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The name of my group is ‘Roots of Well-Being’, which represents a foundation for emotional and mental well-being. This counseling group will address culturally unique barriers and stresses, such as machismo, work-related demands, immigration concerns, and discrimination. Roots of Well-Being is aimed towards Hispanic blue-collar men between the ages of 25-45. Many Hispanic blue-collar men face economic and work-related stressors. Therefore, this group could offer tangible coping skills for stress management, financial anxiety, and workplace challenges.

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1. Positive Belief in Growth and Self-Worth

Group members will believe they are capable of managing emotions and stress effectively, and that help-seeking reflects strength, not weakness.

2. Sense of Belonging and Community

Group members will value connection, trust, and cultural support within the group as part of their emotional well-being.

3. Understanding of Cultural Identity

Group members will recognize how machismo and cultural expectations have shaped their emotional lives, while affirming that masculinity can also include vulnerability and balance.

4. Future-Oriented Thinking

Group members will develop hope and optimism about creating healthier work-life balance and achieving long-term goals.

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To ensure that the Roots of Well-Being group reaches the appropriate audience and gains consistent support, information will be shared through multiple channels tailored to participants, and clinic stakeholders. Flyers in both English and Spanish will be distributed at community centers, churches, and local events. Newsletters and informational handouts will be available at Uplifting Family Practice. Flyers will also be posted at male-dominated employment sites, such as construction companies, auto shops, warehouses, etc. Social media posts (English and Spanish) through Uplifting Family Practice platforms. There will be announcements in local newsletters and community bulletin boards as well. We will aim to collaborate with local therapists, physicians, and nonprofits to share information through professional newsletters. This multi-method approach ensures that information about the group is accessible, culturally relevant, and reaches the intended population while also keeping school/clinic staff informed and engaged in supporting the group.

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Participants will be informed about the Roots of Well-Being group through bilingual flyers, brochures, and personal consultations, as well as referrals from primary care physicians at Uplifting Family Practice. Readiness and willingness to participate will be assessed with a short pre-group questionnaire and an individual screening session, where goals, comfort level, and coping skills will be discussed in culturally sensitive language that frames participation as strength. Screenings will be conducted individually to ensure privacy, explain group expectations, and identify whether participants require services beyond the scope of the group. Final selection will prioritize men who demonstrate openness, commitment, and respect for confidentiality, creating a safe, balanced group environment that fosters support and growth.

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At Uplifting Family Practice, all counseling participants must provide informed consent prior to participation. Informed consent ensures that participants understand the purpose, goals, potential risks, and expected responsibilities of the group before agreeing to join. Although parental consent and student assent are required for minors in educational settings, this group is designed for adults, so the focus will be on written informed consent by the participant. In alignment with ethical standards such as the ASCA Ethical Standards for School Counselors (2016) and the ACA Code of Ethics (2014), informed consent emphasizes voluntary participation, confidentiality, and the right to withdraw at any time without penalty. Participants will be reminded that group counseling is not a substitute for individual therapy and that some issues may require outside referral.

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I will provide group members with a written Participant Guidelines and Ground Rules handout at the first session. This resource outlines the expectations of group membership, including confidentiality, respect, and participation. Presenting this resource ensures that all participants have a clear understanding of how the group will function and what is expected of them. I will review these guidelines verbally at the beginning of the group, encourage discussion, and invite participants to contribute their own ideas so that the rules feel collaborative and respected.

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Stage 1: The first stage of group dynamics focuses on building relationships and trust. To accomplish this, I will begin with introductions and an icebreaker activity such as the “Object Association Journey” to encourage openness and connection. During this stage, I will also review the Participant Guidelines and Ground Rules, which cover confidentiality, respect, attendance, and the right to pass. Following recommendations from Missouri Professional School Counselors and Counselor Educators (2015), I will invite members to add their own expectations to help create ownership and accountability. Confidentiality will be discussed in depth, including its limits such as risk of harm, abuse, or legal obligations. Participants will be reminded that while confidentiality is an expectation, it cannot be fully guaranteed, and all members will sign a written agreement to reinforce this understanding.

