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My name: Magy Gergius

Department of Curriculum & Instruction, Angelo State University

Course: EDG 6321 Group Counseling

Instructor: Dr. Natalie Fikac

Group description:

The Little Leaders group is designed for elementary students in grades 3–5 to promote social-emotional learning (SEL). It focuses on building self-confidence, improving emotional regulation, and fostering positive peer relationships. Through interactive role-playing, group discussions, and targeted activities, students will develop critical emotional and social skills. The group meets twice a week in a safe, supportive environment to help participants grow and thrive.

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Mindsets and Behaviors your participants will master upon completing this group

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Mindsets and Behaviors your participants will master upon completing this group

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Mindsets:
Upon completing the Little Leaders: Participants who finish the Little Leaders: Building Confidence and Connection group will show mastery over the listed ASCA Mindsets.

M 1: The belief in the development of a whole self includes achieving a healthy balance between mental health and social/emotional well-being along with physical health.
M 2: Confidence in one's ability to achieve success defines the second mindset.
Behaviors:
Participants will also develop skills and habits aligned with the following ASCA Behaviors:

Learning Strategies:

B-LS 1: Through B-LS 1 participants will show their ability to use critical-thinking skills for decision-making.
B-LS 4: Students should practice self-motivation and self-direction while they learn.
Self-Management Skills:

B-SMS 7: Participants will show how to use effective coping strategies to handle problems.
B-SMS 9: Demonstrate personal safety skills.
Social Skills:

B-SS 2: Develop positive and supportive friendships with fellow students.
B-SS 3: Build supportive relationships with adults that help achieve success.

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Students:

Daily Announcements: Use the school's PA system during morning announcements to deliver a short introduction of the group and its advantages.
Classroom Presentations: Organize brief presentations in classrooms where students will learn about the group’s mission while being motivated to join.

Parents/Guardians:

Email Communications: Use the school’s email system to send complete details about the group's mission as well as its schedule and advantages.
Flyers: Hand out attractive flyers with group information at school gatherings and inside student folders.

Teachers and Staff:

Faculty Meetings: Present the group details and benefits at faculty meetings to show how they will assist students with social and emotional growth.
Staff Breakroom Flyers: Ensure informational flyers reach staff members by placing them in both breakrooms and workrooms.
Faculty Mailboxes: Faculty Mailboxes: Distribute a one-page group summary along with a student referral form.

Administrators and Counselors:

One-on-One Briefings: Organize individual meetings with administrators and counselors to present the group’s goals and request their backing.
Newsletter Feature: Place the group's information in the school or district monthly newsletter as a way to connect with a large audience.

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Informing Participants:

Participants will be informed about the Little Leaders: The Little Leaders: Building Confidence and Connection group will reach participants through direct communication together with publicity activities that include:
Classroom announcements and teacher recommendations.
The group’s purpose along with its benefits and schedule will be communicated to parents through emails.
The school distributes flyers to classroom spaces along with posting them on the school bulletin board.
Students who require social-emotional support will receive information during their counseling sessions.

Assessing Readiness, Willingness, and Interest:
Interest Surveys: Students will complete a brief survey that asks about their interest in developing self-confidence and emotional management skills alongside peer relationship improvement.
Teacher Input: Educators will share their evaluations of students who should participate after monitoring their behavior and interactions in class.
Individual Conversations: Potential participants will take part in individual pre-screening conversations where they will express their personal goals along with their commitment level and readiness for group activities.

Screening Method:
Individual Screening: Participants will have one-on-one sessions with the counselor to:
During this session counselors will explain both what the group intends to achieve and how it will function.
Identify personal goals for participation.
During individual meetings counselors will discuss and resolve any worries or fears potential participants may have about joining the group.

Selection Process:
The screening process will ensure that selected participants:
Demonstrate an interest in the group objectives.
Display preparedness to actively participate in both discussions and group activities.
Can commit to attending all sessions regularly.
The structured pre-group interview process will generate group coherence while preparing participants with motivation for the upcoming session

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Campus Policy on Informed Consent:

Our campus policy states that written parental consent must be recorded for any minor who takes part in school counseling programs or small group activities. Student assent should be obtained to confirm that students understand why they are part of the group and agree to participate willingly. Informed consent forms must outline the following:

The group’s purpose, goals, and expected outcomes.

