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The goal of my small group, Mighty Minds, is to help students manage challenging behaviors both at school and at home by teaching coping strategies for stress- and anxiety-related behavioral difficulties. The group will consist of 4th and 5th graders in the special education program, those classified with an emotional disturbance, or students referred by general education teachers for potential inclusion. This referral process helps address the achievement gap on campus, as many students who struggle emotionally may not qualify for emotional disturbance services due to marginally passing grades (Reddy & Richardson, 2006).

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2. Mastering the American School Counselors Association Mindsets and Behaviors 

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2. Mastering the American School Counselors Association Mindsets and Behaviors 

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The Mindsets emphasized in Category 1 for the Mighty Minds are listed below:

M1: "Belief in the development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being."

M4: "Self-confidence in ability to succeed."

In addition, this group promotes, primarily, the mastery of Self-Management Skills listed in Category 2. This category is described as, "Continued focus on a goal despite obstacles and avoidance of distractions or temptations to prioritize higher pursuits over lower pleasures" (ASCA, 2022).

More specifically, when breaking down category two, a large majority of the Mighty Mind goals center around Self-Management Skills goals. There are some Social Skills and a Learning Skill as well. These are listed below.

Self-Management Skills

B-SMS 1: "Responsibility for self and actions"

B-SMS 2: "Self-discipline and self-control"

B-SMS 6: "Ability to identify and overcome barriers"

B-SMS 7: "Effective coping skills" (A large majority of learning objectives and the SLO for the group center on this particular skill set.)

B-SMS 10: "Ability to manage transitions and adapt to change"

Social Skills

B-SS 2: "Positive, respectful, and supportive relationships with students who are similar to and different from them."

B-SS 8: "Advocacy skills for self and others and ability to assert self, when necessary."

B-SS 9: "Social maturity and behaviors appropriate to the situation and environment" (Coping skills are largely to promote this skill.)

Learning Skills

B-LS 4: "Self-motivation and self-direction for learning"

(American School Counselors Association, 2022)

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The plan for dissemination of information would be pretty simple as I would do a needs assessment to begin the school year and then another mid-year. With this, I would initiate the process by assuring teachers, students, parents, and all other stakeholders of the purpose of the needs assessment. They will know that I intend to create and modify curriculum to guidance (Tier 1 services) and all the other tiers to include as many interventions and groups who may be struggling with particular issues within my plans for Tiers 2 and 3 as well.

After assessing which needs are more necessary to address on campus, flyers would be made in order to send the information home in student folders. In addition, whichever school communication LMS is used, the basic information for the group would also be sent through electronic means. A posting would be accessible on the website as well. This would be valuable information for parents and community members that may show the information to others they think of.

To notify administrators, teachers, and staff on campus, the easiest method would be through e-mail and faculty meetings. Many times, teachers are very bogged down with paperwork; therefore, I would elect not to put a paper in the teacher boxes. They can clearly see the information when they pass out the student flyers, and it will be hung up in the workroom as well. They will have the e-mail to refer to when they need information.

Once information is out there about the purpose, goals, and how this fits in with closing the achievement gap for the school, I will also advertise for suggestions on who might benefit. In the same way as the group information, I would disseminate it much the same way. I would choose an electronic format versus a paper one. I would send out multiple Google Forms because of the ease of the application. I receive information about certain students immediately, and I can easily send one to students, parents, and teachers. I would like to include students because this might be a chance for students to advocate for themselves in what their particular needs are if they are a little more self-aware. (I only say this because my daughter has many of the needs of this group, and she can tell adults some of her needs.) It would give everyone a voice.

After these initial advertisements and forms are issued, then I would gather data to further reduce the potential for too many students.

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4. Plan for Pre-Group Screening and Interviewing

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4. Plan for Pre-Group Screening and Interviewing

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In preparing for the small group, once I receive the information from students, teachers, parents, and staff, part of the screening process would be to look at PEIMS information, testing information, Special Education services (specifically looking for those with Emotional Disturbance), and any pertinent office referrals for related behaviors, I would then make classroom observations. I would also call any parents which filled out the Google Form for pertinent follow-up questions if necessary.

If any students are having behaviors issues due to anxiety and stress, this group would be more beneficial for these particular students. Once I have a good idea of which students I may want to include in the small group based upon "student needs and readiness", then I would inform parents that I would like to interview the students a little bit and provide informed consent forms (Missouri Professional School Counselors and Counselor Educators, 2015, p.21). I would make sure to let them know it is contingent upon students who want to participate after talking to them. I want the group to be a positive experience for everyone involved.

Once parents are contacted and informed consent is received, I would interview the children in order to find the best cohorts for the different groups, as I would run about four with about 6-8 kids in each group. Two would be fourth grade and two would be fifth grade unless there is a majority in one particular age group. I would then select from these students and arrange them in a grouping that would be efficient, effective, and respectful according to skills levels, maturity, and personality dynamics. Thoughts on this group center around it being a closed group in order to develop strong relationships and less stress, and the sessions would be structured but allow some flexibility if necessary. Students would have to show commitment in order for the group to be successful, and this would be explained in detail to potential members.

