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This group is designed to promote self-esteem, communication, and self-advocacy. Students who are labeled shy or quiet and that are struggling in one or more classes would benefit the most from this group. We will explore our strengths, create goals, and keep a journal for future reference.

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

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

B-SS 1. Effective oral and written communication skills and listening skills

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

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Since this small group is in response to parent concerns, I would start with the parent survey to identify students. I would next reach out to teachers, through email and a flyer in their mailbox, who have students that fit the criteria. I would not at this time advertise to students but use parent and teacher referrals to identify possible group members.

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I will ask each student to come to talk with me individually and tell them about the group. I will ask them if they are interested and then decide from there.
I think I would write a profile for the student I am looking for and ask questions based on that "student". When I deliberate about the potential group members, I will use the profile as a rubric to decide.

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Once choosing the students that would do well in the group I will send home the informed consent form for parents to sign and return. I would hope that parents would reach out to me should they have reservations.
On the first day of group I will explain informed assent and after discussing the ground rules students will sign their own assent document.

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As a group, we will discuss how we would each like to be treated and create a list of norms for our group. We will then create "rules" based on these norms that will include topics like speaking and listening, disagreeing, confidentiality, and participation. I would offer two rules that would be incorporated and they are CARE and SHARE.

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For this group of shy to speak students, I have chosen to take it slow in building relationships. Allowing them to come out of their shell.
* We will break the ice with a fun activity during the first week
* Week 2 we will work as a group and also with partners
* By week 3 I anticipate students will be comfortable and ready to dig in.

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At this point, students will be comfortable sharing some deeper feelings and thoughts. We will be fully committed to the process and supporting each other.
* Each session will follow a similar timed agenda, continuity
* Each session we will read over group expectations
* Each session I will make sure to check in with each student

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We are all a work in progress and I will emphasize that with the group. Our goal was to gather some tools and build a good foundation that they can then continue to expand on.
* Students will write a journal entry to their future self
* I will set an appointment 4 weeks in the future to check-in
* We will discuss the highs and lows
* As a group, we may decide on a greeting that we can use with one another in the halls

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My leadership style has always been coaching and participation. I was once told that I was more a facilitator than a leader, and that rang true for me. As a teacher, I was able to build a great democratic classroom culture that made substitutes want to sub for me. Great discussions and creative thinking took place and my students didn't hate reading quite as much.

For this group, I do believe that my leadership style will match perfectly. My students will be shy at first and I will coach them in communicating and being more vocal about their needs.

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I think the first of Yalom's Curative Factors to become evident is Universality, the demonstration that they are not alone in their "problems". Students who are shy tend to feel alone in their shyness and they will see and hear how others are right there with them. I hope that I would see Direct Advice being utilized very quickly because receiving and giving suggestions about problems with peers, with supervision, is the best medicine for teens.

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The above document highlights the two main legal requirements placed on me for conducting a small group. The Texas Education Code states that I am required to counsel students to develop their personal and social abilities. The second requirement is to consult with the parent or guardian of the students who may fit the criteria for the small group.

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Two areas of ethical guidance which I will be cognizant of are the counseling relationship and confidentiality within the small group.
The screening process will be important in order to create the healthiest and most stable group. The experience should be uplifting and transformative for each student and not be traumatizing in any way.
The feeling of confidentiality is crucial for this particular group of students who already find it hard to share their thoughts and feelings.

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American School Counselor Association (2019). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author.

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author

Cherry, K. (2021, August 11). What are prominent leadership styles and frameworks you should know? Verywell Mind. Retrieved April 20, 2022, from

https://www.verywellmind.com/leadership-styles-2795312

Guide response serv small group counseling guide 2015. Guide Response Serv Small Group Counseling Guide 2015 | Missouri Department of Elementary and Secondary Education. (n.d.). Retrieved April 20, 2022, from

https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2015

Texas Administrative Code. Texas administrative code. (n.d.). Retrieved April 20, 2022, 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

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