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Small Group Action Plan

This small group will outline how 5th grade boys and girls will be leaders on the elementary campus. The motive for this group is to build school success in order to reduce office referrals.

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Throughout this program the student's will master the following goals:

Mindsets
o   M 2. Self-confidence in ability to succeed

o   M 3. Sense of belonging in the school environment

o   M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

o   M 6. Positive attitude toward work and learning

Behaviors
o   B-SMS 1. Demonstrate ability to assume responsibility

o   B-SS 2. Create positive and supportive relationships with other students

o   B-SS 3. Create relationships with adults that support success

o   B-SS 6. Use effective collaboration and cooperation skills

o   B-SS 7. Use leadership and teamwork skills to work effectively in diverse teams

(ASCA, 2019)

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The counselor can implement the plan of action to disperse small group information by applying these notices to reach students, parents, and staff:
1.     Morning announcements

2.     Flyers handed out  in library, cafeteria, music, and art

3.     Parent square notifications sent school wide to parents

4.     Typed note sent home

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Screening and selecting a small group can be very censorious. When forming a diverse group one must keep in mind the topics and lessons that will be taught.
In order to properly screen and interview students if there is a small amount who want to join the counselor can set up a time sheet and interview each child individually throughout the day.
On the other hand, if there are multiple applicants who sign up the counselor can do a screening exercise called T-A-P.

Tell student about the group.
Ask student about his or her level of interest/ commitment to expectations of group.
Pick participants.

Through each of these steps the counselor can determine if the student meets the following expectations required:

1.Has consent from parents.
2. Will meet the goals the group sets.
3. Collaborates and works well with others.
4. Reliable to attend group sessions weekly.
5. Understands and abides the confidentiality agreement.
6. Always respectful to all group members.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Once the screening and interviewing process is over I will narrow my small group down to 10 students. I will then read each child the consent in which we will all agree to in order to be in the volunteer group. Each child will take the consent home and a parent signature is required in order for one to be able to participate. Below is an attached consent form.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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The first meeting as a group we will discuss the established rules in the group session.
1.   Raise your hand if you’d like to say something.

2.   Respect other group members ideas and input.

3.   Topics discussed in the group session need to stay in the group session.

4.   Treat everyone in the group the way you want to be treated as well.

Then as a group, we will converse further on other rules and guidelines that must be followed as well.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Stage 1- It is very important for a counselor to build one’s trust and a relationship with each child he/she works with. In order to break the ice in the room. For each lesson our norm for the group will be to initiate an activity for each lesson to help the kids relax and engage for the lesson of the week. This will include actively moving around the room, conversing with others to learn more about them, and collaborate to achieve success.

Stage 2- Each lesson brings new challenges and goals for the group members to meet. In order to keep them motivated and captured I will have a variety of ways to captivate their attention. For example:

1. “Musical Teamwork” which is an active game to explain how to be respectful and include everyone. This game is similar to musical chairs. (Black, 2013)

2. “Super Prize” this games focus will require teamwork to help one another to concentrate how people have wronged us in life and as a group they will learn how to properly deal with those feelings and emotions they receive because of it. (Black, 2013)

3. Reading the book “Caring Counts” and as a group discussing the important parts of the book and then examining how to apply those tasks to one’s home and school life. (Bender, 2003)

4. Integrating technology into discussions and have the groups do a graffiti blast over the topic given. (Wojcicki, 2014)

Stage 3- In order to close out the group a follow up plan will be enforced. In order to make sure each member is following through with our plan for success for our campus I will check in with each individual periodically throughout the year to see if the program was affective.

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The leadership style I see most fitting for guiding this small group session would be the Participative/ Democratic leadership style. This style provides direction in a group setting to help conduct participation through students and adults. This type of guideline also allows higher quality of contribution for the discussion to be more student led than counselor led. Each member under this guidance feels more involved and influenced to succeed.

(Cherry, 2019)

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To achieve success within the group the following therapeutic factors can be applied.
1. Instillation of Hope- Some students need to be listened to and involved into an organization where they feel one's input is valid. I believe this factor would be beneficial.
2. Universality-  In each session once other group members open up about different scenarios they've been through that will allow other student's to understand that they are not the only ones facing these similar problems.
3. Altruism- When working in a group setting the goal is to help one another in order to triumph together.
4. Development of socializing techniques- Student's will be able to develop finer communication skills.
5. Direct Advice- When discussing strategies and ideas on how to implement success on our campus students will be able to give suggestions and ideas to one another.

(Yalom, 1995)

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The ASCA School Counselor Professional Standards and Competencies define the stipulations the school counselor is required to meet Pre-k through 12th grade. The standards and competencies will help the school counselor implement student achievement, success, social and emotional development, and career planning to help each child become successful.

The small group session will cover the following mindset goals:
Mindset
M 4. Every student should have access to a comprehensive school counseling program.
M 7. Comprehensive school counseling programs promote and enhance student academic, career and social/emotional outcomes.
Behaviors
B-SS 1. Design and implement instruction
aligned to ASCA Mindsets &
Behaviors for Student Success in
large-group, classroom, small-group
and individual settings.
B-SS 2. Provide appraisal and advisement
in large-group, classroom, small group and individual settings
B-SS 3. Provide short-term counseling in
small-group and individual settings.

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The Texas Education Code states "Sec. 33.005 COMPREHENSIVE SCHOOL COUNSELING PROGRAMS.  (a)  A school counselor shall work with the school faculty and staff, students, parents, and the community to plan, implement, and evaluate a comprehensive school counseling program that conforms to the most recent edition of the Texas Model for Comprehensive School Counseling Programs developed by the Texas Counseling Association" (2 Texas Education Code § 33.005, 2017). The counselors role is to provide a variety of ways to involve students and parents in the school setting. This will help embark on a new program to allow student's become successful in school and at home.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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American School Counselor Association (2003). ASCA mindsets and behaviors program planning tool. Alexandria, VA

Bender, M. (2003). Caring counts. Edina, MN: ABDO Pub. Co.

Black, S. T. (2013). Classroom guidance games: 50 fun, inspirational guidance games; reproducible cards, boards & worksheets ; and letters to parents. Chapin, SC: YouthLight.

Cherry, K. (2019, August 29). Leadership Styles and Frameworks You Should Know. Retrieved from https://verywellmind.com/leadership-styles-2795312.

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

2 Texas Education Code § 33.005 (2017).

Texas Counseling Association. (2018). The Texas model for comprehensive school counseling programs (5th ed.). Austin, TX:  Texas Counseling Association.

Wojcicki, S. D. (2014, February). Youtube. Retrieved from https://www.youtube.com/index.

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