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ASCA student standards: Mindsets & Behaviors for student success. (n.d.). Retrieved September 11, 2022, from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2022, May 23). What are prominent leadership styles and frameworks you should know? Very well Mind. Retrieved September 11, 2022, from https://www.verywellmind.com/leadership-styles-2795312

Docs.wixstatic.com. (n.d.). Retrieved September 11, 2022, from https://docs.wixstatic.com/ugd/513c96_fe59b76c04b040f8bb17f653b3092b10.pdf

Public Education. Education code Chapter 33. service programs and extracurricular activities. (n.d.). Retrieved September 11, 2022, from https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com

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Under Chapter 33. Service Programs and Extracurricular Activities and sec. 33.003 Parental Consent, it is stated that parental consent is necessary if the student is participating in any activity funded by the school. This would include group sessions like the one described in this Padlet. My school district requires that every person running any kind of activity where students are participating in small groups or that are associated with mental health, must communicate with parents first and receive approval from them so their child can be involved.

Under the Texas Administrative Code counselors must know and understand "learner's developmental characteristics and needs and their relevance to educational and career choices." As counselors it's important to understand that students must be fully equipped when it comes to information about the different options that they have in terms of careers and postsecondary education. For this group, for instance, it's key to have an extensive knowledge about what they could potentially do after graduation.

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One of Yalom's therapeutic factors that can possibly be seen in this group would universality. Many times students believe they are the only ones that are in a specific situation. When they realize that others are also on the same boat they seem to be willing to open up and talk more about how they feel. This allows them to be more receptive to opportunities like this group. Overall, they no longer feel alone.

Another factor would be direct advice. During the group sessions they will be learning many different skills and they will be taking with them important information. I am there to provide advice and guide them as we build a plan for each of them. Overall, I would like to become a resource for them and show them that they can trust me.

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For this group I will be using participative leadership. This will allow me to guide the group but at the same time it will give students the opportunity to also add opinions and input as we navigate this together.

The students participating in this group are students that are struggling in class and might not feel like they have a plan after graduation. I think that by being in a group with a participative leadership format they will be able to feel more comfortable sharing, their motivation might increase and overall their confidence can grow as they see that their opinion and ideas are also valid.

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Stage #1:
During the first session of the group norms and guidelines are necessary. This means that at the beginning of the group session it is important to go over the expectations of everyone involved. This is will help everybody be on the same page.

In order for everybody to also feel like this is a safe space for everyone, students will also be asked to contribute to the norms and guidelines. They will be given the opportunity to add or modify what has been previously established. This allows them to feel like they also have control over some aspects of this group and overall allows them to building confidence and feel more comfortable.

Confidentiality is also key. At the start of the first session confidentiality will be discussed and addressed. Students will be explained that what is said in the group must stay in the group. This protects everyone and it helps build a stronger relationship with those involved. There will be a form that will be signed right after to ensure that everyone understands. If at some point students do talk about it outside of the group the student will be asked to no longer participate.

Stage #2:
During group sessions there will be times where students will be able to share in groups and listen to what others have to contribute. Other times they will be paired up to work on activities and then present to everyone else. The most important thing is for them to feel comfortable with each other. At the beginning of each session students will share how they are doing and a small activity will integrated to get to know each other every time they meet.

The group will start in September and end in December. Every other week when we do not meet I will be following up with them to ensure they are doing well and asses their growth.

Stage #3:
My role on campus at the moment is to be their college advisor. Once the group is close I still have the opportunity to meet with them to support them as they navigate junior and senior year. Closing the group will consist on reassuring them that they will still have access to me throughout the year and in the upcoming school years.

Confidentiality will be important to reiterate as the group comes to an end. Everyone is to maintain confidentiality especially now that the group is no longer active.

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During the first group session, guidelines and norms will be established. These are in accordance to what our campus policies are and with the help of the resources that have been provided. This will help establish a solid start to this group and as we move forward and if needed we may modify certain aspects of it. Overall, it will also help the leader set the tone for what is to come and at the same time make sure that everyone feels comfortable and that they are safe.

Rules pre-determined by leader

- Students must be respectful at all times during the group sessions. They are to be attentive and must respect everyone when talking and sharing.

- Every student will be encouraged to participate and share during the session but no one will be obligated to do so.

- Those that are not participating and show no motivation will be removed from the group.

Rules pre-determined by students

- Students may suggest modifications to the activities if they think something different might be more beneficial.

- They may voice concerns during the sessions with regards to resources, activities or if they are not comfortable with what is being discussed.

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It is extremely important to have parent consent before the student participates in any small group on campus. Once the student has agreed on participating the next step will be to call parents to inform them that the student is interested. The parent will then get a consent form that must be signed and dated where it states that they allow the student to be a part of the group. If at any point the parent would like the student to stop participating they would just need to communicate with me so we can remove the student from the group.

The student will also be required to sign a form stating that they are interested in the group and are willing to participate as well as that they understand what this group will be about.

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For our group sessions I will be meeting with each student to go over what this opportunity is all about. After surveying the teachers and our administrators we will have a list of potential students. I would like to target students who do not have an idea of what they will be doing after high school and those that do not think that college could be an option.

During this meeting I would like to focus on the student's motivation to participate, how engaged they are, and I would like to ask them a few more questions to ensure they would be a good fit for the group. These questions would include:

- How would you feel sharing your experiences with others in a small group?
- Have you decided on what you would like to do after you graduate?
- Would you like to explore more options for after graduation?
- Do you think your parents would feel comfortable with you participating in this activity?

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This group will be hand picked by teachers and the leader of the group data is looked at and those students that are at risk are identified. Once this is done the leader will be meeting with them individually to discuss the opportunity of joining the group. They will receive a flyer with all the information so they can review it on their own. They will also take the flyer home along with a letter for parents to read. The leader will be communicating with parents individually as well to ensure they understand what this group is all about and how it will benefit their children. Teachers will be notified via email about the student's participation in this group. The leader will also speak to the principal to ensure that he also communicates with teachers and counselors, to inform them of the biweekly meetings.

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ASCA Mindsets:

- M3: Positive attitude toward work and learning
- M5: Belief in using abilities to their fullest to achieve high-quality results and outcomes
- M6: Understanding that postsecondary education and lifelong learning are necessary for long-term success.

Behavior Standards:
B-LS 1. Critical thinking skills to make informed decisions
B-LS 7. Long and short-term academic, career and social/emotional goals
B-LS 9. Decision-making informed by gathering evidence, getting others' perspectives and recognizing personal bias

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Trying to figure out what to do after high school can be a challenge. Exploring all the options is a great way to get started and be ready for what the future holds. The main idea of this group will be to explore and motivate students to find what best fits for them once they graduate with a focus on higher education, trade schools and programs that are available around the state that can provide great opportunities for them. This group will be a closed group that will be meeting biweekly. Students ages 16 and 17 will be participating on this 10 week program.