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Slide 3: Publicity Plans

My Dissemination Strategy:

Announcements in school newsletters and on the school's website.

Flyers posted in hallways and staff rooms.

Personal invitations to students and their families via email or direct communication.

Information shared during faculty meetings to inform teachers about the group and encourage referrals.

Collaboration with administrators to ensure broader awareness among school staff and parents.

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small group diverse elementary counseling

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Slide 7: Group Dynamics and Stages

Calm Crew small group will progress through development phases as the students grow in trust, teamwork, and confidence.

Stage 1: Getting Acquainted/Setting Norms/Building Trust ("Storming/Norming Stage")

Objective: Establish a safe, supportive space where students feel comfortable with themselves, each other, and the leader.

How to Build Trust and Psychological Safety:

Icebreakers and team-building activities will help students get to know each other in a fun and comfortable way. They can also reduce anxiety and build connections.

Example: "Feelings Check-in" (students choose how they feel from a visual chart of emotions or use a "mood meter").

Setting group norms and expectations:

I will work with the group to collaboratively establish ground rules, focusing on active listening, respect, and confidentiality. Emotional safety is crucial to allowing students to express their thoughts freely during this stage. Emphasizing confidentiality is essential but has limits (e.g., safety concerns) will help them feel secure sharing their personal experiences.

Addressing potential conflict:

Students are expected to test boundaries during this stage. I will handle it by reinforcing the importance of respect, active listening, and the group’s purpose of creating a safe space. I’ll also guide them through conflict resolution strategies, focusing on empathy and problem-solving.

Stage 2: Working Together to Accomplish Goals ("Performing Stage")

Objective: Continue building cohesion and productivity as students work together to reach the learning outcomes of the group.

Keeping Members Engaged and Focused:

I will use interactive activities that keep the group eager and focused on tasks. These will include role-playing (practicing how to handle stress), emotion charades, and group problem-solving activities where students can discuss and share coping strategies.

Check-ins:

I’ll use regular check-ins to monitor each student’s emotional progress and engagement. For example, I might ask, “What’s one thing you’ve learned about yourself today?” or “What are some strategies you can use next time you feel stressed?”

Fostering group cohesion:

I’ll acknowledge and celebrate the group's growth and progress, reinforcing how the members contribute to a positive environment. I’ll encourage peer support and validate their efforts in using coping strategies.

Emphasizing Self-Worth:

It is essential that each student feels valued, both by the group and by themselves. I will encourage each participant to share their thoughts, focusing on their strengths, and promote a growth mindset in which mistakes are seen as learning opportunities.

Stage 3: Ending the Group ("Mourning Stage")

My objective is to ensure closure by reflecting on what was accomplished, reinforcing skills learned, and discussing how these skills can be applied beyond the group.

Reflecting on Accomplishments:

We will reflect as a group on the skills learned, how students have grown, and how they can apply these skills to their daily lives (e.g., managing stress, solving problems, and expressing emotions). One example question could be, “What new skill will you use when you feel stressed at school or home?”

Create a personal action plan:

I will help each student create an action plan that outlines how they can continue using the coping strategies they have learned beyond the group sessions. This could include identifying a trusted adult to seek support from when feeling overwhelmed and practicing deep breathing or mindfulness techniques during stressful moments.

Exploring Feelings About the Group Ending:

Ending a group can cause students to feel lost, mainly if they have formed strong connections with peers. I’ll address this by allowing students to share their feelings about the group ending. I will reassure them that the skills and coping tools they have learned will stay with them and that the group’s supportive environment is just a stepping stone.

Reinforcing Confidentiality After the Group Ends:

Before the final session, I will remind students that confidentiality remains crucial after the group ends. I will encourage them to continue respecting each other’s privacy and maintaining the safe space created during our sessions.

Example phrasing: “Just because we are ending does not mean the trust we built goes away. Let us respect each other’s privacy and feelings as we did in the group.”

Follow-up Plan:

It is essential to provide continued support. I will remind students of the resources available after the group ends (e.g., school counselors and trusted teachers) and ensure Icano checks in occasionally.

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Slide 1: Group Description & Small Group Action Plan

Group Description: Calm Crew is a small group intended to help elementary school students (ages 8-11) face challenges related to academic pressures, family issues, and social struggles. In this group, students will work together to identify their stressors, discover their emotions, and practice coping strategies that promote emotional well-being. Calm Crew helps students reduce anxiety and increase their self-esteem in a safe, supportive environment by focusing on skill-building in areas such as emotional well-being, problem-solving, and relaxation techniques.

