obligation: Counselors must maintain confidentiality in group counseling but clearly communicate its limits, especially when disclosure is required to prevent harm.

Supporting Guidelines:

ASCA Ethical Standards: Emphasize respecting student privacy while fostering trust and confidence.

Texas Education Code §33.005(b)(2): Mandates intervention if a student's well-being is at risk, which may require breaching confidentiality.

Clearly defining confidentiality boundaries creates a safe space for sharing while ensuring students understand when disclosures may be necessary to protect themselves or others.

# data[].attributes.body
American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

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

American School Counselor Association. (2022). The ASCA national model: A framework for school counseling programs (4th ed.). https://www.schoolcounselor.org/getmedia/ae32e302-9329-4f2c-b70e-2223bf6f84ad/ANM.pdf

Grugan, M. C., & Swords, F. (2023). Perfectionism, school burnout, and school engagement in gifted students. Gifted Child Quarterly, 67(1), 3-18.

Kandemir, M. (2014). Predictors of academic procrastination: Coping with stress, internet addiction, and academic motivation. World Applied Sciences Journal, 32(5), 930-938.

Missouri Comprehensive Guidance and Counseling Program. (2015). Small group counseling module: Responsive services. Missouri Department of Elementary & Secondary Education.

Parker, W. D., & Mills, C. J. (1996). The incidence of perfectionism in gifted students. Gifted Child Quarterly, 40(4), 194-199.

Peterson, J. S. (2006). Addressing the counseling needs of gifted students. Professional School Counseling, 10(1), 43-51.

Suldo, S. M., & Shaunessy, E. (2008). Strategies used by intellectually gifted students to cope with stress during their participation in a high school International Baccalaureate program. Gifted Child Quarterly, 52(3), 206-219.

Texas Administrative Code, Title 19, Part 7, Chapter 239, Rule §239.15. (n.d.). Standards required for the school counselor certificate. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15

Texas Education Agency. (2024, August 1). Updated guidance on parental opt-in requirement. https://tea.texas.gov/about-tea/news-and-multimedia/correspondence/taa-letters/taa-2024-08-01-updated-guidance-on-parental-opt-in-requirement

Texas Education Code §33.004. (n.d.). Parental involvement. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.004

Texas Legislature. (2019). Senate Bill 11. https://capitol.texas.gov/tlodocs/86R/billtext/html/SB00011I.htm

Verywell Mind. (2023). Leadership styles and how they work. https://www.verywellmind.com/leadership-styles-2795312