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In the realm of secondary education, relational aggression negatively affects adolescents and results in socioemotional damage. This group focuses on reducing the effects of relational aggression in middle school students, ages 11-14, by utilizing interventions that foster classroom peer community.

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All students in this group will follow and demonstrate the following mindset and behavior standards (American School Counselor Association, 2021):

M 2. Gain a sense of acceptance, respect, support and inclusion for self and others in the school environment.

B-SS 2. Practice positive, respectful, and supportive relationships with students who are similar to and different from them.

B-SS 9. Exhibit social maturity and behaviors appropriate to the situation and environment

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ASCA Student Standards- Mindsets & Behaviors for Student Success

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To promote the groups (or communities) that our counselors want to establish via ClassACT in classrooms across campus, the following methods of communication to garner attention will be utilized:

Posters - displayed through out the school and rotated weekly to support the lesson topic of the week

School Website - information about ClassACT will be included under the "News & Events" and "Resources" tab for stakeholders to view

Social Media - Group branding/logo will be posted on our school's Twitter and Facebook page with a small description included in the captions and hyperlinks to our group's page on the school website

Newsletter - Group information will be shared in the school community newsletter sent out monthly and a with a week-by-week breakdown of lesson topics that will be discussed.

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During the first week of the school year, students will be informed about our group program through individual assemblies that will be held and staggered for each grade. This will be a time where our school counselors will present common screening details about ClassACT such as its purpose, how and when it will occur, and its benefit.

The next day following the assembly, students will use their advisory period to take a pre-assessment questionnaire to assess levels of student social and emotional awareness. Each questionnaire will also give students a text box to share their opinions, ask questions, or express concerns in regards to the group.

Our campus counseling team will use questionnaire results to   evaluate individual student levels of SEL. This information will aid counselors in assigning students, allowed to participate with parental consent, and creating balanced groups. These results will also identify students  that may pose a "risk" to group dynamics. Teachers, our facilitators, will be informed as well and will have to option of referring students to be placed in advisory groups led by counselors (Missouri Comprehensive Guidance & Counseling Programs, 2015).

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Following the screening process via our ClassACT pre-assessment questionnaire, counselors and campus leadership will use the school's management platform to email an electronic informed consent form to all parents/guardians. If preferred, printed copies of our informed consent form will be available in the campus front office (Missouri Comprehensive Guidance & Counseling Programs, 2015).

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Dear Parents/Guardian/Student,

Our district's Comprehensive Guidance and Counseling Program includes the opportunity for students to participate in small group counseling experiences. We will be beginning this year's groups on August 29th. Each group will meet once a week for approximately 30 minutes. We will rotate the times that we meet to follow-through on the district's goal of maximizing your son's or daughter's academic progress. Even though the small group counseling experience will have a positive effect on your child's progress, the immediacy of classroom requirements will take precedence over group participation.

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Dear Parents/Guardian/Student, Our district's Comprehensive Guidance and Counseling Program includes the opportunity for students to participate in small group counseling experiences. We will be beginning this year's groups on August 29th. Each group will meet once a week for approximately 30 minutes.

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In addition to general group counseling best practice guidelines, participants are expected to follow the 5 group norms below (Thomas & Pender, 2008):

1. Respect the "talking piece" and the speaker

2. Positive feedback only

3. Listen without judgement

4. Keep it real (honesty & authenticity)

5. Sharing is encouraged, but pass if you need to

6. What shared in the circle, stays in the circle.

*If necessary, modifications to norms will be made to best accommodate group dynamics via group consensus.

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Association for Specialists in Group Work - Best Practice Guidelines

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Stage 1 - To begin building relationships among group members, much discussion will be geared towards familiarizing ourselves with one another, facilitators included, via introductions. Low (emotional) risk activities will be frequently utilized to help students engage in discussion and grow in knowledge of participant backgrounds and interests. During this time, facilitators will introduce what community circles are, its benefits, and the parameters of confidentiality. Our standards will encourage group confidentiality of not discussing outside of group sessions the personal ideas/feelings/experiences that are shared within group sessions. After emphasizing the protection of sensitive information, exceptions to confidentiality will be discussed as well.

