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This is an open group that will focus on educators, specifically classroom teachers. There will be forms to sign before joining the group agreeing to the privacy and confidentiality of group discussions and members. Teachers have busy schedules so allowing an open group will make teachers more likely to join if they are not required to attend. This also allows teachers to tell their coworkers about the group and bring them to future sessions.

Teachers often have a lot of high expectations and little support when it comes to the students and teaching in general. The American Pediatric Association declared a youth mental health crisis; suicide was at an all-time high (American Pediatric Association, 2023) and that directly impacts teachers.

The group will discuss student behaviors, PBIS strategies, managing stress and work-life balance. There will also be an additional opportunity to have open discussions about miscellaneous stressors such as lack of support from administration team and student mental health.

At the start of the group, educators will complete the Perceived Stress Scale (PSS) to determine a baseline of their stress levels. They will also set goals for the group that will be implemented within their classrooms. Throughout the group they will be encouraged to implement strategies to reduce stress and take the PSS half-way through the group and again at the end of the final session. Continued support will be an option for teachers that would like visits throughout the year.

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American Counseling Association. (2014). 2014 ACA Code of Ethics. ACA 2014 Code of Ethics (counseling.org)

American Psychological Association. (2023, December 5). Mental health crisis highlights access challenges [Press release]. https://www.apa.org/news/press/releases/2023/12/mental-health-access-challenges

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

Cherry, K. (2023, June 27). 6 leadership styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups.
SmallGroupCounseling.pdf

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

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This is an open group available to educators, focused on classroom teachers. The main source of publicity will be word of mouth, flyers/ posters in teacher lounges, e-mail (if available), and personal invitations put in their mailbox (if available) or handed to teachers directly.

More information would be provided during Professional Development where teachers would be able to ask questions regarding the group to further interest in those unsure about attending. Providing educators the opportunity to attend on weeks they don't have as many tasks or obligations will improve the overall satisfaction and turnout of group participants. Requiring attendance would likely lead to a smaller turnout given the stress and exhaustion teachers face.

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The screening process would be very basic - if the person is an educator within a classroom, they are welcome to attend. Administrators would not be eligible to attend the group as some topics of discussion may include the frustrations surrounding the lack of support from administration. Any industry has frustrations regarding their supervisors and most employees would not attend a group or speak up if their management team was in attendance. Given the sensitive nature of these discussions, privacy and confidentiality contracts would be required of every participant to ensure that all discussions remain private.

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As with any group, informed consent would be required to obtain before the screening process begins for the group. The informed consent would look slightly different as this group is focused on self-growth, decreasing stress, and identifying useful tools to use within the classroom. The informed consent would explain each of these outcomes more in-depth as well as provide the meeting days and times of group. It would also establish that participating in group is both voluntary and confidential, reiterating the importance of not disclosing information regarding the group including participants, topics of discussion, and specific details disclosed by others in attendance.

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Stages:

Stage 1 - welcome, get to know one another, setting norms and expectations, building trust within the group. Trust is imperative for this group to work so ensuring protection of conversations and participants is important.

Stage 2 - collaborative effort to achieve group and individual goals; sharing struggles and strategies to support one another towards achieving individual goals

Stage 3 - end to the group where participants reflect on their individual growth and achievements

LPC's Responsibilities:

-support progression between stages

-ensure privacy and trust is maintained

-protect participants' mental health

Group Norms:

Explicit: the group & leader will establish norms and rules together

Implicit: unspoken rules such as taking turns talking and confidentiality

LPC'S Responsibilities:

-enforcement of explicit & implicit rules

-model appropriate behaviors

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Universality: teachers benefit from knowing they are not the only ones struggling with a specific issue or behavior within their class

Altruism: participants can find a sense of belonging and usefulness by helping

Catharsis: it can be cathartic for teachers to vent about their frustrations over lack of support as well as student behaviors

Direct Advice: working together with other teachers to find strategies for behaviors, stress management & work-life balance

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My leadership style would be a Participative with a touch of Delegative.