Learning Outcomes:

Students will recognize their emotional stressors related to academic, social, and family pressures.

Students will develop and practice at least two coping strategies to manage stress: relaxation techniques and seeking support.

Students will demonstrate improved emotional regulation through role-plays and activities to enhance self-control and manage stressful situations.

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Slide 4: Pre-Group Interview/Screening Plans

My Plan to Inform Participants:

· Initial Contact: Students and their families will be informed through an introductory letter or email explaining the group's goals, schedule, and expectations.

· Informational Sessions: Short meetings will be held with parents and students to discuss the group's focus on emotional regulation, stress management, and building self-esteem.

Assessing Readiness, Willingness, and Interest:

· Interest & Commitment: During the pre-group screening interview, I will ask students to rate their interest in participating on a scale of 1-10 and explore their reasons for wanting to join.

· Willingness: I will ask if they are ready to commit to regular attendance, confidentiality, and active participation in the group.

· Personal Goals: Students will be asked about their goals and whether they can benefit from the group's focus on stress management and emotional regulation.

Screening Process:

· Individual Screening: I will conduct the pre-group screening individually to ensure that each student's needs are met and they are ready for group dynamics. This allows for a more tailored approach to assessing each student's emotional readiness and willingness to participate.

Pre-Screening Questions:

· "What do you hope to achieve by participating in this group?"

· "Can you commit to attending every session unless there's an emergency or illness?"

· "Are you willing to respect the group's confidentiality, which means not sharing what others say outside the group?"

· "How would you rate your current stress levels, and what do you do to manage them?"

Ethical Responsibility in Screening:

· Selection Criteria: Students who are emotionally ready and willing to engage in the group's goals will be selected. Alternative support will be considered if a student is not appropriate for group counseling (due to readiness or personal crises).

· Confidentiality: Students will be informed about confidentiality expectations, including the limits of confidentiality (e.g., mandatory reporting if a student is in danger of harming themselves or others).

Final Selection:

· After the screening, students will be selected based on their readiness, willingness, and ability to contribute positively to the group. I will direct those who may not benefit from the group to other support services.

Reflection on Screening:

· I will ensure that each student's needs and goals align with the group's focus. This will guide me in determining whether they will benefit from participating in the group, ensuring both individual and group success.

Ethical Considerations:

· Informed Consent: Parental consent and student agreement will be required for participation. Both will be informed of the group's purpose and expectations.

· Ethical Screening: Students must be selected based on their ability to contribute to the group's success and be willing to engage in the process. If any participant is at risk or experiencing a personal crisis, appropriate alternative support services will be provided.

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Slide 2: ASCA Mindsets and Behaviors

Mindsets and Behaviors Mastered by Students:

Mindset:

M3: Self-Management: Students will develop the ability to manage their emotions and behaviors, improving their emotional regulation and coping skills in challenging situations.

M6: Personal Responsibility: Students will learn to take responsibility for their actions, including managing stress, seeking help, and engaging in self-care practices.

Behavior:

B-SMS 1: Demonstrate effective coping skills when faced with difficult situations: Students will practice and implement relaxation techniques and emotional regulation strategies to cope with academic, social, and family stressors.

B-SS 2: Create positive and supportive relationships with peers and adults: By engaging in group activities, students will build social skills and improve their relationships with others, enhancing their emotional and social well-being.

B-SMS 6: Develop and demonstrate positive self-concept and self-worth: As they practice mindfulness and relaxation techniques, students will improve their self-esteem and develop a more positive self-concept.

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mindsets and behaviors of elementary students

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Slide 9: Yalom’s Therapeutic Factors

·      Instillation of Hope- Group members begin to feel empowered, knowing they can overcome their challenges with support from others who share similar experiences. Hearing stories of resilience and coping from their peers inspires students to believe in their ability to manage difficulties. As they learn new coping strategies and see progress in their emotional regulation, their confidence will grow, helping them better manage stress and anxiety and boosting their self-esteem.

·     Universality- As students share their experiences related to academic pressure, family issues, and social struggles, they will recognize that they are not alone in facing these challenges. This realization will help build a sense of connection and belonging, essential for children who may feel isolated by their difficulties.

·     Altruism—Students will have opportunities to support each other by sharing helpful strategies and offering encouragement. Helping others will increase their sense of value and reinforce their belief that they can make a positive difference in the lives of their peers.

