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

American School Counselor Association (2021). ASCA Student
Standards; Mindsets and Behaviors for Student Success. Alexandria, VA:  Author.

Cherry, K. (2021). What are prominent leadership styles and frameworks you should know. Retrieved from https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselor Educators (2015). Missouri comprehensive guidance and counseling program-responsive services small group counseling module. http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

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

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A.2. Informed Consent in the Counseling Relationship requires school counselors to obtain consent, as well as revisit consent throughout sessions (American Counseling Association, 2014). This requirement will support me in my role as a school counselor in conducting group counseling sessions by requiring me to obtain consent before each counseling session occurs. Consent is a reminder that students are not required to participate or talk to me as a school counselor. Students have the right to determine their level of engagement.

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Universality is the concept that we are not by ourselves in our issues (Yalom, 1995).  Group members may demonstrate universality in understanding they are not the only military child that is experiencing difficulties related to moves, changes, and deployments.  This will help to lessen feelings of isolation and increase feelings of connectedness with a community. Interpersonal learning allows a person to accept feedback, as well as try new avenues of making connections (Yalom, 1995).  Group members may begin to learn to accept feedback in a constructive manner and make connections to what other people are feeling. Through imitative behavior, group members may begin to shift their coping mechanisms to mirror a group member that possesses coping strategies that are more productive. Students could illustrate direct advice by offering strategies to solve problems for their fellow group members, as well as being willing to acquire differing approaches to obstacles.

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Participative Leadership (Democratic) has been cited as being one of the most productive leadership styles with group members being active participants in their journey through the group activities.  This type of leadership solicits genuine participation from the group members (Cherry, 2021).  I believe this type of leadership style would be most beneficial when working with this group, because it allows for the participants to feel their voice is being heard, as well as valued.  The participants are military children and this type of leadership will help to facilitate a group that is driven by their experiences, as well as current perspectives.  This will ensure participants feel they are a part of a cohesive group structure that is nonjudgmental and open-minded.

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Stage 1:
At the beginning of each session, counselor confidentiality, as well as group confidentiality will be reviewed with examples of what it "looks like" and "sounds like."  An anchor chart about what is considered confidential for the counselor will also be posted in the portable.  Students will be reminded about their role with confidentiality and how they are responsible for safeguarding what another student shares in the group.  Confidentially limits will be apart of group norms.

After counselor and group confidentiality is reviewed, each session will begin with students having the opportunity to discuss anything they want to share with the group.  As the group leader, I will model sharing.  If a student shares something during one session, the next session it would be prudent to check-in with the student and ask for an update (only if the student is willing to do so).  This is an excellent way to build relationships and trust between group members and myself.

Group norms will be created and agreed upon during the first lesson with the phrases "looks like" and "sounds like" to allow students the opportunity to internalize what a norm means to them.  If a student shared something that needed to be reported this would no doubt have implications for the other students in the group.  An individual check-in with each student would be conducted within 24 hours of the incident to ensure the other students were processing the situation in a healthy manner, as well as understood the other student was going to receive help.  If a student breaks group confidentiality, an individual counseling session with the school counselor would occur within 24 hours of the incident, as well as a restorative circle with the rest of the group members within 48 hours of the incident.  The student would be made aware of the seriousness of the situation, as well as how that breaks the trust of the other students in the group.

Stage 2:
A welcoming environment, as well as constructive feedback will be used to keep members working cohesively and productively through each session.  It is important students understand that my attitude towards them is genuine.  As a group leader, it is important for me to model growth mindset to encourage students to use language that fosters a productive decision making model.  I will conduct weekly check-ins with students during breakfast and lunch time to determine if students are applying the skills learned during group to real-life application.

Stage 3:
As part of group closure, a date will be set 4 weeks from the last session to meet together as a group for a time of self-reflection.  I will monitor how group members are feeling about the group ending through weekly breakfast and lunch check-ins.  Confidentiality as a norm will be discussed as part of group closure.  Connections between confidentiality and trust will be illustrated through "looks like" and "sounds like" phrases.  We will end our last session with empowerment and how students can implement all of the lessons learned in the group.  The power of self-reflection will be emphasized as a conduit for continual growth.  Students will be encouraged to share what that specifically "looks like" and "sounds like" for their life.

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My School District does not have an agreed upon form for consent nor is a counseling services form included in the registration packet. The school counselor created the attached small group consent form when she took over the position three years ago. She indicated to me that she obtains verbal assent from students before small group or individual counseling sessions.

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The screening process would take place as a group.  I would describe the purpose of the group, the potential benefits of participation, overall expectations, as well as the limits to confidentiality for the school counselor and the importance of maintaining confidentiality as a group member.  A brief overview of the concepts that would be discussed in the lessons would be provided.

I would ask students to rate how much they are interested in being a part of this group on a scale from 1-5 with 1 being the lowest and 5 being the most excited.  I would ask students to share what they hope to gain from their experience with this group, as well as something they are struggling with either at school or home.  These questions would allow me to assess student readiness to participate, willingness, and interest in the group.  I would let students know it is acceptable to express non-interest in joining the group.  Alternatives to joining the group would be provided for students that are not interested in participating.

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Success Through The Moves will be advertised by invitation only.  Teachers will be made aware of the purpose of the small group at a faculty meeting.  Administrators, as well as the school counselor will learn about this small group during a monthly Campus Leadership Team meeting.  Students will receive the hard copy invitation in their homeroom class.  A connect call (school wide telephone alert call) will be sent to parents the day invitations go home with students.  A reminder call will be sent 2 days before the deadline to return the invitation.  Flyers about the group will be posted in the 4th and 5th grade hallways.

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M4. Self-confidence in the ability to succeed.
M5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.
B-SMS 7. Effective coping skills.
B-SMS 10. Ability to manage transitions and adapt to change (American School Counselor Association, 2021).

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Success Through the Moves is a small group that will address school success for military children as they transition to attending school in a rural community in 4th-5th grades at Florence Elementary.

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C.2.d Monitor Effectiveness requires counselors to maintain a self-reflective practice, as well as seek out peer feedback (American Counseling Association, 2014).  This will assist me in my role as a school counselor in conducting group counseling sessions by outlining the importance of self-reflection and the necessity of seeking professional collaboration as I develop group counseling plans.

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This document provides a starting point for developing ground rules and expectations.  I can utilize a resource like this to set ground rules and expectations for the group with the phrases "looks like" "sounds like" to ensure all participants can apply the ground rules to real-life application (Missouri Professional School Counselors & Counselor Educators, 2015, p. 26). Confidentiality for school counselor and student participants, participation and sharing, and the ability to abstain from giving input on an issue would all be ground rules that would be predetermined by myself. Rules pertaining to how students want to interact and respond to each other would be determined by the group. I believe at this particular age level allowing the group to generate the bulk of the rules facilitates greater buy-in, with their values being represented within the rules.