Information about logistical details such as meeting frequency, session length and physical location.

The confidentiality instructions will specify conditions under which confidentiality can be breached such as when there is potential harm to the student or others.

Steps to Obtain Informed Consent:

Parental Consent:

A letter will be sent home to parents/guardians, including:

A summary description of both the group’s objective and its advantages for participants.

The group schedule and logistics.

Clear statements about confidentiality and its limits.

Details for contacting the school counselor to address any questions.

Before participating students can join the group students must have their parents sign and return a consent form.

Student Assent:

Students will receive a simplified explanation about the group’s goals and activities along with its expectations during the pre-group screening.

Students need to sign an assent document which shows they voluntarily participate and understand confidentiality rules within the group.

Record Keeping:

The counselor’s office will maintain secure storage of signed parental consent and student assent forms to adhere to campus policy.

Additional Steps for Transparency:

Parent Information Session: An optional parental meeting will be held to answer questions regarding the structure and activities of the group along with its purpose.

Follow-Up Communication: Parents will receive periodic updates about their child’s group progress and activities but confidentiality will remain protected.

Goal:

We secure parental consent together with student assent to inform and gain support from all parties involved in the student’s participation which builds trust and creates a positive experience for the group.

I have attached a consent.

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Utilization of the Resource
This resource functions as a baseline document to define group expectations and establish essential ground rules. Participants will receive the guidelines and rules before the first session where they will be reviewed together. The document will be used as a reference to:

Develop a group-wide comprehension of the group’s mission and expected behaviors.
Make certain each participant recognizes behavior patterns that contribute to a respectful, productive, and safe environment.
Develop an accountability structure that each group member follows.
At the first meeting the rules will be explained to make sure everyone understands and accepts them. The facilitator will highlight ground rules as essential for positive group dynamics while inviting participants to ask questions and offer their input.

Predetermined Rules
The following rules will be set by the facilitator to ensure consistency and adherence to professional and ethical standards:

Confidentiality: Participants have to protect the privacy of others by not sharing any group-disclosed information.
Respect: All members need to engage with respect and must avoid making judgmental or harmful comments.
Time Management: Participants must attend sessions on time and maintain their attention on the main topic.
Equal Participation: Every group member should receive equal chances to express their ideas and participate actively without any interruptions.
No Cross-Talk: The facilitation of side discussions during someone's presentation will be prohibited.

Rules Determined as a Group
Participants will collectively establish extra rules which will support ownership among individuals and promote inclusivity within the group. Examples include:

Establishing norms for addressing disagreements.
The group will decide together on preferred start and end times for sessions.
Establish rules for proper language and conversational tone in discussions.
The group establishes a fair system that promotes dedication and respect by integrating established rules with those created by participants.

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Stage 1: Introduction & Trust Building
Participants enter Stage 1 where the group builds a secure and friendly atmosphere that ensures everyone feels accepted and assisted. Here’s my approach for working with members during this phase:

Building Relationships and Trust:
Icebreakers: The session will begin with introductory icebreaker activities which will enable participants to connect with one another and with me as the facilitator. Light icebreaker activities will generate an environment where camaraderie and openness thrive.
Active Listening: I will demonstrate active listening techniques and invite every group member to practice them. By listening actively to everyone we demonstrate respect for each person’s voice which helps build trust.
Personal Disclosure: Through my personal disclosures about the group’s purpose members will realize that we share common experiences which helps to build mutual trust.

Establishing Group Norms:
Group Agreement: As a team we will establish a group agreement by discussing essential expectations including respect confidentiality and participation. I will invite members to share their ideas so they can participate actively in our work.

Clearly Stating Confidentiality:
I will directly explain the boundaries of confidentiality which remains a central principle but includes exceptions for situations when someone is at risk of harm to themselves or others and when legal requirements mandate information disclosure.
Participants will understand that although we create a space built on trust, everyone shares the responsibility for confidentiality which requires mutual respect from all attendees.

