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The following group expectations will be discussed, posted in the group meeting area, and reviewed at the beginning of each meeting (Missouri Comprehensive Guidance and Counseling Programs, 2015).

Group Expectations:
1) Be respectful of the confidentiality of all members of the group. "What we say here stays here!"
2) Do not interrupt the speaker
3) Only share respectful and helpful suggestions or comments
4) Member participation is encouraged
5) Be open and accepting of suggestions. Give a new idea a try!

(Missouri Comprehensive Guidance and Counseling Program, 2015, page 26)

The counselor will have the students sign the group poster in agreement to follow all expectations from the first day and even upon the conclusion of the sessions.

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The following ASCA mindset and behaviors will be the focus for student success:

Mindset Student Standards:
M 3. Positive attitude toward work and learning
M 4. Self-confidence in the ability to succeed
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

Behavior Standards:
B-SMS 1. Responsibility for self and actions
B-SMS 2. Self-discipline and self-control
B-SMS 3. Independent work
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

(American School Counselor Association, 2021)

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Publicity to parents-  Each student's parents will be contacted to discuss the small group formation and formally invite his/her child to participate. A formal invitation will then be sent home with each previously identified student for parental approval.

Publicity to teachers- An email will be sent to each second-grade teacher explaining the group and eligibility criteria. A google form will be attached for teachers to submit names of students they feel would benefit from the small group.

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The counselor will use a list of student names provided by the second-grade level teachers to schedule one-on-one conferences with each student. The classroom teacher will also complete a student behavior rating form prior to the interview with the student (Missouri Comprehensive Guidance and Counseling Program, 2015).

During the meeting, the counselor will go over current grades and discuss possible reasons why she/he is falling behind.  The counselor will then invite the student to join the small group.  **Students that have an identified or perceived learning difficulty will automatically be eliminated from the small group.  ADHD students will still be considered as candidates.

Additional students will be invited based on a nine-week failure report and current progress report.

3-5 students will be chosen to participate each nine weeks.

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The informed consent agreement will be discussed during the initial parent phone call invitation to the group. The counselor will include two copies of the attached consent agreement along with the invitation to join the small group.  One copy is to be signed and returned.  The other copy is for the parents to keep.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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There are a couple of Therapeutic Factors associated with this small-group interaction:

Universality is the first.  All students within this group are experiencing the same academic struggles.  They should find comfort in the understanding they are not alone in this problem.

Secondly, the Development of Socializing Techniques is present in the aspect of the students engaging in a social learning group.  Though the reason behind their academic struggles may be different all members share the common goal to become more efficient with time management.

(Yalom, 1995)

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

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

Cherry, K. (2022). How to lead: 6 Leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselors Educators. (2015, May). Missouri Comprehensive guidance and counseling program: responsive services, professional school counselor small group counseling guide.
https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2015_0

Title 19. Tx. Admin. Code §239.15 (2001)

Texas Education Agency (2018). The Texas Model of Comprehensive School Counseling Program. www.txca.org

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

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During the first meeting the norms and expectations will be shared and discussed. The students will share examples of what each expectation "looks like" and "sounds like". We will then discuss what confidentiality means. Since the counselor will be working with a group of second graders the term "privacy" will be along with confidentiality.

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The counselor will mantain the role of of a participative leader throughout the six week sessions. The counselor will provide suggestions to the group for further discussion. The counselor will provide positive feedback to group members suggestions to encourage additional participation.

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At the conclusion of the small group sessions we will celebrate both large and small successes.  The counselor will explain that all students do not progress at the same rate in learning so even if all goals were not met small accomplishments are still measured a success. The counselor will explain that the small group sessions are ending but will transition into individual check-in meetings.

The counselor must emphasize that confidentiality must continue after the sessions end.

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According to ethical standards outlined in the ASCA Ethical Standard framework, school counselors must maintain confidentiality during group sessions (ASCA, 2022, B.4.a).  The importance and guidelines must also be clearly explained to all participants.

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According to the American School Counselors Association National Standards for school counseling programs there are four different ways the school counselor provides students services. One of those ways is through small group guidance lessons (ASCA, 2018).

The group will consist of students ages 6/7 who need additional guidance in developing strategies to successfully complete classroom and homework assignments. Students will be identified through teacher input and data mining.

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Title 19 of the Texas Administrative Code Chapter 239 states as part of the school comprehensive program counselors must legally provide small services to students based on their needs either individually or in small groups (19 Tex. Admin. Code § 239.15.c.3).

Title 19 of the Texas Administrative Code Chapter 239 also requires that parents, teachers, and other stakeholders must be consulted as needed to provide the best services to students (19 Tex. Admin. Code § 239.15.c.3).

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The Lewin leadership style for this small group will be a Participative Leader (Cherry, 2022). This is a democratic style of leading a small group. According to Cherry (2022) though the groups are not typically as productive, the contribution to the group is better quality (Cherry, 2022).