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Expectations Examined is a school counseling group with a focus on high school sophomores in the International Bachelorette (IB) program. IB students are typically high performing and/or gifted and talented (GT). Students at this grade level range from 15 to 16 years of age and usually contemplate their future in the IB program. Encouraging students to successfully complete the IB program, Expectations Examined will provide 6 weekly sessions where students can freely discuss their thoughts and feelings regarding the pressures of high expectations placed on them by parents, teachers, and themselves in a safe and judgment free environment. Moreover, students will learn coping strategies to overcome the stress and anxiety potentially caused by the pressure.

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Students participating in Expectations Examined will meet the following Mindset standards:

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

M 3. Positive attitude toward work and learning.

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With the focus on high school sophomores in the IB program, the group will be advertised through the IB World School announcement site, at open house and various IB community events, discussed during counselor visits, and promoted by IB teachers throughout the school year. Administration and the IB Director will also take part in promoting the group when visiting with students. Advertisements will direct interested students to speak with counselor, Mr. Rios, for more information.

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Students expressing interest in, or recommended to, Expectations Examined will be individually interviewed by the counselor.

The interview will begin with an explanation of the group followed by collecting the student's thoughts on working in a small group of peers. Furthermore, a series of questions to determine an individual's readiness to participate will also take place. The questions will collect data on the student's comfort level performing the various tasks and activities planned throughout the 6-week course.

Lastly, the counselor will review the confidentiality, and overarching, rules and checking if the students can uphold the requirements.

Parents will be contacted, so they are aware of the group, the purpose of the group, activities, and the possibility of their child participating.

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This group will require parent consent before students may participate. The purpose for the consent is to provide transparency with stakeholders.

In addition to the phone call, consent forms will be sent home outlining the purpose of the group, topics covered, and confidentiality requirements two weeks before the first session. Students and parents will be required to sign the form giving their consent to take part in Expectations Examined. Students must submit a signed copy of the form prior to, or at the start of, the first session to participate.

A sample content form is attached.

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Prior to the first meeting, the following rules will be established, and discussed, for the group:

1. Confidentiality is key
2. Be present and active
3. Be respectful of others' vulnerabilities

The attached form will be utilized to establish group norms. Group norms will be determined, and agreed upon, in the first session. To ensure all members understand the meaning of each rule, they will provide examples of what each rule looks like and sounds like for the group. Once all members are in agreement, everyone will sign their form stating they understand and will follow all norms.

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With a focus on Gifted and Talented students, Gaesser (2018) claims beginning with students making connections between neuroscience and the brain’s functions can be helpful in having GT students buy in to the benefits of the group. As a result, this idea will be a practice embedded into Stages 1 and 2.

Stage 1: Using Gaesser's (2018) research, trust of the group would be established by connecting the research to the importance of the group's work. Moreover, developing introduction activities, and the counselor displaying  vulnerabilities along with the students will also aid in building trust.

After group rules are established, students will discuss the importance of, and setting, group norms. Each student will have the opportunity to verbalize group norms most important to them. The group will then come to an accord to respect the wants of the other group members. To also participate in the activity, the counselor will state the norm of confidentiality to open a discussion of the possible consequences of breaking confidentiality and when/if a breach is required.

Stage 2 - Each week's activity will be connected to the research to determine the effectiveness of the stress reducing technique. Additionally, each session will involve activities for students to share their experiences regarding expectations throughout the week. As students are exposed to more techniques, the expectation will be to hear students utilizing various techniques to reduce stress.

Stage 3 - The last session will be a recap of the previous 5 weeks. Students will have the opportunity to discuss each technique and the impact each made for them. Students will pick the most effective technique and tell why and if any adjustments were made to meet their needs. Moreover, students will have the opportunity to share how the group changed their outlook on expectations. The group will be encouraged to to help each other throughout their high school years, and individual follow up visits will be conducted throughout the reminder of the school year. Each visit will continue to reenforce the importance of confidentiality. Additionally, parents will be contacted to gain their perspective on their child's progress.

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The leadership styles that would work best with the group of GT students would be the Participative Leadership and Authoritarian Leadership styles.

From experience, GT students want to be led by an expert in their field. Regardless of the content, GT students want to know the teacher/counselor confidently knows their material and can lead the way. Once this is established, GT students also want to know the teacher/counselor will work with their needs. With a deep discussion regarding neuroscience research on the effectiveness of each stress reducing techniques, and showing vulnerability during each session, GT students are more likely to develop a positive and trusting relationship with the counselor and group members.

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Participants of Expectations Examined will most notably experience universality in Yalom's Therapeutic Factors. As students listen to group members' weekly experience or tails of pressures placed on them by teachers, parents, and/or themselves,  students will realize they are not the only ones working through such pressures. Moreover, working together, students should be able to begin supporting each other and their peers through stressful circumstances as they learn various stress reducing techniques. As a result, students will also experience bouts of direct advice.

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Standard 2 of section 239.15 of the Texas Administrative Code requires counselors to apply the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. Furthermore, Standard 2 (8) states the school counselor must "use multiple sets of information and data to make decisions about students, programs, and services" (Standard 2).

This legal requirement allows the counselor to collect and review data to determine the needs of students. In the case of Expectations Examined, data collected from teachers, students, parents, and administration will help support the need for this group.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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According to the American Counseling Association (ACA) Code of Ethics (2014), counselors must respect the client's rights of confidentiality. Furthermore, counselors must have a respect for a client's privacy and confidentiality (ACA, 2014).

Stating, and citing, this ethical requirement will be useful when talking with students about the importance of confidentiality. Moreover, during the conversation, it will help with the discussion of limitations counselors face regarding breaching confidentiality requirements.

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

Gaesser, A. H. (2018). Befriending anxiety to reach potential: Strategies to empower our gifted Youth. Gifted Child Today, 41(4), 186-195. http://dx.doi.org.easydb.angelo.edu/10.1177/1076217518786983

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

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

19 Tex. Admin. code §239.15