Stage 2: Cohesion & Productivity
During this phase participants work to sustain a unified and efficient group dynamic while moving towards their predefined targets. Here’s my plan for this phase:

Maintaining Cohesion:
Through recognizing and supporting cooperative behavior I will build a positive environment.
Promote transparent communication to allow every member to express themselves. If needed I will step in to stop anyone from dominating the conversation or engaging in side discussions.
I will monitor group dynamics on a regular basis to make sure all members feel comfortable with the process and that nobody feels neglected.

Monitoring Progress:
Check-ins: Each session will begin or end with brief check-ins where I will ask participants about their session experience and any topics they want to revisit. The feedback collected from check-ins will allow us to identify and address issues early on.

Goal Assessment: The group’s goals and progress will undergo periodic review while checking member feedback to confirm that the group’s progress aligns with those goals.

Stage 3: Closure & Reflection
Members prepare to conclude the group while reflecting on their experiences during this final stage. The closure process needs to be positive to make participants feel confident about their progress.

Group Closure Plan:
Reflection: During the reflective activity I will lead participants will exchange their thoughts about the group journey they experienced together and discuss both the lessons they learned as well as how the group affected their lives. Participants will be able to express their emotions and strengthen their feelings of success.
Reinforcing Learning Outcomes: I will guide group members to reflect on how their participation helped them meet personal goals and conquer challenges. Participants will experience both fulfillment and finality from this activity.

Addressing Emotions Around Ending:
Participants will have the opportunity to share their emotions about the group ending. Participants commonly experience mixed emotions regarding group closure which is why I will acknowledge their feelings and confirm their acquisition of essential group skills.
I will tell them they are welcome to request follow-up sessions whenever they need them.

Confidentiality After Group:
I will emphasize to everyone that confidentiality expectations continue after the group ends and personal information disclosed during sessions stays private. I will inform everyone that sharing personal group experiences or conversations with outside parties is prohibited.
Members who have concerns about confidentiality procedures can schedule private discussions with me before the group concludes.
The structured method enables group members to work efficiently and maintain unity while receiving adequate support during the closing stages so they can depart with achievement and mutual respect.

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Democratic Leadership Style

A democratic leadership style operates through group collaboration and collective decision-making processes. In my role as a facilitator I will engage group members in decision-making tasks including the creation of group rules and development of activities together with goal setting. Through this approach people can express their ideas and insights because open communication is prioritized.
Why It Works:
Encourages Engagement: Participants will feel responsible through active involvement in the group’s direction which this style engenders ownership. Through this approach participants can build trust with each other and develop a collaborative group dynamic.

Promotes Empowerment: Participants who gain a voice experience empowerment which leads them to become more invested in achieving the group’s goals. This approach promotes mutual respect and develops a more inclusive environment.
Support for Diverse Needs: The democratic approach helps all group members feel heard and valued because they bring diverse backgrounds and experiences to the group which helps those who feel marginalized or lack confidence.

Transformational Leadership Style

Transformational leadership focuses on group member motivation through personal development support while promoting innovation and purpose-building. My leadership will prioritize building a positive group vision and setting high standards while motivating members to achieve growth both as individuals and as a collective.
Why It Works:
Fosters Growth and Motivation: This leadership style helps participants build both self-confidence and commitment toward achieving personal and group objectives. Members who face personal difficulties or need skill development will benefit most from this approach.

Increases Group Cohesion: Transformational leaders build group cohesion by uniting members through shared values which leads to stronger group commitment to collective goals. Members who see their progress alongside positive changes become motivated to participate actively while contributing.

Focus on Positive Change: This style creates ideal conditions for personal development and effective challenge resolution. The transformational approach motivates members to use critical thinking while implementing innovative strategies to achieve their objectives with renewed determination.

Why These Approaches Work for This Population:

Diverse Backgrounds: The democratic style enables all participants to express their opinions which benefits diverse groups especially when some members lack confidence to speak up. When all members have the opportunity to share their viewpoints inclusivity is strengthened.

Personal Growth Goals: The transformational style enhances personal growth because it pushes participants to transcend their current problems and work towards sustainable progress. Participants who focus on self-improvement will benefit from this system since it presents a structured yet adaptable method for reaching positive outcomes.

Emphasis on Empowerment and Support: Both leadership approaches focus on empowerment which is fundamental for this group's needs. The democratic style provides agency for participants while the transformational style delivers both inspiration and support to build confidence and persistence.

