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Resilient Minds for Anxious Youth is a closed counseling group that is designed for at-risk adolescents between the ages of 11-14 years old that struggle with any of the following as a result of anxiety:

·      grades,

·      abscesses,

·      low academic performance,

·      and/or showing a lack of interest for academics.

The group is centered around providing students with coping skills, building a supportive community in a safe place, and teaching resilience so that they can be successful.

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Mindset

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

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

Behavior

B-LS 1. Critical thinking skills to make informed decisions

B-LS 2. Creative approach to learning, tasks and problem solving

B-LS 7. Long- and short-term academic, career and social/emotional goals

B-SMS 1. Responsibility for self and actions

B-SMS 7. Effective coping skills

B-SMS 8. Balance of school, home and community activities

B-SMS 10. Ability to manage transitions and adapt to change

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Home - American School Counselor Association (ASCA)

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Advertisement of Resilient Minds for  Anxious Youth

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Advertisement of Resilient Minds for  Anxious Youth

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Parents

E-mails: Send detailed information to parents about the group and instructions for the screening process.

Newsletters: Schools weekly newsletter will have an attached link for more information.

Flyers: Hard copies sent home with students and available at parent-teacher meetings.

Website Postings: Updates and important information posted on the school’s website.

Frequency: Weekly newsletters, weekly e-mails, and event-specific flyers.

Students

School Assembly: In a whole chool setting or during class, present information to ensure all potential participants are aware of the group.

Daily Announcements: Key information announced during morning announcements or posted on the school’s digital board like Schoology or GoogleClassroom.

Flyers: Placed in common areas such as hallways and bulletin boards.

Frequency: Daily announcements, event-specific flyers, and regular website updates.

Staff

E-mails: Direct communication for important updates and reminders.

Faculty Meetings: Information presented and discussed during monthly or scheduled faculty meetings.

Breakrooms/Workrooms: Flyers and information posted in breakrooms and workrooms.

Faculty Mailboxes: Hard copies of important documents and forms.

Frequency: Weekly e-mails and as needed for specific announcements.

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Informing Students and Guardians: Once interests has been shown from advertisements, the following information will be distributed two weeks prior to screenings.

Information Session: A brief introductory meeting for students and parents to explain the group’s objectives, structure, and benefits.

Flyers: Distribute flyers in classrooms and common areas with details about the group and the screening process.

E-mails: Send detailed information to parents about the group and instructions for the screening process.

Announcements: Make announcements during school assembly or class time to ensure all potential participants are aware of the group.

Assessing Readiness, Willingness, and Interest:

Criteria:

Readiness: Student's ability to acknowledge their anxiety challenges and their openness to discussing them.

Willingness: Student’s enthusiasm about participating in the group and commitment to attending sessions.

Interest: Student’s expressed interest in learning coping strategies and participating in group activities.

Method:

Individual Interviews: Conduct one-on-one interviews with each student that has shown interest to gauge their readiness, willingness, and interest.

Parent/Guardian Input: Gather feedback from parents/guardians about their child's readiness and interest in participating.

Teacher Referrals: Request teachers to provide input on students who may benefit from the group based on their observations.

Screening Process

Method:

Initial Screening: Group orientation with parent and student to provide an overview of the group’s goals and activities.

Individual Screening: Conduct screening interviews individually to ensure confidentiality and to better understand each student’s specific needs.

Group Screening: Optional initial group session for orientation and general information, followed by individual assessments to finalize selection.

Selection of Group Members

Criteria:

Aptness: Based on screening results, students who demonstrate a high level of readiness, willingness, and interest will be selected.

Group Dynamics: Consider diversity in the group to foster a supportive environment and ensure a balanced group dynamic.

Parental Consent: Obtain final parental consent before finalizing group membership.

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Policy Code FFEB – Counseling and Mental Health: Mental Health – Belton ISD Board Policy Manual - Policy Online

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Note: For information about mental health curriculum and SHAC responsibilities, see EHAA. For information about threat assessments, see FFB. For personnel information about mental health professionals, see DP.

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Participant Guidelines and Ground Rules Resource

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Participant Guidelines and Ground Rules Resource

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Utilization of the Resource

Setting Expectations: At the first group session, review rules. This ensures all participants are aware of and agree to the norms of the group.

Fostering Inclusivity: Encourage group members to contribute additional rules to foster a sense of ownership and accountability among participants.

