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Positive attitude toward work and learning

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Resilient Roots focuses on high school students (9th-12th grade) who come from single-parent or divorced homes and are experiencing challenges with school attendance and/or are below the threshold of passing two or more classes.

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Self-confidence in ability to succeed

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Advocacy skills for self and others and ability to assert self, when necessary.

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I plan to request that administration include daily announcements promoting the availability of Resilient Roots, along with an invitation for students to speak with the high school counselor if they would like more information.

While I believe this approach could help recruit members for the group, I also recognize—based on my experience as a classroom teacher—that students are sometimes hesitant to join extracurricular activities promoted through announcements. Frequently, when a club or sport is advertised in this way, peers may respond with dismissive remarks or jokes about participation. I have witnessed similar reactions in other contexts as well.

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I will speak to our school board and media team regarding the creation of a dedicated section on the district website to highlight Resilient Roots. This section would provide an overview of the group’s mission and goals, outline the types of support and activities available to students, and include clear contact information for parents and students who may be interested in learning more or becoming involved. In addition, a website presence will give additional credibility and visibility to the program.

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Above all other advertising methods, I believe that students of this demographic benefit most and listen to the highest degree to information when it is presented to them one-on-one. Any student whom I learn meets the criteria to join Resilient Roots will receive a friendly, informative visit from me in an elective class. I'll contact the teacher and ask him or her to send the student at their earliest convenience to my office and I'll discuss the student's potential personal and academic benefits of joining Resilient Roots. From there, if the student is interested, I will contact the parent to deliver the same information and potentially send over a parental consent form.

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Information about Resilient Roots' counseling group will be shared through school announcements, the district website, and referrals from teachers and the school counselor.

Parents will also be informed through campus newsletters and direct communication to ensure they understand the group’s purpose and can support participation.

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Each potential member will complete a brief interest form that asks about their goals, challenges, and what they hope to gain from the group.

During a one-on-one interview, I will ask open-ended questions to gauge the student's personal level of motivation, level of self-awareness, and willingness to engage respectfully in a group setting.

I will also consider teacher/counselor feedback regarding the student’s current academic and behavioral status.

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Pre-group interviews will be conducted individually (as a high-school teacher, I learned the hard way that a student's answer to a question will be totally different without others in the room) to allow students to speak openly about their needs without peer influence.

This format also ensures confidentiality and creates a safe space for honest discussion.

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George West ISD requires a signed parental consent form for any student under 18 to participate in counseling or small group services.

I will also obtain student assent by explaining the purpose of Resilient Roots, the student expectations for participation, and our group confidentiality guidelines in student-friendly language.

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Attached is a consent form that could be hypothetically used to conduct Resilient Roots in my school district.

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Dr. Heron, I hope this was the resource you were referring to in the instructions. I wasn't sure.

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I will use the ASGW Best Practice Guidelines as a basic framework to establishing expectations with the Resilient Roots group. I noted many mentions of member preparation, informed consent, confidentiality, and group participation expectations. I'll introduce ground rules in our very first session and connect them to both ethical standards and the overall purpose of the group.

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To make the rules meaningful, I will explain how they protect both safety and trust. For example, when discussing confidentiality, I might say, “If Maria shares something personal about her family, we all agree not to repeat it outside the group.” I would also clarify the limits by giving a scenario such as, “If a group member says they plan to hurt themselves or someone else, I have to report that to keep everyone safe.” These examples help students understand not just the rule but why it matters. Teens do not typically respond to the "My Way or the Highway" approach. I know I am much more likely to receive engagement with an explanation of the reason behind said rules.

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1) Confidentiality must be respected: what is shared in the group stays in the group, unless safety is at risk.

2) Respectful communication at all times: no put-downs, name-calling, or aggressive behavior.

3) Attendance and participation are expected: members should attend regularly and try to engage in each activity.

4) Members must arrive to group free from substances and maintain safe behavior during sessions.

5) Boundaries must be honored: group relationships and interactions should remain appropriate both inside and outside the group.

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Things To Be Determined by Resilient Roots Group Members

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Things To Be Determined by Resilient Roots Group Members

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How the group wants to handle interruptions or side conversations.