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In terms of my campus policies, we have some, but we also do not have a full campus counseling program. In order to meet TEA guidelines, my campus has a high school counselor, which is more of a position of a student services coordinator, and she will come over if there is an issue that needs addressing. Largely our campus has no counseling at all.

I did look into district policies which has limited information, but here is what I found:

On the student services page, there was no direct information on counseling services and informed consent at all. I looked at the counseling framework document, and again, no mention.

I also visited the board policy documents to see if I could find anything about informed consent there, and I did find that they stated, "consent is required for certain activities" which is very vague. They cited Texas Education Code [TEC] 26.009 (2023), so I looked up exact verbiage for this particular code. The closest item listed within this code is that there must be written consent from a guardian or parent if psychological testing or treatment was going to be conducted (2 TEC § 26.009(1), 2023). This does not really help in the informed consent for counseling. So I visited the counseling services section of the code to find the direct mention of counseling informed consent.

Texas Education Code

(a) Each school shall obtain, and keep as part of the student's permanent record, written consent of the parent or legal guardian as required under Section 33.003. The consent form shall include specific information on the content of the program and the types of activities in which the student will be involved (2 TEC § 33.004, 2023). The previous statute referred to within this one delineates that schools are required to obtain parental signatures for those programs that they seem to require signatures.

I find the school district's procedures of informed consent vague and limited. It is unclear whether they receive consent at all just based on the website and the information I can find currently.

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In order to have the safest and most productive group, a few ground rules are necessary before beginning the group. I have worked at a Capturing Kid's Hearts National School before, and here is what I learned: students need to be involved in making the rules in a classroom or group setting. They can hold each other accountable better and have "buy-in" because they were the creators of these important rules.

Here are my non-negotiables in terms of group ground Rules:

1. Confidentiality must be maintained no matter what. What is said or happens in the group must be kept in the group.

2. Name-Calling will not be tolerated within the group.

3. No aggressive touches allowed.

4. No yelling (unless within a role playing scenario).

5. There is no playing around, especially when others are sharing out.

6. Participation is required.

All other decisions will be made within the group. I did not put "respect" others because I usually break down what that looks like for students in varying groups. I like to really get to what they need to see and hear in order for respect to be honored.

In order to set these rules every year I discuss with my classes what they need to see by me, by others, and by themselves in order for them to feel safe in a classroom. We build upon this discussion, and we break down different terms that needs to be, such as the word "respect" or "bullying." I tell them this is their room for learning, so they need to be involved in the rules. Then we discuss them for a whole class period. What does this look like? What is involved in this? We all sign the agreement, and then it is hung up in the room in order to hold each other accountable. Mistakes are inevitable, but they signed their names, and I did too. We tell someone when they break the rules. This same discussion would take place within the group in the first session or as the first session before the actual lessons begin.

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I would really love for this group to have connections made in order to assist for the time after the group ends. In order to make this a reality for the students, I believe the following steps might produce longer-term relationships for each of them.

Stage 1: In this stage, the most important part is understanding they are all there for the same skills, and that they are not alone. In this, I will build in icebreaker activities to hopefully warm up the group to each other and myself. The share outs from experiences that occur during the group but outside of the group are also great ways to get to know each other while sharing about pertinent issues and skill successes. I tend to also build group norms into my lessons in the classroom, and I feel this is the most productive way to achieve student success with the norms. Although we do have a discussion about group expectations and rules the session before skills sessions begin, so this would also be a good way to introduce some norms and what to expect in group sessions. I give a lot of silly examples with me acting them out in front of the class which usually helps engagement and comfort levels with students. I would draw upon this experience in my small groups.

Stage 2: I think that the built in activities that use all types of learning styles will assist in the cohesiveness of the group and the productive nature needed to progress to their individual goals and the group goals. In my lessons I have the share outs and games. I also have the students creating items that can help with coping skills acquisition. We have role-playing for skills as well. I think the varied nature of the group, while structured, will assist those who need to see it, hear it, do it, and need help with comfort. It is not a bunch of awkward sitting for these students. During these times, I will walk around as I do in my classroom, and I will ask students questions and see how they're feeling. The share outs based on previous lessons also helps with this. I can see how they are feeling about what they were taught last time and any successes or failures of the skills.

Stage 3: The plan for group closure is to create an actual tool box to put all the coping skills in. They will have the tools created, any papers needed, and also a picture of the group as well as a journal and any fidgets used within mindfulness techniques and such. These can be taken home, kept in lockers, and possibly taken into classes if necessary in order to refer back to them. The picture is to remind them they have others around that are there rooting for them (that's the hope at least!). I would follow-up with students in individual sessions periodically, and I would make classroom observations as well. Follow up with teachers and parents is also very important. Google Forms would help with this, and when needed, phone calls and emails of course. As the group ends I would ensure that students realize confidentiality should follow even though the group is no longer in sessions. I would go over how they can say the group was fun or talked about this, but personal stories that were shared and any serious issues addressed should be kept within the group only. I would also stress this to parents to make sure and talk to the students about this further if necessary.

