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"Stronger Connections" is a group for middle school students (ages 11-14) who want to build healthy relationships and deal with family or personal challenges. This group will help students who are facing things like parental divorce, friendship problems, or family conflicts. It provides a safe place to talk, learn new skills, and connect with others.

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We will promote the group through school announcements, counselor referrals, and posters around campus. Information will also be shared on the school website and social media with permission. Parents will be informed through newsletters, and teachers will help identify students who may benefit. Flyers, digital invitations, and presentations in advisory classes will be used to encourage participation.

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To inform students about the Stronger Connections group, I will collaborate with teachers and counselors to share information through classroom announcements, flyers, and school newsletters. Students can be referred by teachers or counselors, self-nominate, or be recommended by parents.

To assess participant readiness, willingness, and interest, each student will complete a brief questionnaire about their personal needs, goals, and interest in joining the group. This will help identify if they are motivated and open to participating.

Screening will be done individually through one-on-one meetings with the counselor. During these sessions, we will discuss the group’s purpose, participation expectations, and ensure the student understands key guidelines like confidentiality and respectful communication.

This pre-group screening process will ensure that selected students are a good fit for the group and prepared to engage in a supportive, collaborative environment (Missouri Professional School Counselors & Counselor Educators, 2015).

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This group will address the following ASCA Standards (American School Counselor Association [ASCA], n.d.):

Mindset Standards

M1, M2, M3, M5, M6

Behavior Standards

Self-Management Skills (B-SMS): B-SMS 1, B-SMS 2, B-SMS 5, B-SMS 7

Social Skills (B-SS): B-SS 1, B-SS 2, B-SS 4, B-SS 5, B-SS 6

Learning Strategies (B-LS): B-LS 9

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At Melissa ISD, parental or guardian consent is required before any student participates in a counseling group, and student assent is highly recommended to ensure they willingly agree to join. To meet these requirements, I will provide both a consent form for parents/guardians and an assent form for students.

The consent form will clearly explain the group’s goals, the confidentiality guidelines, and participation expectations, including respectful communication and active involvement. It will also outline any potential risks and the limits of confidentiality (e.g., situations involving harm to self or others). The student assent form will give students an opportunity to express their understanding and willingness to participate.

According to the Missouri Comprehensive Guidance and Counseling Program, it is essential to ensure both parents and students fully understand the group’s purpose, confidentiality policies, and any potential risks before participation (Missouri Professional School Counselors & Counselor Educators, 2015).

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Group Rules

Confidentiality
What we share in the group stays in the group. But if someone talks about being hurt, hurting others, or hurting themselves, the counselor must tell trusted adults to keep everyone safe.

Respect for Others
Listen when someone is talking—don’t interrupt.
Use kind and respectful words.
No teasing, making fun of, or judging others.
Everyone’s feelings and experiences are important.

Participation
Share when you feel ready—no one has to talk if they don’t want to.
Be open to trying new activities and learning new things.
Give everyone a chance to speak.

Privacy and Boundaries
Don’t push others to share more than they want.
Don’t talk about group members’ personal stories outside the group.
Respect personal space and feelings.

Positive Attitude
Be supportive of each other.
Celebrate each other’s progress, even small steps.
Remember, we’re all here to learn and grow together.

These rules will help make the group a safe and respectful place where everyone feels heard and supported. They follow the Missouri Comprehensive Guidance and Counseling Program, which says confidentiality, participation, and support are important in group counseling (Missouri Professional School Counselors & Counselor Educators, 2015).

How I Will Use These Rules:
I will talk about these rules in the first session so everyone knows how the group works. I will explain why each rule is important and give examples. I will also give students a copy of the rules to help them remember.

Rules I Set and Rules the Group Can Choose:

The Association for Specialists in Group Work (ASGW) Best Practice Guidelines (2007)says that group members should create their own rules, they do support group members having a role in setting goals and expectations. The guidelines emphasize that counselors are responsible for setting ethical and safety rules like confidentiality and participation. Allowing students to help create some group rules is a common strategy in schools to help students feel more involved and responsible in the group.

Rules I Set: Some rules are very important to keep the group safe, like Confidentiality, Respect for Others, and Participation. These will be set by me, the counselor.

Rules the Group Can Choose: Students can help decide other rules, like when to use phones, what to do if someone is late, or how to support each other. This helps students feel like the group belongs to them, and they will follow the rules better.

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Initial Stage: Group members are introduced, start building trust, and learn about the group’s purpose and expectations.

To build relationships and trust, I will start with icebreaker activities and group discussions that help members get to know each other in a safe, supportive environment. Group norms will be established by discussing the "Group Rules" together and encouraging members to contribute additional rules they feel are important. I will explain the limits of confidentiality clearly, emphasizing that while we expect members to keep what is shared private, confidentiality cannot be guaranteed. I will clarify situations where confidentiality must be broken, such as if someone talks about being hurt, hurting others, or hurting themselves.

