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The goal of this group is to learn strategies that can be applied in the classroom to help students on the path to academic success. Lessons will include growth mindset, goal setting, finding learning styles and strengths, time management, calming techniques, and progress monitoring.

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The Success Squad aims for all participants to master the ASCA Mindsets and Behaviors of:

Category 1: Mindset 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

Category 2: Behavior Standards

Learning Strategies

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

B-LS 4. Self-motivation and self-direction for learning

B0LS7. Long- and short-term academic goals

Self-Management Skills

B-SMS2. Self-discipline and self-control

BSMS 5. Perseverance to achieve long- and short-term goals

B-SMS 8. Balance of school, home, and community activities

Social Skills

B-SS 2. Positive, respectful, and supportive relationships with students who are similar to and different from them

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

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

(American School Counselor Association, 2021)

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One week before the Success Squad's first session, qualifying students will receive an “invitation” from the school counselor with brief information on the Success Squad, information about attending a Q&A session after school, and a copy of the consent form.

A copy of the invitation, along with the counselor's contact information, will also be mailed to the guardians of potential members to invite them to the Q&A session. Copies of the consent form will be provided at the Q&A session.

Teachers will be notified of the possible candidates for the sessions and be provided with a calendar of when the sessions will occur. When participants are finalized, an official email will be sent to each participant's teachers.

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The school counselor will use Rosemarie Smead's researched "TAP-In" process to interview and pre-screen the possible Success Squad participants (Missouri Professional School Counselors and Counselor Educators, 2015).

To begin, the school counselor will privately meet with each qualifying student to explain the purpose of the group, explain why he/she was selected as a possible member, hand him/her an invitation with important information about the group as well as a list of topics that will be covered throughout the group sessions.

After reviewing the invitation with the student, the school counselor will invite the student to ask any questions or voice any hesitations he or she may have about the Success Squad or the dynamics of group counseling.

Each candidate will then fill out a short online questionnaire created by the counselor. The questionnaire will gauge the student's willingness to participate, comfort level with group counseling, interest in increasing academic growth, and ability to abide by rules. A section will also be available for any additional questions or concerns the student may have.

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Written parental consent is required for students to participate in the Success Squad. Student consent will also be required for participation.

If the parent denies participation in the group counseling session, other forms of counseling may be provided if the parent agrees.

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The Success Squad will utilize ground rules and procedures for each session. Before the first session begins, the group will review each rule and discuss what it looks and sounds like and what it does not look and sound like (Missouri Professional School Counselors and Counselor Educators, 2015).

The school counselor will invite members to express any rules they feel should be added to the list. If the group agrees, the rule will be added to the official list of rules and procedures for the Success Squad.

Reminders of rules and procedures will be read at the start of every group counseling session. Rules and procedures may be added if the counselor sees it will be beneficial for the group's success.

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An integral part of a successful group counseling sessions are the interactions between group members. If members trust each other and communicate well, the impact of the group will have a greater chance of being a positive one.

For Stage 1, the "Storming/Norming Stage" (Missouri Professional School Counselors and Counselor Educators, 2015), the school counselor will make it a priority to review and openly discuss the purpose of the group and the ground rules each member of the group must follow. Confidentiality is also an important discussion that will be held and reminded of at the start of every session. The consequences of breaking confidentiality and trust between the group members will also be explained. Low-stakes activities will be implemented at the beginning of the journey to build trust without vulnerability.

In Stage 2, the "Performing Stage" (Missouri Professional School Counselors and Counselor Educators, 2015), the school counselor will maintain a positive attitude and praise students for participating throughout the sessions. Goals will be communicated to students at the start of each session so students will have a common goal to work towards and maintain focus. The school counselor will do brief check-ins individually during the passing period, before school, during lunch, or after school to gauge each student's feelings about the group, remind students to use strategies outside of the sessions, and ask for any feedback or concerns.

Finally, in Stage 3, the "Mourning Stage" (Missouri Professional School Counselors and Counselor Educators, 2015), the school counselor will remind students that the rules of confidentiality continue beyond the closing of the Success Squad; however, the availability of the school counselor will not end. A discussion over feelings about the Success Squad ending will be held, along with ideas on how to process any sad or negative emotions. "Reunion" check-ins will be available every other month after school on a volunteer basis. These check-ins will focus on progress and serve as a way for ex-members to continue with their created support system.

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Democratic leadership encourages participation from all members, maintains engagement, and upholds order by making the final decision (Cherry, 2023). This style would suit the Success Squad because the participants are at a stage, both in age and academically, where direction is needed but may not always respond well to "being told what to do." Active participation will encourage learning instead of boredom during counseling sessions. Even though meaningful conversations and participation in activities are desired, the school counselor will always be the ultimate decision-maker.

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Therapeutic factors that may be achieved by participation in the Success Squad include:

Instillation of Hope

Students will have confidence that the Success Squad's lessons will help build their academic achievement.

Universality

Students will build a support group with students who are also struggling with academic achievement.

Direct Advice

Students will learn helpful strategies that can be used to aid in academic achievement.

(Yalom, 1995)

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According to the Texas Education Code § 33.005, certified school counselors shall develop responsive services to remediate when students struggle to meet educational development. The Success Squad's primary focus is to provide remediation strategies to students who are at risk of either not graduating with their cohort or dropping out due to not meeting academic expectations.

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According to the American Counseling Association (2014), when conducting group counseling, counselors should screen prospective members of the group for appropriate needs, compatibility, and ensure group members will not threaten the success of others.

Before the Success Squad's first session, the counselor will undergo a screening process involving quantitative and qualitative data to ensure that each student has the best possible chance of learning from the Success Squad.

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American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf

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. (2023). How to lead: 6 leadership styles and frameworks. Verywellmind. 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.

Texas Education Code, 33 Service programs and extracurricular activities § 33.005.

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