# data[].attributes.body
D.A.R.E. stands for devising approaches for real empowerment. This small group will learn to use strategies for success and empowerment both at school and at home.

Through behavior and assessment data, it has been determined that many students have the capabilities to perform high academically, but are not working to their potential. In part, it has been shown these students demonstrate an overall negative attitude toward school. The goal is to meet together and discuss what drives our behavior. We will focus on negative thought patterns and create strategies to overcome these thoughts thus creating behavior change.

We will meet in Room 306 on Thursdays from 1:30 - 2:00 for six weeks.

# data[].attributes.body
Mindset 6: 'Positive attitude toward working and learning." (ASCA, 2014).

B-LS 6: "Set high standards of quality" (ASCA, 2014)
B-SMS 7: "Demonstrate ability to overcome barriers to learning." (ASCA, 2014)
B-SS 7: "Use effective collaboration and cooperation skills." (ASCA, 2014)

B-LS 7: "Identify long-and short-term academic, career and social/emotional goals." (ASCA, 2014)
B-SMS 7: "Demonstrate effective coping skills when faced with a problem." (ASCA, 2014)
B-SS 7: "Use leadership and teamwork skills to work effectively in diverse

teams." (ASCA, 2014)

Each of these mindsets and behaviors provide a system of guidance and support for the counselor. Each works together to create an small-group counseling opportunity to adequately meet the needs of the learners.

# data[].attributes.body
District policy requires students to be be made aware of informed assent and given the opportunity to sign the assent form. Although, the original group will consist of third graders, they too, have the right to determine and discuss privacy and if they desire to participate.
Additionally, parents will be provided consent forms to sign in order to participate. Upon receiving the forms back  signed, students will then be able to participate in the group session.
Forms will be both handed out to the students and emailed. The forms that are not received, parents will be notified by phone to ensure they are aware of the opportunity.

# data[].attributes.body
The participants will be identified through the use of campus behavior and assessment data as well as teacher recommendation. This will not be advertised for the entire student body, rather, it is focusing on specific students who are capable of obtaining high performance academically, but are not, due to the "I don't care" or "I don't like school" mindsets.

Once the students are determined and selected, each will receive a letter describing the group, its goals, and its objectives.

# data[].attributes.body
To publicize, teachers will be sent brochures and emails detailing the group. Based on teacher responses and recommendations, brochures and emails will then be sent to parents, along with consent forms, to allow their student to participate.

# data[].attributes.body
During the first session ground rules will be discussed and established. During the initial meeting, confidentially will be discussed and defined. Appropriate behaviors and what each looks like in the group will be a topic as well.. The first session will be a brainstorming session to allow the students to determine ground rules.
Counselor will explain that not all will talk at once. Discussion will allow for each student to to learn to be attentive to what others have to say. At this point, the word "attentive" will be defined and determined what that looks like.
The attached ground rules will be used as a guideline for the group session.

# data[].attributes.body
Using a participative, or democratic, leadership style will be most effective for this particular group (Cherry, 2020). This allows the counselor to provide guidance, but the students are able to participate and provide their own voice to a situation. Many of these students, demonstrate low academic achievement despite having the capabilities. For some, providing them a voice within the group session increases positive experiences in school. Thus, utilizing participative leadership is the most effective for these students.

# data[].attributes.body
According to the Texas Administrative Code (TAC), Standard II, number (11) the school counselor "facilitates 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;.." (TAC, 2017). The TAC supports the school counselor's abilities to provide small group-counseling in order to help the students achieve their potential. One of the purposes of D.A.R.E. it so provide strategies for the students which allows that student to reach their potential and success.

# data[].attributes.body
According to the American School Counselor Association School Counselor Professional Standards and Competencies, the school counselor is to "B-SS 2. provide appraisal and advisement in large-group, classroom, small-group and individual settings". Additionally, the school counselor is to "provide support for students, including individual and small- group counseling, during times of transition, heightened stress, critical change or other situations impeding student success" (ASCA, 2018).
This supports the proposed group activities. These allow for small-group counseling for students during times of stress as well as other impeding situations. Despite these students seeming to not care about their cares, low grades add stress by creating difficulties with home relationships and relationships with teachers.

# data[].attributes.body
According to Yalom's Therapeutic Factors, the "Instillation of Hope" will be provided within the group. This allows the counselor and students the opportunity to realize that change can happen. "Universality, Direct Advice and Interpersonal Learning" are other curative factors which will be used over the course of the six sessions. These allow the participants to realize they are not alone, they can receive and use specific strategies and begin to understand, use, give and receive feedback from others.

# data[].attributes.body
19 Texas Administrative Code. §239.15 (2017). Retrieved 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

American School Counselor Association (2014). Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author.

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

Cherry, K. (2020, January 16). What Are prominent leadership styles and frameworks you should know? Retrieved from 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://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

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

# data[].attributes.body
This is a homogenous group consisting of 5 students of both boys and girls of the same grade level.
During the first stage, the "Storming/Norming" (Missouri Comprehensive Guidance and School Counseling Program, 2015, p.7), students will participate in ice breaker games and getting to know you activities. Additionally, ground rules will be established. Counselor will explain the expectation of confidentiality as well as ensure participants understand it may not always be kept. Counselor will use a variety of games and activities to build trust among participants.
As trust is built, the group moves onto Stage Two, "working together to accept individual and group goals" (Missouri Comprehensive Guidance and School Counseling Program, 2015, p.7). The group values themselves and each other, believing they can and will make a difference. Progress is being made through successful use of strategies and confidence is built.
Stage Three is the stage in which the ending of the group arrives. Counselor and participants will reflect on changes and accomplishments and set the tone for continued growth and goals. Counselor will continue to monitor students through biweekly individual meetings and remaining in contact with teachers.