Stage 2 - Utilizing community circles, participants will consistently practice their expression of feelings, need, and wants as a group. This practice of social emotional skills will build trust, deepen peer relationships, and inclusion among students. After discussion, every session will end with time for participants to personally reflect, record any key takeaways, rate from 1 - 5 the quality of today’s time together.

Stage 3 - As our guidance and counseling curriculum comes to an end, as a group, we will spend our second to last session revisiting questions and prompts from the pre-assessment questionnaire.  This will provide an opportunity for all students to measure their growth as a result of their participation and contribution to the group. Our last session will give participants to voluntarily share what positive impact(s) this experience has had on them and to identify one thing they plan to practice and continue self-growth (Missouri Comprehensive Guidance & Counseling Programs, 2015).

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To best maximize and best serve this group, facilitators are encouraged (but not required) to implement a transformative leadership style. Due to the emotional risks of authentic participation in group discussions, adopting an attitude that motivates or inspires age 11-14 adolescents through the practice of modeling emotional awareness, making an effort to deepen relationships, and building connections (Cherry, 2022).

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Many potential therapeutic factors that may arise in group sessions (The Bergand Group, 2019). Possible factors will give students opportunities to...

Universality - Recognize that they are not alone, in times of hardship, our an outsider. Responses in discussions will help students understand one another through common similarities.

Development of Socializing Skills - Learn, practice, and develop social emotional skills in a group setting.

Interpersonal Learning - Develop or boost their ability at effectively communicating verbally and nonverbally in relationships.

Group Cohesiveness - Contribute to ClassACT's main goal of transforming classrooms into safe and trusting communities.

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As stated in RULE §239.15 the Texas Administrative Code, I have to abide by the required legal standards counseling (TAC, 1977).

The certified school counselor must:

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;

counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs;

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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 BF-3 of the ASCA School Counselor
Professional Standards & Competencies, counselors must apply legal and ethical principles of the school counseling profession (American School Counselor Association, 2019).

Practice within the ethical principles of the school counseling profession in accordance with the ASCA Ethical Standards for School Counselors

Adhere to the legal responsibilities of the role of the school counselor including the unique legal and ethical principles of working with minor students in a school setting

Adhere to the ethical and statutory limits of confidentiality

Fulfill legal and ethical obligations to families, teachers, administrators and other school staff

Consult with school counselors and other education, counseling and legal professionals when ethical and legal questions arise

Resolve ethical dilemmas by employing an ethical decision making model in accordance with the ASCA Ethical Standards for School Counselors

Model ethical behavior

Engage in continual professional development to inform and guide ethical and legal work

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ASCA School Counselor Professional Standards & Competencies

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American School Counselor Association. (2019). ASCA School Counselor Professional Standards & Competencies. Retrieved February 11, 2023, from https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

American School Counselor Association. (2021). ASCA student standards: Mindsets & Behaviors for student success. ASCA Student Standards; Mindsets and Behaviors for Student Success. Retrieved February 11, 2023, from https://www.schoolcounselor.org/Standards-Positions/Standards/ASCA-Mindsets-Behaviors-for-Student-Success

The Bergand Group. (2019). Group Therapy: Dr. Irvin D. Yalom’s Curative Factors and Primary Agents of Change. The Bergand Group. Retrieved February 11, 2023, from https://bergandgroup.com/group-therapy/

Cherry, K. (2022). 6 Leadership Styles and Frameworks. Verywell Mind. Retrieved February 11, 2023, from https://www.verywellmind.com/leadership-styles-2795312

Missouri Comprehensive Guidance & Counseling Programs. (2015). Screening/Selection Procedures. Responsive Services | Missouri Department of Elementary and Secondary Education. Retrieved February 11, 2023, from https://dese.mo.gov/college-career-readiness/school-counseling/responsive-services

TAC. (1977). RULE §239.15 Standards Required for the School Counselor Certificate. Texas Administrative Code. Retrieved February 11, 2023, from https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15

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