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This is a group for students who are falling behind academically. There are currently eleven Freshman students who are at risk of repeating 9th grade for multiple courses. The purpose of this group is to build self-efficacy among students who have fallen behind academically. This is not a tutorial group. Instead, this group will work on building skills and mindsets to improve motivation and academic self-efficacy.

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Upon completion of this small group, the participants will master the following ASCA Mindsets and Behaviors:

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

B-LS 3. Time-management, organizational and study skills

B-LS 4. Self-motivation and self- direction for learning

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

B-LS 8. Engagement in challenging coursework

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The students for this group will be sought out. Since we are working with students falling behind academically, their grades will be the determining factor. After seeking out the students who may benefit, informational flyers will be given to them and their parents explaining the group's purpose.

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The counselor will meet one-on-one with the students who are falling behind academically. During this meeting, the counselor will explain the purpose and goal of the group. While discussing with the students, the counselor will gauge interest. Do you see a potential for this student to gain some motivation academically? Do they have impulse control to focus? Will this student follow the structure and guidelines you establish? Do they express interest in joining the group? After these one-on-one interviews, the counselor will choose 5-7 students to join the group.

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Once group members have been selected, these informed consent forms with an explanation of the group will be sent home for parents/guardians to sign. The students will also be given an assent form during the first group session.

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Participant Guidelines and Ground Rules 

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Participant Guidelines and Ground Rules 

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The following guidelines and expectations will be established before beginning the group:

1. Confidentiality Agreement and student assent forms.

2. Respect for others: One person speaks at a time, and everyone has the opportunity to participate, be on time, and be kind.

3. Trust the process. Start with an open mind.

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American Counseling Association. (2014). ACA Code of Ethics. https://www.counseling.org/reousrces/aca-code-of-ethics.pdf

American School Counselor Association (2021). ASCA student standards; mindsets and behaviors for student success. https://www.counseling.org/resources/aca-code-of-ethics.pdf

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.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://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

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

2 Texas Education Code § 33

https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

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This group is composed of 9th graders who have fallen behind academically.

1. In my favor, these are all students I have taught prior with a well-established rapport already in place. However, in other circumstances, rapport and a positive environment will be built through icebreakers, mutual respect, and establishing a safe/confidential atmosphere.

2. The ground rules established will have collaborative buy-in by the group members. This will help them have ownership over the group's productivity. Clear and realistic learning outcomes will be set, and each will have personal goals they will establish and share with the group. Sharing their goals will help hold them accountable. Lastly, a structured agenda will keep group sessions focused on learning objectives. Regular reflections and goal tracking will be used to gauge progress.

3. For closure, the counselor will discuss how the new skills or behaviors learned during the session can be applied throughout the week. Upon the group's ending, a discussion surrounding emotions will be facilitated, and the confidentiality agreement will be brought back to their attention.

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Authoritarian leadership will be an important style to begin the group. This type of leadership is best when setting clear expectations (Cherry, 2023). Another effective leadership style to use once the group is established is participatory. This type of leader focuses on involving group members in decision-making, fosters collaboration, and values contribution from each member (Cherry, 2023). This type of leadership style will work with a group such as this because each member can share insights and experiences related to applying study skills in their lives; it helps to create a safe space that acknowledges various learning styles, and it provides positive reinforcement and acknowledgment of progress and effort. By adopting these leadership styles, the counselor can create an environment where group members are actively engaged.

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In this group, the instillation of hope will be a very important factor. A student cannot build academic self-efficacy if they do not believe the treatment mode can be effective (Yalom, 1995). To build belief in themselves, they have to believe in the process.

Next, the imparting of information will take place as study skills and behaviors are taught (Yalom, 1995).

Imitative behavior will be another factor that could help students. The students learning at a slower pace can take on the manner of group members catching on quicker (Yalom, 1995).

Direct advice will be a factor that will be utilized by the counselor as time management, organization, and study skills are taught (Yalom, 1995).

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According to the Texas Education Code, Section 33.006(b)(1), school counselors are to "participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students (A) who are at risk of dropping out of school" (2 TEC Section 33.006(b)(1)(A)). Students who have fallen behind academically as freshmen and do not believe they can succeed in the classroom are at risk of dropping out. This group aims to build academic self-efficacy by teaching these students how to learn.

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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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Code A.9.a. of the ACA Code of Ethics states that "counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience." (American Counseling Association, 2014). This code explains the importance of screening participants to make the group productive and successful. For this group, students will have failing grades, but they must also have potential and desire to learn how to improve.