Transition Stage: Members may feel unsure or express concerns, but they begin to manage conflicts and feel more connected to the group.

To keep members working cohesively and productively, I will facilitate group activities that promote teamwork and open communication. Regular check-ins will be conducted to gauge how members are feeling and progressing. I will encourage members to express their thoughts and provide feedback about the group process, ensuring everyone feels heard and supported.

Working Stage: Members work well together, support each other, and use the skills they’ve learned in their personal and school lives (Missouri Professional School Counselors & Counselor Educators, 2015).

For group closure, I will plan reflective activities that allow members to review what they have learned and how they have grown. I will create space for members to share their feelings about the group ending, acknowledging that it can be a difficult transition. To prevent feelings of abandonment, I will provide a follow-up plan with resources for continued support. I will also reinforce that confidentiality must continue even after the group ends, reminding members to respect each other's privacy moving forward.

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For the Stronger Connections group, I will adopt a supporting leadership style, providing guidance and encouragement while allowing students to take an active role in discussions and problem-solving. This approach promotes autonomy, collaboration, and self-efficacy—key developmental needs for middle school students as they begin to form their own identities and navigate social relationships.

Additionally, I will integrate aspects of the coaching style, offering both direction and emotional support to help students develop skills for building healthy relationships. Middle schoolers benefit from this balance of structure and independence, as they often seek guidance but also want to feel heard and respected.

This blended approach aligns with Hersey and Blanchard's Situational Leadership Theory, which emphasizes adapting leadership styles based on the developmental level of group members (Cherry, 2023). Since students in this age group are at different stages of maturity, flexibility in leadership will help meet their varying needs.

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Stronger Connections Participant Guidelines & Ground Rules

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Confidentiality:
In group counseling, confidentiality is essential to creating a safe space where students feel comfortable sharing. Group discussions will remain private unless there is a risk of harm to oneself or others, as required by law (Texas Education Code, Title 2, Chapter 33). While confidentiality is expected, students are reminded that it cannot be fully guaranteed because other group members are not legally bound to keep information private (American Counseling Association, 2014). By explaining this from the start, I can build trust while being honest about the limits.

Informed Consent:
Before joining the group, students and their parents/guardians must be informed about the group’s purpose, structure, and the limits of confidentiality. This process of informed consent ensures that participants understand what to expect and can decide if they want to join (ASCA, 2016). It also explains that participation is voluntary, respecting each student’s autonomy and aligning with ethical counseling practices.

How These Support the Counselor

Confidentiality helps foster trust and openness among group members, encouraging honest and meaningful participation (ASCA, 2016). When students feel their privacy is respected, they are more likely to engage in the process.

Informed Consent ensures transparency, reducing misunderstandings and protecting the counselor from ethical issues (American Counseling Association, 2014). By clearly outlining expectations, the counselor can create a structured and ethical environment where students feel secure.

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References

American Counseling Association. (2014). ACA code of ethics.

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org

American School Counselor Association. (2016). ASCA school counselor professional standards and competencies.

American School Counselor Association. (n.d.). Mindsets & behaviors for student success: K-12 college- and career-readiness standards for every student.

https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023). Leadership styles and frameworks you should know. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors & Counselor Educators. (2015). Missouri comprehensive guidance and counseling program: Responsive services professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing & evaluating school-based counseling groups. Missouri Department of Elementary & Secondary Education & Missouri Center for Career Education.

Senate Bill 11, 86th Leg., Reg. Sess. (Tex. 2019).

Texas Administrative Code, Title 19, Chapter 239. (n.d.). School counselor certificate requirements.

Texas Education Agency. (2024, August 1). Updated guidance on parental opt-in requirement. https://tea.texas.gov/about-tea/news-and-multimedia/correspondence/taa-letters/taa-2024-08-01-updated-guidance-on-parental-opt-in-requirement

Texas Education Code. (2023). Title 2: Public education. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.

Texas Education Code, Title 2, Chapter 33. (n.d.). School counselors and counseling programs.

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

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Yalom’s Therapeutic Factors in Stronger Connections Group:

Universality: Students will see they are not the only ones with problems at home or with friends. This helps them feel less alone.

Altruism: Students will feel good about themselves when they help and support each other in the group.

Instillation of Hope: When students hear stories of others who solved their problems, they will feel more hopeful about their own challenges.

Interpersonal Learning: Students will practice talking, listening, and solving problems with others. This will help them build better relationships in and out of school.

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Counselors must explain to group members that what is shared in the group should stay private. However, full confidentiality cannot be guaranteed because other members might share information outside the group (ASCA, 2016; ASGW, 2007). Counselors also need to explain situations where they are required to break confidentiality, such as if a student is being harmed, plans to hurt themselves or others, or if the court demands information (ASCA, 2016).

Talking about confidentiality helps students feel safe sharing their thoughts. Being honest about the limits of confidentiality builds trust and makes sure everyone knows what to expect (ASGW, 2007).