Maintaining Structure: Regularly refer to the guidelines throughout the sessions to address any issues and maintain a structured and supportive environment.

Rules Set by Facilitator:

1. Confidentiality: What is shared in the group stays in the group to ensure a safe and trusting environment.

2. Respect: Listen actively, avoid interrupting, and respect others' viewpoints.

3. Participation: Everyone is encouraged to participate, but sharing is always optional.

4. Punctuality: Arrive on time for each session to ensure we start and end as scheduled.

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Stage 1: Building Relationships and Trust

Building Relationships and Trust

Initial Icebreakers: Begin with a icebreaker activity to help members get to know each other and build comfort within the group.

Active Listening: Demonstrate genuine interest in each participant's experiences and feelings to foster trust and mutual respect.

Consistency: Be consistent and transparent in interactions, maintaining a reliable and supportive presence.

Establishing Group Norms

Discussion: Establish nonnegotiable rules/and procedures. Facilitate a group discussion to collaboratively create norms that reflect the values and expectations of the members.

Guided Activity: Use structured activities to help identify and agree on norms, such as role-playing scenarios that highlight key behaviors.

Written Agreement: Document agreed-upon norms and have members sign to acknowledge their commitment to them. Have members take home for parent/guardians to sign.

Addressing Confidentiality

Clear Explanation: Clearly explain confidentiality and place emphasis on the its importance.

Written Guidelines: Provide written guidelines on confidentiality and ensure each member understands and agrees to them.

Open Discussion: Encourage questions and address concerns about confidentiality openly to ensure all members are comfortable with the expectations.

Stage 2: Unison and Productivity

Unison

Regular Check-Ins: Incorporate regular check-ins to assess the group’s mood and dynamics. This can be done as simple warm-up activities at the beginning of class. Use simple activities or questions to gauge how members are feeling.

Feedback Sessions: Schedule feedback sessions in-between or at the end of sessions where members can voice their thoughts on personal progress and any concerns.

Encouragement: Recognize and celebrate progress and achievements to motivate members and reinforce positive behaviors.

Monitoring Progress

Individual Check-Ins: Schedule check-ins with members, parents, and teachers to discuss their progress and address any concerns.

Group Reflection: At the end of each session, hold a brief reflection period where members can discuss what they’ve learned and how they feel about their progress. They will set a goal for themselves to work on by the next group session.

Adjustments: Be flexible and willing to adjust the group’s activities or focus based on feedback and progress assessments.

Stage 3: Group Closure

Planning for Closure

Final Reflection: Host a final session dedicated to reflecting on the group experience, discussing what members have learned, and celebrating their progress. Discuss feelings about the ending of the group.

Feedback Collection: Collect feedback on the group experience to understand what worked well and what could be improved in the future.

Future Planning: Provide information and resources for continued support beyond the group, such as counseling services or self-help strategies.

Addressing Feelings about Ending

Validation: Acknowledge the emotional impact of ending the group and validate members’ feelings of both accomplishment and potential loss.

Follow-Up: Plan for follow-up sessions or resources to provide continued support after the group ends.

Reinforcing Confidentiality

Final Reminder: Remind members that confidentiality must continue even after the group ends, emphasizing that their commitment to maintaining privacy is crucial. Provide a written reminder of confidentiality expectations and encourage members to keep in touch if they need further support.

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Participative Leadership: Participative leadership, also known as democratic leadership, involves offering guidance to group members while actively participating in the group. They encourage input from all members. The leader retains the final decision-making authority but values and incorporates feedback from the group.

Why Participative Leadership Works Best for This Group

Increased Engagement: Middle school students with anxiety often benefit from feeling involved and valued. Participative leadership ensures that they are actively engaged in the process, which can enhance their motivation and commitment.

Enhanced Creativity and Quality: According to Lewin’s study, while productivity might be slightly lower, the quality of contributions from a participative group is generally higher. This is particularly beneficial for a group focused on personal growth and coping strategies.

Sense of Ownership: Allowing students to contribute to the decision-making process helps them feel like they have a say in their success. This will contribute to boosting their confidence and commitment to individual goals.

Supportive Environment: By actively participating and valuing student input, the counselor helps create a supportive and inclusive atmosphere that is essential for students managing anxiety.

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Leadership styles are classifications of how a person behaves while directing, motivating, guiding, and managing groups of people. There are many leadership styles. Some of the most widely discussed include: authoritarian (autocratic), participative (democratic), delegative (laissez-faire), transformational, transactional, and situational.