I am mostly a participative leader where I provide guidance and support throughout the group, however, I also will also allow the group to make many decisions. This is a group of adult educators that don't need someone to directly tell them what to do or how to complete the group. I will provide a good amount of support to the participants and help guide them if they get off topic or stuck with nothing to say. I will have a list of topics and questions available, but it would not be mandatory or solely led by me.

Being a Participative/ Democratic leader means that I also participate in the group along with the members of my group. Being an educator myself brings a different dynamic than someone with no education/ classroom experience trying to delegate and lead teachers.

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There will only be a few ground rules for group, mostly pertaining to confidentiality and respect for other members of the group. No administrators are allowed to attend and the privacy of who in in the group as well as confidentiality of anything discussed is mandatory.

Sharing information is not required, but is encouraged; ensuring group discussions stay within the group is imperative for the participants to continue returning to group. Another ground rule is about respecting others' time and space to share their experiences and ask for advice.

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Ethics Preamble

Autonomy: allowing participants to lead their own lives and direct their path in the group

Non-maleficence: ensuring participant actions do not cause harm to others

Beneficence: promoting mental health for the good of society and self

Justice: equity and equality within the group for all participants

Fidelity: honoring and fulfilling responsibilities and promises within the group and towards participants

Veracity: being truthful and professional

Code of Ethics:

Section A- Counseling Relationship

Professional relationships will be maintained and protected at all times. My personal feelings and beliefs would not get in the way of the sessions and "friending" clients on social media would not occur

Section B- Confidentiality and Privacy

My responsibility of privacy and confidentiality would include anything that is said during group unless someone is in danger of hurting themselves or someone else. Given the nature of my group and the participants, this is a highly unlikely situation. Ensuring the confidentiality of group is essential to the success and trust of the participants, and the privacy of conversations in required from all members

Section C - Professional Responsibilities

Professional degrees require ongoing training; just as teachers need to do continuing education hours, counselors would need to do that same. I would ensure to stay up to date with all necessary requirements and disclose my credentials to the group. I would not condone or allow discrimination or negative language from any participants

Section F - Supervision, Training & Teaching

I would ensure client welfare through consistent contact and support throughout group and after to any participant. If members would like individual sessions after group, that option will exist, as well as giving them additional support within the classroom regarding group focuses

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Ensuring that the participants know and understand that the purpose of the group is not to provide individual counseling and the outcomes will not be the same as a counseling session. The purpose of the group is to provide a safe space to collaborate and discuss ideas with other educators.

My legal requirements include, but are not limited to, explaining the intended outcomes of group

§681.41General Ethical Requirements

(a) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the licensee's services, including, but not limited to:

(2) the licensee's qualifications, capabilities, background, training, experience, education, professional affiliations, fees, products, or publications; or

(3) the practice or field of counseling.

(b) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the services of a mental health organization or agency, including, but not limited to, the effectiveness of services, qualifications, or products.

(c) A licensee must discourage a client from holding exaggerated or false ideas about the licensee's professional services, including, but not limited to, the effectiveness of the services, practice, qualifications, associations, or activities. If a licensee learns of exaggerated or false ideas held by a client or other person, the licensee must take immediate and reasonable action to correct the ideas held.

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All six of the Mindset standards will be applied throughout the group:

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

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

M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success

Rationale: each of these mindsets are required for teachers to not only believe in themselves, but their students as well. This growth mindset will benefit the educators

Several of the ASCA Behavior Standards will be addressed during group including, but not limited to-

Learning Strategies:

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

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

Rationale: these are both addressed during the group either in one session or addressed throughout each session

Self-Management Skills:

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 8. Balance of school, home and community activities

Rationale: teachers are typically independent workers and require goals to achieve their necessary growth and success. Being able to overcome barriers such as student behaviors and lack of support are commonplace in the education system. One of the goals and focuses of group is time management/ finding a work-life balance that works.

Social Skills:

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

B-SS 6. Effective collaboration and cooperation skills

B-SS 7. Leadership and teamwork skills to work effectively in diverse groups

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

Rationale: the need to positive adult support and relationships is necessary for teachers' sanity and success. If you are not able to work as a team (whether content, grade level, or school-wide) there will be a disconnect and a decreased sense of job satisfaction. Being able to advocate for oneself and colleagues is a useful skill in any industry.

(American School Counselor Association, 2021)