·       Imparting Information—I will teach the students specific coping strategies, such as relaxation techniques, deep breathing, and emotional regulation skills. This knowledge will empower them to manage stress better, navigate social situations, and handle academic challenges.

·      Development of Socializing Techniques- Calm Crew will provide a space where students can practice active listening, sharing feelings, and respectful communication. By developing these skills in the group, students will feel more confident in their social interactions inside and outside school.

·    Imitative Behavior- Students will observe and learn from each other and me as the counselor. By seeing how peers successfully manage emotions or cope with stress, students will be inspired to try new approaches and reinforce positive behaviors.

·    Interpersonal Learning- As students engage with each other, they will learn more about how their emotions impact their relationships and how they can improve their interactions. They’ll also learn how their stressors affect their social dynamics and how to improve those relationships.

·   Group Cohesion- Students who work together over multiple sessions will develop a strong camaraderie and trust. This will create a safe space where students feel accepted and understood, which is important for emotional well-being.

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Slide 10: Legal Requirements in Group Counseling

The ASCA School Counselor Professional Standards & Competencies define the mindsets and behaviors that school counselors must adopt to effectively meet the profession's challenges and address the needs of students in pre-K through 12th grade.

B-SS 1. Design and implement instruction aligned to ASCA Student Standards: Mindsets & Behaviors for Student Success in large-group, classroom, small-group, and individual settings

B-SS 2. Provide appraisal and advisement in large-group, classroom, small-group, and individual settings

B-SS 3. Provide short-term counseling in small-group and individual settings

B-PF 3. Apply legal and ethical principles of the school counseling profession-

c. Adhere to the ethical and statutory limits of confidentiality

The Texas Education Code Chapter 33 outlines the duties and responsibilities of school counselors. A counselor's primary responsibility is to safeguard students' privacy, except when there is a risk of harm. Counselors must be aware of exceptions, such as cases of child abuse or imminent danger, where confidentiality may need to be broken. (Tex. Educ. Code § 33.002).

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Slide 11: Ethical Requirements in Group Counseling

The school counselor is responsible for fully respecting a student’s right to privacy and for providing an atmosphere of trust and confidence (ASCA, 2022)

ACA Code of Ethics

B.1.c. Respect for Confidentiality Counselors protects the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or sound legal or ethical justification.

Ethical Requirement:

Competence: Counselors must provide services within their competence areas, informed by professional development and knowledge of counseling techniques, especially when working with minors.

This ensures high-quality, ethical counseling practices in group settings.

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Slide 12: References

American School Counseling Association. (2019). ASCA school counselor professional standards & competencies. American School Counseling Association. https://www.schoolcounselor.org/standards

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.

Steen, S., & Shi, Q. (2021). A systematic literature review of school-counsellor-Led group counseling interventions targeting academic achievement: Implications for research and practice. Journal of School-Based Counseling Policy and Evaluation, 3(1), 6-18. https://doi.org/https://doi.org/ 10.25774/sgvv-ta47

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

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Slide 5: Informed Consent Plans

Informed Consent:

1. Clear Explanation of the Group Purpose and Goals

· Describe the group’s overall focus (e.g., stress management, emotional regulation, self-esteem).

· Outline the specific objectives, such as learning coping strategies, improving social skills, or reducing anxiety.

· Emphasize the benefits the group aims to provide to the participants.

2. Description of Group Activities

· Explain the type of activities that will take place in the group, including discussions, role-playing, mindfulness practices, etc.

· Outline the expected commitment in terms of attendance and participation.

3. Confidentiality Agreement

· Clearly state that confidentiality will be maintained within the group, except in specific situations (e.g., safety concerns, legal obligations).

· Emphasize that participants should respect each other's privacy and not disclose what happens in the group outside of the sessions.

· Discuss any limits to confidentiality (e.g., if a student expresses intent to harm themselves or others).

4. Voluntary Participation and Right to Withdraw

· Make it clear that participation is voluntary and that students may choose to leave the group at any time without penalty.

· Clarify that withdrawal from the group will not have any negative consequences or affect access to other services.

5. Possible Risks and Benefits

· Outline the potential emotional risks (e.g., discomfort, revealing personal information) and benefits (e.g., increased self-awareness, emotional regulation skills).

· Ensure participants understand the group’s therapeutic nature and that it may lead to emotional growth or challenges.