Great leaders can inspire political movements and social change. They can also motivate others to perform, create, and innovate. As you start to consider some of the people who you think of as great leaders, you can immediately see that there are often vast differences in how each person leads.

Fortunately, researchers have developed different theories and frameworks that allow us to better identify and understand these different leadership styles.

Lewin's Leadership Styles

In 1939, a group of researchers led by psychologist Kurt Lewin set out to identify different styles of leadership.﻿﻿ While further research has identified more distinct types of leadership, this early study was very influential and established three major leadership styles that have provided a springboard for more defined leadership theories.

In Lewin's study, schoolchildren were assigned to one of three groups with an authoritarian, democratic, or laissez-faire leader. The children were then led in an arts and crafts project while researchers observed the behavior of children in response to the different styles of leadership. The researchers found that democratic leadership tended to be the most effective at inspiring followers to perform well.

Authoritarian Leadership (Autocratic)

Authoritarian leaders, also known as autocratic leaders, provide clear expectations for what needs to be done, when it should be done, and how it should be done. This style of leadership is strongly focused on both command by the leader and control of the followers. There is also a clear division between the leader and the members. Authoritarian leaders make decisions independently, with little or no input from the rest of the group.

Researchers found that decision-making was less creative under authoritarian leadership.﻿﻿ Lewin also concluded that it is harder to move from an authoritarian style to a democratic style than vice versa. Abuse of this method is usually viewed as controlling, bossy, and dictatorial.

Mental Health in the Workplace Webinar

Authoritarian leadership is best applied to situations where there is little time for group decision-making or where the leader is the most knowledgeable member of the group. The autocratic approach can be a good one when the situation calls for rapid decisions and decisive actions. However, it tends to create dysfunctional and even hostile environments, often pitting followers against the domineering leader.

Participative Leadership (Democratic)

Lewin's study found that participative leadership, also known as democratic leadership, is typically the most effective leadership style. Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. In Lewin's study, children in this group were less productive than the members of the authoritarian group, but their contributions were of a higher quality.

Participative leaders encourage group members to participate, but retain the final say in the decision-making process. Group members feel engaged in the process and are more motivated and creative. Democratic leaders tend to make followers feel like they are an important part of the team, which helps foster commitment to the goals of the group.

Delegative Leadership (Laissez-Faire)

Lewin found that children under delegative leadership, also known as laissez-faire leadership, were the least productive of all three groups. The children in this group also made more demands on the leader, showed little cooperation, and were unable to work independently.

Delegative leaders offer little or no guidance to group members and leave the decision-making up to group members. While this style can be useful in situations involving highly qualified experts, it often leads to poorly defined roles and a lack of motivation.

Lewin noted that laissez-faire leadership tended to result in groups that lacked direction and members who blamed each other for mistakes, refused to accept personal responsibility, made less progress, and produced less work.

Observations About Lewin's Leadership Styles

In their book, The Bass Handbook of Leadership: Theory, Research, and Managerial Applications, Bass and Bass note that authoritarian leadership is often presented solely in negative, often disapproving, terms. Authoritarian leaders are often described as controlling and close-minded, yet this overlooks the potential positives of stressing rules, expecting obedience, and taking responsibility.

While authoritarian leadership certainly is not the best choice for every situation, it can be effective and beneficial in cases where followers need a great deal of direction and where rules and standards must be followed to the letter. Another often overlooked benefit of the authoritarian style is the ability to maintain a sense of order.

Bass and Bass note that democratic leadership tends to be centered on the followers and is an effective approach when trying to maintain relationships with others. People who work under such leaders tend to get along well, support one another, and consult other members of the group when making decisions.

Additional Leadership Styles and Models

In addition to the three styles identified by Lewin and his colleagues, researchers have described numerous other characteristic patterns of leadership. A few of the best-known include:

Transformational Leadership

Transformational leadership is often identified as the single most effective style. This style was first described during the late 1970s and later expanded upon by researcher Bernard M. Bass. Transformational leaders are able to motivate and inspire followers and to direct positive changes in groups.

These leaders tend to be emotionally intelligent, energetic, and passionate. They are not only committed to helping the organization achieve its goals, but also to helping group members fulfill their potential.

Research shows that this style of leadership results in higher performance and more improved group satisfaction than other leadership styles. One study also found that transformational leadership led to improved well-being among group members.