What respect looks like in this group (examples: no phones, listening without interrupting, encouraging body language).

How the group would like to celebrate progress or achievements.

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In the first stage, I will focus on helping members get acquainted, ease their anxiety about the group, and establish some trust. This can be done with icebreaker activities (like having members share something small about themselves like a favorite song or hobby) to create those initial connections.

To address confidentiality, I will explain it using simple, direct language to the participants: “What is shared here should stay here. But if someone is in danger of hurting themselves or others, or if abuse is happening, I have to tell an adult who can help.”

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During the second, working stage, my role will be to keep members engaged and connected to our group's overall SLO's and goals. This is when I'll be deepest in structured activities that align with the group’s purpose.

I will check in regularly with each member by asking reflective questions such as, “What’s one thing you’ve learned about yourself this week?” or “How is this group helping you outside of our sessions?”.

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In the end stage, I will guide members through reflection and closure. We will spend time reviewing our individual and group accomplishments. For example, I may ask each member to share one strategy they plan to keep using after the group ends.

I will reinforce that confidentiality continues even after the group ends by saying, “Just because the group is over does not mean our rule about privacy disappears. The stories we heard stay protected.” To prevent feelings of abandonment, I will provide a follow-up plan: a check-in session 4–6 weeks later and the option for individual support if needed. I personally have participated in a support group before, and the abandonment feelings were strong and not so subtle. Hopefully, that last tidbit fits into the prompt and is appropriate. Please let me know if it isn't!

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A democratic leadership style allows members to take an active role in shaping the group’s direction. This means I will encourage members to voice their ideas, set of their own rules (well...some), and take personal ownership of their growth and progress in the group.

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I had to do some independent research to truly grasp this concept, but a facilitative style also fits well with this population because it emphasizes guiding the students rather than directing. In this approach, I would focus on creating a safe, structured environment while empowering members to support each other. For example, instead of always giving answers, I might ask, “What do the rest of you think about what she just shared?” to encourage peer connection and independence.

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Members may see others overcoming challenges related to growing up in single-parent or divorced households. Hearing success stories from peers can help them believe that their own struggles are manageable and that change is possible.

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Students will realize they are not alone in feeling the stress, confusion, or loss that comes with family changes. For example, when one member shares feelings of guilt about a parent’s divorce and others nod in agreement, the sense of shared experience reduces isolation

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Members will have opportunities to support each other, like offering encouragement after someone shares a difficult story. This helps participants feel useful and valued within the group.

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Through our group activities and discussions, members can practice their skills of active listening, respectful disagreement, and empathy.

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The group will provide a safe space to release emotions that may be bottled up at home, such as crying or anger.

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Members will receive feedback on how their words and actions affect others. For example, if a participant makes a dismissive comment, the group can explore its impact and practice alternative ways of responding (I try as often as possible to model this in my classroom).

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Counselors are ethically required to clearly explain the limits of confidentiality to all group members before the group begins. In a group setting, confidentiality cannot be absolutely guaranteed because counselors cannot control what members choose to share outside of sessions.

In doing this I protect members from misunderstanding the level of privacy they can expect. I can also create a culture of trust between the students by constantly reminding them to keep group discussions private.

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Counselors are required to provide clear, developmentally appropriate information about the purpose, goals, procedures, risks, and benefits of group counseling, and to obtain informed consent (and assent, as it is applicable in this group).
Informed consent ensures that members are active participants in their own growth. Resilient Roots will provide both a written consent form for parents and a verbal explanation for students that covers group goals, expectations, and limits of confidentiality.

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Thomas, R. V., & Pender, D. A. (2008). Association for Specialists in Group Work: Best practice guidelines 2007 revisions. The Journal for Specialists in Group Work, 33(2), 111–117. https://doi.org/10.1080/01933920801971184

Missouri Department of Elementary and Secondary Education. (2015). Missouri comprehensive guidance and counseling program—Responsive services small group counseling module. https://dese.mo.gov

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

American Counseling Association. (2014). ACA code of ethics. Author. https://www.counseling.org/resources/aca-code-of-ethics.pdf