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

American School Counselor Association (2019). ASCA School Counselor Professional Standards & Competencies. https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

Lam, C. K., Xu Huang, & Chan, S. C. H. (2015). The threshold effect of participative leadership and the role of leader information sharing. Academy of Management Journal, 58(3), 836–855. https://doi.org/10.5465/amj.2013.0427

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 (2001)

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The American Counseling Association (ACA) Code of Ethics outlines several responsibilities the school counselor must provide.
In section A, part 7.b., school counselors will ensure students' consent before any activities. Afterward, the counselor can advocate for the student and help with growth. In the same section but part 9.a., school counselors will screen group participants to their fullest extent. Each member must have goals that are compatible with Goal Crushers' purpose. In part 9.b., school counselors will take precautions to protect the students from trauma or negative experiences in a group setting (American Counseling Association, 2014).
These ethical requirements ensure safety, create a positive environment, and foster growth for every individual in the group.

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The Texas Administration Code states the requirements of a school counselor.
Standard 2 of section 239.15  states that school counselors apply knowledge to promote students' educational, career, personal and social development. Within that section, part 3 specifies that counselors will use counseling techniques and theories to respond to the student's needs in small groups. Within the same section, part 11 states to help students set goals to help achieve their full potential.
Additionally, Standard 4 of section 239.15 states that school counselors will promote all learners' academic success, respect diversity, and understand cultural differences in learning (Texas Administration Code, 2001).
All of the standards listed provide justification for the group and help students become more successful in their academic careers.

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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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During the Goal Crushers group counseling, a couple of Yalom's Therapeutic Factors could occur. The first one is universality. Since many of the students will be coming from similar backgrounds and educational circumstances, they could realize that their problems can apply to most people and overcome them. Another factor that will occur is interpersonal learning. In one of the sessions, students will be asked to share their goals with others. Students will be giving positive feedback from others and new ways of relating to others (Yalom, 1995).

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The most effective leadership style for the Goal Crushers is participative leadership. The school counselor will provide guidance and participate in the group activities as well as allowing input from the students. With student input, the group will feel engaged and more motivated to achieve their goals. Even though the students participate in the group sessions, the school counselor will have the final say in any decision (Lam et al., 2015).

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During the small group counseling sessions, the group will be going through three different stages.
Stage 1 involves group members being acquainted, setting norms, and building trust. In session one, the students will become acquainted through introductions and ice breakers, which will provide chances for informal communication. The group norms will be established by discussing and contributing to the participation guidelines. The school counselor will also review confidentiality to ensure students will not share any information. To build trust, the students will discuss the most important things in their lives and their experiences about goal setting, whether achieving or not achieving. The school counselor will encourage communication and create connections (Missouri Professional School Counselors and Counselor Educators, 2015).
Stage 2 involves working together to accomplish the purpose of the group. To encourage cohesiveness of the group, the activities in the sessions will include turn and talks, partners, and small groups. Having the students work and communicate together will continue to build trust and gain confidence in themselves. The school counselor will facilitate group progress and productivity. This stage will result in students accomplishing their short-term goals, hopefully leading to their long-term goals.
Stage 3 involves closing and ending the group. During stage two, students created a goal tracking journal intended to serve for a while. The students will utilize the journal and all of the knowledge they have learned to continue their progress. The school counselor will ensure that students understand if their progress is continued, it will lead to their long-term goals and a higher chance of success. The students will also complete a post-assessment to determine if the students did learn valuable information. The school counselor will also provide an opportunity to share their experiences and reflect on the group accomplishments. Additionally, after the sessions have ended, the school counselor will follow up with each student. The discussion will include the school counselor checking the student's progress, offering assistance, and reflecting on the effectiveness of the small group counseling sessions (Missouri Professional School Counselors and Counselor Educators, 2015).

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Goal Crushers is a small group counseling that consists of eight students and will last for six weeks. The purpose of the group is to create small, obtainable goals as well as long-term goals that lead to success in the classroom and in life.

The Texas Academic Performance Report (TAPR) data shows an achievement gap among minorities and students from low socioeconomic households.

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The school counselor will guide lessons throughout the small counseling session to assist students in reaching the following American School Counselor Association (ASCA) Mindsets and Behaviors:

M 2. Self-confidence in the ability to succeed.

M 3. Sense of belonging in the school environment.

M 4. Understanding that postsecondary education and life-long learning are necessary for long-term career success.

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

B-SMS 5. Demonstrate perseverance to
achieve long- and short-term goals (American School Counselor Association, 2014).

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The group will not be publicly announced to the students. Since the achievement gap is between minorities and low socioeconomic households, students will be specifically selected.
Teachers and administrators will be given information during a presentation at a faculty meeting. Staff members will be receiving emails for the screening process and reminders.

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Students close to passing the STAAR would most likely benefit the most from the small group counseling sessions. The school counselor will look at STAAR scores and the TAPR.  A list of students would be gathered then sent to their teachers.
If a teacher believes a student would benefit, then they would respond to the school counselor. The school counselor will then ask the student if he/she would like to join and allow the student to ask any questions. If the teachers did not respond, the school counselor would look at the list and personally invite the student to join.

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Group rules will be established during the screening process. The main three rules are as followed:

1. All members must follow confidentiality expectations.

2. All members will be respectful to their peers.

3. Members are not required to share information unless they choose to do so.

During the first session, the school counselor and group members will discuss additional guidelines. Each member will discuss what each policy "looks like" and "sounds like." The student will have the ability to create their guidelines. The guidelines for the group will be discussed at the beginning of each session.

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Participant Guidelines for Goal Crushers

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The school counselor will meet with every student before the small group counseling sessions begin. During that time, if the student verbally consents, then the student will receive a consent form. The school counselor will ensure the student understands that the paper needs to be signed by them and their parents or guardians.

Afterward, the school counselor will contact the parent or guardian and inform them of the conversation with the student previously. The school counselor will ensure the parent or guardian understands the group’s purpose and allows them to ask questions.