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2014 ACA Code of ethics - american counseling association. (n.d.). https://www.counseling.org/docs/default-source/ethics/2014-code-of-ethics.pdf?sfvrsn=2d58522c_4

ASCA student standards: Mindsets & Behaviors for student success. (n.d.-b). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Clark, D. (2015). Leadership Styles. Leadership styles. http://www.nwlink.com/~donclark/leader/leadstl.html

Education code Chapter 33. service programs and extracurricular activities. (n.d.-a). https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Professional School Counselor Small Group Counseling Guide. (n.d.-c). https://missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Texas Education Agency. (2015, December 7). School guidance and Counseling - Guide for Program Development. https://tea.texas.gov/academics/learning-support-and-programs/school-guidance-and-counseling/school-guidance-and-counseling-guide-for-program-development

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

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Education Code - Legal Requirement of School Counselor

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Education Code - Legal Requirement of School Counselor

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"Sec. 33.005.  COMPREHENSIVE SCHOOL COUNSELING PROGRAMS.  (a)  A school counselor shall work with the school faculty and staff, students, parents, and the community to plan, implement, and evaluate a comprehensive school counseling program that conforms to the most recent edition of the Texas Model for Comprehensive School Counseling Programs developed by the Texas Counseling Association.(b)  The school counselor shall design the program to include:


(2)  a responsive services component to intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk;"

The group would be a direct product of what a school counselor should be doing legally. It is a responsive service to a student who is at risk in several categories.

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"A.1.a. Primary Responsibility
The primary responsibility of counselors is to respect the dignity and promote the welfare of clients." (ACA 2014 Code of Ethics, 2014).

One of my main responsibilities is very clear and this group is about respecting students and promoting their best welfare.

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Each of Yalom's factors could be present in this group.  However, I believe the following would be most likely because these are some of the very focus of the group.  To instill a sense of hope in the face of social injustice, poverty and academic frustration. To help the students understand they are not alone, they they have contributions and they are part of someone's world - their own! The need to develop better social techniques to cope and this will happen by learning from one another and feel good once they experience it. They will tell each other what to do and will learn more about themselves in the process, so all of these will hopefully be present in the group.

 Instillation of Hope

 Universality

 Imparting of information

 Altruism

 Development of socializing techniques

 Imitative behavior

 Catharsis

 Direct Advice

 Interpersonal learning

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When providing the information for best practices of coping mechanisms, strategies to overcome obstacles, pursuing academic pieces, I would be more directive, but in processing I would be democratic as the group is about the participants, not me.  I am a resource to guide and provide information, elicit processing and structure, but the participants are the ones who determine the quality and depth of work for themselves and the group.

This population is so busy being told what to do and often feel as if they have no real control, I believe putting them in a position where they feel the helm to drive their ship would be part of the very point of the group itself.

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I plan to use this resource to develop a quick review social contract prior to every meeting. I want the group to state the guidelines and rules and refer to them if someone is not adhering to them because this is for their future.

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In this group, I hope the students will use the following:

B-LS 1. Critical thinking skills to make
informed decisions

B-LS 2. Creative approach to learning,
tasks and problem solving

Long- and short-term academic,
career and social/emotional goals

B-LS 9. Decision-making informed by
gathering evidence, getting
others’ perspectives and
recognizing personal bias

B-SMS 1. Responsibility for self and
actions

B-SMS 5. Perseverance to achieve longand short-term goals

B-SMS 6. Ability to identify and overcome
barriers

B-SMS 7. Effective coping skills

B-SS 6. Effective collaboration and
cooperation skills

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ASCA Student Standards: Mindsets & Behaviors for Student Success

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The ASCA Student Standards: Mindsets & Behaviors for Student Success describe the knowledge, skills and attitudes students need to achieve academic success, college and career readiness and social/emotional development. The standards are based on a survey of research and best practices in student achievement from a wide array of educational standards and efforts.

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Building the relationship started before the group was ever constructed through meeting with the student regarding their academic, social and emotional well-being during the counselor minute meetings provided to them.

Trust is developed by reputation on my campus.  So students judge you based on what other students say about you and how you are reflected in the community.  Fortunately, I have a strong reputation that students consider me trustworthy and even allow me to challenge them to do better because they know my heart is for them.

Limits of confidentiality are explained from the very beginning through our Meet the Counselor meetings and of course, I would go over those again.  As far as group members, we would discuss the limitations and how we would handle trust through each session. These groups are not meant to be therapeutic, but rather topical so if someone wants to share something more personal, I would encourage them to consider if they want it to be known further than the group because although our aim is confidentiality, we can control other people's choices.

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The policy of my district is served through our skyward program.  An email with the electronic ability to sign digitally is provided to parents.  The details regarding the group would be provided digitally but also a physical copy would be provided through the possible participant.   All the details of the services to be provided including a request to view all materials and curriculum to be utilized during the sessions would be in the digital communication. The participants would have a physical copy that I would scan into their skyward portfolio.

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The possible participants will be pulled into my office to explain the group.  A handout with all the information would be provided and they would be asked to return the paper with an informed consent if they are interested in participating.  Once the informed consent is returned, a pre-survey through google forms would be provided to assess their readiness for the group.

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Teachers will be provided a list of names to select from that they would recommend to attend the group.  Once those names are collected,  a handout with all the details as well as an informed consent would be provided to the specific students invited to participate.

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Legends Group: Those who face financial, academic, and social obstacles with courage, honor, hope, and strength by using skills, intelligence, compassion, and conviction to overcome and live a self-defined successful life.

15/16-year-old boys (Sophomores) At-Risk of not graduating.

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Angell Turner Legends Group Action Plan Padlet

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Working cohesively with productivity with require constant encouragement and buy in for the group to work. Capitalizing on the group members who are showing positive outcomes will help to encourage others as the group momentum builds. Using the strength of the group to help build accountability for those who may struggle to see the benefit as it is future minded. I will continue to hold minute check in meetings with the group members to provide extra support between sessions an encourage group members to do the same.

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Group closure will lead to positive outcomes of self-motivation and opportunity for unexpected growth.  I will encourage members to continue to see one another as a group member, although the group has ended.  I will express to them how they can continue to utilize the positive effects of the group if they choose to even though the official capacity has ended.  I would encourage them to take the skills they have learned in the group and apply them in the safety of the relationships built in the group.  My presence would continue as the counselor on campus and thus move towards to supporting them more and more towards graduates of the high school and adult contributors to society.

I would have a follow up with them during their continued minute meetings and encourage their discussion of any thoughts, feelings or observations.