Transactional Leadership

The transactional leadership style views the leader-follower relationship as a transaction. By accepting a position as a member of the group, the individual has agreed to obey the leader. In most situations, this involves the employer-employee relationship, and the transaction focuses on the follower completing required tasks in exchange for monetary compensation.

One of the main advantages of this leadership style is that it creates clearly defined roles. People know what they are required to do and what they will be receiving in exchange. This style allows leaders to offer a great deal of supervision and direction, if needed.

Group members may also be motivated to perform well to receive rewards. One of the biggest downsides is that the transactional style tends to stifle creativity and out-of-the-box thinking.

Situational Leadership

Situational theories of leadership stress the significant influence of the environment and the situation on leadership. Hersey and Blanchard's leadership stylesis one of the best-known situational theories. First published in 1969, this model describes four primary styles of leadership, including:

1. Telling: Telling people what to do

2. Selling: Convincing followers to buy into their ideas and messages

3. Participating: Allowing group members to take a more active role in the decision-making process

4. Delegating: Taking a hands-off approach to leadership and allowing group members to make the majority of decisions

Later, Blanchard expanded upon the original Hersey and Blanchard model to emphasize how the developmental and skill level of learners influences the style that should be used by leaders. Blanchard's SLII leadership styles model also described four different leading styles:

1. Directing: Giving orders and expecting obedience, but offering little guidance and assistance

2. Coaching: Giving lots of orders, but also lots of support

3. Supporting: Offering plenty of help, but very little direction

4. Delegating: Offering little direction or support

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It seems like there are as many different styles of leadership as there are leaders. Discover some of the most common leadership style frameworks.

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ASCA. (n.d.). ASCA Student Standards: Mindsets & Behaviors for Student Success. In ASCA Student Standards: Mindsets & Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdf

Association for Specialists in Group Work. (2024, April 18). Resources. Association for Specialists in Group Work - Our Passion Is Group Work. https://asgw.org/resources/#tab-guidinggroupworkdocuments

EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES. (n.d.). https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Missouri Department of Elementary and Secondary Education. (2015). Missouri Comprehensive Guidance & Counseling Programs: Linking school success to life success. In Missouri Comprehensive Guidance and Counseling Program—Responsive Services Small Group Counseling Module (pp. 6–8).

MSEd, K. C. (2023, June 27). How to Lead: 6 Leadership Styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Yalom’s Curative Factors of group Treatment (4th ed.). (1995). Basic Books.

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Identify and utilize Yalom’s therapeutic factors to enhance the effectiveness of the "Resilient Minds for Anxious Youth" group.

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Yalom’s Therapeutic Factors in Group Sessions

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Yalom’s Therapeutic Factors in Group Sessions

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Instillation of Hope: Students begin to feel hopeful about overcoming their anxiety and are motivated to actively participate in the group.

Universality: Students feel less alone in their struggles and gain comfort from knowing others share similar challenges.

Altruism: Students experience a sense of fulfillment and increased self-worth by contributing to the group’s well-being.

Interpersonal Learning: Students gain insights into their own behaviors and improve their social skills through interactions with peers.

Catharsis: Students experience relief and emotional release, reducing their anxiety and stress levels.

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Legal Requirement for Group Counseling

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Legal Requirement for Group Counseling

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Confidentiality is a fundamental legal and ethical requirement in group counseling, ensuring that all shared information within the group remains private. However, there are legal exceptions where confidentiality may be breached.

How This Requirement Supports Counseling:

Trust Building: Ensures that students feel safe sharing personal information, knowing their privacy is protected.

Legal Protection: Helps prevent legal repercussions by clearly defining the boundaries of confidentiality.

Ethical Practice: Aligns with the ethical standards of the American Counseling Association (ACA) and the American School Counselor Association (ASCA), ensuring that counselors uphold professional integrity.

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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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Ethical Requirement for Informed Consent

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Ethical Requirement for Informed Consent

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Informed consent is an ethical requirement ensuring that all group members understand the nature, purpose, risks, and benefits of participating in group counseling. It requires obtaining consent from participants (and parental consent for minors) before they join the group.

How This Requirement Supports Counseling:

Transparency: Ensures that participants are fully aware of what to expect, fostering an environment of trust and respect.

Autonomy: Respects the autonomy of participants by allowing them to make informed decisions about their participation.

Ethical Practice: Aligns with the ethical standards of ACA and ASCA, promoting professionalism and integrity in the counseling process.

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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.