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The group will learn about different types of relationships while learning about themselves. Students will learn how to maintain and strengthen current relationships and how to engage in healthy relationships moving forward. The group will consist of 5-8 sophomore students made up of boys and girls.

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Strong Connections-Small Group Action Plan

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The following Mindsets and Behaviors will be achieved in the small group.

Mindsets
M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.
M3. Sense of belonging in the school environment.
M5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.
M6. Positive attitude toward work and learning.

Behaviors
B-LS 6. Set high standards of quality.
B-SMS 7. Demonstrate effective coping skills when faced with a problem.
B-SMS 9. Demonstrate personal safety skills.
B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities.
B-SS 1. Use effective oral and written communication skills and listening skills.
B-SS 2. Create positive and supportive relationships with other students.
B-SS 3. Create relationships with adults that support success.
B-SS 8. Demonstrate advocacy skills and ability to assert self, when necessary.
(American School Counseling Association, 2014)

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Students: Flyers will be posted on bulletin boards around campus. Students who are interested in the group can scan the QR code for more information (QR code will lead to an information page and direct link to email the counselor), or visit the counselor's office for more information.

Teachers/Staff: An infographic will be placed in teacher's boxes. An email will also be sent out to teachers and staff with the infographic. The counselor will secure permission from the administration team to speak at the faculty meeting informing teachers and staff about the group and that referrals are also accepted. Data will be taken from the survey's taken in English classes.

Administrators/Counselors: The administrators and counselors will collaborate on the logistics of the small group meetings. Administrators are also encouraged to submit referrals.

Parents: The small group will be referenced in the counselor's newsletter that is produced every month. This newsletter is posted on social media and on the school's website.

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Once the data is evaluated by the counselor and the final candidates are selected, students will be called to the counselor's office individually. The counselor will tell the student about the group and give a description of the group. The counselor will share the expectations of the group, which includes participation and confidentiality. The counselor will ask the students to rate their level of interest on a scale of 1-10, with 1 being not at all interested, and 10 being, yes, very interested and willing to participate. This will help to narrow down who would be the best students and most affected by the small group. The counselor will look to pick students who give ratings of 9 and 10. The selection process aligns to the "TAP-In" process (Missouri Professional School Counselors and Counselor Educators, 2015).

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After the selection process for the groups has ended, students will be called in to the counselor's office individually. The counselor will review the guidelines and expectations. The students will give verbal consent and will be sent home with a consent form for a parent to sign. Students will sign their own consent form in the first session, along with the other members of the group. All clients will be informed that they have the freedom to choose to enter and remain in the counseling relationship (American Counseling Association, 2014).

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Rules: Respect, Confidentiality, and Participation

These rules will be explained and elaborated during the first session by the counselor. The counselor will use examples of what the rules "look like" and "sound like" within the group. The group will then have the chance to elaborate on these rules, or choose as a group to add their own (Missouri Professional School Counselors and Counselor Educators, 2015).

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The student so of Strong Connections can build and maintain strong and healthy relationships by development of socializing techniques (Yalom, 1995). As students become aware of themselves, they can focus on developing interpersonal and communication skills.

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The American Counseling Association outlines the ethics of group work in sections A.9.a and A.9.b. Section A.9.a states that counselors should compose a screening process selecting members who will benefit from the goals of the group while not impeding the group process or putting the group experience at risk. A.9.a protects clients from different traumas that may be experienced in a group setting (American Counseling Association, 2014). The counselor has set up a process for selecting members of Strong Connections which aligns to these standards.

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Stage 1: In the first session, all members will be introduced to each other and told about the importance of trust and confidentiality. The counselor will explain that each student joined the group to strengthen the relationships in their lives and in order for ALL students to succeed, we need to learn to trust each other. As the leader of the group, I will share a personal, sensitive fact about myself in order to establish a relationship with the students. The students will be reminded that trust falls under the rules of respect and confidentiality  and that we should all help our group be successful.

Stage 2: For each session, the counselor will open the session with an engaging question(s). During the sessions, as students work on the day's activities, the counselor will encourage discussion among the students. The counselor will also walk around and visit with each student helping to keep the discussion progressing.

Stage 3: During Session 5, the ending of the group sessions will be discussed. Students can decide if they would like to have an "end of the semester" celebration the week before school lets out for winter break. This will allow the students to experience what they have learned and share with the group experiences when we meet back up. The counselor will also be able to informally observe if behaviors have changed in students and if the group has been effective.

During the final meeting, students will be reminded about the importance of confidentiality and reminded that the counselor is available for further guidance and can meet privately.

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Section 33.004 of the Texas Education Code states a counselor's responsibility of Parental Involvement. Parents will be notified about their child participating in the small group. Parents are also required to sign a consent form before the student can be part of the group (Texas Education Code §33.004). The counselor is available by a phone call or in-person meeting to answer any questions or to discuss any concerns.

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The leadership style that would be most beneficial for this group would be participative leadership. The counselor will be recognized as the leader of the group but will actively offer guidance and encourage sharing in the group. Other group members are encouraged to give input. This leadership style allows students to feel important in the group and encourages the students to reach the targeted objective of the group (Cherry, 2020).

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2. Tex. Educ. Code § 33.002 - 33.009 (2017)

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

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

Cherry, K. (2020, January 16). 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.