Through the integration of democratic and transformational leadership styles I establish a workplace that nurtures growth and full potential by being collaborative and supportive.

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Yalom’s Therapeutic Factors I Plan to Utilize:

1- Instillation of Hope
The essence of this factor involves building a group environment which instills belief in members about the possibility of positive change. Within a group setting members find hope because they see they are not facing their problems alone and progress towards their goals is possible.
How It Applies: Participants in my group might enter with feelings of hopelessness about their different situations which can include social skills difficulties or academic problems. I will instill hope in members by sharing success stories and setting achievable goals while maintaining continuous encouragement which helps them understand that they can conquer their challenges and reach their objectives.

2-Universality
The concept of universality happens when members of a group understand they share their experiences or emotions with others. The collective aspect of the group establishes a belonging sentiment while members find solace in understanding their struggles are shared by others.
How It Applies: Participants sharing their stories often find that other group members have encountered comparable difficulties. When a student who experiences isolation because of their anxiety listens to others with similar struggles they feel more connected to the group and less isolated. Realizing that their challenges are shared by others becomes therapeutic because it lessens feelings of isolation and turns their struggles into normal experiences.

3-Altruism
Altruism means assisting others which leads to personal growth and learning through mutual support among group members. People who experience difficulties with self-worth or feel they aren't getting sufficient recognition will find this particularly important.
How It Applies: In group discussions I will guide participants to support one another and share advice because I value their contributions. People who offer support to others based on shared experiences or who give encouragement experience improved self-esteem and personal growth. When participants notice how their actions benefit others they feel proud of their personal achievements.
Corrective Recapitulation of the Primary

4-Family Group
This therapeutic factor allows group members to reengage with unresolved family dynamic issues for resolution. Members of therapy groups tend to transfer their family relationship patterns onto group interactions to create chances for emotional recovery.
How It Applies: During group sessions members often transfer their family relationship themes like authority problems and emotional support deficits onto fellow participants. Participants who examine these projections while investigating their family roles can heal unhealed emotional wounds. When a participant shows frustration toward authority figures in the group setting this issue can be managed by helping them reshape their perceptions while offering a conducive support network for personal change.

5- Development of Socializing Techniques
This factor aims to create innovative methods for people to connect with others which especially benefits those who have difficulty with communication or human relationships. The socializing techniques members learn during group sessions build their confidence when reaching out to new people outside the group.
How It Applies: Structured activities which promote conversation and empathy through active listening will be included alongside ice-breakers and role-playing scenarios. Through these activities group members will learn essential interaction tools to use effectively with others within school settings and home environments as well as while engaging in community activities. The secure group setting allows members to practice their skills until they feel confident enough to use them in real-world situations.

6- Interpersonal Learning
Group members develop their understanding of personal behavior through observation and feedback from other participants during interpersonal learning. Participants can achieve better self-understanding while their social abilities become stronger.
How It Applies: Throughout the group sessions I will guide members to examine their social interactions and share constructive feedback with each other. When a group member faces difficulties with communication others can offer advice to help them improve their interactions. The feedback loop enables participants to understand their social interactions better and learn how to make changes that lead to stronger relationships.

7- Catharsis
Catharsis describes the emotional release experienced by group members when they share feelings and thoughts which they previously kept hidden. This emotional release results in relief while bringing about emotional clarity and healing.
How It Applies: During the group process I will motivate participants to share their emotions and experiences within a protected supportive setting. Participants who have trouble expressing their emotions beyond the group setting find emotional expression particularly essential. When members experience catharsis they achieve emotional release which helps them feel lighter and more in control of their emotions.

How These Therapeutic Factors Will Help the Group:
Building Emotional Support: Supportive networks emerge for group members as they gain hope and universality while practicing altruism enabling them to tackle personal challenges.
Encouraging Growth: Members who participate in interpersonal learning and socializing exercises develop increased self-awareness and communication abilities which enhance their emotional regulation skills and ability to interact socially.
Fostering Healing: Participants get to heal emotionally by examining family dynamics and expressing catharsis which helps them to overcome isolation and build stronger confidence both within the group and in external settings.

Utilizing Yalom’s therapeutic factors in group activities benefits personal healing and enhances group unity which improves the group process effectiveness and transformation for everyone involved.