6. Parent/Guardian Consent (For Minors)

· Obtain signed consent from a parent or guardian for minors to participate.

· Include a space for parental feedback or concerns about the group process.

8. Participant Expectations

· Provide details about the expected behaviors, such as active participation, respectful communication, and adherence to group rules (e.g., punctuality, confidentiality).

· Include guidelines about conduct (e.g., no disruptive behaviors, respect for others’ viewpoints).

9. Ethical Considerations

· Address ethical guidelines that govern the group process (e.g., professional counselor codes of ethics, ASCA standards).

· Reinforce that the counselor will maintain professional boundaries, adhere to ethical standards, and ensure the safety and well-being of all participants.

10. Signatures

· Include space for the participant (or the participant’s parent/guardian) and the counselor to sign and date the form, acknowledging their understanding and agreement to the terms.

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Slide 8: Leadership Style

In our counseling session, we could use a democratic leadership style.

In a democratic leadership style, I will involve the group in decision-making, allowing students to participate in group norms, activities, and problem-solving discussions. This style encourages participation, mutual respect, and shared responsibility, which helps create a sense of belonging in the group.

This style is ideal for elementary-aged students (8-11 years old) because it empowers them to actively participate in shaping their experience while learning how to work cooperatively. Allowing students to contribute their ideas and opinions helps them feel respected and valued, which is crucial for building trust and boosting self-esteem, which are the goals essential to the group.

We could also use a supportive leadership style.

A supportive leader focuses on providing emotional support, encouragement, and guidance. I will listen attentively to students’ concerns, validate their feelings, and create a safe environment where they feel comfortable expressing themselves. I will be empathetic and create a space where students can share struggles and successes without fear of judgment.

Students facing academic pressures, family issues, and social struggles need a patient, compassionate leader focused on their emotional well-being. A supportive approach will help reduce anxiety, build self-confidence, and encourage emotional regulation. This style fosters a safe, nurturing environment that encourages personal growth and resilience, essential for assisting students in developing coping strategies.

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Slide 6

How I Plan to Utilize This Resource for Ground Rules and Expectations

The Missouri Comprehensive Guidance and Counseling Program provides guidelines for creating an environment stressing personal growth and emotional support. This approach aligns with Calm Crew’s goals of fostering emotional well-being, problem-solving skills, and coping strategies for students facing challenges.

Setting expectations: The Responsive Services model emphasizes practical guidance to help students identify and address their emotional needs. I will use the guidelines in this model to establish a safe, supportive, and structured environment where students can express their thoughts and emotions.

I will emphasize confidentiality to ensure students feel safe and respected when sharing personal information.

To foster open communication and trust, there will be an emphasis on active listening and respect for others' feelings.

I will incorporate structured activities such as role-playing and group discussions to help students explore their emotional stressors and practice coping skills.

Using Predetermined and Group-Created Rules: While some rules need to be set in advance as part of the small group counseling method to ensure safety and a positive experience, I will also encourage students to contribute to the rules. This approach empowers them to have a voice in the group’s dynamics, fostering a sense of value and respect.

Predetermined Rules: These rules are crucial for preserving the group’s integrity and ensuring it remains a safe and supportive space. They help foster an environment where emotional exploration and stress management can thrive.

Confidentiality: "What's shared in Calm Crew remains within Calm Crew."

Respect for Others: "We listen without judgment, and we respect everyone’s experience."

Active Participation: "Everyone will have a chance to share, but no one is forced to speak."

No Disruptions: "We will be kind to each other and avoid disrupting group discussions."

Group-Created Rules: I encourage students to create their own rules, which could foster ownership and collaboration. Examples of rules that students might create together could include:

No Interrupting: “We wait our turn to speak.”

Support Each Other: “We encourage and lift each other.”

Use "I" Statements: “We speak from our perspective to avoid blaming others.”

Using Participant Guidelines for Group Development:

In addition to the ground rules, we will use the broader goals, including helping students recognize their emotional stressors and developing coping strategies such as relaxation techniques, positive self-talk, and seeking support from trusted adults.

Collaborative Reflection: I will use group activities aligned with the Missouri model to guide students in identifying and managing their stressors. This could include reflecting on what causes them stress (academic, social, family) and brainstorming coping strategies as a group.

Building Coping Skills: To help students practice self-regulation and emotional control, we will engage in deep breathing exercises, problem-solving role-plays, and mindfulness techniques.