Stage 2: In the second stage, the working stage, the focus shifts to maintaining unity and helping members progress toward their goals. I will facilitate culturally relevant discussions, such as exploring machismo, balancing work and family life, and practicing emotional regulation, which will allow members to connect on shared experiences. To maintain productivity, each session will include clear objectives and practical coping strategies such as CBT techniques, mindfulness, and emotional mapping. As Missouri’s small group counseling guide emphasizes, structure and active participation are essential for successful outcomes. I will also include end-of-session reflections and mid-group assessments to gauge member progress and adjust pacing or topics as needed.

Stage 3: The final stage is group termination, which can be challenging for members. I plan to dedicate this stage to reflection on growth, challenges, and feelings about closure. Activities such as writing a “Letter to My Future Self” will help reinforce what participants have learned and provide them with a tangible reminder of their goals. To reduce feelings of abandonment, I will provide culturally relevant resources such as referrals to local counselors, support groups, and hotlines for ongoing support. It will also be important to reinforce that confidentiality continues after the group ends, a point highlighted in Missouri Professional School Counselors and Counselor Educators’ (2015) guide. By combining structured closure activities with continued support, members can leave the group feeling confident in their progress and hopeful for the future.

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When working with the Roots of Well-Being group, I believe I would primarily use a participative leadership style blended with elements of transformational leadership. A participative approach would allow group members, Hispanic blue-collar men who often face cultural and societal pressures, to feel included in shaping the direction of the group. By encouraging collaboration in setting norms and contributing ideas, members gain a sense of ownership, which is especially important in reducing stigma around help-seeking and building trust. I also see value in incorporating transformational leadership. This style emphasizes inspiration, vision, and empowerment, which aligns with the group’s goals of reframing masculinity, strengthening coping skills, and embracing self-awareness. Using a transformational approach allows me to model vulnerability, highlight growth, and motivate group members to see participation as a sign of strength rather than weakness. Together, these styles fit the unique needs of this population. A participative style promotes equality and mutual respect, while a transformational approach provides the encouragement and cultural sensitivity necessary to break through barriers like machismo, workplace stress, and stigma. By combining both, I can guide the group with structure and vision, while still empowering members to lead their own growth.

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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.

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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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Yalom’s therapeutic factors highlight how growth occurs in groups. In the Roots of Well-Being sessions, I can see the factors listed below with helping Hispanic blue-collar men facing machismo, work stress, and discrimination to build hope, realize they are not alone, and strengthen coping skills together.

Instillation of Hope – Seeing the group begin builds belief in positive change.

Universality – Members realize they are not alone in their struggles.

Imparting of Information – Learning about cultural expectations and emotional suppression.

Existential Reflection – Exploring personal responsibility and redefining masculinity.

Altruism – Sharing strategies to support one another.

Interpersonal Learning – Practicing healthier boundaries and communication.

Direct Advice – Offering and receiving practical coping techniques.

Imitative Behavior – Modeling effective problem-solving from peers.

Catharsis – Safely expressing suppressed emotions.

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Confidentiality is a core ethical requirement in group counseling. According to the ASCA and ASGW Ethical Standards, counselors must explain the limits of confidentiality such as danger to self/others, abuse, or legal obligations and emphasize that while confidentiality is expected of all group members, it cannot be fully guaranteed.

How this supports my role:

By setting clear expectations and revisiting confidentiality throughout the Roots of Well-Being sessions, I can create a safe environment where group members feel comfortable sharing openly. This trust is critical for participants who may already feel hesitant due to cultural stigma surrounding help-seeking.

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Informed consent is both a legal and ethical requirement. The Texas Administrative Code and ACA Code of Ethics require counselors to obtain informed consent prior to participation, ensuring members understand the group’s purpose, risks, benefits, structure, and their right to withdraw at any time.

How this supports my role:

Providing informed consent empowers participants by giving them choice and transparency. In the Roots of Well-Being group, informed consent reduces stigma, builds trust, and clarifies expectations, which is especially important for adult participants who may be new to the counseling process.

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

American School Counselor Association. (2014). ASCA mindsets & behaviors for student success: K–12 college- and career-readiness standards for every student. American School Counselor Association. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdf

American School Counselor Association. (2016). ASCA ethical standards for school counselors. Author. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors

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.

Texas State Board of Examiners of Professional Counselors. (2022). Texas administrative code, Title 22, Part 30, Chapter 681: Rules relating to professional counselors. Texas Secretary of State. https://texreg.sos.state.tx.use