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The leadership style for this group would definitely be democratic. I, first of all, am not a good authoritarian. Even in my classroom, the students have a voice. I like when they have a voice (Clark, 2015).

In this particular type of group in learning skills to cope with situations, group member input is essential to group and individual successes. I would definitely facilitate the learning process and ensure learning is taking place, but I also want them to work through and gain the skills independently.

The formation of group norms and expectations is also largely within their hands other than my non-negotiables. I would facilitate the process of creation, but they would determine the importance for each element included.

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9. Yalom's Therapeutic Factors in Mighty Minds

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9. Yalom's Therapeutic Factors in Mighty Minds

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In regard to Yalom's Curative Factors, this group would give students instillation of hope because many of these students have been suffering from being ill-equipped to handle the stress and anxiety of every day life. Usually, there are not many resources to handle this at small districts such as my district, and therefore, they never gain access to simple techniques which would help them be more successful in life endeavors. This group would become the hope they need to alleviate some of the behaviors which cause them issues in school and at home (Yalom, 1995).

In addition, students do many role plays and work through how to complete the coping skills in the group and at home. During this time, those who are not as keen on using the coping skill or not processing how to do it very well could imitate those they see role-playing and gain knowledge on how to do the techniques taught. This is an example of peer learning (Yalom, 1995). The pressure to fit into the group may also have an effect in this area. This also shows Yalom's (1995) interpersonal learning. These social connections prove beneficial when the group is functioning, and they are all learning.

Furthermore, the students would also experience universality and not feel so alone in their issues. The hope is that this group would become a social circle for them even after the group has ended. Many students with behavioral disturbance do not have many friends because others do not understand their struggle in terms of how they process emotions and the negative ways they show this anxiety and stress. During the group they would find others who do understand what they are going through (Yalom 1995). These characteristics also provide for the indirect growth in development of socializing techniques. Though not the reason the group exists, this would provide a safe way for the students to be more socialized if they internalize many aspects of their behavioral disturbance (Yalom, 1995).

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The first legal statute that I wanted to use is:

(2 TEC § 33.006(a)(1), 2023):

"The school counselor shall: participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students."

I feel that many students can be under-served if a counselor is not aware of the school campus as a whole. This is why the needs assessment and periodic data on campus goals and such is so important. The counselor's job is to serve ALL students. These students that I chose can often under-perform in the classroom, but not so much that they are failing their classes. This masks potential for social and emotional growth in needed areas. With a group like mine, the goals support their social, emotional, academic, and personal growth. All of these then influence the potential for career growth and aspirations. Coping skills is a necessary tool for anyone, let alone younger students who have potential stressors in every facet of their lives. My role as their counselor is to ensure I support their growth in all areas. Just because their academics may be okay does not mean they do not have needs.

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Throughout my research, I found that those who have an emotional disturbance but have decent academic progress and grades are usually not involved in any groups or special education services to alleviate and assist in their qualifying emotional disturbance (Reddy & Richardson, 2006). Not serving these students and giving them resources to be successful is not ethical in my opinion and according to the American School Counselors Association's ethical guidelines.

These guidelines state, "School counselors:... support all students and their development by actively working to eliminate systemic barriers or bias impeding student development" (ASCA, 2022, A.1c). The barrier in this instance is the fact that if a student is academically okay, there are usually no services given for the emotional disturbance. For example, my daughter has an emotional disturbance, but because she makes mostly As and some Bs, no one has ever considered this. I had her tested even though the school did not seem to want to do the testing. She needs the coping skills for her specific issues, and this group would serve her well when other programs have nothing to support her or wouldn't necessarily flag her for one that needs support. This is a systemic problem.

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References

American School Counselor Association. (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author. Retrieved February 11, 2025 from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdf

American School Counselor Association. (2022). ASCA Ethical Standards for School Counselors. A. Responsibility to Students. Retrieved February 12, 2025 from https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Clark, D. (2015). Leadership styles. Big Dog and Little Dog's Juxtaposition. Retrieved February 10, 2025 from http://www.nwlink.com/~donclark/leader/leadstl.html

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.

Reddy, L.A. & Richardson, L. (2006). School-based prevention and intervention programs for

children with emotional disturbance. Education and Treatment of Children, 29(2), 379-404.

2 Texas Education Code § 26.009. Retrieved February 10, 2025 from https://statutes.capitol.texas.gov/Docs/ED/htm/ED.26.htm

2 Texas Education Code § 33:006(a)(1) Retrieved February 10, 2025 from https://statutes.capitol.texas.gov/

Docs/ED/htm/ED.33.htm

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

Books. https://angelo.blackboard.com/ultra/

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