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Confidentiality stands as one of the fundamental principles guiding group counseling processes. According to ethical and legal standards counselors must protect client confidentiality to maintain privacy build trust and create a safe sharing environment. Per the American Counseling Association (ACA) Code of Ethics counselors need to make group members understand the confidentiality boundaries and how shared information remains private unless it pertains to harmful situations toward self or others.

Campus/District/Company Policies:
Group settings require confidentiality which local policies frequently underline as crucial. These policies acknowledge confidentiality boundaries when harm risks exist or legal requirements necessitate disclosure as in cases of abuse or threats to self or others.
At the beginning of group counseling sessions on campus we give parents and students explicit documentation which details confidentiality aspects and counselor responsibilities related to it.

Why It’s Important for Group Counseling:
Trust Building: Confidentiality creates an environment of trust which allows members to share their personal information without worrying about external disclosure.
Legal Protection: Counselors who protect confidentiality meet legal and ethical standards which prevents legal issues for both clients and themselves.
Limitations of Confidentiality: The counselor must explain confidentiality limitations during the first session including circumstances when there are threats to oneself or others. Establishing these boundaries at the start of group counseling sessions makes sure participants know that confidentiality remains a critical element yet is not without its limitations.

How This Supports Group Counseling:
The requirement creates a secure environment for group counseling which allows members to engage fully in discussions because they trust that their privacy will be maintained according to legal and ethical rules. The guideline shields both the counselor and participants against possible legal and ethical disputes.

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Group counseling requires informed consent both legally and ethically. Participants need to receive information about the group's purpose and nature, expected duration, risks and confidentiality limitations from counselors. According to the ASCA Code of Ethics counselors need to secure written informed consent from participants so they understand and agree freely to join the group.

Campus/District/Company Policies:
Before participating in any group activities on my campus members (or their guardians if they are underaged) need to sign an informed consent document. The form describes the group's objective and details about confidentiality as well as the counselor's responsibilities which include expected participant behavior.
Both the Texas Education Code and district policies mandate parental consent for minors to make families aware of group dynamics and student involvement.

Why It’s Important for Group Counseling:
Legal Protection: Through informed consent groups receive protection from legal issues because it guarantees that everyone understands their rights and responsibilities. The process of obtaining informed consent decreases the likelihood of future disagreements as well as legal disputes.
Empowerment of Participants: Participants receive empowerment through the chance to review and understand the group’s purpose and structure before deciding whether to join.
Transparency: Through informed consent participants receive full disclosure about what to expect from their participation which eliminates any form of coercion.

How This Supports Group Counseling:
This requirement benefits group counseling by making sure participants understand group details along with their rights as well as the counselor’s duties. The practice maintains ethical standards through participant decision-making empowerment and transparency promotion in the counseling process. The requirement functions as protection against consent-related issues for participants and counselors alike.

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American Counseling Association (ACA). (2014).
ACA Code of Ethics.
American Counseling Association.
Retrieved from https://www.counseling.org/

American School Counselor Association (ASCA). (2020).
ASCA School Counselor Professional Standards & Competencies.
American School Counselor Association.
Retrieved from https://www.schoolcounselor.org/

Association for Specialists in Group Work (ASGW) established best practice guidelines for group work in 2012.
Best practice guidelines for group work.
American Counseling Association.
Retrieved from https://www.counseling.org/

Yalom, I. D. (1995).
Fourth edition of the book detailing the theory and practice behind group psychotherapy.
New York: Basic Books.

The Texas Education Code includes Title 2 Chapter 33 updated in 2020.
School counselors and counseling programs.
Retrieved from https://statutes.capitol.texas.gov/

The Texas Administrative Code includes Title 19 Chapter 239 which was published in 2020.
Texas Administrative Code, §239.15.
Retrieved from https://www.sos.state.tx.us/tac/

Senate Bill 11. (2019).
This legislative act defines the protocols and strategies for school safety and mental health promotion in public schools.
Retrieved from https://capitol.texas.gov/

Missouri Professional School Counselors and Counselor Educators wrote a publication in 2015.
Small Group Counseling: A Professional School Counselor’s Guide to Planning, Implementing, and Evaluating School-Based Counseling Groups for Small Group Counseling.
Missouri Professional School Counselors and Counselor Educators.