# data[].attributes.body
The purpose of the group is to teach struggling students appropriate time management skills in order to be successful in school, now and in the future, as well as managing their homework and balancing extracurricular activities. Time management skills will also help students in forming a positive attitude toward working and learning.

# data[].attributes.body
The ASCA Mindset and Behaviors that students will master in this group are:
B-LS 3: Time Management, organizational and study skills.
B-SMS 1: Responsibility for self and actions (ASCA, 2021).

# data[].attributes.body
We will use a variety of tactics:

-A PowerPoint during advisory
-Teacher referrals
-A daily announcement
-An email home
-Flyers around school
-Talking to the students who might benefit the most

# data[].attributes.body
Referrals from parents, teachers, and students will be the initial contact for a list of prospective group members. It will be communicated that a group that focuses on time management to help support academics and balance extracurricular activities is being established. After referrals have been made, individual screening interviews will be conducted. The first step in the process is accessing students' interest and willingness to participate in a group of this type. When meeting with students individually, we will describe the purpose of the group, explain rules and confidentiality expectations, and ask the student to rate their interest in the group on a scale of 1-10.
After the initial meeting with the student, three questions will be asked to help determine whether specific students are chosen for the group. These questions are not asked of the student, but rather the school counselor can use these to help them make decisions regarding which students would benefit from participating in the group.
Questions:
1.) Is there any reason this student should not be in a group?
2.) Will this student benefit from group work?
3.) Will this student be able to participate productively in the group and not interfere with individual members' and groups' ability to carry on its work? ( Tollinson & Synatschk, 2007).
The last step is to ensure that a diverse group of students is selected that does not hinder the goals of the group, as well as be contributing members to the group.

# data[].attributes.body
Direct from Navasota ISD Student Handbook

Unless required under state or federal law, a district employee will not conduct a psychological
examination, test, or treatment without obtaining written parental consent.
The district will not provide a mental health care services to a student except as permitted by
law.
The district has established procedures for providing parent with a recommendation for an
intervention for a student with early warning signs of mental health concerns or substance
abuse or who has been identified as at risk of attempting suicide. The district’s mental health
liaison will notify the student’s parent within a reasonable amount of time after the liaison
learns that a student has displayed early warning signs and a possible need for intervention and
provide information about available counseling options.
The district has also established procedures for staff to notify the mental health liaison
regarding a student who may need intervention.
The mental health liaison, school counselor, can be reached at the school campus and can
provide further information regarding these procedures as well as educational materials on
identifying risk factors, accessing resources for treatment or support on-and off-campus, and
accessing available student accommodations provided on campus.
For further information, see Mental Health Support on page 93.
Note: An evaluation may be legally required under special education rules or by the Texas
Education Agency (TEA) for child abuse investigations and reports.

# data[].attributes.body
1. Be respectful and confidential.
2. Listen attentively.
3. Contribute to the conversation of the group.
4. Support others' ideas even if you disagree.
5. Wait for your turn to speak.

The group work guideline booklet will be used in order to create an efficient, well-rounded, small group that boasts high expectations and program success.

# data[].attributes.body
Stage 1: Getting acquainted/setting norms/building trust
During the first meeting, we will discuss the limitations of confidentiality within the group session format. Students will be asked to sign a confidentiality statement and reminded that trust is better established when group members are able to maintain confidentiality. We will discuss group practices such as respecting other group members’ opinions, active listening, and speaking in turn. Using the pre-assessment as a starting point, we will work to establish individual goals for each group member; what they hope to accomplish, their current baseline, as well as their current knowledge.

Stage 2: Working together toward goals (group & individual)
Sessions 2-5 will open with a reminder of the confidentiality agreement. We will briefly review the work from the previous session, including review and discussion of any "homework" that was suggested (logs, strategies, etc..). The counselor will work with members to discover what is working, and which strategies need modification to better suit the student. New material will be introduced and discussed. Group sessions will conclude with a review of the material discussed, a reminder of any outside group work that is requested, and a brief preview of the next group session's agenda.

Stage 3: Closure (end of group meetings)
The final group session will begin with a review of the confidentiality agreement. We will review the work done through the previous sessions and discuss how students can continue to use the learned strategies beyond the timeframe of the group sessions. We will also discuss individual changes each student has seen throughout the group process and progress toward goals set in the first sessions. Student thoughts regarding conclusion of the group will be discussed and concerns will be addressed. To conclude the last session we will dedicate time for students to say goodbye to their group members. We will encourage students to continue the strategies they have learned and inform them we will have a follow-up session in 6 weeks to check-in on their progress. Finally, we will remind students that to maintain the trust established within the group, the confidentiality of discussions needs to be maintained even though the sessions have concluded.

# data[].attributes.body
We will use a democratic type leadership style for our group. The Democratic leadership style has been found to be the most effective type of leadership style. Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members.

(Cherry, 2021)

# data[].attributes.body
The first Legal and Ethical requirements that support professional school counselors as it pertains to group counseling is:

A-7. Group Work

1. Facilitate short-term groups to address students’ academic, career and/or social/emotional issues( ASCA, 2016).

Professional school counselors have a duty to promote an environment free from barriers may hinder academic success. Being able to provide short-term groups enhances students abilities to develop skills that will help them manage issues and situations that may arise in their lives now and later ( ASCA, 2017).

# data[].attributes.body
The second ethical and legal requirement is from the Texas Administrative Code in which states that school counselors are to use evidence based strategies and interventions to promote a the best learning environment, physically and mentally for students. The Texas Administrative Code 19 states:

(c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs.

9) use counseling-related research techniques and evidence-based practices to address student needs;(19 Tex. Admin. Code §239.15).

Professional school counselors can better support student needs when are able to use evidence to determine what specific needs to be addressed, the best interventions to implement, and if the practices were effective.

# data[].attributes.body
American School Counselor Association (2016). ASCA Ethical Standards for School Counselors.  https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

American School Counselor Association (2017). The School Counselor and Social/Emotional Development. https://schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Social-Emotional-Development

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2021, August 11). What are prominent leadership styles and frameworks you should know? Verywell Mind. Retrieved November 9, 2021, from https://www.verywellmind.com/leadership-styles-2795312.

Missouri Professional School Counselors and Counselor Educators, (2015, May). Professional school counselor small group counseling guide. http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Tollison, P.K. & Synatschk, K.O., (2007). SOS- Sense of self: A practical guide for leading solution-focused groups with kids k-12.

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

19 Tex. Admin. Code §239.15

# data[].attributes.body
In our workshop we will utilize these Yalom's Therapeutic factors:

- Instillation of Hope because creating new habits is often a good thing
- Universality because it is a small group meeting for students who have time management issues.
- Development of socializing techniques learning in a small group provides the ability to learn from each other and develop social skills
- Direct Advice students will receive tips and tricks from the instructor and their peers.

(Yalom ID, 1995)